在外科教育中分析和预测教师评估行为
Ranish K Patel1, Phillip D Jenkins1, Emily Lee2
1Department of Surgery, Oregon Health & Science University (OHSU) Portland, Oregon.
Journal of surgical education
|October 9, 2025
概括
了解在外科培训中的教师评估行为是关键. 分析数字评估模式可以优化教育工具,并改善居民和教师的反.
科学领域:
- 医疗教育 技术 技术 医学教育
- 手术培训评估的评估
- 数字学习分析 数字学习分析
背景情况:
- 基于能力的外科培训需要数字工具来进行评估和反.
- 用户在数字评估中的低参与度阻碍了有效性.
- 研究用户行为对于优化数字评估工具至关重要.
研究的目的:
- 描述外科院士和住院医生的数字评估行为.
- 为完成评估开发一个预测分类器.
- 加强外科教育中的形成性反倡议.
主要方法:
- 来自符合HIPAA标准的EHR集成医疗教育平台的综合用户数据.
- 分析了基于时间,日期,设备,提醒和EHR集成的教师和居民行为.
- 建立了基于完成时间和评论长度的教师行为概况.
主要成果:
- 在22个机构 (2022-2024) 中,254名教师为428名居民完成了10,729次评估.
- 86%的教师评估发生在工作日,受自动触发器和EHR集成的影响.
- 居民在学院毕业后24小时内查看了96%的评估.
结论:
- 教师的评估行为在数字教育中是一个可行的瓶.
- 根据这些行为优化数字工具设计可以增强形成性反.
- 定制数字评估策略对于改善外科培训成果至关重要.
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