Analysis of the influence of teachers' teaching input on teaching effect satisfaction in medical colleges / 中华医学教育探索杂志

Objective:To investigate and analyze the influencing factors of teachers' teaching input status on teaching effect satisfaction in medical colleges.Methods:A total of 782 teachers of basic medicine and clinical medicine in a local medical college in Hebei Province were selected by multi-stage stratified random sampling method. The (mean ± standard deviation) was used to describe the status quo of teachers' teaching input, and the t- or F-test was used for inter-group comparison. The influence of teaching input on teaching satisfaction was analyzed by multiple linear regression. Results:The teaching input of medical college teachers was affected by different demographic characteristics, among which the teaching time input was affected by gender, age, professional title, teaching age, educational background and category (all P<0.05), the emotional input was affected by age,professional title,teaching age,educational background and category (all P<0.05), and the teaching ability development input was affected by age, professional title, teaching age and category (all P<0.05). There was a correlation between the population characteristics of teachers and the teaching input and the satisfaction of teaching effect, and the teaching age of teachers is negatively correlated with the satisfaction of teaching effect ( β=-0.057, P<0.05). There were positive correlations between teaching satisfaction and teaching effect (all P<0.05), including the number of lesson preparation hours, the number of weekly teaching hours, the degree of teaching attention, the degree of medical teaching research balance, the learning and expansion of teaching skills, and the difference of teaching observation reflecting teaching input. The teaching input of basic medicine teachers was significantly higher than that of clinical teachers (all P<0.05). Conclusion:It is suggested that medical colleges and clinical teaching bases should pay attention to the construction of teacher echelon, optimization of policies and measures to balance the relationship between medical education and research, construction of the support system of teachers' teaching work input to improve teachers' professional efficacy, and the building of a professional development community of teachers integrating basic medical teachers and clinical teachers to improve the training quality of medical students.

Impact of microteaching workshop on the teaching skills of postgraduate students, Odisha, India

Background: Young teachers can skill for better teaching-learning ways can be acquired through structured and cheaper faculty training techniques. Microteaching can be adopted as one such measure to improvise teaching-learning skills among young teachers. Aims and Objectives: This study was conducted also to knew the impact of knowledge and perception regarding microteaching among postgraduate medical students and improvise on them. Also to knew the improvement in teaching skills after training and established the usefulness of this modality of microteaching by looking into its effectiveness. Materials and Methods: The participants were 29 1st year postgraduate students of Kalinga Institute of Medical Sciences, Bhubaneswar, Odisha. One day microteaching workshop was arranged for them in the Medical Education Unit of KIMS. The participants were surveyed through questionnaires (A, B, C, D, and E). McNemar’s Chi-square test did this by comparing between pretesting and post-testing scores of Questionnaire A and D (Kirkpatrick level 1, 2, and 3) as well as B and C (Kirkpatrick level 4) by use of the STATA software. A three-point Likert scale (0 = Not useful, 1 = Doubtful, 2 = Useful) was used to assess the participants’ responses based on the qualitative analysis method from questionnaire E. Results: Pre-post testing revealed improvement in knowledge and perception about microteaching among the majority (P < 0.05). They improved skills-wise too (P < 0.05). All the participants believed that microteaching is useful with a score of 2 on a three-point Likert scale. Conclusion: The microteaching among postgraduate medical students before proper lecture is very much useful. This type of workshop and training should be done in regular interval.

