Text Analysis via Learning Model in Teaching Ability Evaluation System for College Physical Education Teachers / Análisis de texto mediante modelo de aprendizaje en el sistema de evaluación de habilidades docentes para profesores universitarios de educación física

With the overall increase in the state's attention to quality of higher education teaching, overall teaching level for college physical education teachers has been greatly improved. However, it is influenced by traditional academic and teaching concepts, as well as school administrators do not pay attention to physical education teaching. The development for the teaching ability of college physical education teachers is still not optimistic. Therefore, paying attention to the teaching ability of physical education teachers has gradually become a practical problem that society and schools cannot ignore and must pay attention to. Among them, the evaluation for teaching ability of physical education teachers is the most important. With the reform of the Internet, there is much textual information on teaching of physical education teachers in colleges. By analyzing these texts, an evaluation of teachers' teaching ability can be obtained. This work combines this topic with a deep learning model, and proposes a text analysis model (PEAENet) for teaching ability evaluation of physical education teachers. The model first proposes an interactive multi-head attention to enhance interaction between aspect words as well as context. The attention of two aspects is calculated at the same time, including the attention of the context to the aspect word as well as aspect word attention to context. Second, this work combines Transformer's encoder structure with LSTM to obtain a more capable feature extraction module. In the label mapping stage, the label smoothing coefficient is introduced, which makes the model have stronger generalization ability.(AU)

[From 0 to 1: Taking the First Step in English-Medium Instruction].

Teaching in English (aka English as a medium of instruction [EMI]) presents a significant challenge for many university instructors. This is particularly true for those who have never taught an EMI course before, as they may feel confused, anxious, and unsure how to start. Beyond the challenge of the language itself, the pressure of conveying specialized knowledge in a non-native language and ensuring student comprehension are major sources of stress. This article was developed to share and explore the approach and experience of a field instructor teaching his first EMI course in STEM (science, technology, engineering, and mathematics). In the article, the anxieties and worries that may arise prior to starting the course and strategies that may be used to overcome these are discussed. In addition, measures that teachers may use to effectively manage classes and ensure student understanding during the course and to continually enhance teaching quality are addressed. We hope this article can help those interested in or required to teach EMI courses successfully take the first step and continue to improve with confidence, enhancing their teaching abilities.

Nursing teachers' job burnout and teaching ability: The mediating role of social support based on the Person-Context interaction theory.

BACKGROUND: Great attention has been attached to the quality of nursing along with the development of medical treatment, which gives rise to the higher demand for colleges to cultivate high-quality nursing students, as well as the higher standard for teaching performance of the nursing faculty. OBJECTIVE: This study aimed to investigate the effect of teachers' job burnout on teaching ability among nursing teachers in Chinese colleges and to examine the mediating role of social support in this relationship based on the Person-context interaction theory. DESIGN: A cross-sectional descriptive design has been adopted. METHODS: From February to June 2021, a total of 416 Chinese nursing teachers from 27 colleges filled out the questionnaires with a response rate of 97.42%. The questionnaire included general demographic questionnaire, teaching ability in nursing scale, teacher burnout scale and social support scale. The data were analyzed by SPSS26.0 statistical software in terms of Pearson's correlation the Structural Equation Model (SEM) was adopted to test the mediating effect of social support between job burnout and teaching ability in nursing of nursing teachers using Mplus 8.3. RESULTS: Job burnout of nursing teachers was negatively and significantly correlated with the teaching ability in nursing and social support (p < 0.01). And Structural Equation Model results showed that social support mediated the relationship between teacher burnout and teaching ability in nursing. CONCLUSIONS: Social support could help nursing teachers manage their job burnout, and eventually help them overcome the negative impact of teachers' job burnout on teaching ability in nursing. Social support could promote the teaching ability of nursing teachers by playing an intermediary role between them.[Box: see text].

The moderating effect of participation in online learning activities and perceived importance of online learning on EFL teachers' teaching ability.

