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Preliminary Application of Competency Model for Undergraduate Medical Imaging Teachers
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摘要: 目的 建立教师胜任力模型，并对其在本科生医学影像学小组教学中的应用价值进行评价。 方法 基于文献检索，建立高等医学院校教师胜任力模型，并收集2020年9月——2021年11月北京协和医院放射科参与本科生医学影像学小组教学带课教师的胜任力模型自评分及学生评价，比较各项胜任力指标评分在师资培训前后以及不同职称/教龄教师之间的差异。 结果 共纳入参与本科生医学影像学小组教学的教师18人，其中短教龄（≤5年）11人，长教龄（＞5年）7人；初级职称8人，中级职称5人，高级职称5人。参与该课程学习的本科生200人（2016级95人，2017级105人）。教师胜任力模型共涵盖医学教育知识、教学胜任力、科研胜任力、组织胜任力、其他5项一级指标，并对应13项二级指标。与师资培训前相比，培训后教师的科研胜任力和组织胜任力2项一级指标以及教学技能、教学科研的学术研究、沟通与交流能力3项二级指标自评分均具有显著提升（P均＜0.05）。与中高级职称/长教龄的教师相比，初级职称/短教龄教师在师资培训前多项胜任力模型一级与二级指标自评分偏低，经过培训后多项指标自评分提升的更加显著（P均＜0.05），且学生对初级职称教师在师资培训前后的评分变化情况与此规律基本相符。 结论 基于教师胜任力的本科生医学影像学教师胜任力模型，可初步用于医学影像学师资评价，可反映不同职称/教龄的教师在教学过程中胜任力变化情况。Abstract: Objective: To establish a teacher competency model and evaluate its application value in medical imaging group teaching for undergraduates. Methods: Based on literature review, a competency model for teachers in medical colleges and universities was established. This study collected the self-evaluation scores and student evaluation scores of the competency model for teachers from Radiology Department of Peking Union Medical College Hospital who participated in the undergraduate medical imaging group teaching from September 2020 to November 2021, and compared the differences of various competencies before and after training, between different professional titles and between different length of teaching. Results: A total of 18 teachers were included in the teaching of undergraduate medical imaging group, with 11 having short teaching experience (≤ 5 years) and 7 having long teaching experience (>5 years). Altogether 200 undergraduate students participated in the course (95 in the class of 2016 and 105 in the class of 2017). There were 8 teachers with a junior professional title, 5 with an intermediate professional title, and 5 with a senior professional title. The teacher competency model covered a total of 5 first-level indicators, including medical education knowledge, teaching competency, scientific research competency, organizational competency, and others, which corresponded to 13 second-level indicators. The teachers' self-evaluation scores of two first-level indicators, scientific research competency and organizational competency, as well as three second-level indicators, teaching skills, academic research on teaching and research, and communication abilities, showed significant improvements (P<0.05) after the training, compared to those before training. Compared to the teachers with intermediate to senior professional titles/long teaching years, the teachers with junior professional titles/short teaching years had lower self-evaluation scores for multiple first-level and second-level indicators before the teacher training. After the training, these teachers showed more significant improvements in multiple indicators of self-evaluation scores (P<0.05). Additionally, students' evaluation changes for the teachers with junior professional titles before and after the training were consistent with this trend. Conclusion: The competency model of undergraduate medical imaging teachers based on teacher competency can be preliminarily applied for the evaluation of medical imaging teachers, as it reflects the change of competency of the teachers with different professional titles and teaching years in the process of group teaching.
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Key words:
- teacher competency /
- medical imaging /
- undergraduate teaching /
- teaching evaluation
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