醫事臨床教師人格特質與教學效能及其影響因素之探討

Personality Traits and Teaching Effectiveness of Clinical Teachers and the Influential Factors

本研究旨在探討醫事職類臨床教師人格特質、教學效能之現況及其影響因素，採橫斷式問卷調查法，以立意取樣東部地區某教學醫院，符合衛生福利部「臨床醫事人員培訓計畫」醫事職類之臨床教師為對象，以結構式問卷進行電子問卷資料收集。本研究符合收案對象共188 位臨床教師，回收有效問卷184 份，有效問卷回收率97.9%。研究結果顯示：研究對象之整體教學效能平均得分為3.89 分± 0 .40，屬中等程度。年齡與教學自我效能信念、教學策略和整體教學效能為正相關；已婚的醫事人員臨床教師無論在教學自我效能信念、教學策略、教學評量及專業能力自我效能都顯著高於未婚之醫事人員臨床教師；臨床教師人格特質對教學效能之影響皆呈顯著正相關，人格特質具「開放性」、「親和性」、「外向性」和「勤勉正直性」愈高，整體教學效能也愈高。本研究結果可以提供教學醫院未來在遴選臨床教師及師資培育的參考。

This study explored clinical teachers’ personality traits and teaching effectiveness and therelevant influential factors. A cross-sectional questionnaire method and purposive samplingwere adopted to recruit clinical teachers trained under the Clinical Health Professional Programfrom a teaching hospital in Eastern Taiwan. A structured questionnaire was conducted tocollect digital data. A total of 188 clinical teachers fulfilled the inclusion criteria, and 184 validresponses were collected, with a valid response rate of 97.9%. The mean score of participants’overall teaching effectiveness reached a moderate level of 3.89 ± 0.40 points. Age was positivelycorrelated with teaching self-efficacy, teaching strategies, and overall teaching effectiveness.Married clinical teachers exhibited significantly higher performance in teaching self-efficacy,teaching strategies, teaching evaluation, and professional self-efficacy than unmarried clinicalteachers. Clinical teachers’ personality traits exhibited a significantly positive correlation withteaching effectiveness. Moreover, clinical teachers with higher scores of openness, agreeableness,extraversion, and conscientiousness exhibited higher overall teaching effectiveness. These resultscan serve as a reference for selecting and training clinical teachers at teaching hospitals.