Minouei Marzieh Sadat, Omid Athar, Yamani Nikoo, Nasri Peiman, Ahmady Soleiman
Medical Education Research Center, Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran.
Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
BMC Med Educ. 2025 Apr 14;25(1):529. doi: 10.1186/s12909-025-06769-9.
Clinical supervision is crucial for developing medical trainees' independence. Faculty development programs can enhance faculty performance by changing their faculty attitudes and knowledge. This study examined the impact of such programs on pediatric faculty members' supervisory knowledge, attitudes, and performance.
This was a quasi-experimental, pre-post, single-group study. The participants included 20 pediatric faculty members conveniently selected from the Isfahan University of Medical Sciences in Iran. The program's design used the Proctor model and ASSURE instructional design model. The 34-day program was delivered in a blended format (online and workplace) and included feedback. An observational checklist was used to assess faculty performance, and a self-report questionnaire was used to measure faculty members' knowledge and attitudes toward clinical supervision. Paired t-tests, independent t-tests, Spearman correlation coefficients, Cohen's -d values, and descriptive statistics were used.
The mean self-reported scores of knowledge (before: 5.55 ± 2.31, after: 8.25 ± 1.53) and attitudes (before: 4.07 ± 0.52, after: 4.28 ± 0.43) among faculty members increased significantly after the development program. Additionally, 90.63% of the faculty members applied the components of the Proctor model of clinical supervision.
These results suggest that structured faculty development programs can improve faculty knowledge, attitudes, and performance in clinical supervision.
临床督导对于培养医学实习生的独立性至关重要。教师发展项目可以通过改变教师的态度和知识来提高教师的表现。本研究考察了此类项目对儿科教师督导知识、态度和表现的影响。
这是一项准实验性的前后单组研究。参与者包括从伊朗伊斯法罕医科大学方便选取的20名儿科教师。该项目的设计采用了普罗克特模型和ASSURE教学设计模型。为期34天的项目以混合形式（在线和工作场所）进行，并包括反馈。使用观察清单评估教师表现，使用自我报告问卷测量教师对临床督导的知识和态度。采用配对t检验、独立t检验、斯皮尔曼相关系数、科恩d值和描述性统计。
教师发展项目结束后，教师自我报告的知识得分（之前：5.55±2.31，之后：8.25±1.53）和态度得分（之前：4.07±0.52，之后：4.28±0.43）显著提高。此外，90.63%的教师应用了临床督导普罗克特模型的组成部分。
这些结果表明，结构化的教师发展项目可以提高教师在临床督导方面的知识、态度和表现。
