中华医学教育杂志

中华医学教育杂志 ›› 2025, Vol. 45 ›› Issue (3): 216-219.DOI: 10.3760/cma.j.cn115259-20240319-00279

• 课程改革与建设 • 上一篇    下一篇

临床实习带教教师教学能力培训课程的设计与实施

罗艳婷1, 姜伶2, 周汉建1, 董睿敏1, 黎尚荣3, 谢旭晶1   

  1. 1中山大学附属第三医院心血管内科,广州 510630;
    2新疆维吾尔自治区喀什地区第一人民医院教学管理科,喀什 844000;
    3中山大学附属第三医院教学部,广州 510630
  • 收稿日期:2024-03-19 出版日期:2025-03-01 发布日期:2025-03-04
  • 通讯作者: 谢旭晶, Email: xiexj@mail.sysu.edu.cn

Design and practice of training courses for clinical practice teachers′qualifications

Luo Yanting1, Jiang Ling2, Zhou Hanjian1, Dong Ruimin1, Li Shangrong3, Xie Xujing1   

  1. 1Department of Cardiovascular Medicine, The Third Affiliated Hospital of Sun Yat-sen University, Guangzhou 510630, China;
    2Department of Educational Management, The First People′s Hospital of Kashgar, Xinjiang Uygur Autonomous Regions, Kashgar 844000, China;
    3Department of Education, The Third Affiliated Hospital of Sun Yat-sen University, Guangzhou 510630, China
  • Received:2024-03-19 Online:2025-03-01 Published:2025-03-04
  • Contact: Xie Xujing, Email: xiexj@mail.sysu.edu.cn

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摘要： 临床实习带教教师的教学能力对提升教学质量和培养合格的临床医生至关重要。本文以中山大学附属第三医院教学团队针对住院医师和低年资主治医师(统称参培医师)开设的一系列临床实习带教教师教学能力培训课程为例,阐述了课程的设计和实施过程。通过比较培训前后参培医师的操作能力、对示范技能操作者的技能评分和满意度评估教学效果。采用χ2检验和t检验分析相关数据。结果显示,课程结束后,培训教师对参培医师体格检查的评分高于培训前[(85.2±5.4)分比(67.1±12.6)分,P=0.001];课程结束后参培医师和培训教师对示范技能操作者的技能评分比较,其差异无统计学意义[(87.6±6.8)分比(85.2±5.4)分,P=0.277]。参培医师对课程总体满意度超过75.0%。参培医师带教的实习学生在教学满意度、教师正向反馈和教学效果方面“非常满意”的比例均高于未参培医师带教的实习学生[96.0%(24/25)比 66.7%(18/27),92.0% (23/25)比70.4%(19/27),92.0%(23/25)比63.0%(17/27),均P<0.05]。临床实习带教教师教学能力培训课程有助于提升教师的教学水平,有助于提高实习学生的教学满意度。

关键词: 临床实习, 带教教师, 教学能力培训, 课程设计, 实践

Abstract: The teaching ability of clinical instructors is crucial for enhancing teaching quality and training competent clinicians. This article presents a series of clinical internship training programs designed by the teaching team at the Third Affiliated Hospital of Sun Yat-sen University, aimed at resident and junior attending physicians (collectively referred to as participants). It outlines the course design and implementation process. This article evaluated the effectiveness of training by comparing participants′ practical skills, skill assessment scores for demonstration by instructors, and overall satisfaction before and after the course.Relevant data was analyzed using a chi square test and t-test. Results indicated a significant improvement in participants′ practical skills post-training, with scores increasing from (67.1±12.6) to (85.2±5.4), P=0.001. The skill assessment scores for participants′ demonstrations were comparable to those given by training instructors, showing no significant difference [(87.6±6.8) vs. (85.2±5.4), P=0.277]. Additionally, over 75% of participants expressed overall satisfaction with the course. Furthermore, students mentored by clinical instructors who completed the training reported higher levels of satisfaction, positive feedback, and perceived teaching effectiveness compared to those mentored by instructors who did not undergo the training. [96.0%(24/25) vs. 66.7%(18/27), 92.0%(23/25) vs. 70.4%(19/27), 92.0%(23/25) vs. 63.0%(17/27), all P<0.05]. Overall, the training program for clinical instructors significantly enhances teaching effectiveness and improves student satisfaction in clinical education.

Key words: Clinical clerkship, Teachers, Teaching ability training, Curriculum design, Practice

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