BACKGROUND & AIMS: CONTEXT:Despite federal regulations on faculty conflicts of interest in federally funded research, academic-industry ties are common, and evidence exists that financial considerations bias the research record. Public scrutiny of these ties is increasing, especially in cases where researchers have financial interests in the corporate sponsors of their clinical research. OBJECTIVE:To review policies on conflict of interest at major biomedical research institutions in the United States. DESIGN:Cross-sectional survey and content analysis study conducted from August 1998 to February 2000. SETTING AND PARTICIPANTS:The 100 US institutions with the most funding from the National Institutes of Health in 1998 were initially sampled; policies from 89 institutions were available and included in the analysis. MAIN OUTCOME MEASURES:Process for disclosure, review, and management of conflicts of interest and specified management strategies or limitations, according to the institutions' faculty/staff conflict of interest policies. RESULTS:Content of the conflict of interest policies varied widely across institutions. Fifty-five percent of policies (n = 49) required disclosures from all faculty while 45% (n = 40) required them only from principal investigators or those conducting research. Nineteen percent of policies (n = 17) specified limits on faculty financial interests in corporate sponsors of research, 12% (n = 11) specified limits on permissible delays in publication, and 4% (n = 4) prohibited student involvement in work sponsored by a company in which the faculty mentor had a financial interest. CONCLUSIONS:Most policies on conflict of interest in our sample of major research institutions in the United States lack specificity about the kinds of relationships with industry that are permitted or prohibited. Wide variation in management of conflicts of interest among institutions may cause unnecessary confusion among potential industrial partners or competition among universities for corporate sponsorship that could erode academic standards. It is in the long-term interest of institutions to develop widely agreed-on, clear, specific, and credible policies on conflicts of interest. JAMA. 2000;284:2203-2208.

背景与目标： 背景：尽管联邦政府对联邦资助的研究中的教师利益冲突有规定，但学术界与学术界之间的联系很普遍，并且有证据表明，出于财务考虑，研究记录存在偏差。公众对这些联系的审查越来越多，特别是在研究人员对其临床研究的公司赞助商有经济利益的情况下。
目的：审查美国主要生物医学研究机构的利益冲突政策。
设计：1998年8月至2000年2月进行的横断面调查和内容分析研究。
地点和参与者：1998年，美国国立卫生研究院资助最多的100家美国机构最初被抽样;已有来自89个机构的政策，该政策已包括在内。
主要观察指标：根据研究机构的教职员工利益冲突政策，披露，审查和管理利益冲突以及指定的管理策略或限制的过程。
结果：利益冲突政策的内容在各个机构之间差异很大。 55％的政策（n = 49）要求所有教职员工公开，而45％（n = 40）的政策仅要求主要研究人员或进行研究的人员公开。 19％的政策（n = 17）规定了公司研究赞助者对教师财务利益的限制，12％（n = 11）规定了允许出版延迟的限制，4％（n = 4）禁止学生参与赞助的工作由教师在其中有财务利益的公司提供。
结论：在我们的美国主要研究机构样本中，大多数关于利益冲突的政策都缺乏关于允许或禁止的与产业的关系的具体性。机构间利益冲突的管理差异很大，可能会导致潜在的行业合作伙伴之间出现不必要的混乱，或者大学之间的企业赞助竞争可能会削弱学术水平。对于利益冲突，制定广泛商定，明确，具体和可信的政策符合机构的长远利益。贾玛2000; 284：2203-2208。

