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Teaching evaluation is an important measure to test the teaching quality. In order to better achieve the training objectives among international medical students based on the specific conditions of foreign students and the characteristics of Human Parasitology, a process-based assessment and evaluation system has been established for international medical students. The process assessment highlights the characteristics of assessment process, diversified forms and inquires of test questions. Following implementation of process assessment, the proportion of excellence (examination scores of 90 and higher) improved from 3.25% (10/308) to 13.09% (50/382) (t = 5.995, P < 0.001) and the proportion of good marks (examination scores of 80 to 89) increased from 18.83% (58/308) to 36.13% (138/382) (t = 7.505, P < 0.001) during the semester assessment among international medical students at five grades, while the proportion of failure in examination pass (examination scores of below 60) reduced from 12.34% (38/308) to 3.24% (10/382) (t = 7.303, P < 0.000 1), indicating that the process-based assessment and evaluation system improves the examination score of Human Parasitology among international medical students and the teaching quality of Human Parasitology.
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Objective:To explore the teaching evaluation of online open course of hematology based on small private online course (SPOC) platform by means of quantitative method.Methods:The fourth-year undergraduates of clinical medicine major were selected to receive online course learning of hematology, including video viewing, rich text browsing, in-class quizzes, and seminars. The teaching contents covered the basis of hematological diseases, anemic diseases, hematological tumors, bleeding and coagulation disorders. Teaching evaluation was conducted through teaching behavior assessment, unit test, course examination and SPOC scoring. Linear regression analysis was used to analyze the correlation between the duration of the teaching video and student learning behavior. The correlation between video learning quantity and viewing time and course test scores and SPOC scores was analyzed. Kruskal-Wallis test was used to compare the differences in curriculum learning behavior (participation rate). T-test was used to compare the differences between the two results of two unit tests and to calculate the alternative-form reliability. Chi-square test was used to compare the differences in scores of different sub-specialty questions in hematology, and the differences of participation rate of different examination points of hematological tumors. Results:The teaching video viewing rate was significantly higher than the participation rate of rich text browsing and in-class quizzes ( P < 0.001; P < 0.001). There was no obvious correlation between video duration and video viewing, rich text browsing, in-class quizzes ( R = 0.168, F = 0.81, P = 0.376; R = 0.057, F = 0.07, P=0.802; R=0.124, F=0.37, P=0.546). There was a significant positive correlation between the participation rate of video viewing and rich text browsing and in-class quizzes ( R =0.890, F=76.41, P<0.001; R=0.934, F=163.67, P < 0.001). The participation rate of anemic disease unit test was significantly higher than that of hematological tumors ( χ2 = 49.08, P<0.001), bleeding and coagulation disorders ( χ2= 25.97, P< 0.001), and the second results were significantly improved ( t=-2.09, P=0.040), and the alternative-form reliability was 0.750. There was no significant difference in the participation rate of different sub-specialty courses ( χ2=5.20, P=0.074); the number of video watching was significantly positively correlated with SPOC scores ( R=0.523, F=196.22, P<0.001); the participation rate of molecular genetics and molecular biology tests of blood tumor was significantly lower than that of general clinical information questions ( P < 0.05). Conclusion:Teaching videos are the foundation of online courses. Increasing the number of video viewing and improving video viewing rate can effectively mobilize the enthusiasm of extensive learning, such as rich text browsing and in-class quizzes, and improve learning participation. It is conducive to the improvement of students' academic performance. Simple behavior factors such as video viewing time are not recommended as performance evaluation indicators. Unit test takes two times to get the highest score, which is conducive to improving professional learning level through learning behavior, without affecting the reliability of the performance evaluation. The online open course based on the SPOC platform is conducive to the balanced development of the course teaching of Hematology.
