基于学生、教师、临床医学院三方视角多维教学架构与质量管控体系的构建与应用

Construction and application of multi-dimensional teaching structure and quality control system based on the tripartite perspective of students, teachers and clinical medical school

目的构建基于学生、教师与临床医学院三方视角的多维教学架构与质量管控体系,提升临床医学院的教学质量。方法笔者所在医院抓住"学、教、管"3个核心问题,通过多维度改革教学模式、创新教学内容、丰富教学形式、优化教学环境等,促进学生学;实施"选—培—用—评"人才选拔培养方案,优化教师教;建立动态跟踪教学质量管控反馈机制,提升医院管:从而构建基于学生、教师与临床医学院三方视角的多维教学架构与质量管控体系。选择笔者所在医院2015级五年制临床医学专业100名学生为研究对象,比较实施该体系前后的学生到课率、理论考试成绩、操作考试成绩、课堂教学满意度评分、教学质量评分及教学评价结果;组织学生从课程学习是否提高了学习兴趣、对教师的教学方法是否满意、是否能够很好地配合教师完成教学任务等7个方面评价该体系。结果实施该体系前后,学生到课率、理论考试成绩、操作考试成绩、课堂教学满意度评分、教学质量评分差异均具有统计学意义(F=453.71、137.67、131.78、250.75、189.86,均P<0.01);教师缺陷要因差异具有统计学意义(χ^2=26.05、30.30、15.16、9.15、7.75、10.62,均P<0.01);大部分学生认为自己的学习兴趣有所提高,与教师沟通更加顺畅,对教师的教学方法感到满意。结论基于学生、教师与临床医学院三方视角的多维教学架构与质量管控体系能够激发学生的学习兴趣,优化教师队伍,提升管理效能,全方位、多角度地控制和提升教学质量。

Objective To construct a multi-dimensional teaching structure and quality control system based on the tripartite perspective of students, teachers and hospitals, so as to improve the teaching quality of clinical medical college. Methods Grasp the three core problems of "learning, teaching and management", promote students' learning through multi-dimensional reform of teaching mode, innovation of teaching contents, enrichment of teaching methods and optimization of education environment;implement the talent selection and training program of "selection-training-application-evaluation" to optimize teachers' teaching;establish the management and control feedback mechanism which is about dynamic tracking teaching quality, to improve hospital management, in this way, a multi-dimensional teaching structure and quality control system based on the tripartite perspective of students, teachers and hospitals are constructed.A total of 100 students of five-year clinical medicine major in my hospital in 2015 were selected as the research objects, and the students' attendance rate, theoretical examination results, operational examination results, classroom teaching satisfaction score, teaching quality score and teaching evaluation before and after implementation were compared. All 100 students were organized to improve themselves from the course learning. The system were evaluated in seven aspects: interest in learning, satisfaction with teachers' teaching methods and ability to cooperate well with teachers in fulfilling teaching tasks. Results Before and after the implementation of the system, there were significant differences in students' participation rate, theoretical test scores, operational test scores, classroom teaching satisfaction scores and teaching quality scores (F=453.71, 137.67, 131.78, 250.75, 189.86, all P<0.01), and there were significant differences in teachers' defects (χ^2 = 26.05, 30.30, 15.16, 9.15, 7.75, 10.62, all P < 0.01);most students think that their interest in learning has been improved, communication with teachers is smoother, and they are satisfied with teachers' teaching methods. Conclusions The multi-dimensional teaching structure and quality control system based on the tripartite perspective of students, teachers and hospitals which can stimulate students' interest in learning, optimize the quality of teachers, improve the management efficiency, then control and improve the teaching quality from an all-round and multi-angle perspective.