The Study Of Competency Model Of Clinical Teaching And Research Directors Of A Medical College With The Grounded Theory

As superiors of basic unit of hospital management, Clinical teaching and research directors, who play a decisive role in the development of teaching and research section, hospital personnel development and training, the quality assurance of the improvement of medical treatment, medical treatment, scientific research and the completion of tasks of teaching, bear dual role of administrative management and research work of teaching and research section. The superior appointed or hospital screening is adopted to the selection and appointment of clinical teaching and research director. The assessment can focus on virtue, more frequently, and performance from four aspects, fewer systemic examination evaluation system.It Causes Clinical teaching and research directors of selection and appointment are not enough of scientific, pertinence is not strong, lack of operability, etcProfessional competency model, in a form of major management approach, is applied in talent training of the worldly famous enterprises, enhancing the core competitiveness, building the organizational core competence and organizational change,and establishing efficient propeller of culture. About hospital, director of the department is also at home and abroad competency model of research, But the research on competency model of clinical teaching and research directors is rarely reported in the literature,and theory to establish the competency model of clinical teaching and research directors has not been reported in the literature.Based on the background of the grounded theory to build competency model of director of the clinical teaching and research section, this paper aims at providing some references for the selection, training, performance appraisal in clinical teaching and research department.This article choses 18 clinical teaching and research directors and 4 members of the teaching management from an advanced medical college affiliated hospital(First Class, Grade A) as interviewees for deep discussion. With grounded theory, it built a preliminary model for the capabilities of clinical departemnt directors; Then in the form of questionnaires, 300 departemnt directors from 40 teaching departments in a medical college affiliated hospital were surveyed. By conducting exploratory factor analysis and confirmatory factor analysison the questionaire results, a fitting model was built for the capability features of clinical teaching and research directors, and the content validity, structure validity and prediction validity of the model were also tested.The main acheivements of this paper can be concluded as follows:(1)Clinical teaching and research directors competency model includes dimensions of management ability, department construction and development, the pursuit and innovation, personality and interpersonal relationship with 14 items. Management capabilities include guidance and supervision, quality and order, motivation, fairness and integrity and so forth; Department construction and development involves team construction, influence, etc; Pursuit and innovation include achievement motivation, the innovation ability and more; Personal attributes include the sense of responsibility, professional knowledge and skills, teaching and research level, authority and other elements, Interpersonal relationships include communication skills, service awareness and so on.(2)Empirical analysis shows that the competence of directors of clinical teaching and research is affected by gender, working years, literacy.Male director management of ability, construction and development department of ability, the pursuit and innovation score significantly higher than the female(t=2.36, t=2.13, t=2.21, P<0.05), the female director of the clinical teaching and research relationships score significantly higher than male(t=2.24, P<0.05). The management ability of working 10-15 years group is significantly lower than the working 16-20 years group and 21-25 years group, compare the difference is statistically significant(F=2.65, P<0.05); 21-25 years working group whose pursuit and innovation score is significantly lower than the working 10-15 years group and 16-20 years group, compare the difference is statistically significant(F=2.67, P<0.05); The interpersonal score of the working 10-15 years and 21-25 years group is significantly higher than the working 16-20 years group,compare the difference is statistically significant(F=3.56, P<0.05); the pursuit of innovation, personal traits project score of the director clinical teaching and research whose have Graduate degrees is significantly higher than the bachelor’s degree of the director of the teaching and research, compare the difference was statistically significant(t=2.19, t =2.31, P <0.05).(3)The competency model of clinical teaching and research directors can be used for clinical examination, director of the selection, training and performance appraisal, etc.