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We reviewed and developed an indicator system framework for assessing teaching effect of laparoscopic simulation training through literature research, expert consultation, analytic hierarchy process and factor analysis. We also made an empirical study on the constructed index system. The system included 3 domains (A1: evaluation of laparoscopic simulator; A2: operation evaluation of experimental animals; A3: evaluation of clinical practice), 10 second-level indicators and 23 third-level indicators for assessing teaching effect of laparoscopic simulation training. The indicator system framework has good internal consistency (Cronbach α= 0.968) and external consistency (>0.72). The empirical study found that: in the results of A1-A3 in the first level indicator, the score of the experienced group was significantly higher than that of the inexperienced group ( P<0.05). In the evaluation results of the 10 secondary indicators in the secondary indicators B1-B10, the score of the experienced group was significantly higher than that of the inexperienced group ( P<0.01). For the first time, we have established and evaluated a comprehensive evaluation indicator system which is reliable and effective and can be used for further evaluation of teaching effect of laparoscopic simulation training. The following empirical studies have verified the effectiveness and practicability of the evaluation system.
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ABSTRACT With the increasing public attention to public health sports in colleges and universities, the development of public health sports urgently needs more scientific methods to be optimized. Based on this, this paper proposes to use AHP to optimize the design of public health sports in colleges and universities. Based on the simple analysis of the development of public health sports in colleges and universities and the application of AHP, this paper takes the healthy development of public health sports in colleges and universities as the guiding ideology, applies the analytic hierarchy process to course selection and student evaluation, gives different weights to the influencing factors of course selection and evaluation, and carries out simulation analysis with an example. The test results show that the application of AHP in public health sports can improve the effect of course selection and realize the diversity of teaching evaluation.
RESUMO Com a crescente atenção do público aos esportes de saúde pública em faculdades e universidades, o desenvolvimento de esportes de saúde pública precisa urgentemente de métodos mais científicos para ser otimizado. Com base nisso, este artigo propõe usar o AHP para otimizar a concepção de esportes de saúde pública em faculdades e universidades. Com base na análise simples do desenvolvimento dos desportos de saúde pública em faculdades e universidades e na aplicação do AHP, este documento tem o desenvolvimento saudável dos desportos de saúde pública em colégios e universidades como ideologia orientadora, aplica o processo hierárquico analítico à seleção de cursos e à avaliação dos estudantes, dá pesos diferentes aos fatores que influenciam a seleção e avaliação dos cursos, e realiza a análise de simulação com um exemplo. Os resultados dos testes mostram que a aplicação do AHP nos esportes de saúde pública pode melhorar o efeito da seleção de cursos e realizar a diversidade da avaliação do ensino.
RESUMEN Con la creciente atención a los deportes de salud pública en los colegios y universidades, el desarrollo de los mismos necesita con urgencia la optimización de más métodos científicos. Considerando esto, este trabajo propone utilizar PJA para optimizar el diseño de deportes de salud pública en colegios y universidades. Basado en el análisis simple del desarrollo de deportes de salud pública en colegios y universidades y la aplicación de PJA, este documento toma el desarrollo saludable de deportes de salud pública en colegios y universidades como la ideología rectora, aplica el proceso de jerarquía analítica a la selección de cursos y evaluación de los estudiantes, da diferentes ponderaciones a los factores que influyen en la selección y evaluación de cursos y realiza análisis de simulación con un ejemplo. Los resultados de la prueba muestran que la aplicación de PJA en deportes de salud pública puede mejorar el efecto de la selección de cursos y entender la diversidad de la evaluación de la enseñanza.
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Humans , Quality of Life , Sports , UniversitiesABSTRACT
El objetivo de este trabajo fue adaptar y validar la Escala de Apoyo a la Autonomía (EAA-EF) y la Escala de Estilo Controlador (EEC-EF) para evaluar la percepción del estudiante del estilo interpersonal docente en educación física y comprobar su relación con el feedback El estudio 1, contempla el diseño y análisis factorial exploratorio de los instrumentos con una muestra de 272 estudiantes con una edad media de 11.05 años (DT = 0,76). En el estudio 2, los cuestionarios fueron administrados a 350 estudiantes con una edad media de 11 años (DT = 0,80). Tras el análisis factorial confirmatorio, de consistencia interna, estadísticos descriptivos, correlación de todas las variables y regresión lineal se confirma una estructura psicométrica apropiada para las escalas de apoyo a la autonomía y estilo controlador. Además, se observa cómo el apoyo a la autonomía es predicho positivamente por lo feedbacks positivos y negativamente por el negativo. En conclusión, se trata de dos instrumentos válidos y fiables para evaluar la percepción del estudiante del estilo interpersonal del docente de educación física en el escenario de enseñanza aprendizaje, siendo necesarios más estudios en este ámbito de conocimiento.
