Chinese Journal of Medical Education

Chinese Journal of Medical Education ›› 2022, Vol. 42 ›› Issue (8): 697-700.DOI: 10.3760/cma.j.cn115259-20211231-01608

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Exploration of clinical teacher training based on learning-research-practice community

Yun Changhai1, Liu Chunmiao2, Fang Chuanlong1, Li Shuang1, Liu Zhongjin3   

  1. 1Higher Education Research and Teaching Quality Evaluation Center, Qiqihar Medical University, Qiqihar 161006, China;
    2Higher Education Research and Teaching Development Center, Qiqihar Medical University, Qiqihar 161006, China;
    3Department of Educational Affairs, The First Affiliated Hospital of Qiqihar Medical University, Qiqihar 161006, China
  • Received:2021-12-31 Published:2022-08-01
  • Contact: Liu Chunmiao, Email: 29020230@qq.com
  • Supported by:
    Key Entrusted Project of Higher Education and Teaching Reform in Heilongjiang Province in 2021(SJGZ20210078);General Project of Higher Education and Teaching Reform of Heilongjiang Province in 2021(SJGY20210995)

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Abstract: Clinical teachers' teaching ability and teaching research ability are the key factors affecting the quality of medical education personnel training. Scientifically designed clinical teachers' teaching development will directly improve their teaching and research ability.In December 2017, Qiqihar Medical College started clinical teacher training and designed a learning-research-practice teacher community (referred to as learning-research-practice community).After 4 periods of training, 332 clinical teachers completed the training. Among them, 21.4%(71/332) of clinical teachers have their own college and provincial teaching and research projects;74.7%(248/332) of the clinical teachers' grasp of the evaluation methods of clinical skills and the norms of clinical teaching;97.4%(323/332) of clinical teachers were satisfied with the training results. Therefore, the teaching development of learning-research-practice community is conducive to improving the teaching ability and teaching research ability of clinical teachers, which can be further promoted.

Key words: Clinical teachers, Learning, Research, Practice, Community, Training

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