摘要
目的分析临床医学教师(临床教师)的教学研究意愿、教学研究业绩及其对教学研究培训的需求,为建立相应的培训政策提供依据。方法2020年11月,采用问卷调查法,对我校830名临床教师的教学研究意愿和教学研究培训需求情况进行了调查;采用资料分析法,分析了2011年11月—2021年10月临床教师的教学研究论文、教学研究课题和教材的数量。采用卡方检验分析相关数据。结果830名临床教师中愿意和不愿意参与教学研究工作的比例分别为63.9%(530/830)和36.1%(300/830)。具有高级专业技术职称、年龄在41~50岁以及教龄>10年的临床教师愿意参与教学研究工作的比例,分别高于中级及以下专业技术职称、年龄≤40岁和年龄≥51岁、教龄≤10年的临床教师(χ^(2)=119.852~210.898,P<0.001)。10年间临床教师从事教学研究所取得的成绩不高,且发表教学论文、承担教学研究课程的数量明显少于基础医学教师(基础教师)(χ^(2)=11.376、24.897,P<0.001),但教材建设的数量多于基础教师(χ^(2)=5.000,P<0.05)。无论是否愿意参与教学研究工作,高级专业技术职称、年龄≥51岁、教龄>10年的临床教师承担省级以上教学研究课题的比例,高于中级及以下专业技术职称、年龄≤40岁和41~50岁、教龄≤10年的临床教师(χ^(2)=14.234~18.373,P<0.001)。教龄>10年的临床教师发表过教学研究论文的比例高于教龄≤10年的临床教师(χ^(2)=18.374,P<0.01)。临床教师有教学研究培训的需求,且中级及以下专业技术职称、年龄41~50岁和教龄>10年的临床教师需要开展教学研究培训的比例高于其他临床教师(χ^(2)=6.826~137.813,P<0.01)。内科、儿科临床教师最需要“开展教学研究方法培训”。外科、妇产科临床教师最需要“撰写教学研究论文培训”,而其他科室临床教师最需要“教学方法创新与应用的培训”。结论高级专业技术职称、年富力强和教龄较长的临床教师更愿意参与教学研究工作,但教学研究能力偏低;不同特征临床教师对教学研究培训的需求不同。建议通过开展相应的培训项目,加大教学学术成果在职称晋升、绩效分配中的作用,建立相应的教学研究培训体系,鼓励与引导临床教师,特别是中级及以下专业技术职称和不愿意参与教学研究的临床教师积极参与教学研究工作。
Objective To analyze clinical medicine(clinical)teachers’teaching research willingness,teaching research achievements,and their demand for teaching research training,and to provide a basis for establishing the corresponding training po-licies.Methods In November 2020,830 clinical teachers in Qingdao University,China were investigated on their teaching research willingness and demand for teaching research training by questionnaire.The number of teaching research papers,teaching research projects,and textbooks of clinical teachers from November 2011 to October 2021 was analyzed by data analysis.The chi-square test was used to analyze relevant data.Results A total of 63.9%(530/830)and 36.1%(300/830)of clinical teachers expressed willingness and unwillingness to engage in teaching research,respectively.The proportion of clinical teachers with senior professional and technical titles,aged 41-50 years,and with teaching experience of>10 years who were willing to participate in teaching research was significantly higher than that of clinical teachers with intermediate or lower professional and technical titles,aged≤40 years and≥51 years,and with teaching experience of≤10 years(χ^(2)=119.852-210.898,P<0.001).In the past 10 years,clinical teachers had made low achievements in teaching research,and the number of teaching papers published and teaching research courses undertaken by them was significantly less than that of basic medicine(basic)teachers(χ^(2)=11.376,24.897,P<0.001);howe-ver,the number of textbook compilation was more than that of basic teachers(χ^(2)=5.000,P<0.05).Regardless of the willingness to participate in teaching research,the proportion of clinical teachers with senior professional and technical titles,aged≥51 years,and with teaching experience of>10 years who undertook teaching research projects at or above the provincial level was significantly higher than that of clinical teachers with intermediate or lower professional and technical titles,aged≤40 years and 41-50 years,and with teaching experience of≤10 years(χ^(2)=14.234-18.373,P<0.001).The proportion of clinical teachers with teaching experience of>10 years who had published teaching research papers was significantly higher than that of clinical teachers with teaching experience of≤10 years(χ^(2)=18.374,P<0.01).Clinical teachers had the demand for teaching research training,and the proportion of clinical teachers with intermediate or lower professional and technical titles,aged 41-50 years,and with teaching experience of>10 years who needed to carry out teaching research training was significantly higher than that of other clinical tea-chers(χ^(2)=6.826-137.813,P<0.01).Clinical teachers of internal medicine and pediatrics most needed to“carry out training in teaching research methods”.Clinical teachers of surgery and obstetrics and gynecology most needed“training in writing teaching research papers”,and clinical teachers of other departments most needed“training in innovation and application of teaching me-thods”.Conclusion Clinical teachers with senior professional and technical titles,in the prime of life,and with longer teaching years are more willing to participate in teaching research;but the teaching research ability is low;clinical teachers with different characteristics have different demands for teaching research training.It is suggested to strengthen the role of academic teaching achievements in the promotion of professional titles and performance distribution by carrying out corresponding training programs,establish a corresponding teaching research training system,and encourage and guide clinical teachers,especially those with intermediate or lower professional and technical titles and those unwilling to participate in teaching research,to actively participate in teaching research.
作者
杨永洁
王红巧
王帅
王晶
王元松
刘成玉
YANG Yongjie;WANG Hongqiao;WANG Shuai;WANG Jing;WANG Yuansong;LIU Chengyu(Department of Teaching Affairs,Qingdao Medical College of Qingdao University,Qingdao 266071,China)
出处
《青岛大学学报(医学版)》
CAS
2023年第5期774-778,共5页
Journal of Qingdao University(Medical Sciences)
基金
青岛大学2020年教学研究与改革项目(JXGG-2020025)
青岛大学2020年教学研究与改革项目(JXGG202002-2)
山东省高等医学教育研究中心科研规划课题(YIKT202106)。
关键词
教育
医学
医院
教学
教师培训
数据相关性
education,medical
hospitals,teaching
teacher training
correlation of data
