目的 探讨学习-观摩-练习-证明-实践-维持(learn-see-practice-prove-do-maintain,LSPPDM)模型在临床教师教学胜任力培训中的应用效果。方法 选取武汉大学中南医院2024年1月至2025年1月的155名临床教师为研究对象,基于LSPPDM模型进行培训。培训前后,采用教学胜任力自评量表进行调查,教师分别从理论授课能力、技能教学能力、临床带教能力、教学研究能力和指导学生能力5个维度对其教学胜任力进行自评。采用配对样本t检验分析数据。结果 共有42名临床教师参与本研究。培训后,临床教师在理论授课能力、技能教学能力、临床带教能力、教学研究能力和指导学生能力5个维度的评分均显著高于培训前评分[(82.15±15.16)分比(58.13±25.12)分、(80.12±20.16)分比(57.33±23.15)分、(75.78±18.95)分比(54.52±21.02)分、(70.17±18.26)分比(56.12±24.89)分、(72.19±18.90)分比(56.85±24.67)分],其差异均具有统计学意义(均P＜0.001)。结论 基于LSPPDM模型的师资培训能够有效提升临床教师的教学胜任力。
Objective To explore the application effect of the LSPPDM (learn, see, practice, prove, do, maintain) model in the training of clinical teachers' teaching competence. Methods A total of 155 clinical teachers at Zhongnan Hospital of Wuhan University from January 2024 to January 2025 were selected and trained using the LSPPDM model. Before and after the training, the teaching competency self-assessment scale was used to investigate, and the teachers conducted self-assessments of their teaching competency in five dimensions: knowledge instruction, skill teaching, clinical teaching, education research, and student supervision ability. Paired-sample t-test was used for data analysis. Results A total of 42 clinical teachers participated in this study. After training, the scores of clinical teachers in the five dimensions of theoretical teaching ability, skill teaching ability, clinical teaching ability, teaching research ability, and student supervision ability were significantly higher than those before training[(82.15±15.16) vs. (58.13±25.12), (80.12±20.16) vs. (57.33±23.15), (75.78±18.95) vs. (54.52±21.02), (70.17±18.26) vs. (56.12±24.89), (72.19±18.90) vs. (56.85±24.67)], with all differences being statistically significant (all P<0.001). Conclusions Faculty training based on the LSPPDM model can effectively improve the teaching competency of clinical teachers.
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