发展健康专业教育工作者参与教学工作,同时结合在学术医疗中心的角色
J M E van Bruggen1, H C Chen2, M F van der Schaaf3
1UMC Utrecht Center for Research and Development of HPE, Utrecht, The Netherlands. j.m.e.vanbruggen-4@umcutrecht.nl.
卫生专业教育工作者在教学中表现出高度的工作参与度,即使在组合角色时也是如此. 诸如自主和欣赏等因素提高了参与度,这表明组织支持是持续教学奉献的关键.
科学领域:
- 医学教育 医学教育
- 学术医学 学术医学
- 工作场所心理学 工作场所心理学
背景情况:
- 专业教育需要有内容知识和教学技能的参与教育工作者.
- 卫生专业的教师经常平衡教学与患者护理和研究.
- 对于将多个职业角色结合在一起的个体的工作参与,研究有限.
研究的目的:
- 描述随着时间的推移,卫生专业教育工作者在教学中的工作参与的演变.
- 检查如何将教学与研究和患者护理结合起来影响参与.
- 确定影响学术医疗环境中工作参与的因素.
主要方法:
- 纵向在线问卷研究 (2011年,2016年,2022年) 与教学教师.
- 乌得勒支工作参与度表 (UWES-9) 用于衡量工作参与度.
- 分析包括描述性统计,平均值比较和开放式答案的内容分析.
主要成果:
- 总体上,在教学,研究和患者护理方面的工作参与和参与随着时间的推移而波动.
- 自主和欣赏是提高教学参与度的关键因素.
- "关于我自己的专业的教学"始终获得高参与度得分.
结论:
- 卫生专业教育工作者表现出对教学任务的持续高度参与.
- 结合角色可以提供平衡,积极影响教学参与.
- 组织应优先考虑时间,自主性和支持,以促进教学参与.
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