With the sudden outbreak of COVID-19, many educational contexts shifted from traditional face-to-face instruction to online and remote modes of delivery. This inspired a surge of scholarly attention in various countries to disclose the status and perceptions of stakeholders regarding online education. However, most of the existing studies in second/foreign language contexts are limited to students' and teachers' perceived emotions and experiences in e-instruction. Moreover, the extent to which online participation and the perceived importance of e-education influence teachers' teaching ability has been widely overlooked. To fill this gap, this study explored the moderating influence of EFL teachers' participation in online learning activities and the perceived importance of online learning on their teaching ability. In doing so, a questionnaire was spread and filled in by 453 Chinese EFL teachers with different backgrounds. The results of Structural Equation Modeling (SEM) obtained by Amos (v. 24) indicated that individual/demographic factors do not affect teachers' perceived importance of online learning. It was also demonstrated that the perceived importance of online learning and learning time does not predict EFL teachers' teaching ability. Furthermore, the results reveal that EFL teachers' teaching ability does not predict their perceived importance of online learning. However, teachers' participation in online learning activities predicted and explained 66% of the variance in their perceived importance of online learning. The study has implications for EFL teachers and teacher trainers in that it improves their awareness of the value of technologies in L2 education and practice.

How data knowledge transformation affects teachers' precision teaching ability: The mediating effect of data consciousness.

With the development of smart education, teachers' precision teaching ability has increasingly become an important component of their professional ability. Based on the Socialization, Externalization, Combination, Internalization (SECI) model of knowledge management, this research constructs a theoretical model of data knowledge transformation, data consciousness, and teachers' precision teaching ability, and uses Partial Least Squares to analyze the interaction and influence among the elements. The empirical results show that the transformation of internal knowledge related to data has a significant positive impact on the improvement of teachers' precision teaching ability and data consciousness; the transformation of external knowledge related to teaching has a positive effect on the teaching management ability of teachers' precision teaching ability, but the effect is not significant. Data consciousness plays a partial mediating effect between internal knowledge transformation and teachers' precision teaching ability, and a complete mediating effect between external knowledge transformation and teaching management ability.

The Relationship Between School-Based Research and Preschool Teachers' Teaching Ability: The Mediating Role of Constructivist Beliefs in Teaching.

To understand the relationship between kindergarten school-based research (SBR) and preschool teachers' teaching ability and identify the mechanism by which SBR affects teachers' teaching ability, a survey of randomly sampled preschool teachers in Sichuan Province (N = 625, Mage = 26.61) was conducted online using three scales assessing community learning, teaching ability and teaching philosophy. The survey results showed that the level of SBR reached the upper-middle level. The level of SBR positively predicted the teaching beliefs and teaching ability of preschool teachers. SBR influenced teaching ability through direct and indirect effects, with indirect effects accounting for 23.5% of the total effect; however, only constructivist teaching beliefs played a mediating role in the relationship between SBR and teaching ability via an indirect effect. SBR focused on improvement in teaching ability should not only examine the connection between SBR and practical problems to promote improvement in teachers' teaching ability but also should examine the role of teachers' beliefs and influence teachers' teaching abilities by changing teachers' teaching beliefs.

Work competence of general practitioners working in the community health services of Shanghai: a cross-sectional study based on self-assessment.

OBJECTIVES: The aim of the study was to investigate the work competence of general practitioners (GPs) in the community health services (CHSs) of Shanghai, China. METHODS: A questionnaire was designed based on a previous capacity evaluation indicator system. We used a stratified and proportional cluster sampling method in this self-assessment and cross-sectional study. We collected data with the questionnaire on GPs' demographic variables and work competence including patient care ability, teaching ability, communication skill and coordination ability. Univariate analyses were performed by Mann-Whitney U test and Kolmogorov-Smirnov test. Multivariate analyses were done with generalized liner model with significant univariate factors. RESULTS: A total of 2954 GPs were sampled from 116 CHSs in Shanghai. The response rate was 99.9%. The median scores of patient care ability, teaching ability, communication skill and coordination ability were 80[70-88.75], 76[60-80] and 80[70-85] on a scale of 100, respectively. GPs who were 30-39 years old, or worked in urban CHSs, or took GP trainer's training or had teaching experience got higher scores in patient care ability. GPs who worked for 5-19 years in CHSs, or worked in CHSs with GP training program or took GP trainer's training had higher scores in teaching ability. For communication skill and coordination ability, GPs who worked in CHSs with GP standardized training program, or took GP trainer's training or had teaching experience in CHSs got higher scores. CONCLUSIONS: The work competence of GPs in CHSs of Shanghai could mainly cover daily work, but still needed more improvement in teaching ability.

