A Review of Programs, Components and Outcomes in Biomedical Research Faculty Development.

International journal of university teaching and faculty development Pub Date : 2013-01-01

Stacey A Teruya, Shahrzad Bazargan-Hejazi, Mona Mojtahedzadeh, Megha Doshi, Katherine Russell, Darlene Parker-Kelly, Theodore C Friedman

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Abstract

Background/objective: To review, compare and synthesize current faculty development programs and components. Findings are expected to facilitate research that will increase the competency and competitiveness of less-established biomedical research faculty.

Methods: We reviewed the current literature on research faculty development programs, and report on their type, components, outcomes and limitations.

Results: Nineteen articles met inclusion criteria. There were no prospective studies; most were observational and all lacked a control group. Mentoring was the most successful program type, and guided and participatory learning the most successful enabling mechanism, in achieving stated program goals.

Conclusions: Our findings are limited by the small number of current studies, wide variation in implementation, study design, and populations, and the lack of uniform metrics. However, results suggest that future prospective, randomized studies should employ quantitative criteria, and examine individual, human factors that predict "success."

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生物医学研究师资队伍建设计划、内容和成果回顾。

背景/目标：回顾、比较和总结当前的教师发展计划和内容。研究结果有望促进相关研究，从而提高资历较浅的生物医学研究人员的能力和竞争力：我们回顾了当前有关研究型教师发展计划的文献，并报告了这些计划的类型、组成部分、成果和局限性：结果：19 篇文章符合纳入标准。其中没有前瞻性研究；大多数是观察性研究，而且都缺乏对照组。在实现既定计划目标方面，指导是最成功的计划类型，引导式和参与式学习是最成功的促成机制：由于目前的研究数量较少，在实施、研究设计和人群方面存在很大差异，而且缺乏统一的衡量标准，我们的研究结果受到了限制。然而，研究结果表明，未来的前瞻性随机研究应采用量化标准，并考察预测 "成功 "的个人和人为因素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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