Weber A, Wacker A, Weltle D, Lehnert G
Geschäftsstelle des Medizinischen Fakultätentages (MFT) der Bundesrepublik Deutschland.
Dtsch Med Wochenschr. 2000 Dec 22;125(51-52):1560-4. doi: 10.1055/s-2000-9525.
The aim of this study was to gather, against the background of a long-discussed deficit in academic teaching, data on the current activities of medical faculties with regard to teaching, and to analyse these findings. Another aim was to obtain suggestions for establishing a consensus on indicators that could be used to assess the quality of teaching.
In March 2000, a written inquiry was addressed to the deans of all 37 medical faculties in Germany. The questionnaire, arranged so that responses could be entered into a data-base, consisted of ten items in three parts. Part 1 concerned the evaluation of teaching, parts 2 and 3 dealt with the place of specific assessment of teaching in the process of choosing lecturers ("habilitation") and appointing senior professors. In addition to providing alternative answers (in some instances, allowing a choice of several alternatives) there was also space for written comments. The answers were analysed by descriptive statistics.
All questionnaires were returned in a usable form (response rate 100%). 36 faculties had, at the time of receiving the questionnaire, already instituted teaching assessments, of clinical teaching sessions more often than preclinical ones (97% vs 89%). The most widespread method of assessment consisted of obtaining students' opinion and of using the centralized written examinations of the institute for Medical and Pharmaceutical Examination Questions. In more than half of the faculties (57%) an above-average teaching performance by teachers was acknowledged in special ways (honours/prizes). In 31 faculties (84%) teaching experience counted as an absolute prerequisite for obtaining a lectureship, but as a rule without employing any defined standards. With regard to the selection of senior professors, 27 faculties (73%) explicitly took teaching competence into account. Defined criteria for assessing teaching ability were largely absent.
The assessment of teaching quality can be considered as well established at medical faculties in Germany. However, the methods and models used are highly heterogeneous. Furthermore, numerous activities exist in the various faculties to increase the importance attached to academic teaching. However, despite using diverse indicators of quality, the central problems for assessing teaching ability remain unsolved.
本研究旨在，在学术教学中存在长期讨论的不足这一背景下，收集关于医学院校当前教学活动的数据，并对这些结果进行分析。另一个目的是就可用于评估教学质量的指标达成共识获取建议。
2000年3月，向德国所有37所医学院校的院长发送了书面询问。问卷设计成可将回答录入数据库的形式，由三部分的十个项目组成。第1部分涉及教学评估，第2和第3部分涉及在选拔讲师（“取得资格”）和任命教授过程中教学的具体评估情况。除了提供备选答案（在某些情况下，允许选择多个备选答案）外，还留有书面评论的空间。通过描述性统计分析回答内容。
所有问卷均以可用形式返回（回复率100%）。在收到问卷时，36所院校已经开展了教学评估，临床教学课程的评估比临床前教学课程更频繁（97%对89%）。最普遍的评估方法包括征求学生意见以及使用医学和药学考试问题研究所的集中笔试。超过半数的院校（57%）以特殊方式认可教师高于平均水平的教学表现（荣誉/奖项）。在31所院校（84%）中，教学经验被视为获得讲师职位的绝对前提条件，但通常没有采用任何明确的标准。关于教授的选拔，27所院校（73%）明确考虑了教学能力。评估教学能力的明确标准基本不存在。
在德国医学院校，教学质量评估可被视为已确立。然而，所使用的方法和模式高度异质。此外，各院校开展了许多活动以提高对学术教学的重视程度。然而，尽管使用了各种质量指标，但评估教学能力的核心问题仍未解决。