Effectiveness and Implications of a Structured Hands-on Training on OSCE for Nursing faculties: A pilot project by Trained Nurse's Association of India

Nursing is one of the professions which require knowledge along with clinical competence to provide high quality nursing care. Objective Structured Clinical Examination (OSCE) and Objective Strucured Practical Examination (OSPE) methods of evaluation have emerged as an alternative to traditional evaluation methods for the skills assessment. This study was planned to train nursing faculties on OSCE and evaluate its effectiveness. The primary objective of the for nursing faculties on knowledge regarding OSCE. A one group pretest-posttest design with a quantitative research approach was used. Convenient sampling method was used include 27 faculties from all the available colleges of Nursing in NCT of Delhi. A structured 15-item questionnaire with multiple choice questions, each comprising four responses with one correct response was used to evaluate the knowledge of the participants regarding OSCE. The twoday training programme comprised the theory sessions and demonstration of OSCE stations ties. The study suggests that there is a need to develop a structured training programme and conduct training for faculties across the country to bring in uniformity in implementation of OSCE method of evaluation in colleges.

How Difficult Is It To Implement A Competency-Based Medical Education In India: The Next Steps?

Background:Medical Council of India is in the revamping mode to align the medical curriculum to the emerging health care needs of the society, by introducing Competency-Based Medical Education (CBME). This new medical curriculum intends toimpartthecompetencies that are needed to produce medical graduates who would function efficiently as Physicians of first contact or basic doctorsin the community. The ECE program would enhance the knowledge, skills, and attitude of the medical graduates if it is implemented. We conducted this study to assess the challengescurrently facedby faculties for the implementation of this new curriculum.Material and Methodology:It is a cross-sectional study conducted at NC Medical College, Israna during the study period was July 2021 to November 2021. The study team regularly scrutinized the data collection process and met periodically to review the study conduct and computing of data. At the end of the study period, the consolidated data were analyzedusing IBM SPSS version 22.Result:A total of 50 teaching faculties, we acknowledged 48questionnairesthat were complete. 96% faculties showed positive and opportunistic be haviourtowards the new curriculum of CBME with constructive ideas but 4% faculties declined.Conclusion:CBME is theparadigm shift in the teaching and learning approach of medical education. Mostof the medical facultymembersare aware of the need and have attained a positive attitude for theapplication of CBME. However significant barriers do exist in the form of manpower, new time mapping and resources which need to be addressed.

Cross-sectional Study of the Educational Roles of Residents in the New Medical Specialty Program / 医学教育

Background: Although there is a growing momentum in Japan to expect residents to play an educational role, the guidelines are still unclear. Objective: The purpose of this study is to examine the characteristics and contents of teaching roles for residents in the new curriculum of each specialty program and uncover current issues. Methods: Two researchers independently searched for and determined the wording related to teaching in the program for all 19 specialties. The research team extracted the relevant issues. Results: Seventeen of the 19 programs included a statement on educational roles for their residents, but almost all of the programs did not include educational competencies and any specific strategy to achieve it. Discussion: The definition of educational competencies and the development of methods to acquire the competencies are issues for the future. It is necessary to develop and expand programs for the Residents-as-Teachers program in Japan.

Evaluación de docentes en programas de posgrado / Assessment of teachers in postgraduate programs

Los profesores son parte fundamental de una escuela de medicina. A nivel de la residencia médica, la evaluación de la docencia clínica es una estrategia de mejoramiento de la educación que permite identificar las deficiencias que existen para superarlas mediante capa-citación, así como reconocer las buenas prácticas docentes. Los modelos de evaluación docente utilizados en distintas facultades de medicina comprenden: la evaluación por pares, la autoevaluación, la evaluación basada en la opinión de los estudiantes y el portafolio docente. Con el fin de mejorar la calidad de la enseñanza y la calidad de los programas formativos en la residencia médica es necesario contar instrumentos de evaluación válidos, confiables, factibles y que cuenten con la aceptación de los profesores y residentes. Esta evaluación debe ser devuelta al docente mediante un proceso de retroalimentación efectiva y conectarse a un plan de desarrollo do-cente, de capacitación y de reconocimiento, enmarcado dentro de la carrera profesional. El sistema de evaluación y desarrollo docente debe partir de la institución universitaria responsable de la formación del médico residente.

