Research on implementation effectiveness of clinical faculty teaching qualification and admission assessment program
10.3760/cma.j.cn116021-20240308-01992
- VernacularTitle:临床师资教学资格准入考核方案实施效果研究
- Author:
Hongmei DENG
1
;
Jing ZHU
1
;
Hong ZHANG
1
Author Information
1. 重庆医科大学儿科学院教务处，重庆 401122
- Publication Type:Journal Article
- Keywords:
Clinical teacher;
Teaching qualification;
Admission;
Assessment effectiveness
- From:
Chinese Journal of Medical Education Research
2025;24(3):289-294
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the implementation effectiveness of clinical faculty teaching qualification and admission assessment program based on Miller's competency model.Methods:Action research method was adopted in combination with quantitative and qualitative analysis. The assessment scores were analyzed. Semi-structured interviews were conducted with 15 clinical teachers who participated in the assessment. Interview data were analyzed and themes were extracted based on the three-level coding method of qualitative research. The statistical functions in Excel were used to analyze the scores of six teaching components such as written tests, lesson plans, and presentations. Categorical data were expressed as frequency and percentage.Results:A total of 93.07% (188/202) of teachers passed the assessment and obtained teaching qualification certificates for clinical teaching in all relevant components. Qualitative analysis identified three main themes. The first theme was that teaching qualification and admission assessment enhanced teachers' understanding of clinical teaching standards and teacher/teaching community. The second theme was that teaching qualification and admission assessment provided clinical teachers with scenario demonstration of independent learning, peer communication, and teaching feedback and reflection. The third theme was the need for further strengthening of pre-assessment training.Conclusions:Teaching qualification and admission assessment contributes to the in-depth understanding of clinical teaching standards among clinical faculty and promotes the construction of teaching communities, thereby laying a foundation for enhancing the teaching capabilities of clinical teachers.
