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相关概念视频

Self-Evaluation Maintenance Model01:29

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The Self-Evaluation Maintenance (SEM) model offers a psychological framework to understand how individuals’ self-esteem is influenced by the achievements of others, particularly those with whom they share close personal bonds. The SEM model operates when personal rather than social identity guides individuals. Central to this model is the notion that individuals have an inherent desire to preserve a favorable self-image, which is continuously shaped by interpersonal comparisons and...
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A thorough mouth assessment, including inspection and palpation of the lips, gums, tongue, tonsils, uvula, and pharynx, is crucial in detecting potential health issues. Diseases ranging from oral cancer to systemic conditions like diabetes could be identified early through careful oral examination. This article provides a detailed guide on conducting a comprehensive mouth assessment.
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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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牙科领导培训计划的教师自我评估:一个试点研究.

Felicia L Tucker-Lively1, Ruojun Esther Wu2, Bryan J Cook3

  • 1Academy for Advancing Leadership, Atlanta, Georgia, USA.

Journal of dental education
|October 24, 2025
PubMed
概括

与外部评估相比,牙科教师倾向于低估他们的领导能力. 结果表明,将反纳入专业发展,以提高牙科教育领导力的有效性.

关键词:
学术生涯 学术生涯牙科学院 牙科学院教师的发展教师的发展.性别角色性别角色领导 领导 领导 领导 领导 领导 领导辅导是指导的方法.专业发展专业发展专业教育专业教育进行自我评估.培训支持培训支持

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科学领域:

  • 牙科教育 牙科教育
  • 领导力研究 领导力研究
  • 专业发展专业发展

背景情况:

  • 准确的自我评估对于教师的专业发展至关重要.
  • 牙科教育领导能力的自我评估还没有得到充分的探索.
  • 本研究通过检查自我评估与外部评估的一致性来解决这一差距.

研究的目的:

  • 调查牙科教师自我评估与教学,指导和领导能力的外部评估之间的一致性.
  • 分析与性别和学术等级相关的自我评估准确性.
  • 识别牙科教师在领导力技能自我感知方面的差异.

主要方法:

  • 使用领导力实践清单 (LPI 360) 进行领导力技能评估.
  • 收集了大约80个牙科院系的数据,每个院系有8-10个观察员评估.
  • 工作人员使用曼-惠特尼U测试进行统计分析 (p < 0.05).

主要成果:

  • 与观察员相比,教师普遍低估了他们的领导能力.
  • 团队建设和协作得分最高;共同愿景的启发得分最低.
  • 女性的自我评价较为温和,特别是在诚信和创新方面;男性的评价更接近观察者. 助理教授对创新的评价更高;副教授更自我批评.

结论:

  • 牙科学院对领导实践的自我评估存在显著差异,受性别和等级的影响.
  • 外部反对于定制的专业发展计划至关重要.
  • 提高牙科教育的领导效率需要将外部反纳入教师发展.