| Autor: |
Gagnon N; Department of Family Medicine and Emergency Medicine, Faculty of Medicine and Health Sciences, Université de Sherbrooke, Sherbrooke, Québec, Canada., Bernier C; Department of Family Medicine and Emergency Medicine, Faculty of Medicine and Health Sciences, Université de Sherbrooke, Sherbrooke, Québec, Canada., Houde S; Centre de Pédagogie des Sciences de la Santé, Faculty of Medicine and Health Sciences, Université de Sherbrooke, Sherbrooke, Québec, Canada. |
| Jazyk: |
angličtina |
| Zdroj: |
British journal of hospital medicine (London, England : 2005) [Br J Hosp Med (Lond)] 2022 May 02; Vol. 83 (5), pp. 1-8. Date of Electronic Publication: 2022 May 06. |
| DOI: |
10.12968/hmed.2021.0671 |
| Abstrakt: |
Faculty development is key to ensuring quality clinical teaching, but standardising teaching practices in multiple settings is a challenge. This article presents an example of a 3-year faculty development programme for teaching clinical reasoning skills, implemented by the Faculty of Medicine and Health Sciences, University of Sherbrooke, Quebec, Canada for its faculty members at multiple teaching sites. A follow-up study 1-5 months after the final workshop, using a self-assessment questionnaire, indicates that almost half of the participants transferred some of their newly acquired knowledge into their teaching practices. This article discusses factors to consider when developing a faculty development culture, at both a programme and faculty level, to support quality teaching and learning. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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