McMillan Wendy Jayne
Faculty of Dentistry, University of the Western Cape, Private Bag XI, Tygerberg, Cape Town, 7505, South Africa.
Med Teach. 2007 Oct;29(8):e209-18. doi: 10.1080/01421590701478264.
Current literature calls for the explicit teaching to health-science educators of the skills, knowledge and dispositions that are required for successful teaching in higher education.
This paper draws on evidence from an Oral Hygiene department at a South African university in order to illustrate these teaching-competency needs. Insights from the evidence are synthesised with current literature regarding best teaching practice, in support of an appropriate framework for the development of teaching competencies to health-science educators.
A qualitative approach, using a case study, was adopted. The cohort comprised fifteen students in the first-year Oral Hygiene cohort class and the ten educators who taught their programme. Data was collected through semistructured interviews and open-ended questionnaires. The topics that emerged from the combined analysis of the interviews and the questionnaires were organised into a grid so that common themes could be identified. Current literature regarding teaching and learning was used as a framework for interpreting the empirical evidence, from which three categories emerged. The first category included suggestions from students regarding what to do to teach better. A review of the literature indicates that these competencies can be effectively learnt from self-help guides. The second category included requests for skills development. Literature review suggests that these might effectively be learnt from single-event workshops facilitated by more able peers. Responses in the final category highlighted the need for an underpinning theory of teaching and learning, and signalled the need for a more theoretically grounded and detailed approach to teacher development.
The framework developed from the empirical study and current literature makes it possible for individual clinical teachers, and staff developers, to construct teaching-competency development plans that are pertinent to individual teachers' needs, relevant and practical, educationally sound, and cost-effective in terms of time and effort.
当前文献呼吁向健康科学教育工作者明确传授高等教育成功教学所需的技能、知识和素养。
本文借鉴南非一所大学口腔卫生系的证据，以阐明这些教学能力需求。从证据中获得的见解与有关最佳教学实践的当前文献相结合，以支持为健康科学教育工作者制定教学能力发展的适当框架。
采用了定性研究方法，使用案例研究。该队列包括口腔卫生一年级队列课程的15名学生和教授该课程的10名教育工作者。通过半结构化访谈和开放式问卷收集数据。将访谈和问卷综合分析中出现的主题整理成一个表格，以便识别共同主题。将有关教学与学习的当前文献用作解释实证证据的框架，从中出现了三类。第一类包括学生关于如何更好地教学的建议。文献综述表明，这些能力可以从自助指南中有效学习。第二类包括对技能发展的要求。文献综述表明，这些可能从能力更强的同行举办的单次活动工作坊中有效学习。最后一类的回答强调了对教学与学习基础理论的需求，并表明需要一种更具理论基础且详细的教师发展方法。
从实证研究和当前文献中得出的框架使个体临床教师和员工发展人员能够构建与个体教师需求相关、实用、教育合理且在时间和精力方面具有成本效益的教学能力发展计划。
