医学院校助教规范化培训的考核指标体系构建

发布时间：2018-03-15 01:21

本文选题：医学院校　切入点：助教　出处：《西南大学》2017年硕士论文　论文类型：学位论文

【摘要】：医学院校的助教规范化培训,是指对医学院校新进教师(助教)实施以帮助其巩固教育教学及专业知识、提高其教育教学基本能力为首要出发点、提升其综合素质为发展重点的一系列科学、合理、系统、规范的培训,培训目的是使新进教师能顺利成长为一名合格讲师。规范化的师资培训是医学院校提高助教执教能力、打造“高素质、创新型”教师队伍的有效手段,是提升学校核心竞争力的有力保障。培训的考核指标体系是培训的标准,它是考察培训内容实施情况的有效手段,是检验助教规范化培训是否有效果及意义的重要因子。因此,在高等医学教育快速发展的时代,探索医学院校讲师的胜任力特征,构建科学合理的培训考核指标体系,以高质量的师资培训效果促进学校高水平师资队伍的建设,具有重要的理论意义和实践意义。医学院校助教规范化培训的考核指标体系构建研究是在胜任力相关理论基础上展开的,笔者在文献分析收集高校讲师岗位胜任力特征的基础上,结合医学院校师资特点,制定医学院校助教规范化培训考核指标体系初始专家咨询表,并经过两轮德尔菲法后构架起医学院校助教规范化培训考核指标体系的主体部分,之后对所开发的医学院校助教规范化培训考核指标进行权重探索及科学性、可操作性的验证,最后以数据分析的结果为依据,提出后期开展培训考核的策略建议。本研究遵循混合研究的范式,综合采用文献分析法、德尔菲法、问卷调查法和层次分析法来展开研究。完成了3项研究:一是考核工具的开发,在文献分析与专家访谈论证的基础上,拟定了《医学院校助教规范化培训的考核指标》,确定了医学院校助教规范化培训考核的具体方向和内容;同时,编制了《医学院校助教规范化培训考核指标体系权重调查表》及《医学院校助教规范化培训考核指标体系调查问卷》,并分别在24位熟悉医学院校助教规范化培训的教授专家及400位参与过医学院校助教规范化培训的教师群体中展开调查。二是调查数据分析,整理调查数据,采用层次分析法及平均值法对医学院校助教规范化培训考核指标的权重及整套考核指标体系的合理性作了探索。三是策略研究,根据访谈及调查结果,提出了三项优化策略。研究发现:第一,构建了包括4个一级指标、11个二级指标、35个三级指标的“医学院校助教规范化培训考核指标体系”,让培训的考核具体化;第二,明确了各考核指标的权重,考核指标可测量,培训的可操作性得以提升;第三,通过访谈及调查结果,总结了培训后期开展的优化策略,需要培训主管部门、导师及参训教师三方力量共同推动培训的有效开展。
[Abstract]:The standardized training of teaching assistants in medical colleges and universities refers to the primary starting point of the implementation of new teachers (assistants) in medical colleges and universities to help them consolidate their educational teaching and professional knowledge and to improve their basic ability in education and teaching. A series of scientific, reasonable, systematic and standardized training aimed at improving the comprehensive quality of the new teacher is aimed at making the new teacher grow up to be a qualified lecturer. The standardized teacher training is to improve the teaching assistant ability in medical colleges and universities. The effective means of creating "high quality and innovative" teachers is a powerful guarantee to enhance the core competitiveness of the school. The evaluation index system of training is the standard of training, and it is an effective means to investigate the implementation of training content. Therefore, in the era of rapid development of higher medical education, we should explore the competence characteristics of medical lecturers, and construct a scientific and reasonable training assessment index system. To promote the construction of high level teachers with the effect of high quality teacher training, It is of great theoretical and practical significance. The study on the construction of assessment index system for the standardized training of teaching assistants in medical colleges and universities is carried out on the basis of the theory of competence. On the basis of the literature analysis and the competence characteristics of university lecturers, combining with the characteristics of medical college teachers, the author formulates the initial expert consultation table of the evaluation index system of assistant training in medical colleges and universities. After two rounds of Delphi method, the main part of the evaluation index system of medical college assistant standardized training is set up, and then the weights and scientific and operable verification of the developed evaluation index of medical college assistant standardized training are explored. Finally, based on the results of data analysis, the paper puts forward some strategic suggestions to carry out training and assessment in the later stage. This study follows the paradigm of mixed research, and adopts the literature analysis method and Delphi method. Three studies have been completed: first, the development of assessment tools, based on literature analysis and expert interviews, In this paper, we draw up the assessment index of the standardized training of teaching assistants in medical colleges and universities, and determine the specific direction and contents of the standardized training and assessment of teaching assistants in medical colleges and universities, and at the same time, In this paper, we have compiled the questionnaire on the weight of the evaluation index system for teaching assistants in medical colleges and universities, and the questionnaire for the evaluation index system of teaching assistants standardized training in medical colleges and universities. The questionnaire was used in 24 medical teaching assistants who were familiar with the standardized training of teaching assistants in medical colleges and universities, respectively. A survey was carried out among professors, experts and 400 teachers who had participated in the standardized training of teaching assistants in medical colleges and universities. The second was the analysis of the survey data. According to the investigation data, the weight of the assessment index and the rationality of the whole evaluation index system are explored by using the analytic hierarchy process (AHP) and the average method. The third is the strategy research, according to the interview and the result of the investigation. Three optimization strategies are put forward. Firstly, a standardized training evaluation index system of medical colleges and universities is constructed, which includes 4 primary indexes, 11 secondary indicators and 35 third-level indicators, which makes the evaluation of training more concrete. The weight of each assessment index is clear, the evaluation index can be measured, and the maneuverability of training can be improved. Thirdly, through interviews and investigation results, the optimization strategy developed in the later period of training is summarized, which requires the training department in charge. Tutors and training teachers work together to promote the effective development of the training.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G647

【参考文献】