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澳大利亚临床教学规模中学生评级的开发和验证:一项方法学研究
Pin-Hsiang Huang1,2,3, Anthony John O'Sullivan4,5, Boaz Shulruf2,6
1Department of Medical Humanities and Education, College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan.
Journal of educational evaluation for health professions
|September 5, 2023
概括
一个新的工具,临床教学学生评分 (STRICT),可靠地衡量学生对临床教学有效性的看法. 它帮助教师加强积极学习和技术使用,以获得更好的临床教育成果.
科学领域:
- 医学教育 医学教育
- 教育心理学教育心理学
背景情况:
- 有效的临床教学对于医学学生的发展至关重要.
- 现有的工具可能无法完全捕捉学生对教学实践的看法.
- 需要一个经过验证的工具来从学生的角度评估临床教学有效性.
研究的目的:
- 开发和验证一个测量工具来评估临床学生对教学实践的看法.
- 确定新工具的可靠性和构造有效性.
主要方法:
- 对有效的临床教学因素的元分析为开发79项标准提供了信息.
- 该工具被用于新南威尔士大学的352名医学学生.
- 探索性和确认性因子分析 (EFA,CFA) 和Cronbach的alpha被用于有效性和可靠性测试.
主要成果:
- EFA确定了四个关键因素:以学生为中心的学习,解决问题的学习,自我指导的学习和视觉技术 (克朗巴赫的alpha:0.770.89).
- CFA证实了可接受的模型匹配指数,表明了良好的构造有效性.
- 开发的工具,临床教学学生评分 (STRICT),表现出强大的可靠性和有效性.
结论:
- 严格是一个有效和可靠的工具,用于评估学生对临床教学有效性的看法.
- 该工具的频率尺度有助于减轻响应偏差.
- STRICT可以指导临床教师调整实践,以纳入更积极的学习和视觉技术,增强临床学习.
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