Evaluation on classroom teaching quality of clinical medicine and its countermeasures / 中华医学教育探索杂志

ABSTRACT

Objective To explore the effect classroom teaching quality evaluation on the improve-ment of teaching quality. Methods In-service teachers offering classes to undergraduates majoring in clinical medicine during the period of 2010 to 2011 in Tangshan Clinical Hospital of Hebei Medical University were enrolled as research objectives. Totally 128 teachers(majored in 16 disciplines), screened out from the enrolled teachers, met the criteria and passed through the evaluation in terms of class quality of lessons. They were arranged in descending order and the top 15%were grouped as the preeminent group while the 15%at the bottom were classified as standard group and the rest 70%as good group. Descriptive analysis was made to appraise results from four respects:major and discipline, records of formal school-ing, professional ranks and titles and length of teaching experience. Results Based on the analysis of teaching situation in major disciplines, the top 3 disciplines possessing the largest proportion of preemi-nent teachers were neurology ( 50%) , otolaryngology-head and neck surgery ( 40%) and surgery (20.6%). When it comes to the analysis of formal schooling records of teachers , there is no distinct dis-crepancy in rate of standard reaching between teachers with postgraduate degree and teachers with gradu-ate degree. However, rate of standard reaching was slightly higher in teachers with other degrees than teaching with undergraduate degree or above. In the analysis of professional ranks and titles, the proportion was 94.6%in teachers with senior professional title(associated senior professional title and senior profes-sional title) and the teachers with medium grade professional title only occupied a proportion of 5.4%. In the dimension of teaching years, rate of outstanding and good teachers was relatively high in teachers with 8 teaching years and teacher with less than 3 teaching years, whereas the outstanding rate was low and rate of standard reaching was high in teachers with the 3-4 teaching years. Conclusions Measures to enhance the quality of teaching can be found out according to the analysis of influencing factors of teaching quality evaluation.