The objective of this study was to adapt and validate The Autonomy Support Scale (ASS-PE) and The Control Style Scale (CSS-PE) to evaluate teacher´s interpersonal style in Physical Education. Study 1, contemplates the design and exploratory factor analysis of the instruments with a sample of 272 students with an average age of 11.05 years (SD = 0.76). In study 2, the questionnaires were administered to 350 students with an average age of 11 years (SD = 0.80). After the confirmatory factor analysis, internal consistency and descriptive statistics, the correlation of all the variables and linear regression, an appropriate psychometric structure is confirmed for the support scales for autonomy and controlling style. In addition, it is observed how support for autonomy is predicted positively by positive feedbacks and negatively by negative feedback. The data obtained confirms an appropriate psychometric structure for ASS-PE and CSS-PE scales. In conclusion, it is a valid and reliable instrument for evaluating the interpersonal style of teacher`s physical educa-tion in the teaching learning stage
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Humans , Male , Female , Child , Physical Education and Training , Students , Surveys and Questionnaires , Personal Autonomy , Psychometrics , Factor Analysis, Statistical , Education, Primary and Secondary , Educational Measurement , Feedback , MotivationABSTRACT
Objective To apply objective structured teaching evaluation (OSTE) in teaching competence assessment for general practice preceptors in community training bases.Methods The teaching competency was assessed with OSTE for 28 general practice preceptors in Fengxian District of Shanghai in December 2017.The application of OSTE was evaluated with questionnaire among preceptors,examiners and standardized students(SS).Results Among 28 preceptors there were 23 females (82.1％),with an average age of (37.3±4.2) years.The average teaching duration was (2.8±2.1) years.In the five OSTE station,the highest total score was (88.1 ±2.7) points in the first station self-presentation,while the lowest was (70.8± 14.5) points of the second part physical examination feedback of the third station ambulatory care teaching.The total score in the fifth station (doctor-patient communication teaching) of participants with＜ 15 years of community practice was higher than those ≥15 years of community practice [(80.1±8.5) vs.(71.6± 7.1),t=2.092,P=0.007].Except"being able to adapt to this form of evaluation",the proportions of choosing "very good"were all more than 50％ in other 4 aspects.The overall willingness of "recommending OSTE as the main method to evaluate the teaching competence of GP trainers" was higher in examiners and SS than that inpreceptors (Z=2.836,P=0.005).Conclusion The innovative approach of OSTE has been widely recognized,but the professional capability,the cognition of general practice,the teaching competence and the willingness to use OSTE need to be strengthened for general practice receptors in community bases.
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Because clinical oncology course for undergraduates is related to many clinical specialties, traditional teaching of this course is likely to lead to repetition and contradiction of knowledge. Clinical medical college carried out integrated curriculum in clinical oncology for three years during the implementation of teaching reform to overcome the above-mentioned disadvantages. Teaching and research sections related to clinical oncology were horizontally integrated under the guidance of teaching affairs office; On the premise of meeting the requirements of teaching outlines, the clinical oncology in internal medicine, surgery and gynecology was systematically improved in accordance with cognitive laws. Following the previous year, PBL teaching program in clinical oncology still focused on the integration of theoretical course and probation course. After integration, the sub-specialty teacher team was gradually shaped, the teaching quality was significantly improved and the clinical thinking of medical students was enhanced.
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A teaching training and assessment system for warming acupuncture is developed. This system is suitable for the technique operation of multi-acupoint warming acupuncture, and could evaluate the training effects of warming acupuncture at each acupoint. The hardware structure of this system is mainly composed of man-machine interface, control unit and training unit. The software program includes reset module, system clock module, needle depth signal control module, vibration control module and communication module. The teaching training and assessment system of warming acupuncture adopted touch-screen human-machine interface, which is simple to operate. The basic training unit, through multi-angle and multi-dimension adjustment of universal base, could realize the simulation training of warming acupuncture at different acupoints and angles of human body. Each training unit is relatively independent, and relevant parameters are set separately; the relevant parameters information is displayed in real time. The parameters of training unit includes needling time, vibration frequency and vibration time. In conclusion, the teaching training and assessment system for warming acupuncture could be used in the teaching and assessment of warming acupuncture. According to the criteria including operation time and effect, the students' technique ability of warming acupuncture could be evaluated objectively, which is helpful to set teaching objectives and technical operation requirements in warming acupuncture teaching.
