目的 探讨儿科学青年教师兼任儿科班主任工作管理方案的实施效果,为落实高校班主任制度提供借鉴。方法 2021年11月至2023年11月,重庆医科大学儿科学院根据教育部相关文件制定儿科学青年教师兼任儿科班主任工作管理方案(简称方案),按照米勒金字塔组织实施,运用行动研究法进行优化。以重庆医科大学儿科学院五年制儿科学专业5个年级的1 231名学生和54名儿科学青年教师兼任儿科班主任(简称班主任)为研究对象,通过学生、教学管理部门对班主任的评价和班主任自评来评估方案的实施效果。采用描述性统计分析相关数据。结果 回收学生有效问卷823份。学生对班主任评分为(63.47±5.20)分(满分70分),教学管理部门对班主任评分为(7.28±1.68)分(满分10分),班主任自评为(16.67±1.74)分(满分20分)。班主任考核成绩8名(14.8%)为优秀(95~100分),24名(44.4%)为良好(85~94分),11名(20.4%)为一般(75~84分),6名(11.1%)为较差(60~74分),5名(9.3%)为差(60分以下)。有83.5%(687/823)的学生表示“收获满满”,学生收获排在前3位的是获得考研指导[72.9%(600/823)]、学业规划指导[55.4%(456/823)]和心理疏导[21.1%(174/823));班主任对其工作总结出4个要点:知晓学情[100.0%(54/54)]、获得学生信任[83.3%(45/54)]、引导学生明确目标[77.8%(42/54)],带领学生到临床感知专业价值[74.1%(40/54)]。 结论 本方案有助于学生成长,得到学生的认可;有助于青年教师提升教育教学能力,有助于教学管理部门细化管理工作;本方案可以为其他高校落实班主任制度提供参考。

Objective To explore the effectiveness of the implementation of the management plan for young pediatric teachers to concurrently serve as pediatric class teachers in pediatrics,providing reference for the implementation of the class teacher system in colleges and universities. Methods From November 2021 to November 2023, the Pediatric College of Chongqing Medical University formulated a management plan for young pediatric teachers to concurrently serve as pediatric class teachers ( referred to as the ″plan″) in accordance with relevant documents from the Ministry of Education. The plan was organized according to Miller's Pyramid and optimized using action research methods. The study subjects were 1 231 students from five grades of the five-year pediatric specialty of the Pediatric College of Chongqing Medical University and 54 young pediatric teachers who concurrently served as pediatric class teachers (referred to as ″class teachers″). The effectiveness of the plan was evaluated through assessments by students and teaching management departments, as well as self-assessments by the class teachers. Using descriptive statistical analysis to analyze relevant data. Results A total of 823 valid questionnaires were collected from students. The students'scores for the class teachers were (63.47±5.20) points (out of 70), the scorse from the teaching management department for the class teachers were (7.28±1.68) points (out of 10), and the class teachers' self-assessment scores were(16.67±1.74) points( out of 20) .The class teacher assessment scores were as follows: 8(14.8%) were excellent (95-100 points), 24 (44.4%) were good (85-94 points), 11 (20.4%) were average (75-84 points),6 (11.1%) were poor (60-74 points), and 5 (9.3%) were very poor (below 60 points). A total of 83.5% (687/823) of the students indicated that they were ″full of gains″, with the top three areas of student gain being guidance for postgraduate entrance examination [72.9% (600/823)], academic planning guidance [55.4% (456/823)], and psychological counseling [21.1% (174/823)]. The class teachers summarized four key points in their work: understanding the students' situation [100.0% (54/54)], gaining students' trust [83.3% (45/54)], guiding students to clarify their goals [77.8% (42/54)], and leading students to the clinical setting to perceive the value of the profession [74.1% (40/54)]. Conclusions This plan is conducive to student growth and is recognized by students;it helps young teachers improve thir educational teaching abilities and helps teaching management departments refine their management work;this plan can provide a reference for other colleges and universities to implement the class teacher system.