Owolabi Mayowa O, Afolabi Adefemi O, Omigbodun Akinyinka O
J Grad Med Educ. 2014 Mar;6(1):123-6. doi: 10.4300/JGME-D-13-00130.1.
Little is known about the competences of residents as clinical teachers in African health care institutions.
We evaluated the clinical teaching skills of internal medicine residents from the perspective of medical students in a tertiary teaching institution in Africa.
We used the augmented Stanford Faculty Development Program Questionnaire, which has evidence of validity and reliability. To avoid a Hawthorne effect, students completed the questionnaire anonymously and confidentially after clinical teaching sessions by residents. A minimum score of 4 on a scale of 1 to 5 was defined a priori as possession of good clinical teaching skills.
Sixty-four medical students assessed all 20 internal medicine residents in the Department of Medicine, University of Ibadan. Mean performance scores for the domains ranged from 3.07 to 3.66. Residents performed best in creating a good learning climate and worst in the promotion of understanding and retention. Sex of the resident, duration of residency, and rank had no significant impact (.09 < P < .94) on their teaching skills.
Consistent with other observations in the literature, residents' clinical teaching skills were suboptimal, particularly in their ability to promote understanding and retention. To enhance these skills, we recommend the integration of appropriately tailored programs to teach pedagogic skills programs in residency training.
在非洲医疗机构中，住院医师作为临床教师的能力鲜为人知。
我们从非洲一所三级教学机构的医学生角度评估了内科住院医师的临床教学技能。
我们使用了经过验证且可靠的增强版斯坦福教师发展计划问卷。为避免霍桑效应，学生在住院医师临床教学课程结束后匿名且保密地完成问卷。在1至5分的量表上，事先将最低4分定义为具备良好的临床教学技能。
64名医学生对伊巴丹大学医学院所有20名内科住院医师进行了评估。各领域的平均表现得分在3.07至3.66之间。住院医师在营造良好学习氛围方面表现最佳，在促进理解和记忆方面表现最差。住院医师的性别、住院时间和职级对其教学技能没有显著影响（0.09 < P < 0.94）。
与文献中的其他观察结果一致，住院医师的临床教学技能欠佳，尤其是在促进理解和记忆方面的能力。为提高这些技能，我们建议在住院医师培训中纳入适当定制的教学技能培训课程。
