非直属临床医学院实践教学督导结果分析研究
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摘要
目的分析某高校非直属临床医学院实践教学督导现状及教学评价结果。方法收集2015年9月~2017年1月非直属临床医学院实践教学督导结果,汇总建立数据库,分析教学督导现状,对不同专业技术职称临床教师教学评价进行差异性分析。结果共收集3家非直属临床医学院教师实践教学督导评价表40份,分布于5门临床课程,其中内科学督导11次,外科学督导10次,妇产科学和儿科学各督导7次,神经病学督导5次。按专业技术职称分类,中级、副高级、正高级临床教师人数分别为15、19、6人,副高职称临床教师数最多,占47.5%。中级、副高级、正高级专业技术职称的临床教师教学评价得分分别为(85.5±2.4)分、(89.6±3.2)分、(92.5±2.1)分,三组专业技术职称临床教师教学评分差异有统计学意义(P<0.05)。结论实践教学督导覆盖率有待提高,医院根据教学需求,做好临床教师的教学能力提升工作,充分发挥教学督导作用,实现实践教学质量的持续改进。
Objective To analyze the present situation of practical teaching supervision and the results of teaching evaluation in non-directly clinical medical college of some university. Methods The results of practical teaching supervision in non-directly clinical medical college from September 2015 to January 2017 were collected. The database was gathered and the status of practical teaching supervision was analyzed. The differences of teaching evaluation of clinical teachers with different professional titles were analyzed. Results A total of 40 evaluation tables of practical teaching supervison in teachers of 3 different non-directly affiliated clinical medical colleges were collected. The evaluation tables were distributed in five clinical courses, including 11 times of internal medicine supervision, 10 times of surgical supervision, 7 times of obstetrics and gynecology and 7 times of pediatrics, and 5 times of neurological supervision. The teachers were classified by professional and technical titles. The number of intermediate, deputy senior and senior clinical teachers was 15,19,6, respectively, and the number of deputy senior clinical teachers was the most, accounting for47.5%. The scores of teaching evaluation scores in clinical teacher with intermediate, deputy senior and senior titles were(85.5±2.4)points,(89.6 ± 3.2)points and(92.5 ± 2.1)points,respectively. There were significant differences in the teaching scores of clinical teachers between the three groups(P <0.05). Conclusion The coverage rate of practical teaching supervision is to be improved. The hospitals do the teaching ability enhancement work of clinical teachers well, give full play to the role of teaching supervision and achieve continuous improvement in the quality of practical teaching, according to the teaching needs.
Objective To analyze the present situation of practical teaching supervision and the results of teaching evaluation in non-directly clinical medical college of some university. Methods The results of practical teaching supervision in non-directly clinical medical college from September 2015 to January 2017 were collected. The database was gathered and the status of practical teaching supervision was analyzed. The differences of teaching evaluation of clinical teachers with different professional titles were analyzed. Results A total of 40 evaluation tables of practical teaching supervison in teachers of 3 different non-directly affiliated clinical medical colleges were collected. The evaluation tables were distributed in five clinical courses, including 11 times of internal medicine supervision, 10 times of surgical supervision, 7 times of obstetrics and gynecology and 7 times of pediatrics, and 5 times of neurological supervision. The teachers were classified by professional and technical titles. The number of intermediate, deputy senior and senior clinical teachers was 15,19,6, respectively, and the number of deputy senior clinical teachers was the most, accounting for47.5%. The scores of teaching evaluation scores in clinical teacher with intermediate, deputy senior and senior titles were(85.5±2.4)points,(89.6 ± 3.2)points and(92.5 ± 2.1)points,respectively. There were significant differences in the teaching scores of clinical teachers between the three groups(P <0.05). Conclusion The coverage rate of practical teaching supervision is to be improved. The hospitals do the teaching ability enhancement work of clinical teachers well, give full play to the role of teaching supervision and achieve continuous improvement in the quality of practical teaching, according to the teaching needs.
引文
[1]刘道洪,谭剑,郭煜,等.新形势下临床医学院教学督导工作的改革与探索[J].中国高等医学教育,2010,24(12):41-42.
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[11]王小飞.构建以临床医学专业认证为导向的创新型教学质量监控体系的探索[J].中华医学教育杂志,2015,35(6):822-825.
[12]章喜明,胡景鑫,顾思阳.关于TQM理念下医学院校二级学院教学质量监控体系的优化研究[J].高等教育研究(成都),2016,33(1):31-32.
[13]张文华,张平,周玲.应用型本科高校教学督导工作的研究与实践[J].长春工程学院学报(社会科学版),2012,13(1):131-134.
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[15]薛荣泉,夏医君,刘连杰,等.临床医学院外科学实践教学督导工作的实践和体会[J].内蒙古医科大学学报,2016,38(S1):77-78.
[16]王元松,李云芳,刘兆刚,等.强化医学生临床实践能力培养途径的探索[J].青岛大学医学院学报,2016,52(1):99-101.
[17]苏会璇,周惠萍.优化实践教学管理提高临床教学质量[J].医学研究与教育,2014,31(1):105-107.
[2]曹林忠,张晓刚,薛朝,等.构建“二级三方”临床实践教学质量监控体系的探索与实践[J].卫生职业教育,2015,33(20):33-35.
[3]薛国凤.从“局外”走向“局内”——高校教学督导理论与实践问题的探讨[J].高等教育研究,2014,35(6):86-90.
[4]赵璐芳.教学督导在教学监控体系中的作用[J].科技信息,2005(15):217.
[5]李萍,王振维,王中强,等.高等医学院校教学督导工作现状与趋势的探讨[J].中国高等医学教育,2009(7):34-35.
[6]吴丹桂,刘世明.构建临床学院有效的教学督导新体制的思考[J].医学教育探索,2010,9(1):21-23.
[7]施建辉,任冰,林勇,等.非直属临床医学院教学督导工作存在的问题及对策[J].医学研究生学报,2012,25(6):641-643.
[8]李芹,郭琴.非直属附属医院临床教师教学质量改进措施[J].大学教育,2017,3:51-52.
[9]刘钟鸣,欧阳琳,李民,等.青年教师对医学临床课程教学能力现状调查及应对策略研究[J].现代生物医学进展,2016,16(03):550-553.
[10]李泽民.我国高校教学督导功能的变化发展趋势[J].高等教育研究学报,2005,(2):47-50.
[11]王小飞.构建以临床医学专业认证为导向的创新型教学质量监控体系的探索[J].中华医学教育杂志,2015,35(6):822-825.
[12]章喜明,胡景鑫,顾思阳.关于TQM理念下医学院校二级学院教学质量监控体系的优化研究[J].高等教育研究(成都),2016,33(1):31-32.
[13]张文华,张平,周玲.应用型本科高校教学督导工作的研究与实践[J].长春工程学院学报(社会科学版),2012,13(1):131-134.
[14]杜小静.西南科技大学本科教学督导实践探索[J].高教研究,2015,(115):1-3.
[15]薛荣泉,夏医君,刘连杰,等.临床医学院外科学实践教学督导工作的实践和体会[J].内蒙古医科大学学报,2016,38(S1):77-78.
[16]王元松,李云芳,刘兆刚,等.强化医学生临床实践能力培养途径的探索[J].青岛大学医学院学报,2016,52(1):99-101.
[17]苏会璇,周惠萍.优化实践教学管理提高临床教学质量[J].医学研究与教育,2014,31(1):105-107.