Rubak Sune, Mortensen Lene, Ringsted Charlotte, Malling Bente
Department of Paediatrics, Skejby Hospital; Department of Paediatrics, Randers Regional Hospital, Aarhus, Denmark.
Med Educ. 2008 Jul;42(7):693-702. doi: 10.1111/j.1365-2923.2008.03044.x. Epub 2008 May 23.
Objectives This study aimed to establish the longterm effects of a 3-day 'Training for Trainers' course (TTC) on doctors' knowledge, teaching behaviour and clinical learning climate. Methods The study was designed as an intervention study with pre-, post- and long-term measurements. The intervention group (I-group) included 118 doctors from the departments of internal medicine and orthopaedic surgery at one university hospital. The control group (C-group) consisted of 125 doctors from the corresponding departments at another university hospital. Gains in knowledge about teaching skills were assessed by a written test. Teaching behaviour and learning climate were evaluated by questionnaires. Results In the I-group, 98.4% of doctors, both specialists and trainees, participated in a TTC. Response rates on the written test varied from 90% at baseline to 70% at 6 months after the intervention. Knowledge about teaching skills increased in the I-group by 25% after the TTC and was sustained at 6 months. Questionnaire response rates varied from 98.4% at baseline to 84.8% at 6 months. Post-course, the teaching behaviour of the I-group significantly changed and its learning climate improved compared with the C-group. Scores for use of feedback and supervision in the I-group increased from 4-5 to 6-7 (maximum score = 9). This was significantly higher than in the C-group. Conclusions A 3-day residential TTC has a significant impact in terms of gains of knowledge concerning teaching skills, teaching behaviour and learning climate after 6 months. The positive effects demonstrated in this study were rooted in both the specialists and trainees who attended the course.
目的 本研究旨在确定为期3天的“培训师培训”课程（TTC）对医生知识、教学行为和临床学习氛围的长期影响。方法 本研究设计为一项干预研究，进行了干预前、干预后和长期测量。干预组（I组）包括来自一家大学医院内科和骨外科的118名医生。对照组（C组）由另一家大学医院相应科室的125名医生组成。通过书面测试评估教学技能知识的提升情况。通过问卷调查评估教学行为和学习氛围。结果 在I组中，98.4%的医生，包括专科医生和实习医生，参加了TTC。书面测试的应答率从基线时的90%到干预后6个月时的70%不等。I组在TTC后教学技能知识增加了25%，并在6个月时保持这一水平。问卷调查应答率从基线时的98.4%到6个月时的84.8%不等。课程结束后，与C组相比，I组的教学行为发生了显著变化，其学习氛围得到改善。I组在反馈和监督使用方面的得分从4 - 5分提高到6 - 7分（满分 = 9分）。这显著高于C组。结论 为期3天的住宿式TTC在教学技能知识提升、教学行为和6个月后的学习氛围方面有显著影响。本研究中展示的积极效果源于参加该课程的专科医生和实习医生。
