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Does clinical teacher training always improve teaching effectiveness as opposed to no teacher training? A randomized controlled study

机译:与不进行教师培训相比,临床教师培训是否总是能够提高教学效果?随机对照研究

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Background Teacher training may improve teaching effectiveness, but it might also have paradoxical effects. Research on expertise development suggests that the integration of new strategies may result in a temporary deterioration of performance until higher levels of competence are reached. In this study, the impact of a clinical teacher training on teaching effectiveness was assessed in an intensive course in emergency medicine. As primary study outcome students’ practical skills at the end of their course were chosen. Methods The authors matched 18 clinical teachers according to clinical experience and teaching experience and then randomly assigned them to a two-day-teacher training, or no training. After 14 days, both groups taught within a 12-hour intensive course in emergency medicine for undergraduate students. The course followed a clearly defined curriculum. After the course students were assessed by structured clinical examination (SCE) and MCQ. The teaching quality was rated by students using a questionnaire. Results Data for 96 students with trained teachers, and 97 students with untrained teachers were included. Students taught by untrained teachers performed better in the SCE domains ‘alarm call’ (p? Conclusions At the end of a structured intensive course in emergency medicine, students of trained clinical teachers performed worse in 2 of 4 practical SCE domains compared to students of untrained teachers. In addition, subjective evaluations of teaching quality were worse in the group of trained teachers. Difficulties in integrating new strategies in their teaching styles might be a possible explanation.
机译:背景技术教师培训可能会提高教学效果,但也可能产生矛盾的影响。对专业技能发展的研究表明,新策略的集成可能会导致绩效暂时下降,直到达到更高的能力水平。在这项研究中,在急诊医学强化课程中评估了临床教师培训对教学效果的影响。作为主要学习成果,学生选择了课程结束时的实践技能。方法作者根据临床经验和教学经验选配18名临床教师,然后随机分配为期2天的教师培训或不进行培训。在14天后,两个小组都在12小时的密集课程中为本科生教授了急诊医学。该课程遵循明确定义的课程。课程结束后,通过结构化临床考试(SCE)和MCQ对学生进行评估。学生使用问卷调查对教学质量进行评分。结果纳入了96名训练有素的学生和97名未经训练的学生的数据。由未经培训的老师教过的学生在SCE领域的“警报”中表现更好(p?结论在急诊医学结构强化课程的最后,受过训练的临床教师的学生在4个实用的SCE领域中有2个的表现比未经培训的学生差另外,受过培训的教师群体对教学质量的主观评价较差,将新策略整合到他们的教学方式中可能会遇到困难。

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