中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (8): 697-700.DOI: 10.3760/cma.j.cn115259-20211231-01608

• 师资队伍建设 • 上一篇    下一篇

基于学习-研究-实践共同体的临床教师培训探索

云长海1, 刘春苗2, 方传龙1, 李双1, 刘忠锦3   

  1. 1齐齐哈尔医学院高教研究与教学质量评估中心,齐齐哈尔 161006;
    2齐齐哈尔医学院高教研究与教学发展中心,齐齐哈尔 161006;
    3齐齐哈尔医学院附属第一医院神经内科,齐齐哈尔 161042
  • 收稿日期:2021-12-31 发布日期:2022-08-01
  • 通讯作者: 刘春苗, Email: 29020230@qq.com
  • 基金资助:
    2021年度黑龙江省高等教育教学改革研究重点委托项目(SJGZ20210078);2021年度黑龙江省高等教育教学改革一般项目(SJGY20210995)

Exploration of clinical teacher training based on learning-research-practice community

Yun Changhai1, Liu Chunmiao2, Fang Chuanlong1, Li Shuang1, Liu Zhongjin3   

  1. 1Higher Education Research and Teaching Quality Evaluation Center, Qiqihar Medical University, Qiqihar 161006, China;
    2Higher Education Research and Teaching Development Center, Qiqihar Medical University, Qiqihar 161006, China;
    3Department of Educational Affairs, The First Affiliated Hospital of Qiqihar Medical University, Qiqihar 161006, China
  • Received:2021-12-31 Published:2022-08-01
  • Contact: Liu Chunmiao, Email: 29020230@qq.com
  • Supported by:
    Key Entrusted Project of Higher Education and Teaching Reform in Heilongjiang Province in 2021(SJGZ20210078);General Project of Higher Education and Teaching Reform of Heilongjiang Province in 2021(SJGY20210995)

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摘要： 临床教师教学能力和教学研究能力是影响医学教育人才培养质量的关键因素,科学设计的临床教师培训将会直接提高临床教师的教学能力和教学研究能力。2017年12月,齐齐哈尔医学院启动临床教师培训,设计了学习-研究-实践为一体的教师共同体(简称学习-研究-实践共同体),开展内容形式多样的临床教师培训。经过4期培训,共有332名临床教师完成培训,其中21.4%(71/332)的临床教师有自己主持的学院和省级教研项目;74.7%(248/332)的临床教师掌握了临床技能评估方法和临床教学规范;97.4%(323/332)的临床教师对培训效果感到满意。可见,基于学习-研究-实践共同体的临床教师培训有助于提高临床教师教学能力和教学研究能力,可以进一步推广。

关键词: 临床教师, 学习, 研究, 实践, 共同体, 培训

Abstract: Clinical teachers' teaching ability and teaching research ability are the key factors affecting the quality of medical education personnel training. Scientifically designed clinical teachers' teaching development will directly improve their teaching and research ability.In December 2017, Qiqihar Medical College started clinical teacher training and designed a learning-research-practice teacher community (referred to as learning-research-practice community).After 4 periods of training, 332 clinical teachers completed the training. Among them, 21.4%(71/332) of clinical teachers have their own college and provincial teaching and research projects;74.7%(248/332) of the clinical teachers' grasp of the evaluation methods of clinical skills and the norms of clinical teaching;97.4%(323/332) of clinical teachers were satisfied with the training results. Therefore, the teaching development of learning-research-practice community is conducive to improving the teaching ability and teaching research ability of clinical teachers, which can be further promoted.

Key words: Clinical teachers, Learning, Research, Practice, Community, Training

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