Establishment and Preliminary Application of Competence Framework for Clinical Teaching Management Positions Based on Nominal Group Technique

Abstract

ObjectiveTo develop a framework for clinical teaching management (CTM) position competencies, and to initiate the preliminary application of this framework.MethodsKey groups comprising clinical teaching coordinators, clinical trainees, teaching administrators, and the educational reform practice and research group at Peking Union Medical College Hospital (PUMCH) were selected as research samples. The nominal group technique (NGT) was employed to generate, integrate, and establish a framework, as well as to describe CTM competencies. Additionally, rankings of competency importance were gathered. The competency framework was then utilized to conduct a self-assessment of CTM through a questionnaire survey, scored using the Likert method (ranging from 1 to 5 points), followed by an analysis of the results.ResultsThe initial NGT discussion round among key groups led to a consensus on the primary CTM competency framework, which included professionalism, coordinating ability, teaching ability, and teaching innovation. Divergent views emerged regarding the connotations and importance rankings of each dimension. Following the second NGT discussion by the educational reform practice and research group, a self-assessment was carried out using the CTM competency framework. This second discussion round resulted in a competency framework for clinical teaching management positions that encompassed seven dimensions: medical knowledge and skills, learner-centeredness, communication and cooperation, professionalism and role modeling, reflection and improvement, teaching theory and methods, and teaching coordination and management. The self-assessment revealed that, aside from the dimensions of teaching coordination and management and teaching theory and methods, the scores for the other five dimensions were above 80% (4 points).ConclusionsA preliminary CTM competency framework has been established and applied. The results provide significant insights for guidiny the enhancement and evaluation of competencies.However, specific items within this framework require further validation and refinement through practical application.

Keywords

• clinical teaching
• teaching management
• nominal group technique
• competency