Establishment and Preliminary Application of Competence Framework for Clinical Teaching Management Positions Based on Nominal Group Technique
-
摘要: 目的 研究临床教学管理岗位胜任力内涵,构建胜任力框架并观察初步应用效果。 方法 首先以北京协和医院临床教学秘书、临床教学对象、教学行政管理人员、教改实践与研究人员等关键群体为研究对象,通过两轮名义群体法(nominal group technique,NGT)产生、整合并形成临床教学管理岗位的胜任力框架。之后采用该胜任力框架以问卷调查的形式对临床教学秘书进行自评,自评打分采用李克特评分法(最高为5分,最低为1分),统计并分析自评结果。 结果 临床教学秘书、临床教学对象及教学行政管理人员通过首轮NGT讨论,对于临床教学管理岗位胜任力要素,如个人素养、组织协调能力、教学能力与教学创新能力等可基本形成共识,但对其内涵及重要性排序持有不同观点。教改实践与研究人员通过第二轮NGT讨论,在首轮讨论结果基础上形成了涵盖7个维度(医学知识与技能、以学习者为中心、沟通与合作、职业素养与榜样、反思与提升、教学理论与方法、教学协调与管理)的临床教学管理岗位胜任力框架。自评结果显示,除“教学协调与管理”“教学理论与方法” 2个维度自评得分低于4分外,其余5个维度自评得分均高于4分。 结论 本研究初步形成临床教学管理岗位胜任力框架并尝试应用,效果对引导胜任力提升及评价有较重要提示,但具体内涵描述尚待更多实践以进一步验证和优化。Abstract: Purpose To develop and connotation and framework of Clinical Teaching Management (CTM)positions competency, and to conduct preliminary application of competency framework. Methods Key groups of clinical teaching coordinators, clinical trainees, teaching administrators and educational reform practice and research group at Peking Union Medical College Hospital(PUMCH) were selected as the research samples. The Nominal Group Technique (NGT) was used to generate, integrate, form framework and provide descriptions of CTM competencies, and rankings of competency importance were collected. Further, the competency framework was used to conduct a self-assessment of CTM using questionnaire survey. The self-assessment was scored with the Likert method (with a maximum of 5 points and a minimum of 1 point), and the self-assessment results were analyzed. Results Through the first round of NGT discussions of key groups, consensus was achieved on the primary framework of CTM competency, including professionalism, coordinating ability, teaching ability, and teaching innovation. However, different opinions were held regarding the connotations and importance rankings of each dimension. Based on the second round of NGT discussion conducted by educational reform practice and research group, a self-assessment was conducted using the CTM framework of competency. Through the second round of NGT discussions, educational reform practice and research group has developed a competency framework for clinical teaching management positions covering seven dimensions (medical knowledge and skills, learner centeredness, communication and cooperation, professionalism and role modelling, reflection and improvement, teaching theory and methods, teaching coordination and management) based on the results of the first round of discussions. The self-assessment results show that except for the two dimensions of "teaching coordination and management" and "teaching theory and methods", the scores of the other five dimensions are above 4 points. Conclusion A preliminary competency framework of CTM has been developed and applied, specific items require further validation and improvement in practice.
-
[1] 国务 院办 公厅 . 关于 深化 医教 协同 进一 步推 进医 学教 育改 革与 发展 的意 见[EB/OL].(2017-07-11).https://www.gov.cn/xinwen/2017-07/11/content_5209710.htm [2] 教育部国家卫生健康委员会国家中医药管理局.关于加强医教协同实施卓越医生教育培 养计 划2.0的 意见 [ EB/OL].(2018-9-17 ). https://www.gov.cn/zhengce/zhengceku/2018-12/31/content_5443536.htm [3] 陈云川, 雷轶 .胜任 力研 究与 应用 综述 及发 展趋 向[J]. 科研 管理, 2004(6): 141-144. [4] 陈娟. 提升高校教学秘书自主意识初探[J].教育艺术, 2019( 8) :33. [5] 林恺,黄铿,林常敏.基于NGT的全科医学技能实践教学评价的探索与研究[J].中国高等医学教育,2020(12):12-13. [6] 刘媛,陈明,李佥,等. 高校教学秘书对教学管理工作的认识与思考[J]. 教育教学论坛, 2020( 5) :329-330. [7] Delbecq, A. L., & Van de Ven, A. H. (1971). A Group Process Model for Problem Identification and Program Planning. The Journal of Applied Behavioral Science, 7(4), 466-492. https://doi.org/10.1177/002188637100700404 [8] 范曼如,申泉,王丹琦等.临床实践指南制订方法——形成推荐意见的共识方法学[J].中国循证心血管医学杂志,2019,11(06):647-653. [9] 张吉敏,刘刚,吴敏等.住培专业基地教学秘书核心胜任力的考量与探索[J].中国继续医学教育,2023,15(08):190-194. [10] Castiglioni, A., Shewchuk, R.M., Willett, L.L. et al. A Pilot Study Using Nominal Group Technique to Assess Residents’ Perceptions of Successful Attending Rounds[J]. J Gen Intern Med 23, 1060- 1065(2008). https://doi.org/10.1007/s11606-008-0668-z [11] Morris Gallagher, Tim Hares, John Spencer, Colin Bradshaw, Ian Webb, The Nominal Group Technique: A Research Tool for General Practice?[J]. Family Practice, Volume 10, Issue 1, March 1993, 76- 81. https://doi.org/10.1093/fampra/10.1.76 [12] Borgstrom E, Cohn S, Barclay S. Medical professionalism: conflicting values for tomorrow's doctors[ J]. J Gen Intern Med, 2010, 25: 1330-1336. [13] 江敏敏,黄斌斌,张家祥,等.青年教师兼任学科秘书的实践与探讨[J].基础医学教育,2022,24(05):377-380. DOI: 10.13754/j.issn2095-1450.2022.05.18. [14] Nasca TJ, Philibert I, Brigham T, et al. The next GME accreditation system— rationale and benefits. N Engl J Med. 2012;366(11):1051- 1056. [15] 吴燕 妮. 教学 医院 临床 病理 教学 秘书 工作 现状 及策 略探 讨[J]. 卫生 职业 教育,2022,40(22):141-143. [16] 中国精英教学医院联盟.中国精英教学医院联盟住院医师核心胜任力里程碑评价体系[J]. 协和医学杂志, 2023,14(5): 978-982. doi: 10.12290/xhyxzz.2022-0543. [17] Frank JR, Snell LS, Cate OT, et al. Competency-based medical education: theory to practice. Med Teach. 2010;32(8):638-645. doi: 10.3109/0142159X.2010.501190. [18] 谭细龙,王慧玲.提高教学秘书素质是实现高校系级教学管理规范化的根本途径[J].教育理论与实践,2006(16):13-15.
点击查看大图
计量
- 文章访问数: 45
- HTML全文浏览量: 11
- PDF下载量: 3
- 被引次数: 0