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Establishment and Preliminary Application of Competence Framework for Clinical Teaching Management Positions Based on Nominal Group Technique
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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.
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