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The Hawaii-Okinawa Medical Education Fellowship is a longitudinal FD program developed and administered by the John A. Burns School of Medicine at the University of Hawaii and Okinawa Prefecture to train young clinical teachers who will play a central role in residency education. The program also supports the building of networks among clinical teachers. Each year, around six participants learn the skills required of clinical teachers through monthly seminar participation and a year-round curriculum development project. To date, about 60 physicians have completed the fellowship, and many of them are active as clinical teachers at medical institutions in Okinawa. The community of practice consisting of the graduates of this fellowship is gradually expanding. It is expected to contribute more and more to the enhancement of clinical education in Okinawa.
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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.
Résumé
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 understand the effect of teacher training to provide reference for teachers' teaching methods in the standardization of clinical resident training.Method The teachers carried out five days of teacher training.Teacher training adopted the method of theory teaching and group discussion.The main content of the training had a "daily rounds with teaching","the proper use of ORIME evaluation","feedback of sandwich type","a minute tutor teaching method","SOAP method to report cases".Before the training,100 residents were randomly selected to evaluate the teaching in teaching teachers through self-designed questionnaire.After the training,the questionnaire survey was conducted among 100 residents again.All data were statistically analyzed by SPSS 22.0.The measurement data were represented by (mean or + standard deviation),and the date were compared by t test.Results Residents believed that after the teacher training,teachers' teaching level improved (P＜0.05).The three aspects of "general and phased learning goals","training students' clinical thinking ability through questions","requiring students to report cases and give guidance and feedback" were the most obvious.The pre training score was (3.28 ± 0.92) (3.31 ± 1.12) (3.55 ± 0.85),and the corresponding score was after training (3.98 ±0.85) (4.19 ± 0.85) (4.11 ± 0.74).Conclusion From the comparison of the survey results before and after the residents,the teachers' teaching modes,skills and methods have been improved after receiving teachers' training.
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Objective To set up weight coefficient of qualification and evaluation system so as to implement a normative and standardized system for assessment of clinical teachers of master of nursing specialist (MNS) postgraduates. Methods The indicator system was established by Delphi method. The indicators weight was obtained through analytic hierarchy process, and the logic consistency test was calculated. Results The first five weight of qualification indicators were as follows: registered nurse (0.1686), clinical working experiences (0.2352), clinical teaching experiences (0.2016), education background and professional title (0.1410), research subjects they preside over or participate in (0.0817). The results of indicators order in single level and whole system had a satisfied consistency (CR<0.10). Conclusions The study on weighting values of the system could help it more scientific,reliable and practical.
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Objective The purpose of this study was to examine the status quo of the perceptions of professional benefits in the clinical teachers of nursing,analyze the influencing factors and put forward effective measures to improve it.Methods A convenience sample of 117 nurse preceptors in 4 teaching hospitals participated by completing a two-part questionnaire the Preceptor's Perception of Benefits and Rewards Scale and a demographic questionnaire.Results The total average score of benefits and rewards to the preceptor role was(63.64±9.93) points,low than the study done by Hyrkas(2007) in American.Nurse preceptors in different nursing unit felt different benefits and rewards to the preceptor role.Medicine unit and surgical unit were higher than Pediatrics unit.The longer time of being preceptor,the higher score of benefits and rewards to the preceptor role.Conclusions The score of benefits and rewards to the preceptor role is low.Hospitals should increase support for clinical teaching program,particularly pediatrics.Nurse managers should adjust promotion opportunities,workload,rewards of nurse preceptors to meet the needs of nurses in clinical teaching and to improve teaching effectiveness.
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Objective The aim of this study is to discuss the clinical teachers' behavior choices in the aspects of medical care,education and research,and explore the related factors by making an investigation.Methods This study adopts the method of Literature Review,interview and questionnaire investigation.Results 57.6％ of clinical teachers obviously felt enormous pressure,83.28％ of clinical teachers support the saying busy and time pressing is one of the most important facts; in view of the time allocation,the majority of the clinical teachers' arrangement is medical care ＞ research ＞ education or medical care ＞ education ＞ research.Conclusions Time and energy became the scarce resources for clinical teachers.On the other hand,the conflict relationship among medical care,education and research makes clinical teachers stand at the crossroads.The understanding of the relationship among medical care,education and research,and the policy environment are important factors when a clinical teacher was making a stand.
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To understand the higher medical clinical teaching base teachers'demand for the training of basic teaching skills,we use our self-made questionaire to make a survey on teachers of specialty and the result shows that the trachers of different age and different technical post title have different demand.We thus put forward some suggestions to enhance the clinical teaching base teachers'teaching level
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Objective To investigate in evaluation of various capacity requirement of probationer nurs-ing students by nurses in operation room in order to improve clinical teaching work. Methods A self-de-signed questionnaire was applied, 191 qualified teaching nurses from nine grade three A general hospitals in Beijing were invited to fdl the questionaires. The results underwent subsequent analysis. Results The teach-ers had high expectations for various capacity of the probationer nursing students. Conclusions Clinical teachers should establish feasible teaching scheme according to the existing teaching syllabus in order to in-crease teaching quality, make students gain new insights through reviewing old materials, so that they can mas-ter various technique in operation room in short time.
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Reference for clinical medical education reform is provided through discussion on the research status quo of competency model,the basic information of clinical teachers in medical colleges in China,and the importance and significance of constructing competency model for clinical teachers.
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Job burnout of clinical teachers at affiliated hospital of medical college has be-come a problem that cannot be ignored today.The current situation and the causes of job burnout are discussed to provide directions for carrying out some intervention measures in the future.
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The clinical teaching of medical colleges and universities is an important stage of medical education,the clinical teacher is the clinical teaching concrete undertaker,and the teaching quality is closely related to clinical teacher's work,therefore,in order to improve the quality of teaching,we must strengthen the clinical teachers'education and the continuing education through a variety of ways.
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In view of the status of "emphasis on medical treatment,neglecting education,lack of teaching positivity and low teaching management level" in teaching hospital at present,MBO was applied in the incentive mechanism of clinical teachers as a means,which aroused the teachers' positivity effectively,ensured the teaching quality,improved the teaching level of management and achieved significant results. It also made our medical activities,teaching and researching develop harmoniously.