Characters and Competencies of A Good Clinical Teacher - A Pilot to Investigate the Physicians'' Perspectives in Taiwan

• Main Authors: Tsu-Man, 邱足滿
• Other Authors: Jen-Hung Yang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/74911609080731505945

碩士 === 中山醫學大學 === 醫學研究所 === 99 === Background: Taiwan has started medical education revolution since 1992. Teachers are the key to success, so to nurture effective clinical teachers is the top priority. Many studies had done about the characters and competencies needed for effective clinical teachers. Objective: We wanted to investigate the physicians’ perspectives on “the characters and competencies needed for effective clinical teachers” in Taiwan. Methods and Materials: We conducted a questionnaire survey in 3 medial centers in Taiwan. We constructed the basic factors related to “characters and competencies needed for effective clinical teachers” through references first, and then we held 3 times of focus group discussion for developing the questionnaire（Content Validity Index>0.8）. We conducted a smaller pilot survey and Cronbach α was ＞0.8. We used “modified gap theory method” to calculate “gap weight, GW”. Different orders of GW in each item reflect the diversity among the physicians in different hospitals, seniority, and genders. Results: There are 6 domains about the characters and competencies needed for effective clinical teachers in our study: teaching concept and knowledge, teaching skills and methods, developing and using teaching resources, assessments, teaching attitudes, and personal characters. There was a significant gap between perception and significance of each item in each domain. The greatest GW was in “personal characters” domain, and the minimal one was in “teaching attitudes” domain. Junior doctors were with higher GW. Different orders of GW in each hospital, seniority, and gender were discovered. Conclusion and Suggestion: “personal characters” is the most important domain, and an effective clinical teacher mostly owns the characters of passion and mission to teach students. Different hospitals have diverse background, characters, organization and culture, so physicians in each hospital show some different and some similar opinions in different parts of domains and items. The diversity reflects different steps of medical education reform in different institutes, seniority and genders. CFD may take the higher GW items into account in their training programs to implement the concept of “learner-centered”.