Williams B C, Pillsbury M S, Stern D T, Grum C M
Ann Arbor VA Medical Center and University of Michigan Medical Center, USA.
Eval Health Prof. 2001 Mar;24(1):53-60. doi: 10.1177/01632780122034786.
Recognizing and rewarding teaching faculty are increasingly important to medical schools and are often hampered by low perceived reliability and validity of measures of teaching ability. The purpose of this study was to cross-validate two independently generated measures of teaching from medical students and residents. A total of 2,318 medical student and 4,425 resident scores for single-item measures of teaching ability for 129 teaching faculty members of a department of internal medicine over a 6-year period were compared. Results showed that average teaching scores were higher for medical students than residents. Rank order of faculty were within 2 quintiles for the two groups for over 90% of faculty. Highly discordant evaluations were seen for only 8% of faculty. The authors conclude the general concordance of two independent measures of teaching ability adds evidence to the existing literature of the validity of single-item measures of teaching ability from two different types of learners.
认识和奖励教师对医学院校日益重要，但教学能力衡量标准的可信度和有效性往往不高，这常成为阻碍。本研究的目的是对两项分别由医学生和住院医师独立生成的教学衡量标准进行交叉验证。我们比较了内科某科室129名教师在6年期间的单项目教学能力衡量标准的2318名医学生评分和4425名住院医师评分。结果显示，医学生给出的平均教学评分高于住院医师。超过90%的教师在两组中的排名处于2个五分位数范围内。只有8%的教师出现了高度不一致的评价。作者得出结论，两项独立的教学能力衡量标准总体上具有一致性，这为现有文献中关于两种不同类型学习者的单项目教学能力衡量标准的有效性增添了证据。
