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Objective:To explore the application effect of the teaching ward-round workshop on the teaching ability training for clinical teachers.Methods:From July to October 2019, 83 clinical teachers from The Affiliated Huai'an No.1 People's Hospital of Nanjing Medical University included in the study were divided into 8 groups for the training of teaching ward-round workshop. After the training, the evaluation results of clinical teaching ward-round, the satisfaction of clinical teaching ward-round, and the satisfaction of the workshop teaching model were compared. Chi-square test and t test were performed by SPSS 22.0. Results:The trainees were highly satisfied with the training mode of the teaching ward-round workshop. After the training, the clinical teaching ward-round assessment scores [(96.83±1.77) points] were higher than the average scores of the same period from April to June in 2019 [(91.25±2.86) points], with statistical significance ( P<0.05). In terms of satisfaction with clinical teaching ward rounds, the scores of 7 dimensions including preparation before ward rounds, highlighting the key and difficulties, and standard physical examination after the training were all higher than those before the training, with significant differences ( P<0.05). Conclusion:The training model of the teaching ward-round workshop helps to enhance the training effect, promote the teaching ability of clinical teachers, and improve the clinical teaching ward-round assessment results and satisfaction, which provides new ideas and references for the training of clinical medical professionals.
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Objective:To survey the teaching ability of general practitioners(GPs) in community health centers of Shanghai, and its influencing factors.Methods:A questionnaire survey on the teaching ability of general practice trainers was conducted from January to February 2017. The participants of the survey were GPs with teaching experiences from community health centers in Shanghai selected by a stratified and proportional cluster sampling method. The questionnaire included two aspects: the general information and teaching ability of the participants. The influencing factors of teaching ability were analyzed by univariate and multivariate regression analysis.Results:A total of 1 138 GPs from 116 selected community health centers participated in the questionnaire survey, among whom 63.6% (724/1 138) worked in community teaching bases and 78.5% (893/1 138) had received training for trainers. The total score of teaching ability was 38.00 (30.00, 40.00). The score of the item"interesting in teaching"was (3.46±0.80), 75%—80% of the other questions answered "yes". The score of"application of multi-teaching methods"was (3.78±0.72). Multivariate analyses showed that working for 5—9 and 10—19 years [ OR=7.14 (2.47—11.81), P=0.003; OR=5.32 (1.30—9.33), P=0.009], working in community teaching bases [ OR=13.23 (9.88—16.57), P<0.001] and receiving training for trainers [ OR=17.76 (13.80—21.71), P<0.001] were influencing factors of teaching ability. Conclusion:The main problems related to teaching ability in community GPs are lack of teaching interest and the poor application of multi-teaching methods, the relevant training is necessary for them in the future.
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Objective:To explore the method and effect of training program of clinical teaching ability enhancement for geriatric clinical nurse specialists based on Cone of Learning.Methods:A one-week clinical teaching ability enhancement training program based on Cone of Learning for geriatric clinical nurse specialists was designed and provided for a total of 70 trainees in three sessions, which mainly covered 8 items, including the design and management of training program for clinical nurse, case-based teaching method, clinical application of Workshop method, the implementation and evaluation of nursing teaching rounds, and the making of multi-media courseware. The comprehensive effect evaluation was carried out through the examination of trainees' trial teaching, the self-evaluation of teaching ability, the degree of teaching satisfaction and the feedback of teaching practice in all trainees. SPSS 22.0 was used for t-test. Results:Twenty trainees were rated as excellent with (87.32±3.26) points, and 35 rated as good with (81.75±5.19) points; the self-evaluation of integrative teaching ability scored (1.54±0.66) points before the training and (3.69±0.52) points after the training. The ability was enhanced compared with that before the training ( P < 0.001). The degree of satisfaction of the training program was 97.43% (341/350). After returning to the unit, 64.29% (45/70) of geriatric clinical nurse specialists completed the assignments. Conclusion:The training program for geriatric clinical nurse specialists can effectively improve their clinical teaching ability and is worthy of further promotion and application.
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This paper expounds that the construction of a clinical teacher's teaching ability model is an urgent problem to be solved in medical colleges and universities, and analyzes that the current clinical teaching concepts and methods are constantly improving, and the clinical teaching environment is more informatized and intelligent. This paper summarizes the clinical teachers' teaching ability models at home and abroad, such as the ability and quality iceberg model, teacher growth model, inquiry-based teaching model, Molenaar three-dimensional teaching ability model, etc., and discusses the practice research progress of current clinical teacher teaching ability models such as student-centered guided teaching, bedside teaching, micro-teaching and BOPPPS (bridge-in, objective, pre-assessment, participatory-learning, post-assessment, and summary) method, medical simulation teaching, etc., hoping to provide guidance for further constructing models of teacher's teaching ability suitable for Chinese medical colleges and universities.
