埃塞俄比亚医学检验专业临床教育项目带教老师培训需求评估。

Preceptors training need assessment for medical laboratory professional clinical education programs in Ethiopia.

机构信息

Department of Medical Laboratory Sciences, College of Health Sciences, Addis Ababa University, Addis Ababa, Ethiopia.

Ethiopian Medical Laboratory Association, Addis Ababa, Ethiopia.

出版信息

PLoS One. 2022 Oct 6;17(10):e0275533. doi: 10.1371/journal.pone.0275533. eCollection 2022.

DOI:10.1371/journal.pone.0275533

PMID:36201562

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9536571/

Abstract

BACKGROUND

Health Workforce Improvement Program and professional associations recognized the need for a formalized method of providing academic education that would improve how preceptors teach and assess student. Thus, this study aimed to assess training needs of preceptors for Medical Laboratory Science clinical practicum education programs in Ethiopia.

METHODS

A cross-sectional survey design was implemented in targeted health facility throughout the country to assess academic educational needs of preceptors for Medical Laboratory clinical practicum education programs. The study participants were conveniently selected practicing health professionals who formally or informally nominated as a clinical trainer or acts as clinical trainer giving practical training to the student in the targeted practice setting. An adapted structured questionnaire modified to local context was used to conduct the survey and the perceived competency assessment used five scale of measurement (Not capable, Beginner, Advanced beginner, Competent, Proficient). The frequency was presented using tables and figures.

RESULTS

A total of 304 laboratory professionals participated in this study. More than half (52.6%) of the study participants were in the age group of 21 to 30 years and 264/304 (86.8%) were male. The majority (43.0%) of study participants had 6 to 10 years of experience and 212 (68.8%) did not receive clinical teaching skills training in the past two years. Regarding applying different hands-on teaching methods, the majority 38/304(12.5%) were not capable for role play and community based training, 49/304(16.1%) reported being Beginners, 85/304 (28%) said that they are advanced beginners in the competency. In this study, most study participants 98/304(32.2%) and 130/304(42.8%) perceived that they are competent and proficient in applying laboratory practice teaching methods respectively.

CONCLUSION

The average cumulative level of competency from level 1 (not capable) to level 3 (advanced beginner), we found: learning in the practical teaching area 45.4%, clinical practicum teaching quality improvement and advocacy 42.9%, student assessment methods 42.7%, communication, collaboration and partnership 40.9%. Overall competence of preceptors (proportion of preceptors reported competent) was 57%. We recommend designing the performance interventions in the form of training by including communication skills for effective preceptor ship, students assessment and feedback, teaching and instruction strategies, planning for clinical practicum learning and principles of learning and teaching in practical areas.

摘要

背景

卫生人力改善计划和专业协会认识到需要采用正式的方法提供学术教育，以提高导师的教学和评估学生的能力。因此，本研究旨在评估埃塞俄比亚医学检验科学临床实习教育项目导师的培训需求。

方法

在全国范围内的目标卫生机构实施了横断面调查设计，以评估医学检验临床实习教育项目导师的学术教育需求。研究参与者是方便选择的执业卫生专业人员，他们正式或非正式地被提名担任临床培训师或作为临床培训师，在目标实践环境中为学生提供实践培训。使用经过修改以适应当地情况的改编结构问卷进行调查，感知能力评估使用了五个量表（无能力、初学者、进阶初学者、胜任、精通）。使用表格和图形呈现频率。

结果

共有 304 名实验室专业人员参与了这项研究。超过一半（52.6%）的研究参与者年龄在 21 至 30 岁之间，264/304（86.8%）为男性。大多数（43.0%）研究参与者有 6 至 10 年的经验，212/304（68.8%）在过去两年中没有接受过临床教学技能培训。关于应用不同的实践教学方法，大多数 38/304（12.5%）在角色扮演和基于社区的培训方面没有能力，49/304（16.1%）报告为初学者，85/304（28%）表示他们在能力方面处于进阶初学者水平。在这项研究中，大多数研究参与者 98/304（32.2%）和 130/304（42.8%）认为他们分别在应用实验室实践教学方法方面有能力和精通。

结论

从能力 1（无能力）到能力 3（进阶初学者）的平均综合能力水平，我们发现：实践教学领域的学习 45.4%、临床实习教学质量改进和倡导 42.9%、学生评估方法 42.7%、沟通、协作和伙伴关系 40.9%。导师的整体能力（报告有能力的导师比例）为 57%。我们建议以培训的形式设计绩效干预措施，包括有效的导师关系沟通技巧、学生评估和反馈、教学和指导策略、临床实习学习计划以及实践领域的学习和教学原则。