Discussion on the Application of Longitudinal Stratified Teacher Training in Affiliated Hospital Teacher Training
Objective To explore the application of longitudinal stratified teacher training curriculum in clinical teacher training at the First Affiliated Hospital of Shandong First Medical University/Shandong Provincial Qianfoshan Hospital.Methods From January 2021 to December 2022,a total of 80 clinical teachers,who had successfully passed the teacher admission examination,were voluntarily recruited as participants in this study and randomly assigned to two groups.The control group underwent traditional teacher training methods,while the experimental group received longitudinal stratified teacher training.Utilizing the Kirchhoff model hierarchical evaluation method,differences among clinical teachers in terms of teaching knowledge,skills,and research ability from response level,learning level,and behavior level were analyzed.Furthermore,the impact of clinical teachers training courses on enhancing teachers'instructional abilities were assessed.Results Reaction layer evaluation revealed that the satisfaction scores for training content[(86.66±2.82)points vs.(71.81±3.23)points],training method[(88.43±3.09)vs.(78.02±3.30)points],class schedule[(92.12±3.39)vs.(73.40±2.71)points],and teaching session design[(88.60±3.10)vs.(80.02±3.00)points]in the experimental group were significantly higher than those in the control group,and these differences were statistically significant(P<0.001).Learning level evaluation showed that the number with approval for course design(37 vs.15),training organization(38 vs.21),mastery of learning content(35 vs.17),and mastery of teaching skills(31 vs.11)in the experimental group after training were all higher than before training,and these differences were statistically significant(P<0.001).Behavior level evaluation indicated that the teaching ability,namely the number of actual teaching sessions≥2 times/year(28 vs.14)and research ability,namely the number of people who have used promotional or award-winning projects in the past two years(13 vs.5)after training were all higher than before training,and these differences were statistically significant(P<0.05).Conclusion Teachers have a high degree of satisfaction with the training content,training method,class schedule,teaching session design and other aspects of longitudinal stratified training.Longitudinal stratified training shows obvious advantages in course design,recognition of training organizations,learning content,and mastery of teaching skills,and teachers have significantly improved in teaching ability and research ability.
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