BACKGROUND & AIMS: -2

背景与目标： -2

BACKGROUND & AIMS: :Board certification is a means of demonstrating expertise above the minimum licensing standards. For many health care professionals, this credential is a necessity. As pharmacists become involved in more advanced patient care services, board certification becomes an essential component to ensuring quality care. The prevalence of United States pharmacy practice faculty members who are board certified, however, is unknown. In addition, to our knowledge, factors that serve to motivate or discourage faculty from obtaining board certification have not been previously described; thus, 900 pharmacy practice faculty members listed in the American Association of Colleges of Pharmacy (AACP) online directory were invited to complete an online survey regarding motivators and barriers for board certification. In addition, a list of board-certified pharmacists, obtained from the Board of Pharmacy Specialties, was used to check the board certification status of all pharmacy practice faculty members listed in the AACP directory. In 2011, the prevalence of board certification among the 2867 pharmacy practice faculty members was 37% (1063 pharmacists), with the highest prevalence found among assistant professors (39.4%). A total of 322 faculty members (36% response rate) completed the survey; of these, 308 self-identified as pharmacy practice faculty, and their responses were included in the analysis. Current board certification in pharmacy specialties was reported by 163 respondents (52.9%); 14 (4.5%) were previously certified. Among the 308 respondents, the most common perceived reason why pharmacy practice faculty become board certified was the desire to be recognized as an expert in the field (71.5%). Those who were currently board certified indicated personal growth as the most important reason (60.1%). Those previously certified indicated no perceived benefit as the most common reason for not recertifying (71.4%). Among those never certified, no perceived need (52.0%) or benefit (44.8%) were the most common reasons for not becoming certified; however, a majority of those never certified (68%) stated that they would become board certified if there was no associated cost and they were confident they would pass. To increase the prevalence of board certification in pharmacy practice faculty at U.S. schools and colleges of pharmacy, the benefits of this credential must be addressed at each institution. Steps should be taken to assist and encourage board certification.

背景与目标： ：董事会认证是一种展示最低许可标准之上的专业知识的方式。对于许多医疗保健专业人员而言，此证书是必不可少的。随着药剂师参与更高级的患者护理服务，董事会认证已成为确保高质量护理的重要组成部分。但是，尚不知道获得董事会认证的美国药学实践教职人员的患病率。此外，据我们所知，以前没有描述过用来激励或劝​​阻教师获得董事会认证的因素；因此，邀请了美国药学院联合会（AACP）在线目录中列出的900名药学实践教师完成了有关董事会认证激励因素和障碍的在线调查。此外，还使用了从药房专业委员会获得的经董事会认证的药剂师名单，以检查ACPCP目录中列出的所有药学执业教职人员的董事会认证状态。 2011年，在2867名药学实践教师中，董事会认证的患病率为37％（1063位药剂师），在助理教授中患病率最高（39.4％）。共有322名教职员工（36％的回应率）完成了调查；其中，有308位自称药学专业的教师，他们的回答也包括在分析中。 163名受访者报告了当前的药学专业委员会认证（52.9％）； 14（4.5％）位先前得到认证。在308位受访者中，药房实践教师获得董事会认证的最常见原因是希望获得该领域专家的认可（71.5％）。目前获得董事会认证的人指出，个人成长是最重要的原因（60.1％）。那些先前获得认证的人表示，没有被认可的利益是不进行重新认证的最普遍原因（71.4％）。在那些从未获得认证的人中，没有被认可的需求（52.0％）或收益（44.8％）是未获得认证的最常见原因；但是，大多数从未认证的人（68％）表示，如果没有相关成本，他们将成为董事会认证的人，他们有信心会通过。为了提高美国药学院和药学院药房实践教师的董事会认证普及率，必须在每个机构中都使用此证书的好处。应该采取步骤来协助和鼓励董事会认证。

BACKGROUND & AIMS: :There is a growing appreciation of the need for educational faculty development within medical education. The authors describe the establishment and subsequent expansion of one such fellowship in medical education that arose from the cooperative efforts of Harvard Medical School, Beth Israel Deaconess Medical Center, and Mount Auburn Hospital. Three resultant fellowships are outlined that share the common goals of enhancing the skills of the faculty as educators, providing an opportunity to conduct scholarly educational research, supporting the fellows as change agents, and fostering the creation of a supportive community dedicated to enhancing the field of medical education. Curricular structure and content are outlined as well as current approaches to curricular and programmatic evaluation. The fellowships have been well received and are widely perceived as transformative for the faculty, many of whom have assumed increased roles of organizational and educational leadership. Lastly, future directions for these fellowships are presented.

