开展促进艺术与科学方面的培训,以便在中低收入国家扩大研究导师培训的规模

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH Frontiers in Education Pub Date : 2023-12-21 DOI:10.3389/feduc.2023.1270480
Bennett B. Goldberg, E. Mbugi, Fatima Kyari, Sara E. Woods, Emmanuel Balandya, Denise Drane, R. Reng, D. Kakoko
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引用次数: 0

摘要

推进中低收入国家(LMICs)的生物医学研究,扩大中低收入国家将生物医学研究纳入其医疗保健系统和教育的能力,是过去二十年来全球健康领域许多计划的重点。这些计划取得成功的关键在于有效的研究指导,其特点是通过文化上适当的做法提供学术、职业和社会心理支持。研究指导是一种学习技能,通过培训、相互讨论、实践和反馈来培养。大多数现有培训计划都是由美国合作伙伴设计和实施的,因此能力建设的下一阶段是在低收入、中等收入国家的合作伙伴机构中培训辅导员,通过共同开发、实施和评估半年一次的研究辅导培训,在其文化和机构规范的范围内具体实施和推进辅导工作。为此,我们介绍了为期五周的促进艺术和技能课程的开发、实施和成果评估。我们注意明确区分 "教学 "和 "引导 "的概念,因为 "教学 "与以 "自上而下 "的等级关系为特征的传输或银行教育模式密切相关。课程讨论了权力和地位问题,这些主题与尼日利亚和坦桑尼亚的合作伙伴产生了共鸣。这些主题为深入对话提供了独特的切入点,而深入对话的核心是推进指导实践,摆脱殖民化遗留下来的传统二元权力结构。评估结果表明,对教学与辅导之间差异的认识有了显著提高,对辅导技能的信心增强了, 特别是在结构化规划和组织方面,沟通和人际交往技能也得到了改善。所有受访者都认为,尼日利亚和坦桑尼亚的学生将对课程中传达的促进方法做出良好反 应,他们认为作为一个团队参与课程很有价值。
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Training in the art and science of facilitation to scale research mentor training in low and middle income countries
Advancing biomedical research in low and middle income countries (LMICs) to expand the capacity for LMICs to integrate biomedical research into their health care systems and education has been the focus of many programs in global health over the past two decades. Central to the success of these programs is effective research mentoring, characterized by academic, career and psychosocial support through culturally appropriate practices. Research mentoring is a learned skill, developed through training, mutual discussions, practice and feedback. The majority of extant training programs are designed and delivered by US partners, so the next stage in building capacity is to train facilitators within the LMIC partner institutions to contextualize and advance mentoring specifically within their cultural and institutional norms by co-developing, delivering and evaluating semi-annual research mentoring training. To this end, we describe the development, delivery and outcome evaluation of a 5-week course in the art and skill of facilitation. Care was taken to explicitly distinguish between concepts of “teaching” and “facilitation,” since “teaching” is closely connected to a transmission or banking model of education, which is characterized by “top-down,” hierarchical relationship. The course discussed power and positionality, themes that resonate with partners in Nigeria and Tanzania. These themes provided unique entry into deeper conversations core to advancing mentoring practice away from the traditional dyadic power structure that remains from colonization. Evaluation findings indicate significant advances in awareness of differences between teaching and facilitating, increased confidence in facilitation skills, especially in the area of structured planning and organization, as well as improved communication and interpersonal skills. All respondents felt that students in Nigeria and Tanzania would respond well to the facilitation approach conveyed during the course and they found value in participating in the course as a cohort.
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来源期刊
Frontiers in Education
Frontiers in Education Social Sciences-Education
CiteScore
2.90
自引率
8.70%
发文量
887
审稿时长
14 weeks
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