Teachers are a substantial part of a medical school. In medical residency, the evaluation of clinical teaching is a strategy for improving education that allows establishing the deficiencies to overcome them through training and also to recognise good teachers. Teaching evaluation models used in different medical schools include peer evaluation, self-evaluation, evaluation based on the opinion of students and the teaching portfolio. To improve the quality of teaching and the quality of training programs in medical residences, it is necessary to have a valid, reliable, feasible teacher evaluation system that has the acceptance of teachers and residents. This evaluation must be returned to the teacher through an effective feedback process and also linked to a faculty development program and a recognition plan framed within the professional career. The teaching assessmente and development system must come from the university responsible for the resident training.

Faculty perceptions and applications of the in-service training programs of the Association of Philippine Medical Colleges

@#<p style="text-align: justify;"><strong>Objectives.</strong> The Association of Philippine Medical Colleges (APMC) responded to the global call for transformative learning by conducting a series of Faculty In-service Training. This study was commissioned to determine faculty trainees' perceptions of the program in terms of relevance, comprehensiveness, and quality. It also described their applications of the program in their delivery of instruction, assessment, organization, and management skills.</p><p style="text-align: justify;"><strong>Methods.</strong> This is a sequential explanatory mixed-method research. The quantitative phase refers to the analysis of the rating scale accomplished by participants as feedback. The qualitative phase includes analysis of focus group discussion results and actual course syllabi used by selected participants, including medical schools' documents. Both data were integrated using a combination of descriptive statistics, measures of central tendency and dispersion, as well as joint displays.</p><p style="text-align: justify;"><strong>Results.</strong> APMC conducted six in-service trainings from 2015 to 2018. Themes focused on medical teachers' roles as instructional designers, facilitators, assessors of learning, and as leaders and managers. Respondents perceived the programs as most relevant, comprehensive, and interesting. The syllabi, instructional resources, and assessment instruments and practices were consistent with the standards of the Commission on Higher Education. Medical teachers showed that they use innovative teaching and assessment strategies, and are dealing with medical education's continuous challenges.</p><p style="text-align: justify;"><strong>Conclusion.</strong> Faculty participants perceived the APMC in-service training programs most favorably for capacitating them to enhance their teaching skills and inculcate the culture of quality in medical schools. APMC's training also reflects the organization's commitment to social accountability.</p>

Release from Restraint / 医学教育

The faculty development for clinical supervisor teaching residents (FD) was held for two nights on site in Japan. However, corona pandemic made it difficult to conduct the FD on site, thus we conducted it completely online. To avoid participants’ burden of long hours of synchronous online learning, we adopted a flipped classroom in which assignments in asynchronous online learning was used in discussion in synchronous learning. Assignments were issued sequentially five weeks prior to the synchronous session, and the synchronous session was held from 5:00 p.m. on Friday, November 13, 2020 to Saturday, November 14, 2020 for 45 participants. All participants completed the course by submitting all the assignments. The online flipped classroom utilizing assignments has a potential to significantly reduce the time constraints on busy clinicians.

A New Style of Reflection from Online Simulation Faculty Development Practice / 医学教育

Although faculty development (FD) on simulation education is widely conducted, there are few reports of its online implementation. In this study, we attempted an online simulation FD session in which all students and instructors participated remotely from different locations without ever meeting face-to-face, and learned simulation education by experiencing not only the provision of knowledge but also the planning, design, and demonstration of simulation education. Compared to face-to-face simulation FD, reflection-in-action among the students who played the role of instructor was facilitaed during the demonstration. In addition to the experience gained from the practice, we will report on the challenges and possibilities of online simulation FD using conceptuals framworks.

