Bonetti D, Ross J, Stewart S, Clarkson J
Dental Health Services Research Unit, University of Dundee, Mackenzie Building, Kirsty Semple Way, Dundee, DD2 4BF.
Br Dent J. 2007 Sep;203(5 Suppl):31-5. doi: 10.1038/bdj.2007.780.
Only a small proportion of eligible dentists become dental vocational trainers. The aim of this study was to apply Social Cognitive Theory to further an understanding of beliefs underpinning intention to become a dental vocational trainer.
Primary care dentists.
A self-administered questionnaire was distributed at all continuing professional development courses during November 2004 regardless of course enrolment numbers, content or duration.
Intention to train. Predictive measures Attitude toward being a trainer, attitude toward attending the trainer course, and confidence in ability to train (training self-efficacy).
Of the 316 respondents, 47% intended never to train. Training self-efficacy accounted for the majority of variance in intention to train (15%, step 1) with attitude to training accounting for a further 4% (step 2) (Hosmer and Lemeshow test: Chi-square = 7.36, df = 8, p = 0.498; 95% CI for EXP(b): training self-efficacy = 1.38-2.06, attitude = 1.17-2.08). Attitude to the trainer course did not enter the regression model. The most influential belief relating to intention to train was confidence in teaching, and for intention never to train was evaluating a trainee's skills. Both intenders and non-intenders believed training and attending training courses would be time-consuming and financially costly, suggesting these are not primary factors in making the decision to become a trainer.
Using a psychological model provided a starting point for understanding intention to become a vocational trainer and a rationale for the format of future interventions. Results suggest intention to train may be influenced by targeting dentists' confidence in teaching and performing evaluative aspects of training.
只有一小部分符合条件的牙医成为牙科职业培训师。本研究的目的是应用社会认知理论，以进一步理解支撑成为牙科职业培训师意愿的信念。
基层牙医。
2004年11月，在所有继续职业发展课程中发放了一份自填式问卷，课程的注册人数、内容或时长不限。
培训意愿。预测指标：对成为培训师的态度、对参加培训师课程的态度以及培训能力信心（培训自我效能感）。
在316名受访者中，47%表示从未有过培训意愿。培训自我效能感在培训意愿的差异中占大部分（15%，第一步），对培训的态度又占4%（第二步）（霍斯默和莱梅肖检验：卡方 = 7.36，自由度 = 8，p = 0.498；EXP(b)的95%置信区间：培训自我效能感 = 1.38 - 2.06，态度 = 1.17 - 2.08）。对培训师课程的态度未进入回归模型。与培训意愿最具影响力的信念是教学信心，而与从未有过培训意愿最具影响力的信念是评估学员技能。有培训意愿者和无培训意愿者都认为培训和参加培训课程既耗时又费钱，这表明这些并非决定成为培训师的主要因素。
使用心理模型为理解成为职业培训师的意愿提供了一个起点，并为未来干预措施的形式提供了理论依据。结果表明，针对牙医在教学和进行培训评估方面的信心进行干预，可能会影响培训意愿。
