Masunaga Hiromi, Hitchcock Maurice A
California State University-Long Beach, College of Education, 1250 Bellflower Boulevard, Long Beach, CA 90840-2201, USA.
Fam Med. 2010 Feb;42(2):116-20.
The objective of this study was to examine how residents and faculty in family medicine compare in their beliefs about ideal clinical teaching.
We studied 205 residents and 148 faculty in family medicine who completed the Clinical Teaching Perception Inventory (CTPI) online between April 2001 and July 2008. The participants ranked 28 single-word descriptors that characterized clinical teachers along a 7-point-scale ranging from "least like my ideal teacher" to "most like my ideal teacher."
Both residents and faculty indicated that the ideal clinical teachers should be stimulating, encouraging, competent, and communicating and should not be conventional, cautious, or controlling. However, residents rated probing and innovative significantly lower than did faculty.
Clinical faculty and residents in family medicine have a shared view of the ideal clinical teacher. However, residents and faculty differed in their ratings on the descriptors "Probing" and "Innovative." This difference might at least in part stem from where residents and faculty are located along a continuum from novice to mature expert.
本研究的目的是探讨家庭医学住院医师和教员对理想临床教学的看法有何不同。
我们研究了205名家庭医学住院医师和148名教员,他们在2001年4月至2008年7月期间在线完成了临床教学感知量表(CTPI)。参与者对28个描述临床教师的单字描述词按照从“最不像我理想中的教师”到“最像我理想中的教师”的7分制进行排序。
住院医师和教员都表示,理想的临床教师应该具有启发性、鼓励性、胜任能力且善于沟通,而不应该传统、谨慎或具有控制性。然而,住院医师对探究性和创新性的评分显著低于教员。
家庭医学临床教员和住院医师对理想临床教师有共同的看法。然而,住院医师和教员在“探究性”和“创新性”描述词的评分上存在差异。这种差异可能至少部分源于住院医师和教员在从新手到成熟专家的连续体上所处的位置。