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Humans , Acupuncture , Education , Acupuncture Points , Acupuncture Therapy , Methods , Moxibustion , Students , TeachingABSTRACT
Because clinical oncology course for undergraduates is related to many clinical specialties , traditional teaching of this course is likely to lead to repetition and contradiction of knowledge. Clinical medical college carried out integrated curriculum in clinical oncology for three years during the implementation of teaching reform to overcome the above-mentioned disadvantages. Teaching and research sections related to clinical oncology were horizontally integrated under the guidance of teaching affairs office; On the premise of meeting the requirements of teaching outlines, the clinical oncology in internal medicine, surgery and gynecology was systematically improved in accordance with cognitive laws. Following the previous year, PBL teaching program in clinical oncology still focused on the integration of theoretical course and probation course. After integration, the sub-specialty teacher team was gradually shaped, the teaching quality was significantly improved and the clinical thinking of medical students was enhanced.
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Objetivo: determinar qué sesgos están presentes en la evaluación de los docentes y cuáles son las consecuencias de sus resultados en el desarrollo profesional de los profesores de una facultad de enfermería de Bogotá. DC. Metodología: investigación de tipo cualitativo, con enfoque hermenéutico y diseño etmografico descriptivo, basado en el análisis discursivo de los docentes y estudiantes de una facultad de enfermería de Bogotá. Resultados:se identifico que los sesgos que mas afectan la objetividad de un estudiante en el proceso de evaluación de sus docentes son los que hacen referencia a la personalidad del docente y las relaciones interpersonales con sus estudiantes, y en segundo lugar la calificación recibida al finalizar el semestre o la rotación académica. Conclusiones: como conclusión se establece que la evaluación docente, realizado por estudiantes, presenta una serie de sesgos que influyen en sus resultados. Ademas la concepción de desarrollo profesional que tienen los docentes no es clara, por lo tanto, los resultados de esta evaluación no impactan de forma adecuada en el desarrollo profesional
Objective: To determine which biases are present in the evaluation of the teachers and what are the consequences of their results in the professional development of the teachers of a faculty of nursing in Bogotá. DC.Methods: Qualitative research, with a hermeneutic approach and descriptive ethnographic design, based on the discursive analysis of the teachers and students of a school of nursing in Bogotá.Results: Iprocess of evaluation of their teachers are those that refer to the personality of the teacher and interpersonal relationships with their students and secondly the grade received at the end of the semester or academic rotation.Conclusions: As a conclusion, it can be stated that teacher evaluation, performed by professional development that teachers have is unclear; therefore, the results of this assessment do not impact properly in professional development
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Humans , Sexual VulnerabilityABSTRACT
The objective structured teaching evaluation (OSTE) is a new method for training and objective assessment of the teaching ability of clinical faculty by using standardized students and teaching scenario.It is mainly used to evaluate training programs,train teaching skills and assess teaching ability of clinical faculty.The differences and association between teaching ability,teaching skills and teaching scenario should be clarified before designing OSTE.Although there are some differences in various studies,OSTE can be summarized into two aspects:teaching administration knowledge and special teaching skills.Given the great potential of OSTE in training and assessing faculty,medical educators in general should actively explore its concept and application.
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Objective To establish the weight of the evaluation index system for community teaching base of general practitioner ( GP ) standardized training .Methods The weight assignment of the evaluation index system for community teaching base of GP training was established by using analytic hierarchy process , based on the literature review and two rounds of Delphi consultation .Results The evaluation index system for community teaching base was composed of four first-class indexes , eight second-class indexes and 27 third-class indexes.Four first-class indexes were basic conditions (weight 0.1953), teaching conditions (weight 0.1381), teaching staff (weight 0.2761) and teaching practice (weight 0.3905).The top three second-class indexes were: teaching management (weight 0.1953), teaching assessment and evaluation (weight 0.1953), and teaching ability (weight 0.1841).All levels of index weights were satisfied with the consistency test , and the weights were acceptable .Conclusion Weight establishment improves the index selection system of community training base for GPs , having better rationality and operability , which may provide a rational assessment tool for community base of GP training in future.
