医科大学教师获取新知识的相关研究

Investigation on the acquisition of new knowledge by teachers in Medical University

了解教师获取新知识的途径和知识更新率,为建立西南医科大学教师管理模式提供依据。随机抽取学校165名在职教师进行调查,调查内容包括一般人口学特征、教师获取新知识的途径、教师每年知识更新情况三个方面。教师获取新知识的途径位于前三位的依次为:上网查阅资料(96.9%)、向同事交流(80.2%)和研读教科书(72.8%),后三位依次为:去书店查阅(22.8%)、改造原有知识并重建(33.3%)、进修学习(34.6%)和攻读学位(34.6%),不同特征的教师获取途径不同。教师每年医学专业知识更新比例平均为9.15%,非医学专业知识更新比例平均为8.52%,≥40岁教师医学专业知识更新比例高于40岁以下者(10.71%Vs 8.28%),其余未见差异。教师获取新知识的途径多样,但知识更新率较低。

To understand teacher＇ s access to new knowledge and their knowledge renewal rates, so as to provide the basis for the establishment of teacher management model in Southwest Medical University. 165 inservice teachers were selected randomly to conduct an investigation on their general demographic characteristics, accesses to new knowledge, and their knowledge renewal rates. Results showed the top three accesses for teachers to acquire new knowledge include： surfing on interact （96.9%）, conmmnicating with colleagues （80.2%） and reading textbooks （72.8 % ） ; while the last three accesses are： visiting bookshops （22.8 % ）, reconstructing original knowledge and reconstructing （33.3%） and further studying （34.6%）, as well as doing a degree （34.6%）. Teachers with different characteristics may have different accesses to new knowledge. The annual average renewal rate of medical professional knowledge is about 9.15% , and that of non-medical professional knowledge is 8.52%. The renewal rate of medical professional knowledge for teachers over 40 years old is higher than that for teachers under the age of 40 （ 10.71% vs. 8.28% ） , and there are no other difference. There are many accesses for teachers to acquire new knowledge, but the annual renewal rate of knowledge is relatively low.