臨床教師核心能力指標建構之研究

Constructing Core Competency Indicators for Clinical Teachers in Taiwan

郭惠蓉(Hui-Jung Kuo)

指導教授 ： 李藹慈

國立中正大學/教育學院/成人及繼續教育學系/碩士(2012年)

摘要

本研究旨在建構臨床教師核心能力指標，並瞭解各項指標的重要性排序。研究目的如下：
（一）探討臨床教師核心能力之內涵。
（二）建構臨床教師核心能力指標架構。
（三）分析臨床教師核心能力指標之相對重要性。

研究方法為訪談法及階層分析法，經由文獻探討及深度訪談11位獲優良教學獎之臨床教師，建構出初步的指標架構，由6位臨床教師進行專家書面審查，以確立本研究之指標架構。最後，由17位臨床教師擔任AHP問卷的評定專家，並獲得14份有效問卷，據以瞭解各項指標的相對重要性。

研究結論如下：
（一）臨床教師核心能力指標架構包含4大層面、11個能力指標、40個行為指標。
（二）「層面」包含專業知能、教學能力、態度與特質、信念與價值觀等4項內涵。
（三）「能力指標」包含臨床專業能力、臨床溝通能力等11項內涵。
（四）「行為指標」包含具備臨床知識、能對病人及家屬具有同理心、能依學習目標運用適當教學方法、能營造生動活
潑的教學氣氛、能使用多媒體素材、具備教學熱忱等40項內涵。
（五）各層級指標的相對重要性分析結果：
1.4個「層面」的相對重要性，由高至低依序為：態度與特質、信念與價值觀、專業知能、教學能力。
2.11個「能力指標」的相對重要性，Top1-5分別為：典範教學、教學態度、教學信念、臨床溝通能力、臨床專業
能力。
3.整體指標的相對重要性，Top1-10分別為：重視身教言教、對醫學傳承具有使命感、期許自己成為年輕醫師的楷
模、認同教學的意義與價值、具備教學熱忱、能與學生有良好的互動、能隨時吸取醫學新知、有耐心、能隨時
成為學生的後盾與幫助、具備臨床處置的能力。

最後，根據研究結論，對臨床教師、教學醫院、醫學界提出具體建議供參考。

關鍵字

臨床教師 ； 核心能力 ； 指標建構

並列摘要

Background: Little is known about the contents of the core competencies for clinical teachers in Taiwan. The objective of this study was to construct a framework of core competency indicators and to evaluate the relative importance among the indicators for clinical teachers.
Methods: The preliminary framework of indicators was developed by way of an in-depth interview with 11 clinical teachers previously given excellence awards. Then, a questionnaire designed to illustrate the relative importance of the indicators in the analytic hierarchy process (AHP) format was distributed to 17 clinical teachers. A total of 14 questionnaires taken from clinical teachers were valid for AHP assessment. The data were analyzed with Satty’s eigenvector method.
Results: The framework contained 4 dimensions: 1) professional knowledge and skill, 2) competency of teaching, 3) attitudes and traits, and 4) beliefs and values, which were further divided to 11 sub-dimensions and 40 indicators. The relative importance among 4 dimensions were 1) attitudes and traits, 2) beliefs and values, 3) professional knowledge and skill, and 4) competency of teaching. The top 5 sub-dimensions of greatest importance were 1) teaching role model, 2) teaching attitudes, 3) teaching beliefs, 4) clinical communication ability, and 5) clinical professional competency. The top 10 indicators of greatest importance were 1) teaching by words and setting example, 2) passing on medical knowledge, 3) self-encouraging to become a model for young doctors, 4) identifying the value of teaching, 5) teaching with enthusiasm, 6) interacting well with students, 7) keeping to learn continuously, 8) being patient, 9) always backing up as a helper, and 10) demonstrating clinical management capacity.
Conclusion: The experienced experts regarded intrinsic competencies (attitudes and traits, beliefs and values) are more important than extrinsic ones (professional knowledge and skills, competency of teaching). The results of this study have developed the components and demonstrated the relative importance of the core competencies of clinical teachers in Taiwan, and could provide suggestions to clinical teachers, hospital managers, and the medical community.

並列關鍵字

clinical Teachers ； core competency ； indicator construction

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