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The development of modern medicine calls for the return of medical humanistic spirits,and it is in-evitable to strengthen medical humanistic education.This paper compared the current situation of medical humanis-tic education between Chinese and American medical colleges from the construction of teaching staff,the establish-ment of curriculum system,and teaching method and evaluation.It put forward some suggestions for the dilemma of the development of medical humanistic education according to the actual medical education in our country,and ex-plored the reform paths of medical humanistic education in our country.
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RESUMO Objetivo O estudo tem como objetivo avaliar o desempenho do questionário de avaliação das disciplinas da Faculdade de Medicina da Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS Famed) em relação às propriedades psicométricas de validade e confiabilidade. Métodos Estudo transversal, exploratório e contemporâneo, com avaliação qualitativa e quantitativa. As disciplinas foram avaliadas pelos alunos de forma anônima, opcional e individual durante um período de aula de grande grupo logo após a conclusão das mesmas. Foram incluídos os questionários respondidos por acadêmicos matriculados entre o primeiro e o oitavo semestre e registrados nas atas finais da unidade, nas 22 disciplinas do currículo, no ano de 2011, que aceitaram realizar a avaliação da disciplina. Resultados Foram estudadas 1.205 respostas de um total possível de 1.606 alunos matriculados. A validação convergente demonstrou forte correlação entre o escore total de satisfação e os campos quantitativos correspondentes. A confiabilidade demonstrou um valor de alfa de Cronbach de 0,753 no escore total. Conclusão O estudo mostrou que o questionário de avaliação de disciplinas é válido e confiável.
ABSTRACT Aim The study aims to evaluate a questionnaire on the subjects taught at the Faculty of Medicine of the Pontifical Catholic University of Rio Grande do Sul (PUCRS), in terms of the psychometric properties of validity and reliability. Methods A cross-sectional, exploratory, and contemporary study was conducted using qualitative and quantitative evaluation. The subjects were evaluated by the students in an anonymous, optional and individual fashion during a large group class. The questionnaires were answered by PUCRS academics enrolled on the I-VIII semesters in 2011, who agreed to perform the evaluation immediately after completing the subject and who were registered in the final minutes for the units of the 22 subjects available. Results 1,205 responses were studied out of a possible 1,606 students enrolled on the course. The convergent validation demonstrated a strong correlation between the total score for satisfaction and the quantitative fields. Reliability demonstrated Cronbach alpha from the total score of 0.753. Conclusion The study showed that the questionnaire for subject evaluation is valid and reliable.
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<p> In December 2008, the Central Council for Education submitted a report entitled: "Towards the enhancement of undergraduate education." In this report, the "Teaching Portfolio" appeared as a versatile aid to evaluate teaching. Since then, the number of teaching staff who write their teaching portfolio has been increasing annually in Japan, and it has gained recognition as an effective instrument for improving and visualizing teaching performance. However, there is very little emphasis on teaching evaluation using teaching portfolios. This paper introduces the teaching portfolio and describes how it aids teaching evaluation.</p>
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To improve the students'! comprehensive quality and cultivate their innovative medical talents, we applied different forms of discussion teaching in different stages of the students. In the course of theory, the form of short discussion was adopted to improve the students'! interest and concentration. In preclinical practice stage, the method of problem centered discussion was used to consolidate the profes-sional knowledge of the students. Discussion in the clinical practice was based on the actual problem of diagnosis and treatment, in order to cultivate the students'!clinical thinking. Through the diversified practice of discussion teaching with positive teaching evaluation, students'!interest in oral and maxillofacial surgery and the quality of teaching were improved.
