查詢結果分析
來源資料
頁籤選單縮合
題 名 | 醫學課程教學效果調查之分析=Questionnaire-based Evaluation on Teaching Effectiveness of Medical Courses |
---|---|
作 者 | 王惠珀; 洪永泰; 何弘能; 李明濱; 謝博生; | 書刊名 | 醫學教育 |
卷 期 | 1:4 1997.12[民86.12] |
頁 次 | 頁37-46 |
分類號 | 410.3 |
關鍵詞 | 醫學課程; 教學成效; 問卷調查; Medical course; Teaching effectiveness; Questionnaire-based survery; |
語 文 | 中文(Chinese) |
中文摘要 | 臺大醫學院從1992年開始進行教學評鑑,使為教學評量及課程改革的參考。評鑑係以本院教學發展委員會教學評鑑小組統一設計的「臺大醫學院教學效果調查表」,對醫學系以及與醫學系合班上課的其他科系學生進行問卷普查。本研究以85學年度普查的資料分析教學的成效。本年度由學生負責分發問卷,共調查26門課程,問卷回收率只有30.7%。評鑑結果中「整體評量」與「教學態度」、「教材內容」、「教學方法」三個測量項目的相關性分析顯示,教材內容與學生對教師的整體評量結果關係最大。評鑑結果與課程學分數、授課教師數、教師職等的相關性分析顯示, 學生對4學分課程的教師表達「最肯定意見」的比例最高,對3學分課程的教師表達「肯定意見」的比例最高,而對6學分課程的教師表達「最肯定」以及「肯定」意見的比例都最低(p=0)。比較84及85年度6學分之大體解剖學、生理學、生物化學、微生物及免疫學、以及藥理學的評鑑結果,發現在「教學態度」、「教材內容」、「教學方法」或「整體評量」方面,這兩個年度不同的學生對這些課程的教師表達的滿意度並無明顯差異。學生對課程的肯定在教師人數不同的課程間雖有差異(p=0),但與教師人數多寡則無一定之線性關係。學生對教師表達「最肯定意見」的比例則以教師人數1-4位的課程為最高(p=0)。在「教學態度」、「教學方法」、及「整體評量」方面,各職別教師間的差異性不具有統計意義。但是在「教材內容」的評量上,副教授被肯定的程度高於教授以及其他級別教師(包括臨床教師、兼任教師以及邀請之外校教師)(p=0.03), 助理教授和講師受肯定的程度亦高於教授以及其他級別教師(p=0.008)。 |
英文摘要 | Abreast with the introduction of curriculum reform of medical education at National Taiwan University College of Medicine, systematic quantitative measurement of teaching effectiveness of medical courses was implemented. The measurements were conducted in large-sized classes of medical students using a questionnaire-based survey on course instructors. The teaching effectiveness was evaluated in terms of four dimensions, namely teaching attitude, course content, teaching methods and student's global assessment of the instructor, and was measured on a five-point Lidert scale ranging from highly satisfied to extremely dissatisfied. This report summarizes the feedback from students registered in 1996 academic year. Three hundred and twenty one instructors in 26 medical courses were evaluated. A total of 1,748 questionnaires were returned with a returnrate of 30.7%. The average number of instructors evaluated in each questionnaire sheet was 12. Lack of enthusiasm of the students in participation of the evaluation remains a problem. Statistical analysis on the evaluation results of 321 instructors showed that course content had the highest correlation with student's global assessment of the instructor amongst the three measuring dimensions. Statistical analysis between students' responses to the instructors and the credit hours of the courses indicated that students were most satisfied with 4 credit hour courses and least satisfied with 6 credit hour courses. The number of instructors in one course did not affect students' judgment on teaching effectiveness. Actually, 89.0 ± 10.3% of the students expressed their satisfaction with Introduction to Internal Medicine, a course offered by 19 instructors. No significant difference was observed between instructors' position and students' rating on the instructors. However, students were more satisfied with course content delivered by associate professors, assistant professors and instructors than with professors and invited lecturers. |
本系統中英文摘要資訊取自各篇刊載內容。