背景与目标： ：医学教育中对教师队伍发展的需求日益增长。作者描述了在哈佛医学院，贝斯·以色列女执事医学中心和奥本山医院的共同努力下，建立和扩展的医学教育奖学金之一。概述了三项最终的研究金，这些研究金具有共同的目标，即提高教师作为教育者的技能，提供进行学术教育研究的机会，支持研究人员成为变革推动者以及促进建立一个致力于扩大教育领域的支持性社区。医学教育。概述了课程结构和内容，以及当前的课程和计划评估方法。奖学金获得了好评，并被广泛认为是对教师的变革，其中许多人承担了组织和教育领导作用。最后，介绍了这些研究金的未来方向。

BACKGROUND & AIMS: :Many new nursing leaders assuming work as deans, assistant deans, or interim deans have limited education, experience, or background to prepare them for the job. To assist new deans and those aspiring to be deans, the authors of this department, both deans, offer survival tips based on their personal experiences and insights. They address common issues, challenges, and opportunities that face academic executive teams, such as negotiating an executive contract, obtaining faculty lines, building effective work teams, managing difficult employees, and creating nimble organizational structure to respond to changing consumer, healthcare delivery, and community needs. The authors welcome counterpoint discussions with readers.

背景与目标： ：许多担任院长，助理院长或临时院长的新护理负责人的教育，经验或背景有限，无法为他们做好工作准备。为了协助新任院长和有志成为院长的人，该系的两位院长均根据其个人经验和见解提供生存技巧。它们解决了学术执行团队面临的常见问题，挑战和机遇，例如，谈判执行合同，获得教职员工，建立有效的工作团队，管理困难的员工以及创建灵活的组织结构以应对不断变化的消费者，医疗保健提供和社区需求。作者欢迎与读者进行非正式的讨论。

BACKGROUND & AIMS: :This article suggests a seven-step model for faculty-clinician collaborative research. The steps were developed on the basis of the authors' experiences and anchored in theories of human and organizational behavior. For each step, an aim and outcome are delineated as well as a description of how each stage can be enacted to produce publishable research. An example is used to illustrate how the model has functioned to facilitate the research process. The model lends itself to a full spectrum of qualitative and quantitative designs that are appropriate in clinical occupational therapy.

背景与目标： ：本文提出了教师与临床医生合作研究的七个步骤的模型。这些步骤是根据作者的经验制定的，并以人类和组织行为理论为基础。对于每个步骤，都描述了目标和结果，并描述了如何制定每个阶段以进行可发表的研究。使用一个示例来说明模型如何发挥作用以促进研究过程。该模型适用于适合临床职业治疗的各种定性和定量设计。

BACKGROUND & AIMS: :Anatomy is the fundamental of medical and health professional education. Anatomic dissection enables the examination of the organs in the human cadavers systematically and topographically. The aim of this study was to determine the effect of the first cadaver demonstration and the anxiety of medical, dental and pharmacy students. A questionnaire was distributed to 486 students in the same academic year (2009-2010) at Ege University. The review of anxiety reveals the circumstances such as exhaustion, stress, depression, anxiety, destructive life, deterioration of mental or physical quality or asthenia (over-fatigue), professionally having a serious effect on the students. 486 (85.3 %) students in total participated in this research carried out as based on voluntariness as 338 (93.9 %) students from the medical faculty, 78 (70.9 %) students from the faculty of dentistry and 70 (70 %) students from the faculty of pharmacy.A medium level of anxiety was detected in the students in their first encounter with the cadaver. The state anxiety score (SAS) average taken by all the students who took part in the research is 42.6 ± 5.60 and trait anxiety score average is 46.6 ± 5.0. No discrepancy was detected among the faculties with respect to anxiety score. While the SASs of the male students were higher than the girls, the trait anxiety scores of the girl students were detected to be higher than male students. While the characteristics and the cultural life of our society force the male students into stronger behavioral patterns, they may actually increase their anxiety level in distressed conditions. The fact that trait anxiety is high in both sexes, particularly in female students can be explained by the patient responsibility and the work load undertaken in the professions in the medical field as early as the period of education.Before the students' applied lessons with the cadavers start, a preparatory session must be planned for this education to decrease the anxiety level by sharing their sensations, feelings and perceptions related to the demonstration.