A Longitudinal Faculty Development Program Nurturing Leaders in Residency Education in Okinawa / 医学教育

The Hawaii-Okinawa Medical Education Fellowship is a longitudinal FD program developed and administered by the John A. Burns School of Medicine at the University of Hawaii and Okinawa Prefecture to train young clinical teachers who will play a central role in residency education. The program also supports the building of networks among clinical teachers. Each year, around six participants learn the skills required of clinical teachers through monthly seminar participation and a year-round curriculum development project. To date, about 60 physicians have completed the fellowship, and many of them are active as clinical teachers at medical institutions in Okinawa. The community of practice consisting of the graduates of this fellowship is gradually expanding. It is expected to contribute more and more to the enhancement of clinical education in Okinawa.

Rats (Residents-as-Teachers) Fellowship / 医学教育

Residents have teaching roles in clinical practice, and the importance of these roles has been pointed out. This is due to their proximity to learners as Near-Peers. There are two aspects to consider: cognitive proximity, which allows them to share what learners don’t know, and spatial proximity, which allows us to share time and space for an extended period. Residents-as-teachers programs, which aim to improve teaching skills for residents, are being developed all over the world, but are still rare in Japan. We are conducting research to determine what teaching competencies residents should have. We are running a one-year fellowship based on the results of that research. The scale of the program has gradually increased, and in 2020, due to COVID-19, the fellowship went online. We restructured the fellowship in terms of Study/Workload, Enhancing Engagement, and Technical Issues. We received high satisfaction ratings for the online implementation.

HANDS-FDF (Home and Away Nine DayS - Faculty Development Fellowship) is an Innovative Faculty Development Program / 医学教育

HANDS-FDF (Home and Away Nine DayS-Faculty Development Fellowship) is probably the first home and away format, continuous faculty development program for primary care physicians deliberately developed by officially FD trained director based on the existing successful programs and pilot testing by officially FD trained director. This fellowship has many unique features with 146 stellar graduates and 15 year history. Other prospective course developer may benefit from studying this course in detail.

Designing a Program for Learning Health Professions Education / 医学教育

This paper outlines the essentials that each organizer of Faculty and Staff Development (FSD) programs in Health Professions Education should focus on when designing a program. The essentials are as follows: the reasons for studying at FDS, the place of practice, content, participants, peers, location, methods, timing, and evidence of learning. These will also help FSD participants think about their perspectives when they choose to participate in the program. It is hoped that more people will get involved in Health Professions Education to increase their knowledge and spice up their daily teaching practice. It is also hoped that those who complete the course will become Faculty Developers in their own areas and professions, revitalizing health professions education and cooperatively increasing the presence of Japanese Health Professions Education.

Impact Analysis of the National Faculty Development Program for Medical Teachers: A Way Forward

Background: Medical Council of India, New Delhilaunched a National Faculty Development Program(NFDP) across India in 2009. NFDP was neverevaluated in the context of its operational utility,efficiency and effectivity. Aim and Objectives: Presentstudy was undertaken to evaluate the NFDPat one of theMedical Council of India (MCI) Nodal Centre foridentifying the gap with regards to its impact,operational utility and effectivity as envisioned by theregulatory body and to invocate interventionaloperations arising thereof and to calibrate it and tocreate evidences for the same. Material and Methods:The study has been carried out at Jawaharlal NehruMedical College (JNMC), Sawangi (Meghe), Wardha, aNodal Centre recognized by MCI New Delhi for theNFDP. A validated questionnaire was sent to 667stparticipants of the NFDP at JNMC from 1 July 2009 tost31 July 2017 and responses were obtained aboutgenerating evidences in education technology, transferof knowledge at the workplace and contribution in theinstitutional growth. The impact analysis was studied interms of individualization, internalization andinstitutionalization of the participants. Results: 220(52%) of the participants confirmed their involvementin educational research activities in the form of eitheradvance course or a conference or an educationalresearch project. 250 (59%) of the participants couldtransfer their learning to the workplace and broughtchanges in the teaching learning Practices and 28.3% inassessment methods. 255 - 338 (60.32% to 79.90%)participants opined positive impact of NFDP onpersonal/ professional/ Institutional growth.Conclusions: In terms of the observations and findingsthereto, it was proposed that certain modifications(structural, operational and conceptual) are warranted inthe said program. Operational utility of the NFDP isdiscussed under two headings. Its link with CompetencyBased Medical Education and its relation toAccreditation Status of Medical schools in India.

