摘要
目的调查分析医学教师学科教学知识(pedagogical content knowledge,PCK)的现状、基础与临床类别医学教师PCK的差异,以及教学培训对医学教师PCK发展的影响,为医学教师的职业发展策略和教学培训方案设计提供借鉴。方法采用判断抽样方法,选取齐齐哈尔医学院本部承担基础医学学科教学任务的91名基础教师和6所附属医院承担临床医学专业教学任务的115名临床教师为研究对象,采用Likert量表5级评分法,对其进行PCK现状和教学培训对医学教师PCK发展的影响的问卷调查。结果PCK现状评分排序:学科知识[(4.26±0.61)分]、教学策略知识[(4.06±0.59)分]、学习评价知识[(4.06±0.59)分]、学生理解知识[(4.01±0.61)分]、教学情境知识[(3.84±0.54)分]。不同类别医学教师的PCK评分比较:基础教师在PCK总分、学科知识、教学情境知识维度上的评分均显著高于临床教师评分,其差异均具有统计学意义(均P<0.05);基础教师在学生理解知识、教学策略知识和学习评价知识维度上的评分也均高于临床教师评分,其差异均无统计学意义(均P>0.05)。教学培训对不同类别医学教师PCK的影响评分比较:基础教师的评分均低于临床教师评分,其差异均无统计学意义(均P>0.05)。多元线性回归分析结果显示:教学培训中的培训课程、培训师资与医学教师的PCK评分均具有正相关关系(均P<0.05),而培训管理与医学教师的PCK评分关系无统计学意义(P=0.427)。标准化偏回归系数比较发现,培训课程对医学教师的PCK评分作用(Beta=0.516)大于培训师资(Beta=0.223)。结论医学教师PCK各维度中教学情境知识有待提升;相比基础教师,临床教师PCK有更大的发展空间;教学培训对医学教师PCK的提升有积极影响;可以通过丰富医学教师教学培训形式、构建临床教师学习共同体、遴选培训课程内容等策略,帮助医学教师提高学科教学知识水平。
Objective To investigate and analyze the current situation of pedagogical content knowledge(PCK)of medical teachers,the difference between basic and clinical teachers,and the influence of teaching training on PCK development of medical teachers,so as to provide important reference for the design of professional development strategies and teaching training programs for medical teachers.Methods 91 basic teachers of Qiqihar Medical University and 115 clinical teachers of clinical medicine in the first,second,third,fifth,sixth and tenth affiliated hospitals were selected as subjects by judgment sampling method.The status quo of PCK and the influence of teacher teaching training on PCK development were investigated.Results The ranking of PCK status was as follows:subject knowledge(4.26±0.61),teaching strategy knowledge(4.06±0.59),learning evaluation knowledge(4.06±0.59),students understanding knowledge(4.01±0.61),teaching situation knowledge(3.84±0.54).Comparison of PCK scores among different types of teachers:The scores of basic teachers in PCK total score,subject knowledge and teaching situation knowledge were significantly higher than those of clinical teachers(all P<0.05);In the dimensions of student understanding,teaching strategies and learning evaluation,the scores of basic teachers were also higher than those of clinical teachers,but no statistical differences were found(all P>0.05).Comparison of the influence of teacher teaching training on different categories of teachers:The score of basic teachers was lower than that of clinical teachers,but the difference was not statistically significant(all P>0.05).Multiple linear regression analysis:Both training courses and training teacher had positive correlation with PCK scores of medical teachers(all P<0.05),but there was no statistical significance between training management and PCK scores of teachers(P=0.427).The comparison of standardized partial regression coefficient showed that training courses had greater effect on teachers PCK score(Beta=0.516)than t
作者
刘春苗
张可勇
云长海
葛杰
傅嫣然
LIU Chunmiao;ZHANG Keyong;YUN Changhai;GE Jie;FU Yanran(Higher Education Research and Teaching Development Center,Higher Education Research and Teaching Quality Evaluation Center of Qiqihar Medical University,Qiqihar 161006,China;Qiqihar Medical University,Qiqihar 161006,China;Higher Education Research and Teaching Quality Evaluation Center of Qiqihar Medical University,Qiqihar 161006,China;Department of Epidemiology and Health Statistics,Public Health School of Qiqihar Medical University,Qiqihar 161006,China)
出处
《浙江医学教育》
2023年第5期274-280,共7页
Zhejiang Medical Education
基金
2021年度黑龙江省高等教育教学改革研究一般项目:“分层次进阶式医学教师学科教学知识(PCK)培养路径的研究与实践”(SJGY20210995)
黑龙江省教育科学“十四五”规划2023年度重点课题:“基于OBE理念的应用型临床医学专业人才培养模式创新与实践研究”(GJB1423382)。
关键词
医学教师
学科教学知识
现状调查
提升策略
Medical teachers
Pedagogical content knowledge(PCK)
Current situation investigation
Promotion strategy
