临床教师教学能力模型构建的进展与启示

Progress and enlightenment on the construction of clinical teachers'teaching ability model

本文阐述了构建临床教师教学能力模型是高等医学院校亟待解决的问题;分析了当前随着临床教学理念和方法的不断进步、临床教学环境的更加信息化和智能化,对临床教师教学能力模型的构建提出了新的挑战。本文总结了当前国内外主要的临床教师教学能力模型(如能力素质冰山模型、教师成长模型、探究式教学模型、Molenaar的三维教学能力模型等)的构成要素的进展,并探讨了以学生为中心引导式教学、床边教学、微教学与BOPPPS[导入(bridge-in)、学习目标(objective)、前测(pre-assessment)、参与式学习(participatory-learning)、后测(post-assessment)、总结(summary)]方法、医学模拟教学等当前临床教师教学能力模型的实践研究进展,以期为进一步构建出适合中国高等医学院校的教师教学能力模型提供指导。

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,postassessment,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.