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Objective:To explore the research and teaching ability of rehabilitation in medical institutions at different levels in Zhejiang province, for better guiding and promoting of rehabilitation medicine.Methods:90 public hospitals in Zhejiang province were surveyed by Zhejiang Rehabilitation Center from May to August during 2019, to collect information of the research papers, research project applications, patents and monographs of each rehabilitation medicine department in the past five years, as well as the teaching and training activities in 2018.Results:Among the 90 hospitals surveyed, 86 hospitals had rehabilitation medicine departments. In the past five years, 86 hospitals published 636 papers in core journals, 120 SCI/EI papers, and applied for 19 national projects, 40 provincial projects, and 204 bureau level projects, and applied for 25 invention patents and 40 utility model patents, and edited 19 monographs. The average research capacity of rehabilitation including research paper, research project application, patent invention and monograph preparation in tertiary hospitals was significantly better than that of secondary general hospitals in recent 5 years. No SCI/EI papers have been published in the secondary hospital in the past 5 years, and no national project has been awarded. The proportion of SCI/EI papers published by tertiary hospitals was 92.5% (111/120). More teaching work was conducted by tertiary hospitals.Conclusions:The research and teaching ability of rehabilitation in public hospitals of Zhejiang province has reached a certain scale, but there is still a long way to go with other subjects. It is suggested that we should take the opportunity of development of great health and great rehabilitation, different levels of rehabilitation institutions should take their advantages to carry out scientific research and teaching training at different levels. Combined with the three-level rehabilitation network, a number of rehabilitation development measures such as linkage between the upper and the lower levels, mutual assistance in scientific research and integration in teaching should be implemented.
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This study combines the ophthalmological postgraduate teaching practice with undergraduate clinical clerkship practice, which is called as "dual practice model". In the clinical clerkship teaching of ophthalmology, the postgraduates serve as teaching assistants and cooperate with senior doctors to carry out clinical teaching activities, implementing the "dual practice" ophthalmology clinical clerkship model. In order to improve both the quality of clinical clerkship teaching and the teaching ability for the postgraduates, we have made preparation before clerkship, planning during clerkship, and feedback after clerkship to improve the teaching.
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The United States attaches importance to teachers' teaching ability development in higher medical colleges and universities. The measures include integrating the promotion of teacher development into the certification standards of colleges and universities, establishing a specialized service organization, updating the training content and form , and evaluating the effectiveness of the training programs . The enlightenment for medical colleges and universities in China is to improve the status of teaching in colleges and universities, strengthen the construction of teaching service organization, scientifically plan the teachers' career development, enrich the teacher training content, and diversify the training model.
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Evaluating clinical teachers' teaching ability in non-directly affiliated hospitals impartially can provide objective evidence for clinical teachers' cultivation and teaching administration, so as to improve teaching quality. Brainstorming method, literature survey and in-depth interview of experts were used to preliminarily select the evaluation index; Delphi method was used to determine the evaluation system and weight factors after two-round consultation; the evaluation system of teaching ability of clinical teachers in non-directly affiliated hospitals was established, including 5 primary indicators, 12 secondary indicators and 36 third indicators. This system was empirically implemented for clinical teachers from non-directly affiliated hospitals to find their shortcomings, providing references to targeted cultivation of clinical teachers and improvement of teaching administration.
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Evaluating clinical teachers' teaching ability in non-directly affiliated hospitals impartially can provide objective evidence for clinical teachers' cultivation and teaching administration,so as to improve teaching quality.Brainstorming method,literature survey and in-depth interview of experts were used to preliminarily select the evaluation index;Delphi method was used to determine the evaluation system and weight factors after two-round consultation;the evaluation system of teaching ability of clinical teachers in non-directly affiliated hospitals was established,including 5 primary indicators,12 secondary indicators and 36 third indicators.This system was empirically implemented for clinical teachers from non-directly affiliated hospitals to find their shortcomings,providing references to targeted cultivation of clinical teachers and improvement of teaching administration.
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Objective To test the teaching ability, teaching efficacy, teaching quality and its correlated factors of teaching quality in part-time nursing teachers. Methods The questionnaire survey were used in 201 part-time nursing teachers, and the factors influencing teaching quality were tested. Results The total scores in teaching ability were (75.43 ± 11.68) points, (110.45 ± 16.73) points for teaching efficacy, (105.38±12.17) points for teaching quality. There were moderate correlated relationships among these variables. The factors influencing teaching quality included over 5 years in teaching time, teaching training, teaching ability and teaching efficacy by multivariable regression analysis, these variables accounted for 62.0% variance. There were higher coefficients (?=0.61, 0.45) in teaching ability and efficacy. Conclusions The following measures should be performed for part-time nursing teachers, such as teaching training and supervision, in order to improve clinical teaching quality.