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Descrever a avaliação dos alunos de dois cursos de graduação em Enfermagem sobre as estratégias de ensino utilizadas na disciplina de Enfermagem Perioperatória de uma universidade pública do interior paulista. Método: estudo exploratório, transversal, realizado com alunos que cursaram a disciplina previamente à coleta de dados. Foi criado um instrumento de múltipla escolha, abordando a avaliação do bloco teórico, práticas de laboratório e prática clínica. Resultados: participaram 39 alunos, sendo que a maioria avaliou o bloco teórico como ?bom? ou ?muito bom?; os laboratórios de prática clínica foram avaliados pela maioria como ?bom? e ?excelente?; e as atividades de prática clínica, desenvolvidas nas enfermarias cirúrgicas, recuperação pós-anestésica e salas de operação, foram avaliadas, no geral, como ?muito bom?. Conclusão: as estratégias de ensino utilizadas na disciplina de Enfermagem Perioperatória foram bem avaliadas pelos alunos de graduação...
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Humans , Male , Female , Adult , Perioperative Nursing/education , Teaching , Students, NursingABSTRACT
After a description of the differences between formative evaluation and summative evaluation, the appli-cation of formative evaluation in literature retrieval course evaluation in medical colleges and universities was elabo-rated by analyzing the current situation of literature retrieval course and its evaluation in medical colleges and uni-versities with Xinjiang Medical University as an example, which showed that the principles should be followed when formative evaluation is applied in literature retrieval course evaluation.The problems related with the application of formative evaluation in literature retrieval course evaluation were pointed out.
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Objective To evaluate the teaching effectiveness of applying article structure analysis to improve medical graduate students' ability to read research articles.Methods 48 medical graduate students from basic medicine school of the Fourth Military Medical University were randomly and equally divided into the experimental group and control group.In the reading ability training of scientific research papers,the experimental group used the teaching of the structure analysis,while the control group used the collective self study.Before and after the training,the two groups of students were implemented a unified reading ability test and self reading ability evaluation survey,and after the training,the teaching satisfaction survey was conducted among the experimental group only.SPSS 16 was used to analyze the correlation data and Wilcoxon for signed-rank t est.Results After training the reading ability test results showed that reading ability score (P=0.013),consumed reading time score (P=0.003) and reading efficiency (P=0.004) of the experimental group were significantly higher than those of control group.The two groups of students' self-evaluation of the reading ability showed that after training,the scores of the students in the experimental group were higher than those in the control group,and the differences were statistically significant (P values were less than 0.05).The experimental group students' teaching satisfaction survey to article structure analysis showed students' score in 6 survey contents were greater than 3,namely degree of evaluation was more than general,among which,the score of four survey contents was more than 4,that is to achieve satisfied or very satisfied.Conclttsion Applying article structure analysis can significantly improve medical graduate students' ability to read research articles.
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Objective Analyzing the impact of teachers' background characteristics on the Students' evaluation to improve the quality of teaching from the angle of the teachers professional development. Methods Based on the data of students' evaluation of teaching of Shanghai medical college of Fudan University from 2008 to 2011, the article analyzed the teachers' gender, age, job title, diploma, and other relevant background characteristics. Excell2007 was used to build dataset and the data was analyzed statistically by software of SPSS 11.0 and expressed with x±s. The statis-tical method of one-way analysis of variance was used to compare the teachers with different genders, education backgrounds, ages and professional titles, showing statistically significant difference (P<0.05). Results comparative analysis showed that no statistically significant differences existed in fac-ulty teaching evaluation scores among the teachers of different genders or different education back-grounds(P=0.613 9、0.891 0). There were however significant differences in teaching evaluation of teachers of diverse ages and professional ranks(P=0.017 3 and P=0.032 5). Conclusions According to the analysis results of faculty teaching evaluations, associate professors' teaching evaluation scores were lower than intermediate grade teachers', and the score of the teachers between the age of 41 to 45 was lower than that of the teachers between the age of 36 to 40. Therefore individual variations and various social backgrounds of teaching faculties should be taken into consideration and the corre-sponding countermeasures for the professional development of teachers should been put forward. In addition, the cultivation of new teachers, young and middle-aged teachers should be strengthened, and the proportion of teaching evaluation in the Performance Appraisal should be increased.