基于产教融合与医教协同双轮驱动的临床指导教师评价指标体系的创新构建研究

Research on the Innovative Construction of Evaluation Index System for Clinical Instructors Based on the Integration of Industry and Education and the Two-Wheel Drive of Medical Cooperation and Education

摘要: 目的：构建契合产教融合与医教协同育人需求的医科院校临床指导教师评价指标体系，为提升临床教学质量、强化医教协同效能提供科学依据。方法：基于《普通高等学校本科专业类教学质量国家标准》及相关实证研究，以胜任力冰山理论模型(The Iceberg Model)、核心能力(Core Competence)理论和Richard Boyatzis提出的素质洋葱模型为理论基础作为结构框架，通过文献研究法、临床教师访谈、问卷调查法初步拟定评价指标池，遴选15名临床医学教育、医院管理、教育评价、教学督导领域专家开展专家会依法确定指标体系及权重；选取新疆某医学院校附属医院60名临床指导教师及其指导170名学生进行实证应用。结果：结合产教协同需求与临床带教现状、特点及主要影响因素，构建从带教基础能力、临床教学实施5大维度15项指标体系，并提出组织、数据、激励三大保障机制。结论：构建的评价指标体系能够有效引导临床指导教师践行产教协同育人理念，为医科院校构建科学可行的临床指导教师评价体系提供实践路径，促进“育人 + 行医”双重职责，临床教学质量与医学生实践能力的双重提升。

Abstract: Objective: To construct an evaluation index system for clinical instructors in medical colleges that meets the needs of industry-education integration and medical-education synergy, so as to provide a scientific basis for improving the quality of clinical teaching and strengthening the efficacy of medical-education synergy. Methods: Based on the National Standard for Teaching Quality of Undergraduate Specialties in Colleges and Universities and related empirical studies, the theoretical basis of The Iceberg Model, Core Competence and the Quality Onion Model proposed by Richard Boyatzis were used as the structural framework, and the literature research method was adopted, clinical teachers’ interviews and questionnaires were used to initially formulate the evaluation index pool, and 15 experts in the fields of clinical medical education, hospital management, education evaluation, and teaching supervision were selected to carry out expert meetings to determine the index system and weights according to the law; 60 clinical supervisors and 170 students under their supervision in the hospital affiliated to a medical school in Xinjiang were selected for the empirical application. Results: Combining the demand for industry-education synergy with the status quo and characteristics of clinical teaching and the main influencing factors, we constructed a 15-item index system from the basic ability of teaching and the implementation of clinical teaching in 5 dimensions, and put forward the three major safeguard mechanisms of organization, data, and incentives. Conclusion: The evaluation index system can effectively guide clinical instructors to practice the concept of industry-education synergy, provide a practical path for medical colleges to build a scientific and feasible evaluation system for clinical instructors, and promote the dual responsibilities of “educating people + practicing medicine”, and the double enhancement of the quality of clinical teaching and the practical ability of medical students.