Progress and enlightenment on the construction of clinical teachers' teaching ability model / 中华医学教育探索杂志

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.

The theoretical analysis of clinical teachers' characteristics of teaching competency in applied undergraduate medical colleges and universities / 中华医学教育探索杂志

Starting from the importance of clinical teachers' teaching competency research, this study analyzes the educational goals of applied undergraduate medical colleges and universities for clinical teachers' teaching competence requirements; comparatively analyzes the competence characteristics of college teachers and Chinese clinicians; defines the teaching competency of clinical teachers. And 15 items of clinical teacher teaching competency characteristics of applied undergraduate medical colleges are obtained, and the current status of clinical teacher competence of the college is evaluated and analyzed by this model. The results show that the average scores of clinical teachers in the affiliated hospitals have met the requirements of the competency items, and the competencies are relatively good. Among them, the professional quality and professional competence evaluation items have higher scores, but the teaching research and reform and the scores of teaching design and implementation are relatively low, which shows that the teaching and research ability of clinicians is a short board of clinical teachers.

On the application of teaching ward-round workshop in the teaching ability training for clinical teachers / 中华医学教育探索杂志

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.

Survey on the teachers′ cognition of policies and faculty competencies of standardized residency training / 中华医院管理杂志

Objective:To analyze the clinical teachers′ cognitive evaluation of the residency training system and faculty competency through a survey , which in the standardized residency training bases of Zhejiang province, in the hope of providing a basis for exploring and reforming the training and the mechanism.Methods:A web-based questionnaire survey was made from December 2017 to December 2019 on clinical teachers at training bases in Zhejiang province. Data cleaning and statistical analysis were made under Anaconda1 9.7, multiple groups of numerical variables were analyzed by one-way ANOVA, and classified variables were subject to χ2 analysis, while the analysis was carried out after binarization in the statistical calculation of multi-choice items. Results:3 141 of valid questionnaires were received. The clinical teachers at large highly recognize the competency degree expected of the teachers, while those items of relatively lower recognition were " the ability to regularly publish research papers" " the ability to guide the trainees′ living style" , and " the ability to use multimedia teaching materials" (41.13%, 46.23%, and 47.02% respectively). 77.36% of the teachers reported that they need coordination and management ability training, while 83.38% need teaching ability training. The proportion of teachers in need of teaching ability training was influenced by both professional title( χ2=18.703, P < 0.001)and seniority( χ2=14.471, P=0.006). For the subjective criteria by the teachers on faculty competency assessment criteria, the scoring ranks from high to low were clinical ability, medical ethics, and teaching awareness(8.91±1.35, 8.86±1.52 and 8.64±1.47 respectively). For the operability criteria, the scoring ranks from high to low were professional title, education, and faculty training(8.47±1.80, 8.36±1.86 and 8.19±1.91 respectively), while the outcomes were influenced by the administrative title, professional title and seniority( P < 0.05). Only 39.03% and 33.37% of clinical teachers were satisfied or somewhat satisfied with the existing incentives for residency training. Conclusions:The teachers′ recognition of the criteria for faculty competency evaluating and the need for teacher training were influenced by their characteristics, and they were unsatisfied with the existing incentive policies. These suggest comprehensive factors in formulating the evaluation standards, and measures for progressive faculty training and for improved incentive policies.

Research on teaching performance evaluation system of clinical teachers in affiliated hospitals of universities / 中华医学教育探索杂志

Based on the performance management theories and methods, the factors affecting clini-cal teachers' teaching motivation were analyzed in domestic university affiliated hospitals. In consideration of the functional position of university affiliated hospitals and the responsibilities of clinical teachers, the Delphi, KPI and other methods were used to identify key index and respective weight of teaching perfor-mance evaluation, therefore the teaching performance evaluation system including teaching load, teaching quality and teaching capacity in three dimensions were constructed. Then this index system was applied to a university affiliated hospital as an example to verify its feasibility, scientificity and effectiveness. Further-more, the evaluation system was embedded to information platform of educational administration manage-ment, and was proved as a useful teaching performance information management tool that provided reference for hospital performance payment distribution, title evaluation and recommendation, and teaching awards evaluation at all levels, etc. Consequently, theoretical and methodological references were provided for improving clinical teachers' teaching enthusiasm.

