临床医学课堂教学质量评价体系的同质性研究

Research on homogeneity of quality monitoring system of clinical medical classroom teaching

目的:了解同行专家、教学督导员、学生代表等三类人员在课堂教学质量评价体系中的同质性,为评价各类评课人员在教学质量监控体系中的地位及作用提供科学的理论依据。方法:采用评价表的方式对65名临床医学中青年教师的课堂教学质量进行现场评分。结果:教学督导员、同行专家、学生代表对65名临床医学中青年教师的课堂教学质量的现场评分分别为86.54±5.16、86.91±5.55及87.1±4.28分。采用重复测量设计的方差分析方法进行统计学分析p>0.05,三类评课人员对教师课堂教学质量的评价差别无统计学意义,具有较好的同质性。结论:同行专家、教学督导员、学生代表等三类人员对教师课堂教学质量的评价具有较好的同质性,学生对教师课堂教学质量的评价与专家的评价一样值得教学质量监控专家及教师的重视。

Objective： To understand the quality monitoring system of clinical medical classroom teaching including the teaching supervisor, the experts in the same field and the students, and to evaluate the effectiveness of these three type of members. Methods： Using methodsof questionnaire survey, the qualities of classroom teaching of 65 middle-aged and young clinical medical teachers were evaluated in their classroom teaching. Results： The average scores of the 65 teachers are 86.54± 5.16, 86. 91±5.55, 87.1±4. 28 respectively by the teaching supervisor, the experts in the same field and the students. The data have been analyzed by variance analysis （ANOVA） method in SPSS 13.0 software. The average scores of the 65 teachers have no significant difference between three type members of quality monitoring system （p〉0. 05）. Conclusion： The results show that the effectiveness of three type members of class quality monitoring system is homogenous. The evaluation of the students about the teachers should be considered, same as the teaching supervisor and the experts in the same field, by the teachers and the teaching quality control specialists.