背景与目标： 解剖学是医学和健康专业教育的基础。解剖解剖学使得能够系统地和地形地检查人体尸体中的器官。这项研究的目的是确定第一次尸体示范的效果以及医学，牙科和药学专业学生的焦虑程度。在同一学年（2009-2010年），Ege大学向486名学生分发了调查表。对焦虑的回顾揭示了诸如精疲力竭，压力，抑郁，焦虑，破坏性生活，精神或身体素质下降或乏力（疲劳）等情况，这在专业上对学生产生了严重影响。根据自愿性，共有486（85.3％）名学生参加了这项研究，其中医学系338名（93.9％）学生，牙科系78名（70.9％）学生和70名（70％）来自牙科学院的学生参加了这项研究。在第一次接触尸体的学生中发现了中等程度的焦虑。所有参加研究的学生的状态焦虑评分（SAS）平均值为42.6±5.60，特征性焦虑评分平均值为46.6±5.0。院系之间未发现焦虑评分有差异。当男学生的SAS高于女生时，女学生的性格焦虑得分被发现高于男学生。虽然我们社会的特征和文化生活迫使男学生形成更强的行为方式，但实际上他们可能在处境困难的情况下增加其焦虑水平。早在教育阶段，患者的责任感和在医学领域的专业工作就可以解释男女两性特质焦虑高的事实，特别是在女学生中。尸体开始时，必须计划进行一次准备教育，以通过分享他们与示威有关的感觉，感受和知觉来减少焦虑程度。

BACKGROUND & AIMS: :The Association of American Medical Colleges surveyed the principal business officers of all 126 accredited U.S. medical schools in late 1991 in order to learn about their retirement benefit programs for faculty and whether early-retirement incentive programs were being used. A total of 115 of the schools provided usable responses, which the author reports for all schools, public schools, and private schools. For all schools, defined-contribution plans (based on employer's and employee's contributions plus investment earnings) were the preferred type of retirement benefit program (77%, or 89, of the responding schools). Defined-benefit plans (based on a formula that uses variables of age at retirement, years of service, and salary) were available at 37% (43) of the schools. Early-retirement incentive programs had been used by 70% of the responding schools in the five-year period 1987-1991. Sixteen schools provided descriptions of their formal early-retirement programs, which are summarized. The author observes that, although nearly three-fourths of the responding schools are familiar with the use of the incentive programs, these programs have resulted in few actual early retirements. He discusses why this may be true and compares the pros and cons of formal and ad hoc programs. He concludes that no single program can be considered best; each institution must work with its faculty to design programs to meet institutional goals and faculty interests.

背景与目标： ：美国医学院协会在1991年底对美国126所获得认可的所有医学院的主要业务人员进行了调查，以了解其教职员工退休金计划以及是否使用了提前退休激励计划。共有115所学校提供了可用的反馈，作者针对所有学校，公立学校和私立学校进行了报告。对于所有学校，固定缴款计划（基于雇主和雇员的缴费加上投资收益）是退休福利计划的首选类型（77％，即89所响应学校）。在37％（43）的学校中可以使用既定受益计划（基于使用退休年龄，服务年限和工资的变量的公式）。在1987年至1991年的五年期间，有70％的学校采用了提前退休激励计划。十六所学校提供了有关其正式的提前退休计划的说明，并对其进行了总结。作者观察到，尽管将近四分之三的回应学校都熟悉激励计划的使用，但这些计划实际上并未使他们提前退休。他讨论了为什么这可能是正确的，并比较了正式计划和临时计划的利弊。他得出的结论是，没有哪个程序可以被认为是最好的。每个机构都必须与其教职员工一起设计课程，以满足机构目标和教职员工的兴趣。

