引用本文:张阳 伦施斯 曲波.《大学教师教学效果评价问卷》在医学院校教学效果评价中的应用[J].中华医学教育探索杂志,2014,13(5):433~436
《大学教师教学效果评价问卷》在医学院校教学效果评价中的应用
The study of medical students' evaluation of educational quality with SEEQ questionnaire in medical school
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中文关键词:  大学教师教学效果评价问卷  医学生  教学效果  评价
英文关键词:Students' evaluations of educational quality questionnaire  Medical students  Educational quality  Evaluation
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张阳 伦施斯 曲波 The Research Centre for Medical Education of China Medical University 
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中文摘要:
      目的 探讨大学教师教学效果评价(students' evaluations of educational quality,SEEQ)问卷在医学院校教师教学效果评价中的应用效果和相关影响因素。方法 利用SEEQ问卷中文版对某医科大学477名1至4年级临床医学专业五年制学生进行调查,评价教师教学效果。利用SPSS 19.0软件进行统计分析,采用内部一致性检验和主成分分析对量表的信度和效度进行检验;采用t检验和方差分析,对学生性别、年级、课程类型和学业成绩等因素在问卷7个维度的得分进行比较。结果 本次研究SEEQ量表的Cronbach's α系数为0.89,因子累计方差贡献率为86.43%,问卷的信度和效度较好。女生在师生人际关系维度得分高于男生(P=0.022),低年级学生对教学效果评价各维度得分均较低(P<0.05),临床医学课程在各维度得分较高(P<0.05),成绩优秀的学生在学习价值感、师生人际关系、教师知识宽度和课程管理维度上得分较高(P<0.05)。结论 利用SEEQ量表对医学教师教学效果评价具有可行性。教师可根据不同学生、课程特点开展有针对性的教学改革。
英文摘要:
      Objective To explore the application of students' evaluations of educational quality questionnaire(SEEQ) and related influencing factors in the teaching effectiveness evaluation of medical faculty. Methods 477 Grade 1-4 five-years medical students in China medical university were investi-gated to evaluate the teaching effectiveness. We used the internal consistency and principal component method to test the reliability and validity of the scales. We analyzed different influencing factors of educational quality including different gender, grade, student academic achievement and curriculum type with the t-test and AVONA in the SPSS 19.0 software, P<0.05 was considered statisti-cally. Results The Cronbach's α coefficient of SEEQ was 0.89, the cumulative variance contribution rate was 86.43%, the reliability and validity of the questionnaire were good. Girls scored higher in the teacher-student relationships domain than boys(P=0.022). Students in the lower grade had lower scores in the dimen-sions of the scales(P<0.05). Clinical courses scored higher in all dimensions of the scales(P<0.05) than basic medical courses. Outstanding students had higher scores in the sense of the learning value, teacher-student relationships, the scope of teacher's knowledge and curriculum management than nor-mal students(P<0.05). Conclusions It is feasible that SEEQ questionnaire is applied in the teaching evaluation of medical faculty. Medical faculties should carry out teaching in-novation according to the characteristics of different students and course type with the targeted method.
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