在健康专业教育中,学生领导的教师发展是否有其地位?
David Benjamin Wright1, Ashley Mullen1, Aimee Gardner1
1Baylor College of Medicine.
MedEdPublish (2016)
|December 13, 2023
概括
一个由学生领导的教师发展课程改善了健康科学教师对教学和学习原则的知识. 教师发现适用的内容和基于证据的概念非常有价值.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 教师发展学院发展学院
背景情况:
- 卫生科学教师经常从临床实践过渡到学术界,没有正式的教学培训.
- 这种缺乏正式培训可以限制教学科学专业知识的发展.
研究的目的:
- 评估由学生领导的教师发展课程的有效性.
- 评估教师对学生领导的教师发展计划的看法.
主要方法:
- 来自临床研究生课程的教师参加了一个纵向的,由学生领导的四个模块教师发展课程.
- 通过模块评估,课程前后的知识评估以及全面的课程评估来收集数据.
- 描述性统计数据被用来分析课程的有效性和教师的看法.
主要成果:
- 教师参与者 (N=5) 在教学和学习原则方面的知识显著改善 (p < 0.01).
- 课程主题与教师角色的相关性获得了高评分 (4.31 ± 0.22).
- 整个课程交付 (4.20 ± 0.46) 和学生教学质量 (3.80 ± 0.72) 被教师高度评价.
结论:
- 一个由学生领导的教师发展课程有效地增强了教师的学习,教学和评估知识.
- 教师们评价了课程的适用内容,基于证据的概念和交互式讨论.
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