Developing and rewarding teachers as educators and scholars: remarkable progress and daunting challenges.
Med Educ
; 52(1): 58-67, 2018 Jan.
Article
em En
| MEDLINE
| ID: mdl-28771776
ABSTRACT
CONTEXT This article describes the scholarly work that has addressed the fifth recommendation of the 1988 World Conference on Medical Education 'Train teachers as educators, not content experts alone, and reward excellence in this field as fully as excellence in biomedical research or clinical practice'. PROGRESS Over the past 30 years, scholars have defined the preparation needed for teaching and other educator roles, and created faculty development delivery systems to train teachers as educators. To reward the excellence of educators, scholars have expanded definitions of scholarship, defined educator roles and criteria for judging excellence, and developed educator portfolios to make achievements visible for peer review. Despite these efforts, the scholarship of discovery continues to be more highly prized and rewarded than the scholarship of teaching. These values are deeply embedded in university culture and policies. CHALLENGES To remedy the structural inequalities between researchers and educators, a holistic approach to rewarding the broad range of educational roles and educational scholarship is needed. This requires strong advocacy to create changes in academic rewards and support policies, provide a clear career trajectory for educators using learning analytics, expand programmes for faculty development, support health professions education scholarship units and academies of medical educators, and create mechanisms to ensure high standards for all educators.
Texto completo:
1
Eixos temáticos:
Capacitacao_em_gestao_de_ciencia
Base de dados:
MEDLINE
Assunto principal:
Recompensa
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Ensino
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Desenvolvimento de Pessoal
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Docentes de Medicina
Tipo de estudo:
Guideline
Limite:
Humans
Idioma:
En
Ano de publicação:
2018
Tipo de documento:
Article