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.

A survey on teaching ability of general practitioners in community health centers of Shanghai and its influencing factors / 中华全科医师杂志

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.

The development and effect evaluation of training program of clinical teaching ability enhancement for clinical nurse specialists based on Cone of Learning / 中华医学教育探索杂志

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.

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.

Exploration on postgraduate teaching ability cultivation in the "dual practice" ophthalmology clinical clerkship model / 中华医学教育探索杂志

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.

Survey on the research and teaching ability of rehabilitation based on public hospitals in Zhejiang Province / 中华医学科研管理杂志

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.

The effectiveness of a clinical reasoning teaching workshop on clinical teaching ability in nurse preceptors.

AIM: To explore the effectiveness of a clinical reasoning teaching workshop (CRTW) in preceptors' teaching ability, self-efficacy of clinical reasoning teaching. BACKGROUND: Preceptors' teaching skills are crucial for training novice nurses. How to enhance preceptors' teaching ability is a pertinent concern in clinical practice. METHODS: This study comprised two stages. At stage I, we administered a pre- to post-test single group with 33 participants to investigate the changes in preceptors' knowledge and self-efficacy in clinical reasoning teaching after clinical reasoning teaching workshop. At stage II, a quasi-experimental design was adopted to assess the effectiveness of the clinical reasoning teaching workshop by comparing the preceptors' teaching ability by novice nurses. There were 22 nurses' preceptors who underwent the clinical reasoning teaching workshop and 70 nurses with preceptors who did not undergo clinical reasoning teaching workshop and matched with preceptors' age and working experience. RESULTS: After clinical reasoning teaching workshop, preceptors' knowledge and self-efficacy of clinical reasoning teaching ware increased significantly. Novice nurses (study group) scored their preceptors' teaching ability significantly higher than nurses' (control group). CONCLUSION: The clinical reasoning teaching workshop can enhance preceptors' teaching ability and confidence, thereby improving their teaching ability. IMPLICATIONS FOR NURSING MANAGEMENT: A well-designed workshop with appropriated teaching method can allow preceptors to learn effectiveness. Clinical reasoning teaching workshop can be used in the training of preceptors.

Knowledge about basic language constructs among teachers of English as a Foreign Language in China and South Korea.

The purpose of the present study is to explore cross-cultural differences among teachers of English as a Foreign Language (EFL) on the basic language constructs and the impacts on their perceived teaching ability in English-reading instruction. Chinese EFL (n = 73) and Korean EFL (n = 39) teachers were administered the Reading Teacher Knowledge Survey for testing their implicit and explicit knowledge on phonemic awareness, phonological awareness, phonics, and morphological awareness; and their self-perceived teaching ability on teaching typical readers, struggling readers, phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. Results showed that both Chinese EFL and Korean EFL teachers' knowledge on the phonemic awareness, phonological awareness, and phonics was implicit rather than explicit. However, the teachers' knowledge on morphological awareness showed cross-cultural difference: Chinese EFL teachers had greater explicit knowledge on morphological awareness than implicit knowledge, while their Korean EFL counterparts showed opposite pattern. Self-perceived teaching ability was also distinct cross-culturally, in that Chinese EFL teachers were only confident in teaching English vocabulary, whereas Korean EFL teachers had generally positive self-perception on teaching typical readers, fluency, vocabulary, and reading comprehension. Importantly, both groups of EFL teachers' explicit knowledge on the basic language constructs explained additional variance for predicting their self-perception on teaching English reading, controlling for the effects of their years of teaching and implicit knowledge. Educational implications and future research ideas are discussed in relation to the cross-cultural differences of teacher knowledge and their perceived teaching ability.

Constructing the evaluation system of teaching ability of clinical teachers in non-directly affiliated hospitals / 中华医学教育探索杂志

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.

Constructing the evaluation system of teaching ability of clinical teachers in non-directly affiliated hospitals / 中华医学教育探索杂志

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.

The practice and enlightenment of teaching ability development in American medical colleges and universities / 中华医学教育探索杂志

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.

The impact on teaching quality in teaching ability, teaching efficacy for part-time nursing teachers / 中国实用护理杂志

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.

Reflections on the teaching competition of young teachers in medical colleges / 中华医学教育探索杂志

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.