摘要
目前,临床教师教学能力培养存在的问题主要有师资队伍发展不平衡,缺乏对青年教师有计划、系统的培养制度和措施;部分教师教学能力提升不够,教师之间教学研讨交流不多;教师的现代教育教学理念有待更新。文章以青年教师为研究对象,将教师角色进行翻转,教师作为“学生”,学院作为“教师”。借鉴成果导向教育(OBE)理念,以“提高教育教学能力”学习成果为导向,根据教师教学能力评价标准制定符合需求的、受到青年临床医师欢迎的全方位、立体化培养方案,可以尽快达到成果目标,并高质量地提高青年临床医师教育教学能力;建立多维度的临床青年教师教育教学能力评价体系,促进教育教学能力提升,并在一定范围内得到推广。
At present,the main problems in the training of clinical teachers’teaching ability include the unbalanced development of the teaching staff and the lack of planned and systematic training system and measures for young teachers.The teaching ability of some teachers is not improved enough,and the teaching discussion among teachers is not much.Teachers’modern education and teaching ideas need to be updated.This paper took young teachers as the research object,and turn the role of teachers,teachers as“students”and colleges as“teachers”.Based on the concept of OBE and the learning outcome of“improving education and teaching ability”,a comprehensive and three-dimensional training program that meets the needs and is welcomed by young clinicians can be developed according to the evaluation criteria of teachers’teaching ability,which can achieve the achievement goal as soon as pos-sible and improve the education and teaching ability of young clinicians with high quality,establish a multi-dimensional evaluation system for young clinical teachers’education and teaching ability,promote the improvement of education and teaching ability,and promote it in a certain range.
作者
贾晓蕾
王丹
曹鹏
任晓燕
赵永烈
闫英
JIA Xiaolei;WANG Dan;CAO Peng;REN Xiaoyan;ZHAO Yonglie;YAN Ying(Education Department,Third Affiliated Hospital,Beijing University of Chinese Medicine,Beijing 100029,China;Hospital Authorities Department,Third Affiliated Hospital,Beijing University of Chinese Medicine,Beijing 100029,China)
出处
《中国中医药现代远程教育》
2024年第13期24-26,共3页
Chinese Medicine Modern Distance Education of China
基金
北京中医药大学校级教育课题【No.XJYB2101】
中医药高等教育学会临床教育研究会临床教学科学研究课题【No.2021055】。
关键词
OBE理念
青年教师
教师培养
医学教育
教学改革
OBE concept
young teachers
teacher training
medical education
teaching reform
