过程性评价在麻醉学教师教学能力建设中的应用  

A preliminary study on the improvement of anesthesiology teachers′teaching ability based on process evaluation

作　　者：沈一维[1] 魏珂[1] 熊秋菊[1] 律峰[1] 黎平[1] Shen Yiwei;Wei Ke;Xiong Qiuju;Lyu Feng;Li Ping(Department of Anesthesiology,The First Affiliated Hospital of Chongqing Medical University,Chongqing 400016,China)

机构地区：[1]重庆医科大学附属第一医院麻醉科,重庆400016

出　　处：《中华医学教育杂志》2024年第10期751-755,共5页Chinese Journal of Medical Education

基　　金：重庆市教育科学"十四五"规划2022年度立项课题(K22YG204128);重庆医科大学未来医学青年创新团队支持计划(W0006);重庆医科大学附属第一医院教育改革课题(CMER202101);重庆市教育委员会2022年高等教育教学改革研究立项课题(223111);国家级线上线下混合式一流课程资助项目(2020年)。

摘　　要：目的探讨针对教师的过程性评价在麻醉学教师教学能力建设中的应用效果。方法通过文献研究制定针对教师的过程性评价方案,在2021—2022学年采用试验对照方法,以重庆医科大学麻醉学教研室从事2019级本科生教学的40名教师为研究对象,通过分层随机抽样方法将教师平均分为试验组和对照组,每组20名教师。试验组教师采用过程性评价,并定期反馈督促改进;对照组教师采用传统终结性评价。1学年后通过两组教师的自我评分、学生评分和同行评分进行不同评价方法应用效果的评价。采用t检验、χ^(2)检验或秩和检验进行数据分析。结果试验组教师的教学能力自我评分、学生满意度评分和教学督导同行评分均优于对照组教师[93.0(4.8)分比79.0(4.5)分、(93.9±4.4)分比(88.5±3.9)分、(87.1±6.3)分比(84.2±5.1)分],其差异均具有统计学意义(均P<0.05)。结论针对教师的过程性评价有利于提升教师本人、同行及学生对教学的满意度,促进了教师教学能力的提升。Objective To explore the effect of a process evaluation on the building of teaching capacity for the anesthesiology faculty.Methods A process evaluation plan for teachers was developed through literature research,and the experimental-control method was adopted in the 2021-2022 academic year.A total of 40 teachers from the Teaching and Research Department of Anesthesiology,Chongqing Medical University,who were engaged in the teaching of 2019 undergraduates were enrolled,and the teachers were divided into experimental group and control group through stratified random sampling,with 20 teachers in each group.The teachers in the experimental group were subjected to a process evaluation plan,and gave regular feedback to urge improvement.Control group teachers performed the traditional summative evaluation scheme.After one year,the year-end assessment and questionnaire survey were carried out to compare the differences of″teacher self-evaluation″″student evaluation of teaching″and″peer evaluation″between the two groups.Data were analyzed by t test,χ^(2)test or rank sum test.Results At the end of the school year,the self-evaluation score of teaching ability,the evaluation of student satisfaction and the peer evaluation of teaching supervision of the experimental group were better than those of the control group[93.0(4.8)points vs.79.0(4.5)points,(93.9±4.4)points vs.(88.5±3.9)points,(87.1±6.3)points vs.(84.2±5.1)points].The differences were statistically significant(all P<0.05).Conclusions The process evaluation for teachers is conducive to improving teachers′satisfaction with teaching,peers and students,and improving teachers′teaching ability.

关 键 词：麻醉学 过程性评价 教师评价 教学能力 

分 类 号：R-4[医药卫生]