Practice research on the construction of a reserve teaching supervision expert echelon and competence improvement in university-affiliated hospitals
10.3760/cma.j.cn116021-20250201-02100
- VernacularTitle:高校附属医院后备教学督导专家梯队构建及胜任力提升实践研究
- Author:
Mingyu DUAN
1
;
Yanmin CHEN
;
Huiming LI
;
Xu ZHOU
;
Jiayang XIA
;
Jian LIN
;
Yi ZHENG
;
Chongzhi ZHOU
Author Information
1. 上海交通大学医学院附属第一人民医院教育处，上海 201620
- Publication Type:Journal Article
- Keywords:
Reserve teaching supervision expert;
Echelon construction;
Director of teaching and research department;
Educational physician;
Supervision ability;
Compet
- From:
Chinese Journal of Medical Education Research
2025;24(8):1045-1050
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To provide theoretical support and practice model for improving the clinical medical education supervision system of university-affiliated hospitals.Methods:This study focused on the group of reserve teaching supervision experts. Through literature research, questionnaire survey, and expert interview, the Competency Evaluation Criteria for Reserve Teaching Supervision Experts was constructed, which was implemented according to the training framework of "theory, practice, summary, and feedback". The paired t-test was performed using SPSS 24.0. Results:The research team formulated the Competency Evaluation Criteria for Reserve Teaching Supervision Experts through expert interviews. Six basic competencies and three advanced competencies for reserve teaching supervision experts were identified and their weights were assigned. A supervision team was established with supervision experts (including reserve teaching supervision experts) and teaching staff at a ratio of 1∶6.9, achieving an increase in the coverage of supervised specialties. A toolkit for enhancing the supervision capabilities of reserve experts was developed, and its effectiveness was analyzed. Statistical analysis showed that the overall score gap between reserve teaching supervision experts and senior supervision experts gradually narrowed. In terms of teaching demeanor and teaching effectiveness, there were no significant differences between the two types of experts. However, in terms of teaching content scores, there was a significant difference between reserve teaching supervision experts and senior supervision experts ( P<0.05). Conclusions:The training mechanism of reserve teaching supervision experts can effectively bridge the structural defects of the traditional supervision team. However, further emphasis is needed on the standardization and professionalization of teaching content supervision.
