教学技巧的持续变化——教师培训是否持续?

GMS Zeitschrift fur Medizinische Ausbildung Pub Date : 2013-08-15 eCollection Date: 2013-01-01 DOI:10.3205/zma000880
Olaf Kuhnigk, Julia Schreiner, Sigrid Harendza
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引用次数: 13

摘要

教师培训计划是教师发展的必要资产。很少有数据表明它们对参与者教学技能的长期影响。我们的目标是研究参与者参加汉堡医学院新成立的教师发展研讨会后长达四年的教学能力。在2006年至2009年期间参加我们教师培训的322名参与者中,有313人在2010年收到了自我评估和评估问卷。这一随访自我评估(t2)与他们在培训前(t0)和培训后(t1)对相同教学能力的自我评估进行比较。调查了参与者参加研讨会的个人原因与他们对教学能力的评估之间的相关性。随访时(t2),所有队列的自我评估均显著高于研讨会前(t0)的评估。自愿参加和强制参加的个人原因差别很大。然而,教学能力的自我评估(t2)在这些组之间没有差异。参与客观结构化临床检查(OSCE)的参与者评价他们在这一领域的能力高于没有参与OSCE的参与者。总之,从长远来看,教师培训是有效的,即使是强制性的。当培训的内容与参与者的教学活动相匹配时,能力似乎得到了最好的保留。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Sustained change in didactic skills--does teacher training last?

Sustained change in didactic skills--does teacher training last?

Sustained change in didactic skills--does teacher training last?

Sustained change in didactic skills--does teacher training last?

Teacher training programmes are necessary assets in faculty development. Few data exist on their long-term effects on participants' teaching skills. Our aim was to study participants' didactic competencies up to four years after attending a newly established faculty development workshop at Hamburg Medical School. Of the 322 participants who attended our teacher training between 2006 and 2009, 313 received a self-assessment and evaluation questionnaire in 2010. This follow-up self-assessment (t2) was compared with their self-assessment of the same didactic competencies before (t0) and directly after (t1) the training. Correlations between participants' personal reasons to attend the workshop and their assessment of didactic competencies were investigated. Self-assessment was significantly higher at the time of follow-up (t2) for all cohorts compared to the assessment before the workshop (t0). Personal reasons for participation differed greatly between voluntary and mandatory. However, self-assessment of the didactic competencies (t2) was not different between these groups. Participants involved in objective structured clinical examinations (OSCE) rated their competency in this field higher than participants without OSCE involvement. In conclusion, teacher training can be effective in the long run even when participation is mandatory. Competencies seem to be retained best when the content of the training fits participants' teaching activities.

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