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National Teaching Contests of young teachers from medical colleges in China has been held for several years. Experiences obtained from participating and observing the contest have shown that the teaching ability and quality of young teachers have been dramatically improved over these years. But there are a few problems worthy of attention. First, up-to-date progress in scientific research should be intro-duced to the class in proper way. Applying the scientific material mechanically or overgeneralizing individual findings should be avoided in this process. Secondly, the teachers should strengthen the cultivation of criti-cal thinking and dialectical way of thinking, to enable students to use critical thinking, the integrated point of view to analyze and solve the problem. Thirdly, teaching should also focus on humanistic education, and through the infiltration of human content in the classroom, imperceptibly affect students. Finally, young teachers can give full play to their advantages of rapid learning and to use internet as a platform for the reform of teaching methods to promote the interaction between teachers and students, enriching their class-room.
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Teaching ability is the comprehensive embodiment of expertise and personal cultivation,and it is closely related to teaching results.The teaching ability of teachers in the field of traumatology and orthopedics of TCM is developed in their practice of clinical work and teaching practice,which reflects the efficiency and quality of their classroom teaching and clinical teaching.The elements of teaching ability in the field of traumatology and orthopedics of TCM should be strengthened by approaches such as professionalism,the ability of teaching design,the expertise of modem educational technology and professional dedication.
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Objective To construct a framework and relevant evaluation items of the teaching ability for nursing teachers in colleges or universities.Methods The research was carried out by a variety of means such as theory analysis,literature study,expert consultation,etc,to explore behavior items that could be used to evaluate the teaching ability for nursing teachers in colleges or universities.A questionnaire was formed and a survey was conducted in a total of 194 nursing teachers from ten colleges or universities across the whole nation.Then,factor analysis was performed to build the relevant evaluation items for teaching ability of full-time nursing teacher.Cronbach's α and Spearman correlation were used to test the reliability and validity.Results The relevant evaluation items of teaching ability for nursing teachers contained 31 behavior items from six domains,which were teaching research ability,emotional teaching ability,expressing ability,self-examination ability,integration ability,and organizing ability.Cronbach's α of the total system was up to 0.913 0,Cronbach's α of each domain ranged from 0.681 0 to 0.815 8.Every factor had positive correlation with the totality,and the correlation coefficient of every item with its affiliated factor was greater than other factors.Conclusions The relevant evaluation questionnaire of teaching ability for nursing teachers has excellent reliability and validity.It can provide reference standard to directing admission,training,and teaching evaluation for nursing teachers.
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Based on the study of theory research and teaching practice, Nanjing University of Aeronautics & Astronautics has tentatively put forward the concept of “teaching force”. At the same time, Nanjing University of Aeronautics&Astronautics has integrated various resources and systemat-ically constructed the teaching force cultivation mechanism focusing on “fanning out from point and line to area, two stage financing, internal and external drive”, which has effectively promoted the all-round development of young teachers in the teaching, personal, professional and organizational aspects.
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Objective To investigate current situation of teaching competition and to put forward some feasible suggestions for improving the teaching competition of theoretical course for young teachers. Methods Questionnaire survey was conducted for 126 teachers including the effect of teaching competi-tion on effective teaching atmosphere,comprehensive teaching results,teaching ability and recommenda-tions for improvement. SPSS software was used to do statistical analysis andχ22 test was applied. P<0 . 05 stands for statistically significant difference. Results Investigation results demonstrated that teaching competition of theoretical course was conducive to forming effective teaching atmosphere,achieving better teaching effect and improving teaching ability of teachers . A χ22 test was performed on the cognition of the cultivating of classroom management ability;results demonstrated that there were significant differ-ences between teachers with more than 10 years education age and those with less than 10 years education age(χ22=4.375,P=0.0365). Conclusions Teaching competition of theoretical course is an effective way to cultivate young teachers teaching ability. Teaching competition should be combined with training and feedback and evaluation should be more scientific and objective in order to improve young teachers' teaching ability.
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With the development and the expansion of higher medical education,lack of course resource became a “bottleneck” which restricted the development of medical schools.Teaching hospitals played some roles in medical education,but there was a huge gap in teaching ability between these hospitals and the hospitals affiliated with universities.The Clinical College analyzed the current situation of teaching ability in teaching hospitals and did the preliminary research for the solutions of this situation.
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Cultivation of young teachers is an important part of teaching staff training in colleges and universities. To strengthen teaching ability of young teachers in discipline of medicine laboratory is related to the quality of laboratory medicine personnel training.The paper will be based on some problems of young teacher teaching and discuss some measures of young teachers' teaching ability improvement.
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The teacher training of medical colleges has become a pressing task force.Young doctors should systematically study the educational theory,make positive observation,conduct teaching rounds and share experience,use the Internet,read the literature and pay attention to academic practice to improve clinical teaching ability.
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To adhere teaching contest was an effective way of improve the teaching skills of young teachers in colleges,and was very important in improving the teaching level of medical school. Based on the experience of training teachers though teaching contests,we gave some suggestions on teaching contest.
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For comprehensive ability's cultivation of clinical graduate students,this article presents new and feasible methods in placing emphasis on cultivating teaching ability,in order to improve clinical graduate student's teaching ability.It also provides feasible experience and lessons for many other medical schools on graduate cultivating and management.