BACKGROUND & AIMS: OBJECTIVE:We evaluated associations between emotional exhaustion (EE), a measure of burnout, among medical school faculty and: demographic and professional characteristics, workplace stressors, coping skills, resilience, sufficient personal time, and depressive symptoms. Respondents completed surveys in November 2017. METHODS:We conducted bivariate and multivariable logistic regression and recycled predictions models to estimate associations between characteristics and probability of EE. RESULTS:Of 1401 respondents, 42% endorsed EE. Faculty with more clinical effort, more workplace stress, less resilience, less personal time, and more depressive symptoms reported statistically significantly higher probabilities of EE compared with their counterparts. Female sex, mid-career stage, and coping skills were no longer associated with EE, after accounting for stress, resilience, personal time, and depressive symptoms. CONCLUSIONS:Coping skills may not mitigate physician EE when coupled with substantial time and mental health burdens.

背景与目标： 目的：我们评估了医学院教职员中的情绪疲惫（EE）（一种职业倦怠指标）与以下各项之间的关联：人口统计学和专业特征，工作场所压力源，应对技巧，弹性，足够的个人时间和抑郁症状。受访者于2017年11月完成了调查。
方法：我们进行了双变量和多变量logistic回归以及再循环的预测模型，以估计EE的特征和概率之间的关联。
结果：在1401名受访者中，有42％的人支持EE。据统计，与同龄人相比，具有更大临床努力，更多工作场所压力，更少的适应力，更少的个人时间以及更多的抑郁症状的教职员工据报具有更高的EE机率。在考虑了压力，适应力，个人时间和抑郁症状后，女性，职业中期和应对技能不再与EE相关。
结论：应对技巧可能无法缓解医生的EE现象，并伴有大量的时间和精神健康负担。

BACKGROUND & AIMS: -2

背景与目标： -2

BACKGROUND & AIMS: :Associate degree nursing (ADN) programs are influenced by many of the same factors affecting the recruitment and retention of nursing faculty in baccalaureate and graduate degree nursing programs. This article examines these factors along with strategies that have the potential to affect recruitment and retention. Factors affecting recruitment include the unique nature of the ADN educator role and salary. Factors affecting retention are salary, workload, and work hours. Beginning recruitment with students, while they are still enrolled in the program, and mentoring part-time clinical faculty are possible ways to recruit full-time faculty. Numerous initiatives designed to supplement the recruitment and retention efforts of individual nursing programs, developed by the National League for Nursing, are identified. Solutions to this shortage must be identified so there are adequate numbers of full-time faculty to achieve the goal of high-quality graduates who are committed to patient safety.

背景与目标： ：副学士学位护理（ADN）计划受许多相同的因素影响，这些因素会影响学士学位和研究生学位护理计划中护士的招聘和保留。本文研究了这些因素以及可能影响招聘和保留的策略。影响招聘的因素包括ADN教育者角色和薪水的独特性。影响保留率的因素是薪水，工作量和工作时间。在学生仍加入该计划的同时开始招收学生，并指导兼职临床教师是招募全职教师的可能方法。全国护理联盟制定了许多旨在补充个人护理计划的招募和保留工作的举措。必须确定解决这种短缺的方法，以便有足够的专职教师来实现致力于患者安全的高质量毕业生的目标。

