提高课程评估响应率:一个成功的故事
Jacqueline L Gauer1, Stephen J Martin1, Eric C Martin LaPlant1
1University of Minnesota Medical School, 420 Delaware St SE, MMC 293, Minneapolis, MN 55455 USA.
Medical science educator
|January 20, 2026
概括
实施课程评估的强制性专业期望显著提高了学生的参与度. 这一策略涉及利益相关者的投入和明确的沟通,提高了响应率从50%增加到94%,学生的抵抗最小.
科学领域:
- 医学教育 医学教育
- 学术管理学术管理
背景情况:
- 学生在课程评估中的参与率下降阻碍了课程改进.
- 提高响应率的传统方法往往没有成功.
研究的目的:
- 描述明尼苏达大学医学院实施的一种新方法,以解决课程评估中学生响应率较低的问题.
- 评估使课程评估成为必要的专业期望对学生参与的影响.
主要方法:
- 一个系统层面的政策是从包括学生在内的各种利益相关者的投入中制定出来的.
- 关键组成部分包括明确的沟通,专门的评估时间,选择退出选择,以及对不遵守的非惩罚性后续行动.
- 该政策将评估完成作为一个专业期望.
主要成果:
- 在实施后的第一学期,学生响应率从大约50%增加到94%.
- 这一政策受到学生团体的极小反对.
- 干预表明反代表性的显著改善.
结论:
- 要求课程评估作为专业期望,得到利益相关者的支持和明确流程的支持,是提高响应率的有效策略.
- 这种可扩展的模型确保了医学院课程开发的更全面的反.
- 该方法通过选择退出条款平衡了问责制和学生自主权.
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