目的 探索符合我国住院医师规范化培训(简称规培)体系的带教师资岗位胜任力指标,为开展带教师资的精细化管理提供依据。方法 采用问卷调查方法,应用自编的带教师资岗位胜任力指标问卷,对浙江省93家规培基地的2053名规培学员、156名各级教学管理人员和3141名带教教师进行调查。结果 学员认可的带教师资岗位胜任力指标集中在职业素养方面,其次是专业知识方面。管理人员认可的带教师资岗位胜任力指标集中在教学能力维度,其次是专业知识维度。带教教师认可的带教师资岗位胜任力指标集中在专业知识维度。相对不被看重的带教师资岗位胜任力指标,3类人员看法较为一致,均为:定期发表研究论文的能力、引导学生生活的能力和教学评价反馈能力。结论 本研究形成的带教师资岗位胜任力指标,可以在一定程度上反映带教教师需要具备的能力,希望能够为带教教师的选拔、培训和评价等工作提供一定的参考。
Objective To explore the teacher's post competency indicators for the standardized residents training system in Zhejiang Province, in order to provide references for the refined management of teachers. Methods A total of 2053 trainees,156 managers and 3141 teachers from 93 bases of Zhejiang Province were surveyed by self-designed questionnaires. Results Professional accomplishment of teachers, followed by professional knowledge were recognized as main indicators of teacher's post competency by trainees. Teaching abilities, followed by professional abilities were recognized as main indicators of teacher's post competency by managers. Professional knowledge were recognized as main indicators of teacher's post competency by teachers themselves. The ability to publish research papers regularly、the ability to guide students' lives and the ability of teaching evaluation and feedback were agreed by all 3 categories of participants as unvalued teacher's post competency. Conclusions This study formed the evaluation indicators of teacher's post competency, which can reflect the competencies required by teachers well. It can provide some references for the selection、training and evaluation of teachers.
[1] 王建民,杨木春.胜任力研究的历史演进与总体走向[J].改革,2012(12):138-144.
[2] Görlitz A, Ebert T, Bauer D, et al. Core competencies for medical teachers (KLM) ——A position paper of the GMA Committee on personal and organizational development in teaching[J].GMS Z Med Ausbild,2015,32(2):1-14.DOI:10.3205/zma 000965.
[3] Srinivasan M, Li ST, Meyers FJ, et al. “Teaching as a competency”: Competencies for medical educators[J].Acad Med,2011,86(10):1211-1220.DOI:10. 1097/ACM.0b013e31822c5b9a.
[4] Li AT, Lin JW. Constructing core competency indicators for clinical teachers in Taiwan: A qualitative analysis and an analytic hierarchy process[J]. BMC Med Educ,2014,14:75-83.DOI:10.1186/1472-6920-14-75.
[5] 郑玉英,阎作勤,余情,等.上海市住院医师规范化培训师资队伍建设的研究[J].中华医学教育杂志,2011,31(3):459-461.DOI:10.3760/cma.j.issn.1673-677X.2011.03. 050.
Zheng YY, Yan ZQ, Yu Q, et al. Study on the resident teaching staff construction in Shanghai[J].Chin J Med Edu,2011,31(3):459-461.DOI:10.3760/cma.j.issn. 1673-677X.2011.03.050.
[6] 郑雅,朱杨威,徐天士,等.浙江省住院医师规范化培训师资队伍管理体系建设的思考[J].中国高等医学教育,2015(6):17-18.DOI:10.3969/j.issn.1002-1701.2015.06. 009.
[7] 王莉,卢娟,刘义,等.整合医学模式下住院医师规范化培训中肿瘤科带教工作的探索[J].继续医学教育,2017,31(2):6-8.DOI:10.3969/j.issn.1004-6763.2017.02.004.
Wang L, Lu J, Liu Y, et al. The exploration of oncology teaching work in standardization training of residents under integrative medicine mode[J]. Continuing Medical Education,2017,31(2):6-8.DOI:10.3969/j.issn.1004-6763. 2017.02.004.
[8] 张然,冉海红,彭亮,等.临床带教导师在住院医师规范化培训中的作用[J].中国病案,2016,17(5):75-76.
Zhang R, Ran HH, Peng L, et al. The roles of clinical instruction teachers in the standardized training for residents[J].Chinese Medical Record,2016,17(5): 75-76.
[9] 朱将虎,童煜,屈艺,等.浅谈临床科研能力培养在住院医师规范化培训中的作用[J].教育教学论坛,2017(25):62-63.
Zhu JH, Tong Y, Qu Y, et al. Introduction to clinical research ability training in the role of standardized training of resident doctors[J].Education Teaching Forum,2017(25):62-63.
