摘要
目的 研究临床教学管理岗位胜任力内涵,构建胜任力框架并观察初步应用效果.方法 首先以北京协和医院临床教学秘书、临床教学对象、教学行政管理人员、教改实践与研究人员等关键群体为研究对象,通过两轮名义群体法(nominal group technique,NGT)形成临床教学管理岗位的胜任力框架.然后采用该胜任力框架以问卷调查的形式邀请临床教学秘书进行自评打分,自评采用李克特评分法(最高为5分,最低为1分),统计并分析自评结果.结果 临床教学秘书、临床教学对象及教学行政管理人员通过首轮NGT讨论,对于临床教学管理岗位胜任力要素,如个人素养、组织协调能力、教学能力与教学创新能力等可基本形成共识,但对其内涵及重要性排序持有不同观点.教改实践与研究人员通过第二轮NGT讨论,在首轮讨论结果基础上形成了涵盖7个维度(医学知识与技能、以学习者为中心、沟通与合作、职业素养与榜样、反思与提升、教学理论与方法、教学协调与管理)的临床教学管理岗位胜任力框架.自评结果显示,除"教学协调与管理""教学理论与方法"2个维度自评得分低于4分外,余5个维度自评得分均高于4分.结论 本研究初步形成临床教学管理岗位胜任力框架并尝试应用,应用效果对引导胜任力提升及评价具有重要提示作用,但具体内涵描述尚待更多实践以进一步验证和优化.
Abstract
Objective To develop a framework for clinical teaching management(CTM)position com-petencies,and to initiate the preliminary application of this framework.Methods Key groups comprising clini-cal teaching coordinators,clinical trainees,teaching administrators,and the educational reform practice and re-search group at Peking Union Medical College Hospital(PUMCH)were selected as research samples.The nominal group technique(NGT)was employed to generate,integrate,and establish a framework,as well as to describe CTM competencies.Additionally,rankings of competency importance were gathered.The competency framework was then utilized to conduct a self-assessment of CTM through a questionnaire survey,scored using the Likert method(ranging from 1 to 5 points),followed by an analysis of the results.Results The initial NGT discussion round among key groups led to a consensus on the primary CTM competency framework,which included professionalism,coordinating ability,teaching ability,and teaching innovation.Divergent views emerged regarding the connotations and importance rankings of each dimension.Following the second NGT dis-cussion by the educational reform practice and research group,a self-assessment was carried out using the CTM competency framework.This second discussion round resulted in a competency framework for clinical teaching management positions that encompassed seven dimensions:medical knowledge and skills,learner-centeredness,communication and cooperation,professionalism and role modeling,reflection and improvement,teaching theory and methods,and teaching coordination and management.The self-assessment revealed that,aside from the dimensions of teaching coordination and management and teaching theory and methods,the scores for the other five dimensions were above 80％(4 points).Conclusions A preliminary CTM competency framework has been established and applied.The results provide significant insights for guidiny the enhancement and eval-uation of competencies.However,specific items within this framework require further validation and refinement through practical application.
基金项目
北京协和医学院青年医学教育学者计划(2022)(2022zlgc0707)
北京协和医学院教学改革项目(2023)(2023zlgl042)
维普
万方数据