基于问题,循证改进医学留学生教学及管理:课程预评估及其长效机制探讨

From Identifying Problems to Developing Evidence-based Solutions in Teaching and Management of Overseas Medical Students: Preliminary Course Evaluation and Its Long-term Initiative

目的探索留学生教学评估模式,发现问题,循证解决,持续改进留学生教学质量。方法?通过预评估来完善评估方法,并向相关部门和师生传达意图。首先采用自行设计的调查问卷收集四川大学华西临床医学院两个年级86名留学生的反馈,分析总结目前留学生教学中存在的问题。然后针对问题循证拟定可能的改进措施清单,并在此基础上采用两轮共识决策法,在管理部门、教研室(教师)及学生间达成一致,形成可行的改进措施。最后由教研室和管理部门出台相应的激励机制,促进实施。在此过程中收集学生和教研室(教师)对此评估模式和决策模式的态度。结果教师的英语水平是目前最大的问题,目前所采用的传统教学方式难以令留学生感到满意,课程安排也存在不合理之处,实习时间偏少。针对问题,我们拟定了14条可能的解决措施供管理、教学、学生三方选择。结果所有的学生和教研室(教师)均同意本评估和决策方法,同时还发现了一些课程评估模式中值得改进的地方。结论本次课程预评估为推动我院留学生教学改进进行了有益的尝试。我院应加大对留学生师资英语能力的培养,教学模式应逐渐转向“以学生为中心”。本教学评估模式应形成制度,长期执行,并在实践中不断完善。

Objectives To establisha course evaluation model for overseas medical students in West China Medical School of Sichuan University,to identify problems in teaching and to solve problems based on evidence so as to luther improve the quality of teaching. Methods We conducted a preliminary course evaluation to determine the limitations of our evaluation methods and to convey our intention to related stakeholders. Firstly,we identified problems in teaching according to the feedback from our students using a questionnaire. Secondly,we proposed an initial list of possible solutions to these problems based on evidence from literature searching and discussion within the Department of Teaching Affairs. We submitted the initial list to the administrative departments,teaching departments （teachers） and students to identify applicable solutions through two rounds of formal consensus. Their attitudes to this procedure of evaluation and decision-making were collected. FinaUy, incentives were given out by administrative departments and teaching departments to facilitate the implementation of applicable solutions. Results Teachers＇ English ability and the didactic teaching methods were the most concerned problems. In addition,some semesters and courses were not well arranged and there was not enough practice time. An initial list of 14 items was submitted to teaching departments and students. They all agreed with the procedure of evaluation and decision-making. We also found that some aspects of the evaluation methods and styles need to be improved. An additional paper would report further results. Conclusion This preliminary evaluation was helpful for improving teaching and formal evaluation in the future. We need to strengthen the Englishlanguage skills of younger faculty and gradually adopt a model of student-centered and enquirybased teaching. This process of evaluation and improvement should be applied as a long-term policy and an evidence-based researchgroup should be established to work together withour quality assurance unit.