Angasu Kitaba Kebenesa, Weldemariam Solomon, Belachew Abate Bekele, Bekela Tariku
School of Midwifery, Faculty of Health Sciences, Institute of Health, Jimma University, Jimma, Ethiopia.
Department of Midwifery, College of Health Sciences, Mekelle University, Mekelle, Ethiopia.
Adv Med Educ Pract. 2021 Apr 28;12:421-429. doi: 10.2147/AMEP.S300049. eCollection 2021.
Although effective clinical teaching realistically improves learners to be competent, in Ethiopia only 31.6% of midwifery graduates have passed the national proficiency standard for graduation. Likewise, research evidence is lacking on effective clinical teaching practice of midwifery educators in Ethiopia.
This study aimed to assess effective clinical teaching practice and associated factors among midwifery educators in public universities of Ethiopia.
Institution-based cross-sectional study was conducted in April 2019 on 424 midwifery educators selected by simple random sampling technique. Data were collected through email by using a semi-structured, pretested, self-administered questionnaire, entered into Epi-data version 4.2, and analyzed by SPSS version 23. Bivariate and multivariable logistic regression analyses were done to test the association. The odds ratio at 95% confidence interval (CI) and P-value <0.05 were used to ascertain statistical significance.
Only 178 (47.3%) of participants had effective clinical teaching practice. Clinical teaching experience (AOR= 4.72; 95% CI=1.97, 11.29), training on higher diploma in teaching profession (AOR=2.78; 95% CI=1.61, 4.82), clinical teaching workshop (AOR=4; 95% CI=1.98, 8.05), students per clinical unit (AOR= 3.71; 95% CI= 1.66, 8.26), giving objectives of clinical learning for students (AOR= 4.74; 95% CI=2.43, 9.25), using performance-based assessment tool (AOR =1.82; 95% CI=1.04, 3.16) and having good interest in clinical teaching (AOR=8.63; 95% CI=2.91, 25.56) were factors positively associated with effective clinical teaching practice.
Less than half of midwifery educators of Ethiopian Public Universities had effective clinical teaching practice. The educators' clinical teaching experience, training, and adherence to clinical teaching standards were identified to affect effective clinical teaching positively. Therefore, educators should adhere to the standards for effective clinical teaching and receive training on effective teaching.
尽管有效的临床教学切实提高了学习者的能力，但在埃塞俄比亚，只有31.6%的助产专业毕业生达到了国家毕业水平标准。同样，埃塞俄比亚缺乏关于助产教育工作者有效临床教学实践的研究证据。
本研究旨在评估埃塞俄比亚公立大学助产教育工作者的有效临床教学实践及相关因素。
2019年4月采用简单随机抽样技术选取424名助产教育工作者进行基于机构的横断面研究。通过电子邮件使用半结构化、经过预测试的自填式问卷收集数据，录入Epi-data 4.2版本，并使用SPSS 23版本进行分析。进行二元和多变量逻辑回归分析以检验相关性。采用95%置信区间（CI）的比值比和P值<0.05来确定统计学意义。
只有178名（47.3%）参与者有有效的临床教学实践。临床教学经验（调整后比值比[AOR]=4.72；95%CI=1.97, 11.29）、教学专业高级文凭培训（AOR=2.78；95%CI=1.61, 4.82）、临床教学工作坊（AOR=4；95%CI=1.98, 8.05）、每个临床单元的学生人数（AOR=3.71；95%CI=1.66, 8.26）、为学生提供临床学习目标（AOR=4.74；95%CI=2.43, 9.25）、使用基于绩效的评估工具（AOR =1.82；95%CI=1.04, 3.16）以及对临床教学有浓厚兴趣（AOR=8.63；95%CI=2.91, 25.56）是与有效临床教学实践呈正相关的因素。
埃塞俄比亚公立大学不到一半的助产教育工作者有有效的临床教学实践。已确定教育工作者的临床教学经验、培训以及对临床教学标准的遵守情况对有效临床教学有积极影响。因此，教育工作者应遵守有效临床教学的标准并接受有效教学方面的培训。
