中华医学教育杂志

中华医学教育杂志 ›› 2019, Vol. 39 ›› Issue (3): 185-188.DOI: 10.3760/cma.j.issn.1673-677X.2019.03.007

• 临床教学 • 上一篇    下一篇

培训者培训模式在临床教师教学能力培养中的应用效果研究

李萍1, 蔡沁怡1, 陆耀红1, 王道珍1, 陶敏芳2   

  1. 1上海交通大学附属第六人民医院教学办公室 200233;
    2上海交通大学附属第六人民医院 200233
  • 收稿日期:2018-06-11 发布日期:2020-12-10
  • 通讯作者: 陶敏芳,Email:taomf@126.com,电话:021-24058255
  • 基金资助:
    上海交通大学医学院2017年度医学教育研究重点项目(ZD170703)

Application effect of training the trainer mode in teaching ability cultivation of clinical teachers

Li Ping1, Cai Qinyi1, Lu Yaohong1, Wang Daozhen1, Tao Minfang2   

  1. 1Education Department, The Sixth People's Hospital Affiliated to Shanghai Jiaotong University, Shanghai 200233, China;
    2The Sixth People's Hospital Affiliated to Shanghai Jiaotong University, Shanghai 200233, China
  • Received:2018-06-11 Published:2020-12-10
  • Contact: Tao Minfang, Email: taomf@126.com, Tel: 0086-21-24058255
  • Supported by:
    2017 Medical Education Research Key Project of Shanghai Jiao Tong University School of Medicine(ZD170703)

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摘要： 目的 评价培训者培训(training the trainer,TTT)模式在提高临床教师教学质量方面的应用效果。方法 本研究采用实验对照方法、问卷调查方法和访谈方法。选取上海交通大学附属第六人民医院20名临床教师,将其随机分为A组和B组。首先,对A组临床教师进行TTT模式培训,然后两组临床教师均给2014级五年制临床医学专业26名本科四年级学生授课,课后采用斯坦福教学能力测评问卷(汉化版)调查学生对A组和B组临床教师教学能力的评分。然后,对B组临床教师进行TTT模式培训,调查学生对B组临床教师进行TTT模式培训前后教学能力的评分差异。最后对20名临床教师和3名专家进行半结构化访谈,了解其对于TTT模式培训效果的评价。结果 仅对A组进行TTT模式培训后,学生对A组和B组临床教师的总体教学能力评分分别为(3.40±0.03)分和(3.14±0.02)分,其差异具有统计学意义(t=7.17,P＜0.01);学生对B组临床教师进行TTT模式培训前后的总体教学能力评分分别为(3.14±0.02)分和(3.31±0.02)分,其差异具有统计学意义(t=5.65,P＜0.01)。临床教师和教学专家均认为TTT模式培训有助于提高临床教师的教学能力。结论 本研究中的TTT模式培训内容具有可适用性,一定程度上可以提高临床教师的教学能力。其他医学院校可以参考,并根据实际情况进行临床教师的培训。

关键词: 培训者培训模式, 临床教师, 教学能力

Abstract: Objective To evaluate the application effect of training the trainer (TTT) mode in improving the teaching quality of clinical teachers. Methods This study used experimental control、questionnaire survey and personal interview method. Twenty clinical teachers from the Sixth People's Hospital affiliated to Shanghai Jiaotong University were selected and randomly divided into group A and group B. At first, TTT training was conducted only in group A, and 26 fourth-grade students of the 5-year program of clinical medicine were surveyed using the Stanford faculty development program 25 questionnaire (Chinese version) to know the teaching effects of teachers both from group A and group B. Then, TTT training was conducted in group B to investigate the difference in the scores before and after TTT training. At last,semi-structured interviews were conducted with 20 clinical teachers and 3 experts to get their evaluations of TTT training result. Results After TTT training only in group A, the scores of the teaching ability were (3.40±0.03) points and (3.14±0.02) points respectively for clinical teachers in group A and group B, and the difference was statistically significant (t=7.17, P<0.01). The scores of the teaching ability of teachers in group B before and after the TTT training were (3.14±0.02) points and (3.31±0.02) points respectively, and the difference was statistically significant (t=5.65, P<0.01). Clinical teachers and teaching experts agreed that TTT training can help improve the teaching ability of clinical teachers. Conclusions The TTT training content in this study has applicability and can improve the teaching ability of clinical teachers to a certain extent. Other medical colleges can refer to and train clinical teachers in their own environment.

Key words: Training the trainer (TTT) mode, Clinical teacher, Teaching ability

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