Kết quả đào tạo liên tục kỹ năng dạy học cho giảng viên theo chương trình đổi mới giáo dục y khoa dựa trên năng lực của Trường Đại học Y Dược Hải Phòng

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Tác giả: Thị Phương Mai Nguyễn

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học Sức khỏe, 2023

Mô tả vật lý: tr.190

Bộ sưu tập: Metadata

ID: 340245

Thêm vào giỏ Liên kết toàn văn

Mục tiêu: Trên cơ sở khoá đào tạo phát triển phương pháp dạy học dựa trên năng lực đáp ứng yêu cầu dạy học theo chuẩn năng lực, với mục tiêu đánh giá kỹ năng viết mục tiêu bài học tốt, phương pháp lượng giá khách quan, tổ chức dạy học tích cực của giảng viên khối Khoa học cơ bản và Y học cơ sở cho sinh viên Y khoa năm 1, năm 2 trong năm học 2021-2022, nghiên cứu này mô tả kết quả can thiệp tiến hành trên 42 giảng viên tham gia đào tạo về phát triển phương pháp dạy học theo năng lực từ tháng 9 năm 2021 đến tháng 9 năm 2022. Phương pháp: Nghiên cứu mô tả, so sánh kết quả trước và sau can thiệp. Kết quả nghiên cứu: Kỹ năng viết mục tiêu bài học (đạt tiêu chí SMART), viết MCQ hiệu quả, sử dụng phần mềm tương tác trong dạy học và dạy học tích cực ngay sau khoá đào tạo cải thiện ở mức có ý nghĩa thống kê, lần lượt ở mức 47,6%
36,3%
64,2%
62,3%. Tuy nhiên, tiêu chí cụ thể của mục tiêu bài học và lỗi văn phong của MCQ chưa có sự cải thiện. Khoảng 21,4% số đối tượng duy trì phương pháp dạy học thuyết trình ở các buổi dạy. Kết luận và khuyến nghị: Cần có sự hỗ trợ về phòng học thông minh và internet để duy trì phương pháp dạy học tích cực trong dạy học và tăng cường thời lượng huấn luyện kỹ năng viết mục tiêu bài học, MCQ ở các khoá đào tạo tiếp theo.Objectives: Training course on developing competency-based teaching methods to meet teaching requirements according to competency standards. To assess the skill of well-written lesson objectives, objective evaluation methods, and active teaching organization of the lecturers in the Faculty of Basic Sciences and Faculty of Medical Fundamental (Biomedical) Sciences for 1st and 2nd-year medical students in the academic year 2021-2022, an intervention study was conducted on 42 lecturers who participated in training on developing competency-based teaching methods from September 2021 to September 2022. Methods: Descriptive and comparative study design. Study results: Writing skills lesson objectives met SMART criteria, good MCQ, using interactive software in teaching and active teaching right after the training course increased significatively by 47.6%
36.3%
64.2%
62.3% respectively. However, the specific criteria of the lesson objectives and the stylistic errors of the MCQ have not been improved. About 21.4% of the subjects maintained the presented teaching method during the teaching sessions. Conclusions and suggestions: Smart rooms and the internet are needed to maintain active teaching methods in teaching and increase training time in writing lesson objectives and MCQ in the next training courses.

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