PDF(Pubmed)
Abstract：
UNASSIGNED: Due to increasing workload and rising expectations for both undergraduate and speciality training in medicine, teaching in a clinical environment can be challenging. The \"Train the Trainer\" course, developed by CAL (Chirurgische Arbeitsgemeinschaft Lehre, Deutsche Gesellschaft für Chirurgie (DGCH)), aims to assist clinical teachers in their task. This study investigates the effect the course has on participants\' self-efficacy and teaching motivation.
UNASSIGNED: Prior to attending the course, participants anonymously completed a 50-question pre-course questionnaire using standardised questions to gather information on biographical data teaching experience, and validated tools measuring teaching motivation and self-efficacy (PRE). Directly after completing the course, participants evaluated it using a 25-question post-course questionnaire (POST1). At least 12 months after the course, participants received a follow-up questionnaire (POST2) by mail. This 44-question form aimed to gather biographical data, review the teaching methods participants had used since their training, and reassess their teaching motivation and self-efficacy.
UNASSIGNED: Between June 2016 and October 2019, 20 TTT courses were held across six German medical faculties. Data were gathered from 241 participants. After the course, 182 POST2 questionnaires were mailed, 61 of which were returned (equals a 39 % return rate). The findings revealed significant increases in teacher self-efficacy (p=0.0025), identified regulation (p=0.0000), and career motivation (p=0.0044). In contrast, there was a significant decrease in introjected regulation (p=0.0048). When comparing the participants to a reference sample selected from literature, significant differences emerged in intrinsic motivation (p=0.0000) and amotivation (p=0.0025).
UNASSIGNED: Course participants already showed strong intrinsic motivation and self-efficacy before taking the course. After completing it, their confidence to meet specific teaching demands based on their abilities had increased. Notably, changes in motivational dimensions identified and introjected regulation point towards a shift in motivational sources, indicating a more self-regulated approach towards participants\' teaching activities. Further research is needed to determine how much of this change was due to course participation.
UNASSIGNED: Prior to attending the course, participants anonymously completed a 50-question pre-course questionnaire using standardised questions to gather information on biographical data teaching experience, and validated tools measuring teaching motivation and self-efficacy (PRE). Directly after completing the course, participants evaluated it using a 25-question post-course questionnaire (POST1). At least 12 months after the course, participants received a follow-up questionnaire (POST2) by mail. This 44-question form aimed to gather biographical data, review the teaching methods participants had used since their training, and reassess their teaching motivation and self-efficacy.
UNASSIGNED: Between June 2016 and October 2019, 20 TTT courses were held across six German medical faculties. Data were gathered from 241 participants. After the course, 182 POST2 questionnaires were mailed, 61 of which were returned (equals a 39 % return rate). The findings revealed significant increases in teacher self-efficacy (p=0.0025), identified regulation (p=0.0000), and career motivation (p=0.0044). In contrast, there was a significant decrease in introjected regulation (p=0.0048). When comparing the participants to a reference sample selected from literature, significant differences emerged in intrinsic motivation (p=0.0000) and amotivation (p=0.0025).
UNASSIGNED: Course participants already showed strong intrinsic motivation and self-efficacy before taking the course. After completing it, their confidence to meet specific teaching demands based on their abilities had increased. Notably, changes in motivational dimensions identified and introjected regulation point towards a shift in motivational sources, indicating a more self-regulated approach towards participants\' teaching activities. Further research is needed to determine how much of this change was due to course participation.
摘要：
■由于工作量的增加和对医学本科和专业培训的期望的提高，在临床环境中的教学可能是具有挑战性的。“训练教练”课程，由CAL开发(ChirurgischeArbeitsgemeinschaftLehre，DeutscheGesellschaftfürChirurgie(DGCH))，旨在协助临床教师完成任务。本研究调查了该课程对参与者的自我效能感和教学动机的影响。
■在参加课程之前，参与者匿名完成了50个问题的课前问卷，使用标准化的问题来收集有关传记数据教学经验的信息，和有效的工具测量教学动机和自我效能感(PRE)。在完成课程后，参与者使用25个问题的课程后问卷(POST1)进行评估.课程结束后至少12个月，参与者通过邮件收到随访问卷(POST2).这份44个问题的表格旨在收集传记数据，回顾参与者自培训以来使用的教学方法，重新评估他们的教学动机和自我效能感。
■在2016年6月至2019年10月之间，在六个德国医学院举办了20个TTT课程。数据来自241名参与者。课程结束后，邮寄了182份POST2问卷，其中61个被退回(相当于39%的退货率)。研究结果表明，教师自我效能感显著增加(p=0.0025)，已确定的法规(p=0.0000)，和职业动机(p=0.0044)。相比之下,内注调节显著下降(p=0.0048)。当将参与者与从文献中选择的参考样本进行比较时，内在动机(p=0.0000)和非动机(p=0.0025)存在显著差异。
■课程参与者在参加课程之前已经表现出强烈的内在动机和自我效能感。完成后，他们根据自己的能力满足特定教学要求的信心增强了。值得注意的是,动机维度的变化被识别和内省的调节指向动机来源的转变，表明对参与者的教学活动采取了更加自我调节的方法。需要进一步的研究来确定这种变化有多少是由于课程参与。
■在参加课程之前，参与者匿名完成了50个问题的课前问卷，使用标准化的问题来收集有关传记数据教学经验的信息，和有效的工具测量教学动机和自我效能感(PRE)。在完成课程后，参与者使用25个问题的课程后问卷(POST1)进行评估.课程结束后至少12个月，参与者通过邮件收到随访问卷(POST2).这份44个问题的表格旨在收集传记数据，回顾参与者自培训以来使用的教学方法，重新评估他们的教学动机和自我效能感。
■在2016年6月至2019年10月之间，在六个德国医学院举办了20个TTT课程。数据来自241名参与者。课程结束后，邮寄了182份POST2问卷，其中61个被退回(相当于39%的退货率)。研究结果表明，教师自我效能感显著增加(p=0.0025)，已确定的法规(p=0.0000)，和职业动机(p=0.0044)。相比之下,内注调节显著下降(p=0.0048)。当将参与者与从文献中选择的参考样本进行比较时，内在动机(p=0.0000)和非动机(p=0.0025)存在显著差异。
■课程参与者在参加课程之前已经表现出强烈的内在动机和自我效能感。完成后，他们根据自己的能力满足特定教学要求的信心增强了。值得注意的是,动机维度的变化被识别和内省的调节指向动机来源的转变，表明对参与者的教学活动采取了更加自我调节的方法。需要进一步的研究来确定这种变化有多少是由于课程参与。
