教育研究:一项长期教师发展倡议提高了职工学生叙事评估的具体性和有用性
Christopher J Mooney1, Stephen Joseph Powell1, Spencer Dahl1
1From the Departments of Medicine (C.J.M.), and Neurology (S.J.P., B.R., R.T.S.), and Offices for Medical Education (S.D., C.E.), University of Rochester School of Medicine and Dentistry, NY.
Neurology. Education
|August 14, 2025
概括
一个为期四年的教师培养计划改善了神经病学工作人员的叙事评估质量. 这一举措提高了具体性和实用性,证明了务实,长期战略对实习生评估的影响.
科学领域:
- 医学教育 医学教育
- 评估和评价的评估和评估.
背景情况:
- 基于叙事的评估对于评估学员表现至关重要.
- 对高质量的叙事评估的障碍仍然存在,教师发展的结果各不相同.
研究的目的:
- 检查一个为期四年的,多方面的教师发展倡议对叙事评价质量的有效性.
- 在神经病学职位内评估叙事评估质量的改进.
主要方法:
- 使用了具有历史对照组的准实验性设计.
- 叙事评估质量工具 (NEQI) 评估了叙事质量.
- 多级建模与对照组和干预组之间的NEQI分数进行了比较.
主要成果:
- 教师发展计划显著改善了总体叙事评估质量 (NEQI分数从6.4增加到7.6).
- 在特异性和有用性分量级得分中也出现了改善.
- 在性能域子规模得分中没有观察到显著的变化.
结论:
- 持续的,多方面的教师发展可以提高叙事评估质量.
- 实用方法平衡教学和程序转换促进技能发展.
- 部门的承诺和资源对于改善学员评估至关重要.
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