BACKGROUND & AIMS: : Background: Three national career development programs (CDPs)-Early and Mid-Career Programs sponsored by the Association of American Medical Colleges and the Hedwig van Ameringen Executive Leadership in Academic Medicine sponsored by Drexel University-seek to expand gender diversity in faculty and institutional leadership of academic medical centers. Over 20 years of success and continued need are evident in the sustained interest and investment of individuals and institutions. However, their impact on promotion in academic rank remains unknown. The purpose of the study is to compare promotion rates of women CDP participants and other faculty of similar institutional environment and initial career stage. Methods: The study examined retrospective cohorts of 2,719 CDP participants, 12,865 nonparticipant women, and 26,810 men, from the same institutions, with the same degrees, and first years of appointment in rank. Rates of promotion to Associate and Full Professor ranks in respective cohorts of Assistant and of Associate Professors were compared using Kaplan-Meier survival curves and log-rank tests, and logistic regression adjusting for other predictors of academic success. Results: In adjusted analyses, participants were more likely than men and non-participant women to be promoted to Associate Professor and as likely as men and more likely than non-participant women to be promoted to Full Professor within 10 years. Within 5 years, CDP participants were more likely than nonparticipant women to be promoted to Associate Professor and as likely as to be promoted to Full Professor; in the same interval, participants were promoted to both higher ranks at the same rates as men. For both intervals, nonparticipant women were significantly less likely than men to be promoted to either rank. Conclusions: The higher rates of promotion for women participating in national CDPs support the effectiveness of these programs in building capacity for academic medicine.

背景与目标： ：
背景：
由美国医学院协会赞助的三个国家职业发展计划（CDP）-早期和中级职业计划，以及由Drexel大学赞助的Hedwig van Ameringen学术医学行政领导力-寻求扩大教职员工和学术机构的性别多样性医疗中心。个人和机构的持续兴趣和投资体现了超过20年的成功和持续的需求。但是，它们对晋升学术排名的影响仍然未知。这项研究的目的是比较女性CDP参与者和其他具有类似制度环境和初始职业阶段的教师的晋升率。
方法：
该研究回顾了来自同一机构，相同学位，任职第一年的2,719名CDP参与者，12,865名非参与者女性和26,810名男性的回顾性队列。使用Kaplan-Meier生存曲线和对数秩检验，并通过逻辑回归对其他学术成就预测因子进行调整，比较了助理和副教授各自的队列中副教授和正式教授的晋升率。
结果：
在调整后的分析中，与男性和非参与女性相比，参与者在10年内被提升为副教授的可能性更大，与男性和非参与女性相比，被提升为正教授的可能性更大。在5年内，CDP参与者比非参与者女性更有可能被提升为副教授，并有可能被提升为正教授。在相同的时间间隔内，参与者以与男性相同的比率晋升到两个较高的级别。在这两个时间间隔中，未参与调查的女性晋升到任一级别的可能性均明显低于男性。
结论：
妇女参加国家CDP的晋升率更高，支持了这些方案在提高学术医学能力方面的有效性。

BACKGROUND & AIMS: PURPOSE/OBJECTIVES:While the Commission on Dental Accreditation (CODA) requires programs to conduct faculty development, implementation of faculty development activities vary widely. Faculty development programs can enhance teaching, research, and leadership skills needed to transition from clinical practice to teaching. In 2012, the Health Resources and Services Administration (HRSA) funded 6 institutions to plan, develop, and operate programs for training oral healthcare providers who plan to teach in general, pediatric, public health dentistry, or dental hygiene. This performance study examines the results of the dental faculty development programs. METHODS:After the 5-year grant program (2012-2017), we used descriptive analysis to examine annual performance data including trainee demographics, faculty development activities, post-completion intentions, and course development activities. RESULTS:Nearly 300 trainees participated across 6 funded grantees; the majority were female, aged 30-49 years, and non-Hispanic White. For those who completed, 80% intended to teach. Common faculty development activities included community-based training, curriculum enhancements, Web-based training, and interprofessional education methods. Faculty development modalities included faculty seminars, Master's degrees, and mentoring. Pipeline activities, online resources, and continuing education supported dental students and providers moving into academics. CONCLUSIONS:Faculty development better prepares individuals to compete in academic environments and develop faculty. Community-based programs may utilize faculty development to recruit community preceptors and achieve calibration. HRSA investment in faculty development programs builds resources and infrastructure to promote continuing engagement in clinical education, research, and administrative skills. Future research is needed to establish the impact of faculty development initiatives on practice change and patient outcomes.

