hese skills and knowledge back to a more poorly resourced context can be a challenge. We aimed to evaluate the transfer of skills and knowledge in 2 World Federation of Societies of Anaesthesiologists (WFSA) fellowship programs. METHODS: This qualitative program evaluation study, guided by Guskey’s evaluation framework, used in-depth interviews of both faculty and graduates of the 2 fellowship programs. Interviews were conducted remotely, transcribed verbatim, and analyzed using qualitative content and pattern analysis. RESULTS: We interviewed 2 administrators, 10 faculty members, 17 graduated fellows, and 3 graduated fellows now in the role of faculty member in that fellowship. Key themes were barriers and enablers to the transfer of skills, including workplace and staffing, resources, mentorship, the interprofessional team, and leadership. Graduated fellows were able to have an impact on returning home in the areas of practice and service development, research, and teaching. CONCLUSIONS: Our study found that the 2 fellowship programs had variable success in the transfer of learned skills and knowledge back to the fellows’ “home” institutions. Contextual differences between the fellowship institution and the home institution were the main source of barriers to transfer, and fellows from different countries had diverse needs. Supporting the transfer of knowledge and skills should be an explicit goal of these fellowship programs, and as such, should be considered in the recruitment of fellows, curriculum development, and in how the success of a fellowship is evaluated. Curricula should not just focus on medical knowledge and skills, but also skills in leading change and in education....

中文翻译：

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对两个世界麻醉师协会联合会奖学金计划的技能和知识转移的评估


将技能和知识恢复到资源更匮乏的环境中可能是一个挑战。我们旨在评估 2 个世界麻醉师协会联合会 （WFSA） 奖学金计划的技能和知识转移。方法： 这项定性项目评估研究以 Guskey 的评估框架为指导，对 2 个奖学金计划的教师和毕业生进行了深入访谈。访谈远程进行，逐字转录，并使用定性内容和模式分析进行分析。结果： 我们采访了 2 名管理人员、10 名教职员工、17 名毕业生和 3 名毕业生，他们现在担任该奖学金的教职员工。关键主题是技能转移的障碍和推动因素，包括工作场所和人员配备、资源、指导、跨专业团队和领导力。毕业的研究员能够在实践和服务开发、研究和教学领域对回国产生影响。结论： 我们的研究发现，2 个奖学金计划在将学到的技能和知识传回研究员的 “家庭” 机构方面取得了不同的成功。奖学金机构和母校之间的背景差异是转移障碍的主要来源，来自不同国家的研究员有不同的需求。支持知识和技能的转移应该是这些奖学金计划的明确目标，因此，在招募研究员、课程开发以及如何评估奖学金的成功时，应考虑这一点。课程不仅应侧重于医学知识和技能，还应侧重于领导变革和教育的技能。