LICC课堂观察对临床教师提问有效性的影响——课堂观察模式在临床医学毕业后教育中的应用分析

Influence of LICC Model on Efficiency of Clinical Teachers’Questioning Skill:Application Analysis of Classroom Observation Method in Graduated Medical Education

为分析课堂观察LICC模式对临床带教老师提问有效性的影响,使用观察量表对15个临床医师进行2论教学课堂观察,并从教师、学生及课堂文化三个维度分析教师提问的变化。结果表明:(1)两轮提问总次数(119次/110次)和课均提问数量无明显差异;课中共录得7种类型提问,其中信息型提问最多,开放式提问最少;但第二轮的问题构成更丰富,指向更深入;(2)第二轮学生的侯答时间明显延长(0.78分/1.31分),集体讨论、师生互动次数增多;(3)教师最常使用补充(48次/60次)和肯定(66次/41次)进行理答,但极少使用追问(0/2次)。由此得出结论:课堂观察LICC模式能够引导临床教师审视提问策略、审视教学效能层次,调整提问策略和重构问题设置。

To explore the influence of LICC classroom observation model on efficiency of medical teachers’questioning skill,this study observes 15 self-control classroom teaching.Questions are recorded and thematically analyzed.Results are that(1)119 and 110 questions are counted respectively,with no significant differences.Seven types of questions are recorded,of which the informative question is dominated and the open-ended ones are used least.2nd set data show a more diverse composition of questions that involve deeper learning.(2)more time of consideration is allowed(0.78min/1.13min)in the 2nd set data,with a sharp increase in group discussion and teacher-student conversations.(3)supplementary(48times/60times)and affirmative(66times/41times)are used most,and yet follow-up technique is barely applied.Conclusion is that LICC model can inspire clinical teachers to review questioning strategies,examine teaching effectiveness and adjust the questioning settings.