Educational Problem-solving Conference as Work-based Faculty Development / 医学教育

We conducted a case conference to solve problems in teaching practices and for clinician teachers to discuss various issues occurring in the field. The conference was based on the presentation of individual educational practice cases from faculty development workshops approved by the Ministry of Health, Labor and Welfare. We prepared two months before the event and dealt with four cases on the day of the event. During the discussion, we tried to link educational problems with a theory or a conceptual framework in medical education so that participants, including case presenters, would have a better understanding of clinical training settings. In addition, communication across disciplines was facilitated through discussions. This attempt has the potential to contribute to the development of a community of practice related to cross-disciplinary education. The key to success for this case conference was the "interpreter" role. The person in that role considers the background and context of practice and links practice with theory appropriately. In addition, faculty development for educators who can play the role will also be an issue in the future.

The impact of faculty development program: self-assessment of medical teachers after basic- medical education technology (met) workshop

Introduction: To achieve the goal of better health services, Medical Council of India (MCI) and MaharashtraUniversity of Health Sciences (MUHS) are regularly conducting three days Basic Medical Education Technology(MET) workshop for faculty development of medical teachers. The purpose of the basic MET workshop is toprovide basic knowledge, skills & attitude to all faculties in medical colleges which they can apply in day to daypractice in different areas of teaching learning and assessment methods. Hence, there is a need to study theimpact of faculty development program.Aims & Objectives: The present study was done to assess practices and attitudes of the medical teachers towardsbasic MET workshop and to study effective professional benefits of basic MET workshop.Materials and Methods: Total 71 faculty members who had undergone through basic MET workshop were respondedto validated questionnaire.Result: 54.9% faculty members have retained their knowledge completely about using audiovisual tools inteaching learning methods while 71.8% faculty members have retained their knowledge to large extent aboutdomains of learning followed by preparing essay questions (67.6%) and objective structured practical examination(64.8%). 63.4% faculty members benefited completely from using audiovisual tools effectively in teaching methodswhile 71.8% faculty members benefited markedly from modifying large group teaching followed by domains oflearning (66.2%), principles of adult learning and modifying small group teaching (64.8%).Conclusion: The study has revealed that the impact of basic MET workshop on medical teachers is adequate.Overall retention of knowledge and effective benefit of workshop is more than average.

Faculty Development: Social Representations Constructed by Medical School Teachers / Desenvolvimento Docente: Representações Sociais Construídas por Professores de Escolas Médicas

ABSTRACT Faculty Development seeks to support educators in a range of functions in the areas of teaching, research, extension, management and evaluation. The aim of this study was to evaluate faculty development based on the social representations constructed by the teachers of a medical course. A qualitative survey was carried out, using the analytical method of discourse analysis and social representation as a theoretical contribution. Twelve teachers were randomly selected, and a semi-structured interview was conducted for the data collection. The responses, recorded in audio, were transcribed and discourse analysis was performed with the aim of mapping the social representations constructed by the subjects. The social representations were grouped into two categories: institutional development and personal development. Within the category institutional development, three subcategories were identified: Guiding principles of Faculty Development Programs, Teaching-learning strategies used in Faculty Development Programs, and Skills to be developed by faculty. Within the category Personal development, two subcategories were identified: Development as a person and as a social being, and Professional development. Over the years, a variety of social representations have been constructed in relation to the nature of teaching in medical education, but it is only in recent decades that managers and teachers of educational institutions have begun to focus more closely on this topic. In the present study, it was observed that for faculty development to be effective, the educator must have a desire to learn; however, institutional support and recognition are also essential. Faculty Development Programs must be flexible and adaptable, to meet the needs of the institution and its professors, and encourage reflection on their practices, though the exchange of experiences, the development of interpersonal relationships, and collaboration. However, it is vital to identify and facilitate the development of leadership skills, and to systematically evaluate the process and the results achieved. This will encourage teachers to develop in their academic careers and thereby increase the professionalization of teaching. Managers and teachers can sustain a shared mission to win resources, adapt to change, strive for excellence in the leadership of the organization in a national and international context, and consequently, provide a quality medical education.

