探索教师对临床医师教育者的自我评估里程碑:来自多机构研究的见解
Anthony Gaynier1, Heather A Billings2, Renee H Connolly3
1Office of Learning and Teaching, Wayne State University School of Medicine, Detroit, MI, United States.
概括
临床教育工作者在教学和专业化方面感知到优势,但在医学教育奖学金和学习科学方面发现差距. 临床教育者里程碑 (CEMs) 框架可以指导教师发展,并解决机构需求.
科学领域:
- 医学教育 医学教育
- 学术医学 学术医学
- 教师发展学院发展学院
背景情况:
- 临床医师教育者对于学术医学至关重要.
- 了解他们自我评估的教学能力是有限的.
- 临床教育者里程碑 (CEMs) 框架存在,但其使用和相关性未得到充分探索.
研究的目的:
- 评估临床医师教育者对CEM的自我报告表现.
- 根据职业水平,专业和经验,检查绩效差异.
- 通过识别感知到的优势和差距,为教师发展提供信息.
主要方法:
- 来自9个美国学术机构的484名临床医生教育者完成了自我评估.
- 绩效在4个支柱和11个能力的1-5级别上进行评分.
- 描述性统计和平均差异测试分析了变化.
主要成果:
- 受访者在对职业责任 (4.30) 和教学 (3.96) 的承诺方面评价自己最高.
- 最低的自我评分在医学教育奖学金 (3.11),计划评估 (3.33) 和学习科学 (3.43) 中.
- 根据临床经验,教学经验和学术等级,发现了自我评估的显著差异.
结论:
- 临床教育工作者在教学和专业性方面表现出自我感知的优势,在学术和学习科学方面存在明显的差距.
- 对CEMs框架的认识和使用似乎有限.
- CEM可以对教师发展进行结构化,并确定机构对有针对性的支持的需求.
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