背景与目标： 目的/目的：虽然牙科鉴定委员会（CODA）要求开展教师发展的计划，但教师发展活动的实施情况却大不相同。教师发展计划可以增强从临床实践过渡到教学所需的教学，研究和领导技能。 2012年，美国卫生资源与服务管理局（HRSA）资助了6家机构，以计划，开发和运营计划，以培训计划就普通，儿科，公共卫生牙科或牙科卫生教书的口腔保健提供者。这项性能研究检查了牙科教师发展计划的结果。
方法：在为期5年的资助计划（2012-2017）之后，我们使用描述性分析来检查年度绩效数据，包括受训人员的人口统计资料，教师发展活动，完成后的意向和课程开发活动。
结果：近300名受训者参加了6个受资助的受助者；大部分是女性，年龄在30-49岁，非西班牙裔白人。对于那些完成的人，80％打算教书。普通的教师发展活动包括基于社区的培训，课程的增强，基于Web的培训以及跨专业的教育方法。教师发展模式包括教师研讨会，硕士学位和指导。管道活动，在线资源和继续教育为牙科学生和提供者进入学术界提供了支持。
结论：教师发展更好地为个人做好了在学术环境中竞争和发展教师的准备。基于社区的计划可能会利用教师发展来招募社区教员并实现校准。 HRSA对教师发展计划的投资可建立资源和基础设施，以促进对临床教育，研究和管理技能的持续参与。需要进一步的研究来确定教师发展计划对实践改变和患者结果的影响。

BACKGROUND & AIMS: :To orient nurses who are already clinical experts to their new role as clinical educators, we developed a department-specific handbook and a reference manual that included materials which could not, as a practical matter, be photocopied extensively. These materials allowed us to quickly orient new clinical instructors to the responsibilities and skills they would need for clinical instruction and supervision. Providing these orientation and training materials also helped solve the clinical nursing faculty shortage at our institution by supporting nurses who, despite expertise in clinical areas, lacked formal training or experience as educators.

背景与目标： ：为了使已经是临床专家的护士适应他们作为临床教育者的新角色，我们开发了特定于部门的手册和参考手册，其中包括实际上不能大量影印的材料。这些材料使我们能够快速地使新的临床指导员适应临床指导和监督所需的职责和技能。提供这些指导和培训材料还通过支持护士，尽管他们在临床领域具有专长，但他们缺乏正规的培训或作为教育工作者的经验，也有助于解决我们机构的临床护理教师短缺的问题。

BACKGROUND & AIMS: :Well-educated and competent health professionals influence the health system in which they work to improve health outcomes, through clinical care and community interventions, and by raising standards of practice and supervision. To prepare these individuals, training institutions must ensure that their faculty members, who design and deliver education, are effective teachers. We describe the experience of the Muhimbili University of Health and Allied Sciences (MUHAS) in encouraging improvements in the teaching capacity of its faculty and postgraduate students triggered by a major institutional transition to competency-based education. We employed a multi-stage process that started by identifying the teaching and learning needs and challenges of MUHAS students and faculty. Collaborating with the University of California San Francisco (UCSF), MUHAS responded to these needs by introducing faculty to competency-based curricula and later to strategies for long term continuing improvement. We demonstrate that teaching faculty members are keen for local institutional support to enable them to enhance their skills as educators, and that they have been able to sustain a program of faculty development for their peers.

背景与目标： ：受过良好教育的专业医务人员会通过临床护理和社区干预，以及通过提高执业和监督标准来影响其工作中的健康系统，以改善健康状况。为了使这些人做好准备，培训机构必须确保其设计和提供教育的教职员工是有效的教师。我们描述了穆希姆比利卫生与联合科学大学（MUHAS）的经验，该经验在鼓励机构向以能力为基础的教育的重大转变中引发了其师资和研究生教学能力的提高。我们采用了一个多阶段的过程，首先确定MUHAS学生和教职员工的教学需求和挑战。 MUHAS与加州大学旧金山分校（UCSF）合作，通过将教师引入以能力为基础的课程，后来又引入长期持续改进的策略来满足这些需求。我们证明，教职员工渴望获得当地机构的支持，以使他们能够提高作为教育者的技能，并且他们能够维持同龄人的教职员工发展计划。