案例研究：中国住院医师规范化培训临床教师授课技能持续改进项目。
A case study: a continuous improvement project of lecturing skills for clinical teachers in Chinese residency standardized training.
机构信息
Teaching and Training Department, Shanghai East Hospital, Tongji University School of Medicine, No.1800 Yuntai Road, Pudong New Area, Shanghai, 200123, China.
Shanghai East Hospital, Tongji University School of Medicine, No.1800 Yuntai Road, Pudong New Area, Shanghai, 200123, China.
出版信息
BMC Med Educ. 2022 Apr 11;22(1):265. doi: 10.1186/s12909-022-03311-z.
BACKGROUND
Aiming at the poor quality of small lectures due to the lack of lecturing skills of the clinical teachers in residency standardized training, the Teaching and Training Department of Shanghai East Hospital set up a continuous improvement project of lecturing skills for the clinical teachers to search for effective ways to improve lecture quality, then the effect was evaluated.
METHODS
Based on the ADDIE model of training design, the department conducted the project in accordance with a process of analysis, design, development, implementation and evaluation. A special course "Clinical Teacher Presentation Training" (CTPT) was developed to convey and train the 5 key behaviors in presentation to improving lecture quality of the clinical teachers. Ninety-nine clinical teachers who give lectures to the residents were recruited as subjects for the project. Adopted the model of "intensive training + practice transference" to strengthen lecturing skills, and applied the Kirkpatrick Four Levels to evaluate the effect of the project from multi-role and multi-stage.
RESULTS
The training satisfaction of the CTPT course from the subjects reaches 100%. The subjects have a high degree of knowledge acquisition through CTPT and the knowledge of the 5 key behaviors has been actually used in their lectures at the stage of practice transference. Comparing the data before training and after transference, it is found that the average increasing of the subjects' 5 key behavior scores made by teaching secretaries is 14.12 points (14.12%) and that of the subjects' self-efficacy scores is 9.31 points (9.31%); the performance values were modeling based on the scores from different types of evaluators and increased by an average of 12.61 points (12.61%); and the star ratings of the overall performance increased by an average of 1.17 points (23.4%). The results showed statistically difference (P < 0.001).
CONCLUSIONS
The project effectively promoted the improvement of the clinical teachers' lecturing skills and the quality of small lectures.
背景
由于住院医师规范化培训中临床教师缺乏授课技巧，导致小讲课质量较差。上海东方医院教学培训部针对临床教师授课技巧设立了持续改进项目，旨在寻找提高讲课质量的有效方法，并对效果进行评估。
方法
该部门基于培训设计的 ADDIE 模型，按照分析、设计、开发、实施和评估的流程开展项目。开发了一门专门的课程“临床教师演示培训”（CTPT），旨在向临床教师传授和培训提高讲课质量的 5 项关键行为。该项目招募了 99 名向住院医师授课的临床教师作为项目对象。采用“强化培训+实践转移”模式，强化授课技巧，并应用柯氏四级评估法从多角色、多阶段评估项目效果。
结果
项目对象对 CTPT 课程的培训满意度达到 100%。通过 CTPT，项目对象的知识获取程度较高，并且在实践转移阶段，他们已经将 5 项关键行为知识实际应用于授课中。比较培训前和转移后的数据发现，教学秘书对项目对象的 5 项关键行为评分平均提高了 14.12 分（14.12%），自我效能评分提高了 9.31 分（9.31%）；基于不同类型评估者的评分进行建模，绩效值平均提高了 12.61 分（12.61%）；整体表现的星级评分平均提高了 1.17 分（23.4%）。结果均具有统计学差异（P<0.001）。
结论
该项目有效促进了临床教师授课技巧的提高和小讲课质量的提升。
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