导师对导师的看法:导师与受导者的能力差异
Brandt Wiskur1, Akshay Sood2, Orrin Myers2
1University of Oklahoma.
概括
教师辅导能力评估显示在各机构之间存在一致性. 然而,受训者一致认为导师的评分高于导师的评分,这表明主观评估的差异.
科学领域:
- 医疗教育 医学教育
- 教师发展学院发展学院
- 导师研究 导师研究
背景情况:
- 有效的教师指导对于学术和专业发展至关重要.
- 评估指导能力对于确定需要改进的领域至关重要.
- 现有的评估可能无法完全捕捉导师-学徒认知的细微差别.
研究的目的:
- 用标准化评估工具评估教师指导能力.
- 为了比较导师自我评估与受导师评估.
- 探索人口因素对辅导能力认知的影响.
主要方法:
- 使用导师能力评估 (MCA-21) 与94个导师-导师对.
- 进行了跨机构的数据收集.
- 分析了与导师人口统计学 (性别,种族/种族,等级,轨道) 相关的能力评分.
主要成果:
- 在各个地点都观察到一致的导师自我评估和导师评估.
- 没有发现性别或种族/种族与能力分数之间的显著关联.
- 导师对导师的评价高于自我评价,女性临床教育工作者和助理教授的差异显著.
结论:
- 导师能力评估涉及主观因素,受性别,等级和轨迹的影响.
- 自我和受教者评估之间的差异凸显了潜在的培训需求.
- 建议进行多个地点的纵向研究,以完善指导增强策略.
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