纵向分层师资培训在附属医院师资培训中的应用探讨

Discussion on the Application of Longitudinal Stratified Teacher Training in Affiliated Hospital Teacher Training

目的 探讨纵向分层师资培训在山东第一医科大学第一附属医院/山东省千佛山医院临床师资培训中的应用效果。方法 2021年1月-2022年12月,采取自愿原则招募已通过师资准入考试的临床带教师资80人作为研究对象,随机将其均分为2组,对照组采用传统的师资培训模式,而试验组应用纵向分层师资培训。运用柯氏模型层级评估方法,分别从反应层、学习层、行为层分析临床师资在教学知识、技能、科研能力等方面的差异,检验临床师资培训课程对师资教学能力的影响。结果反应层评价显示,试验组在培训内容[(86.66±2.82)分vs.(71.81±3.23)分]、培训方法 [(88.43±3.09)分vs.(78.02±3.30)分]、课时安排[(92.12±3.39)分vs.(73.40±2.71)分]、授课环节设计[(88.60±3.10)分vs.(80.02±3.00)分]的满意度评分高于对照组,差异有统计学意义(P <0.001);学习层评价显示,试验组培训后对课程设计(37 vs. 15)、培训组织(38 vs. 21)、学习内容掌握(35 vs. 17)、教学技能掌握(31 vs. 11)认可的人数均高于培训前,差异有统计学意义(P <0.001);行为层评价显示,试验组培训后的带教能力即实际带教次数≥2次/年的人次(28 vs. 14)、科研能力即近两年有运用推广或获奖项目的人次(13 vs. 5)均高于培训前,差异有统计学意义(P <0.05)。结论 师资对纵向分层培训的培训内容、培训方法、课时安排、授课环节设计等方面的满意度较高,纵向分层培训在课程设计、培训组织的认可以及学习内容、教学技能掌握程度上均显示出明显的优越性,师资在带教能力和科研能力等方面都有明显提升。

Objective To explore the application of longitudinal stratified teacher training curriculum in clinical teacher training at the First Affiliated Hospital of Shandong First Medical University/Shandong Provincial Qianfoshan Hospital.Methods From January 2021 to December 2022,a total of 80 clinical teachers,who had successfully passed the teacher admission examination,were voluntarily recruited as participants in this study and randomly assigned to two groups.The control group underwent traditional teacher training methods,while the experimental group received longitudinal stratified teacher training.Utilizing the Kirchhoff model hierarchical evaluation method,differences among clinical teachers in terms of teaching knowledge,skills,and research ability from response level,learning level,and behavior level were analyzed.Furthermore,the impact of clinical teachers training courses on enhancing teachers'instructional abilities were assessed.Results Reaction layer evaluation revealed that the satisfaction scores for training content[(86.66±2.82)points vs.(71.81±3.23)points],training method[(88.43±3.09)vs.(78.02±3.30)points],class schedule[(92.12±3.39)vs.(73.40±2.71)points],and teaching session design[(88.60±3.10)vs.(80.02±3.00)points]in the experimental group were significantly higher than those in the control group,and these differences were statistically significant(P<0.001).Learning level evaluation showed that the number with approval for course design(37 vs.15),training organization(38 vs.21),mastery of learning content(35 vs.17),and mastery of teaching skills(31 vs.11)in the experimental group after training were all higher than before training,and these differences were statistically significant(P<0.001).Behavior level evaluation indicated that the teaching ability,namely the number of actual teaching sessions≥2 times/year(28 vs.14)and research ability,namely the number of people who have used promotional or award-winning projects in the past two years(13 vs.5)after training were all higher than before training,and these differences were statistically significant(P<0.05).Conclusion Teachers have a high degree of satisfaction with the training content,training method,class schedule,teaching session design and other aspects of longitudinal stratified training.Longitudinal stratified training shows obvious advantages in course design,recognition of training organizations,learning content,and mastery of teaching skills,and teachers have significantly improved in teaching ability and research ability.