教师发展 - - 有些比没有更好吗?
Kelsey Anne Crawford1, Timothy J Wood1, Karl-André Lalonde1
1University of Ottawa.
MedEdPublish (2016)
|December 13, 2023
概括
尽管有反,但教师发展举措并没有提高培训评估报告 (ITER) 的质量. 这表明目前的教师发展策略可能不足以提高医学教育的评估质量.
科学领域:
- 医学教育 医学教育
- 基于能力的医学教育
- 基于工作场所的评估
背景情况:
- 基于能力的医学教育强调基于工作场所的形成性评估.
- 这些评估的质量是教育工作者和学员的重要关注点.
- 现有的教师培养策略表现出有限的成功,原因是动机较低的人的参与和潜在偏见.
研究的目的:
- 设计和评估一个教师发展计划,旨在提高培训评估报告 (ITER) 的质量.
- 测试临床监督人员通过简单的,及时的反来提高ITER质量的假设,而不管内在的动机.
主要方法:
- 这是一项三阶段的研究,涉及整形外科的全部教师.
- 两个独立评价者使用完成的临床评估报告评级 (CCERR) 工具评估了ITER质量.
- 所涉及的阶段:基线评估,没有反的评估意识,以及对CCERR得分的定期反.
主要成果:
- 在三个研究阶段 (p=0.98) 中,没有观察到CCERR得分的统计学上显著差异.
- 平均CCERR得分保持一致:第一阶段 (17.56 ± 1.02),第二阶段 (17.65 ± 0.96) 和第三阶段 (17.54 ± 0.75).
- 对评估的认识和反的提供并没有导致ITER质量的可衡量的改善.
结论:
- 教师发展干预未能证明ITER质量的改善.
- 可能的原因包括教师缺乏动力或不充分的反强度/频率.
- 调查结果质疑某些教师发展计划在提高评估质量的有效性.
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