疫情后虚拟教学自我效能:伊朗希拉兹医学科学大学医学教育家的见解,伊朗
Ali Reza Rezvani1, Nahid Zarifsanaiey2, Parviz Shahmirzalou3
1Hematology Research Center, Shiraz University of Medical Sciences, Shiraz, Iran.
Middle East journal of digestive diseases
|March 6, 2026
概括
在线教学中的教师自我效能在COVID-19后处于中度高位,人口统计因素没有显著影响. 建议继续培养教师,以实现有效的虚拟医学教育策略.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 数字学习数字学习
背景情况:
- 由于COVID-19的流行,医疗教育需要快速转向在线教学.
- 教师的自我效能对于有效的虚拟教学至关重要,但在线教学往往低于面对面的环境.
- 评估在线环境中的教师自我效能对于适应疫情后的医学教育至关重要.
研究的目的:
- 评估Shiraz医学科学大学 (SUMS) 临床教师在在线教学中的自我效能.
- 调查人口因素和专业领域对COVID-19大流行后虚拟教学自我有效性的影响.
- 为加强在线医学教育提供数据驱动的建议.
主要方法:
- 一项涉及203名SUMS临床教师的横截面研究.
- 利用经过验证的教师自我效能度量表 (TSES),翻译成波斯语.
- 用描述性统计,ANOVA,t测试和千平方测试分析的数据.
主要成果:
- 平均自我有效性得分为56.17 (SD=14.62),70%的人报告中等到高效.
- 没有发现自我有效性得分和人口因素 (性别,经验,专业,婚姻状况) 之间有显著的关联.
- 在这个队列中观察到TSES的优良内部一致性 (Cronbach的alpha=0.94).
结论:
- 在COVID-19后的虚拟教学中,SUMS教师表现出适度高的自我效率.
- 对教师发展计划的持续投资对于维持和改善在线教学实践至关重要.
- 解决医疗教育不断变化的需求需要在数字学习环境中持续支持教师.
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