上海交通大学学报(医学版)

• 论著(卫生事业管理) • 上一篇    下一篇

临床教师胜任力评价模型研究

陈立今1,谢贤宇2,金 炎3,蔡雨阳2   

  1. 上海交通大学 1.医学院院长办公室, 2.公共卫生学院卫生政策与管理学系(科), 3.医学院附属瑞金医院院长办公室, 上海 200025
  • 出版日期:2014-06-28 发布日期:2014-06-30
  • 通讯作者: 蔡雨阳, 电子信箱: caiyuyang@sjtu.edu.cn。
  • 作者简介:陈立今(1973—), 女, 博士; 电子信箱: clj@shsmu.edu.cn。
  • 基金资助:

    上海市教育科学研究项目(B11033)

Study on evaluation model for competency of clinical teachers

CHEN Li-jin1, XIE Xian-yu2, JIN Yan3, CAI Yu-yang2   

  1. 1.Dean's Office, Shanghai Jiao Tong University School of Medicine, Shanghai 200025, China; 2.Department of Health Policy and Management,School of Public
    Health, Shanghai Jiao Tong University, Shanghai 200025, China; 3.Dean's Office, Ruijin Hospital, Shanghai Jiao Tong University School of Medicine,
    Shanghai 200025, China
  • Online:2014-06-28 Published:2014-06-30
  • Supported by:

    Research Project of Education Science of Shanghai, B11033

摘要:

目的 以麦克利兰胜任力模型为理论基础,建立临床教师胜任力的评价模型。方法 采用文献查阅、专家访谈、行为事件访谈法(BEI)和问卷调查等方式研究临床教师胜任力的有关核心因素,形成临床教师胜任力问卷,获得有关胜任力特征项数据,对调查数据进行探索性和验证性因子分析。结果 利用探索性因子分析建立了包含6个一级因子和20个二级因子的“临床教师胜任力特征项分布及分级模型”,经验证性因子分析证明了有效性和稳定性,并对每个二级因子指标进行了三级等级测评的分级。结论 本文构建了一个经过验证的临床教师胜任力评价模型,其理论基础充分、因子指标体系全面、等级说明清晰,对提升临床教师教学评价的科学性,进而改善临床教师的教学能力,提高教学质量具有较强的指导意义。

关键词: 临床教师, 教学能力, 胜任力

Abstract:

Objective To establish an evaluation model for the competency of clinical teachers based on the McClelland competency model. Methods Core elements of the competency of clinical teachers were investigated by literature reviews, expert interviews, behavioral event interview (BEI), and questionnaires. The questionnaire of the competency of clinical teachers was prepared and the data relevant to characteristic items of the competency were obtained. The investigation data were proceeded by the exploratory factor analysis and confirmatory factor analysis. Results A distribution and classification model for characteristic items of the competency of clinical teachers was established, which included 6 class I factors and 20 class II factors. The efficiency and stability were proved by the confirmatory factor analysis. The classification of class III evaluation was performed for each class II factor. Conclusion This paper establishes a proven evaluation model for the competency of clinical teachers. The model is based on the solid theory basis. It has a comprehensive indicator system for factors and clear description for classes. The model is helpful for improving the scientificity of evaluating clinical teachers, teaching ability, and teaching quality.

Key words: clinical teachers, teaching ability, competency