Application of PDCA circulation in training of clinical nursing teachers / 现代临床护理

Objective To explore the effect of PDCA circulation on the training of clinical nursing teachers.Methods PDCA circulation was applied to the training of clinical nursing teachers byPP(planning),D(doing),C(Checking),A(acting). The results of theoretical exams,teaching skills of teachers and the student’s satisfaction with clinical teaching were compared.Result The application of PDCA circulation in clinical nursing teachers training significantly improved the theoretical exam results and teaching skills of the teachers, increased student’s satisfaction with the ways and the skills of teaching,compared to the results before its use(P<0.05).Conclusions The application of PDCA circulation in training clinical nursing teachers can effectively improve the ability of clinical teachers and increase the student’s satisfaction with teachers,thus improve the quality of nursing teaching.

Attributes of an Effective Family Medicine Clinical Teacher: A Survey on Residents’ and Family Medicine Faculty’s Perceptions

Objective: To understand what attributes were considered important for an effective Family Medicine clinical teacher among residents and faculty members. Methods: An online survey of 15 attributes was sent to 16 residents and 24 faculty members at the National University Health System Family Medicine Residency program. Residents and faculty members were asked to choose the 5 most important and the 5 least important attributes for an effective clinical teacher. Results: Response rate was 87.5% for residents and 50% for faculty members. Both clinical competence and role modeling were considered important attributes by residents and faculty members. Scholarly activities and organisational skills were felt to be among the least important attributes that make an effective teacher. Role modeling was felt to be the one attribute that was most important while involving in scholarly activities was considered the least important for clinical teacher. Conclusions: Good role modeling in Family Medicine teaching was considered important for clinical teacher. Though not viewed as an important attribute, involvement in scholarly activities should still play significant role in the Family Medicine residency curriculum. Besides good role modeling, residents valued a non-threatening learning environment with competent teachers who were available, enthusiastic and clear in their teaching.

Investigation on training mode and practice of clinical teachers in teaching hospitals / 中华医学教育探索杂志

‘Two-way’ training of teaching basic skill and medical education method was conducted for young and middle-aged teachers according to characteristics of clinical teachers in teaching hospitals.After two years of training,clinical teachers' teaching ability and teaching enthusiasm and the quality of classroom teaching have obviously improved based on the analysis of related data.Clinical teacher training strengthen the teaching faculty quantitatively.This thesis discussed the importance of clinical teachers' training and further explored the improvement of clinical teacher education mode.

Investigation on training of clinical teachers in medical education / 上海第二医科大学学报

Objective To explore the contents,routes and ways of the training of clinical teachers in teaching hospitals.Methods According to the requirement of teachers' professional development,the characteristic of clinical teachers in teaching hospitals,setting from the cultivating of fundamental ability and occupation quality,to reinforce the training of clinical teachers,especially young teachers' basic teaching skills,job skills and professional ethics in order to improve the teaching team's overall quality unceasingly. Results According to the results of the classroom teaching mass and practice teaching mass' test from the year 2005 to 2007,the teaching ability and consciousness of clinical teachers were reinforced after the training. Conclusion With the dual role of doctor and teacher,the clinic teachers should be trained to reinforce their basic teaching skills and professional competence,so that they can have the ability to cultivate the high-qualified medical talent.

The Annotation and Application of the Several Main Resources in Clinical Practice / 中华医学教育探索杂志

To adapt to the variety of environment,the teaching of clinical practice must face some innovations and reformations in the contents and methods.The article discusses the specialties and applications of the several main resources,such as clinical teachers(the resource of manpower)?the training center of clinical skills(the resource of methods) ?the SP(the resource of carriers),then,provides some useful information for the teaching innovations in clinical practice.

Consideration on Strengthening Clinical Teaching Staff Construction / 中华医学教育探索杂志

Analyzing the pressure of clinical teaching staff from their clinic teaching and study,the paper proposes building their professional steps,consummating their evaluation system,reducing their mental pressure,etc.so as to strengthen the construction of clinical teaching staff.