Evolving from Didactic to Dialogic: How to Improve Faculty Development and Support Faculty Developers by Using Action Research-Reference-Cited by-同舟云学术

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Evolving from Didactic to Dialogic: How to Improve Faculty Development and Support Faculty Developers by Using Action Research

Published:2023-04-24 Issue: Volume: Page:1-11
ISSN:1040-1334
Container-title:Teaching and Learning in Medicine
language:en
Short-container-title:Teaching and Learning in Medicine

Author:

Liao Kuo-Chen¹²³^ORCID,Peng Chang-Hsuan²³^ORCID

Affiliation:

1. Division of Geriatric Medicine and General Internal Medicine, Department of Internal Medicine, Chang Gung Memorial Hospital Linkou, Taoyuan, Taiwan

2. School of Medicine, Chang Gung University College of Medicine, Taoyuan, Taiwan

3. Chang Gung Medical Education Research Centre (CG-MERC), Chang Gung Memorial Hospital, Taoyuan, Taiwan

Funder

Ministry of Health and Welfare

Publisher

Informa UK Limited

Subject

Education,General Medicine

Link

https://www.tandfonline.com/doi/pdf/10.1080/10401334.2023.2204091

Reference61 articles.

1. Competency-based medical education: theory to practice

2. Competency-Based Medical Education and its Competency Frameworks

3. Faculty Development in Assessment: The Missing Link in Competency-Based Medical Education

4. Faculty Development as an Instrument of Change: A Case Study on Teaching Professionalism

5. Faculty Development for Organizational Change

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Reimagining faculty development: A paradigm shift from content to transformative learning processes;Medical Teacher;2024-08-18

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