Research on implementation effectiveness of clinical faculty teaching qualification and admission assessment program

Deng Hongmei; Zhu Jing; Zhang Hong

doi:10.3760/cma.j.cn116021-20240308-01992

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Research on implementation effectiveness of clinical faculty teaching qualification and admission assessment program

Educational Research | 更新时间：2025-03-18

- Research on implementation effectiveness of clinical faculty teaching qualification and admission assessment program
- Chinese Journal of Medical Education Research Vol. 24, Issue 3, Pages: 289-294(2025)
- 作者机构：
  
  重庆医科大学儿科学院教务处，重庆　401122
- 作者简介：
  
  Zhang Hong, Email: 253842536@qq.com
- 基金信息：
  
  2023 Chongqing Higher Education Teaching Reform Research Project(233154)
- DOI：10.3760/cma.j.cn116021-20240308-01992
  CLC： R-4
- Received：08 March 2024，
  
  Published：20 March 2025
- 稿件说明：
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邓红梅, 朱静, 张虹. 临床师资教学资格准入考核方案实施效果研究[J]. 中华医学教育探索杂志, 2025, 24(3): 289-294.

Deng Hongmei, Zhu Jing, Zhang Hong. Research on implementation effectiveness of clinical faculty teaching qualification and admission assessment program[J]. Chinese journal of medical education research, 2025, 24(3): 289-294.
邓红梅, 朱静, 张虹. 临床师资教学资格准入考核方案实施效果研究[J]. 中华医学教育探索杂志, 2025, 24(3): 289-294. DOI： 10.3760/cma.j.cn116021-20240308-01992.

Deng Hongmei, Zhu Jing, Zhang Hong. Research on implementation effectiveness of clinical faculty teaching qualification and admission assessment program[J]. Chinese journal of medical education research, 2025, 24(3): 289-294. DOI： 10.3760/cma.j.cn116021-20240308-01992.

摘要

目的

探索基于米勒胜任力模型的临床师资教学资格准入考核方案实施效果。

方法

采用行动研究方法，并结合定量分析与质性分析进行研究。通过考核分数来分析考核结果；对参加临床教师教学资格准入考核的15名教师进行半结构式访谈，根据质性研究的三级编码方式分析访谈资料并提炼主题。利用Excel表格中的统计功能，分析6个教学环节（包括笔试、教案和展示）的得分数据。计数资料用例数和百分比表示。

结果

93.07%（188/202）的教师考核合格，取得了临床教学各环节的教学资格证书。经过质性分析，提炼出3大主题：教学资格准入考核提升了教师对临床教学规范及教师教学共同体的认知；教学资格准入考核为临床教师提供了自主学习、同伴互助交流、教学反馈与反思的情境示范；该考核还需要进一步加强考前培训。

结论

教学资格准入考试有助于临床教师对临床教学规范的深入理解，并促进教学共同体的构建，从而为提高临床教师的教学能力奠定基础。

Abstract

Objective

To explore the implementation effectiveness of clinical faculty teaching qualification and admission assessment program based on Miller's competency model.

Methods

Action research method was adopted in combination with quantitative and qualitative analysis. The assessment scores were analyzed. Semi-structured interviews were conducted with 15 clinical teachers who participated in the assessment. Interview data were analyzed and themes were extracted based on the three-level coding method of qualitative research. The statistical functions in Excel were used to analyze the scores of six teaching components such as written tests

lesson plans

and presentations. Categorical data were expressed as frequency and percentage.

Results

A total of 93.07% (188/202) of teachers passed the assessment and obtained teaching qualification certificates for clinical teaching in all relevant components. Qualitative analysis identified three main themes. The first theme was that teaching qualification and admission assessment enhanced teachers' understanding of clinical teaching standards and teacher/teaching community. The second theme was that teaching qualification and admission assessment provided clinical teachers with scenario demonstration of independent learning

peer communication

and teaching feedback and reflection. The third theme was the need for further strengthening of pre-assessment training.

Conclusions

Teaching qualification and admission assessment contributes to the in-depth understanding of clinical teaching standards among clinical faculty and promotes the construction of teaching communities

thereby laying a foundation for enhancing the teaching capabilities of clinical teachers.

关键词

Keywords

references

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