RESUMO O desenvolvimento docente visa apoiar educadores em diversas funções nas áreas de ensino, pesquisa, extensão, gestão e avaliação. O objetivo deste estudo foi avaliar o desenvolvimento docente a partir das representações sociais construídas pelos professores de um curso de medicina. Realizou-se uma pesquisa qualitativa, na qual o método de análise utilizado foi análise do discurso e, como aporte teórico, as representações sociais. Foram selecionados doze professores aleatórios e uma entrevista semiestruturada foi conduzida para a coleta de dados. As respostas, gravadas em áudio, foram transcritas e a análise do discurso foi realizada com o objetivo de mapear as representações sociais construídas pelos sujeitos. As representações sociais foram agrupadas em duas categorias: Desenvolvimento Institucional e Desenvolvimento Pessoal. Na categoria Desenvolvimento Institucional, três subcategorias foram identificadas: Princípios orientadores dos Programas de Desenvolvimento docente, Estratégias de Ensino-aprendizagem utilizadas em Programas de Desenvolvimento docente, e Competências a serem desenvolvidas pelos docentes, e em Desenvolvimento Pessoal, identificaram-se duas subcategorias: Desenvolvimento como pessoa e como ser social e Desenvolvimento profissional. Muito embora uma variedade de representações sociais tenha sido construída em relação à docência em educação médica ao longo dos anos, somente nas últimas décadas o desenvolvimento docente se tornou um maior foco nas reflexões dos gestores de instituições educacionais e dos professores. No presente estudo, observou-se que para o desenvolvimento docente ser efetivo, é necessário que o educador queira aprender; no entanto, é essencial ter o reconhecimento e apoio institucional. Os Programas de Desenvolvimento Docente devem ser flexíveis e adaptáveis para atender às necessidades da instituição e dos professores e encorajar a reflexão sobre a própria prática, o intercâmbio de experiências, o desenvolvimento de relações interpessoais e a colaboração. No entanto, é vital identificar e facilitar o desenvolvimento de lideranças e avaliar sistematicamente o processo e os resultados alcançados, a fim de incentivar o desenvolvimento das carreiras acadêmicas dos professores, pois esta pode ser uma forma de profissionalizar o ensino. Portanto, é necessário que os gestores e professores possam sustentar uma missão compartilhada para alcançar recursos, se adaptar às mudanças, buscar a excelência na liderança da organização em um contexto nacional e internacional e, consequentemente, favorecer uma educação médica de qualidade.

Importancia de la autoevaluación formativa en el profesor de Medicina / Importance of formative self-evaluation for the Medicine professor

Las grandes transformaciones socioeconómicas, políticas, tecnológicos y de comunicación de manera constante han redefinido los modelos educativos buscando la excelencia académica a nivel universitario. De ahí que, las facultades de medicina requieran de profesores quienes a través de un proceso autorreflexivo y crítico permanente alcancen una verdadera formación profesional docente. El objetivo es determinar la importancia de la autoevaluación formativa del profesor de medicina en el proceso de mejora continua. Para el desarrollo de este trabajo se realizó una revisión sistemática de artículos científicos publicados desde 2013 a febrero del 2018, en las bases de datos EBSCO, MEDLINE, Pubmed, ERIC, Google Scholar, Redalyc, Science Direct y Scopus. De 750 publicaciones encontradas, 55 cumplieron los criterios de inclusión. La autoevaluación en los profesores de medicina de manera eficaz, objetiva, crítica y transcendente permite garantizar la calidad de los procesos enseñanza aprendizaje al proveer el conocimiento del nivel de actuación profesional docente y suministrar información con el fin de generar transformaciones sustanciales en la búsqueda de la mejora continua(AU)

