Lane India F, Bogue E Grady
University of Tennessee College of Veterinary Medicine, Knoxville, TN 37996-4544, USA.
J Vet Med Educ. 2010 Fall;37(3):238-47. doi: 10.3138/jvme.37.3.238.
The development of non-technical competencies has become an important component of veterinary education. In this study, we determined faculty perspectives regarding their perceived involvement and ability in the cultivation of these competencies. A survey was administered to faculty members at five institutions. Respondents were asked whether the competency should be taught in their own courses and how prepared they felt to teach and evaluate the competency. Responses were analyzed by participant institution, gender, terminal degree and year, discipline, rank, and teaching experience. More than 90% of faculty respondents reported a personal responsibility to teach or cultivate critical thinking skills, communication skills, self-development skills, and ethical skills, with more than 85% also agreeing to a role in skills such as interpersonal skills, creativity, and self-management. The lowest percentages were seen for crisis and incident management (64%) and business skills (56%). Perceived preparedness to teach and evaluate these competencies paralleled the preceding findings, especially for the four consensus competencies and self-management. Faculty preparedness was lowest for business skills. Junior faculty were somewhat less likely than others to perceive a responsibility to teach non-technical competencies; however, instructors were more prepared to teach and evaluate business skills than were other faculty. Institutional trends were evident in faculty preparation. Although male faculty and non-DVM faculty tended to report a higher degree of preparedness, few differences reached statistical significance. Faculty perceptions of their responsibility to teach non-technical competencies vary by competency and parallel their perceived preparedness to teach and evaluate them.
非技术能力的培养已成为兽医教育的重要组成部分。在本研究中，我们确定了教师对于他们在这些能力培养方面的感知参与度和能力的看法。对五所院校的教师进行了一项调查。受访者被问及该能力是否应在他们自己的课程中教授，以及他们感觉自己在教授和评估该能力方面的准备程度如何。根据参与调查的院校、性别、最终学位及年份、学科、职级和教学经验对回复进行了分析。超过90%的教师受访者表示有个人责任教授或培养批判性思维能力、沟通能力、自我发展能力和道德能力，超过85%的人也认同在人际能力、创造力和自我管理等技能方面发挥作用。危机与事件管理（64%）和商业技能（56%）的比例最低。在教授和评估这些能力方面的感知准备程度与上述结果相似，尤其是对于四项共识能力和自我管理能力。教师在商业技能方面的准备程度最低。初级教师比其他教师在感知教授非技术能力的责任方面略低；然而，与其他教师相比，讲师在教授和评估商业技能方面准备更充分。院校趋势在教师准备情况中很明显。尽管男性教师和非兽医学博士教师往往报告有更高的准备程度，但很少有差异达到统计学意义。教师对教授非技术能力的责任的认知因能力而异，并且与他们在教授和评估这些能力方面的感知准备程度相似。