The great socio-economic, political, technological and communication transformations have constantly redefined educational models seeking academic excellence at the university level. Hence, the faculties of medicine require teachers who through a permanent critical and self-reflexive process achieve real professional teaching training. The objective is to determine the importance of the formative self-evaluation of the medicine teacher in the process of continuous improvement. For the development of this paper, a systematic review of scientific articles published from 2013 to February 2018 was carried out in the EBSCO, MEDLINE, Pubmed, ERIC, Google Scholar, Redalyc, Science Direct and Scopus databases. Of 750 publications found, 55 of them met the inclusion criteria. The self-evaluation in medical teachers in an effective, objective, critical and transcendent way allows to guarantee the quality of teaching-learning processes by providing knowledge of the level of teaching professional performance and provide information in order to generate substantial transformations in the search for continuous improvement(AU)

Formulating a Need-Based Faculty Development Model for Medical Schools in Indonesia

@#Background: The focus of medical schools in developing countries is on fulfilling a quantity of faculty members. A faculty development model will help formulate programmes that accommodate faculty members’ needs as well as institutional demands. This study aims to formulate a faculty development model relevant for medical schools in developing countries, specifically Indonesia. Methods: This is a qualitative study with a phenomenological approach. It starts with a literature review using large databases, followed by interviews with 10 representative experts from medical schools in Indonesia. Results: Based on the 10 studies retrieved, several components of faculty development were identified as the basis for the model. Ten experts gave input for the model. Components of the model can be grouped into: (i) content, which is materials that need to be delivered; (ii) process components, which depict aspects related to the preparation, execution and evaluation of sustainable faculty development; and (iii) components in the educational system that affect faculty development implementation. Conclusion: A comprehensive review and development process has likely made this faculty development model suitable for medical schools in Indonesia. Breaking the model into components may help medical schools to prioritise certain aspects related to faculty development programmes.

Bibliometric Analysis of Faculty Development Research in TCM Colleges and Universities / 中国药房

OBJECTIVE： To investigate the current situation of faculty development research in TCM colleges and universities， to analyze the hot spots and deficiencies in the research， and provide reference for the colleagues to engage in related research and carry out corresponding work. METHODS： With “faculty” as the title or keyword and “TCM university” or “TCM college” as author institution， the literatures about faculty development researches published by the TCM colleges and universities were retrieved from CNKI， VIP and Wanfang database during database establishment to Nov. 19th， 2018. Note Express 3.0 software was used to extract the parameters such as publish year， source journals， publish institution， the authors， cited frequency， fund assistance and keywords. Bibliometric statistics and analysis was performed by using SPSS 19.0 software. RESUITS： Totally 1 183 valid literatures were obtained， mainly for periodical literatures （1 144 literatures）. The total number of literatures was on the rise， and reached to peak value of 118 in 2016. 1 144 literatures were published in 408 journals. The top 6 authors with high production were Liu Jingli （6 literatures）， Liang Xinyue， Liu Na， Liu Yanping， Xu Nanyang， Yan Xiaotian （5 literatures respectively）； the top one institution was Nanjing University of TCM （89 literatures）. 653 （55.20％） literatures have cited records， most of them （457 literatures， 38.63％） were cited 1-3 times， and the average cited frequency was 2.15 times； the ratio of funded papers of state ministries and commissions were less than 3％； 7 098 keywords were extracted and high-frequency keywords were 31， involving “faculty” and “young teachers”. CONCLUSIONS： The research on faculty development in TCM colleges and universities has become increasingly active， but the core research author has not yet formed. The research still lacks of sustainability and comprehensiveness， and the research quality needs to be further improved.