Abu-Zidan F M, Premadasa I G
Department of Surgery, Mubarak Al-Kabeer Teaching Hospital.
Singapore Med J. 2002 Dec;43(12):610-3.
This study was aimed at evaluating the pattern of instructional skills of surgical tutors in a university hospital and the effect of feedback on this pattern.
Students who followed three clinical rotations at the Department of Surgery, Mubarak Al-Kabeer Teaching Hospital, Kuwait, responded anonymously to a structured questionnaire on the instructional skills of their tutors immediately after the rotation was completed. The questionnaire included six statements related to teacher-centred instructional skills and six statements related to student-centred instructional skills. The students indicated their perception on a five-point rating scale (very poor, poor, fair, good and very good). A summary of students' opinions was made available to the teachers soon after each rotation.
The percentage of good/very good categories was significantly higher in the teacher-centred skills compared with the student-centred skills (median (range), 87.05% (85.9-91.7) compared with 79.6% (76.6-80.6), (p = 0.004, Mann Whitney U test). This difference was significant in the first two rotations (p < 0.005) but not in the third rotation (p=0.59).
This study shows that behaviours of teachers which dealt directly with the learner's role in learning received lower emphasis than the teacher-centred activities and that feedback may modify this behaviour.
本研究旨在评估某大学医院外科带教教师的教学技能模式以及反馈对此模式的影响。
在科威特穆巴拉克·卡比尔教学医院外科进行三轮临床轮转的学生，在轮转结束后立即匿名填写一份关于带教教师教学技能的结构化问卷。问卷包括六条与以教师为中心的教学技能相关的陈述和六条与以学生为中心的教学技能相关的陈述。学生根据五点量表（非常差、差、一般、好、非常好）表明他们的看法。每次轮转后不久，会将学生意见的总结反馈给教师。
与以学生为中心的技能相比，以教师为中心的技能中“好/非常好”类别的百分比显著更高（中位数（范围），87.05%（85.9 - 91.7）与79.6%（76.6 - 80.6）相比，（p = 0.004，曼-惠特尼U检验）。在前两轮轮转中这种差异显著（p < 0.005），但在第三轮轮转中不显著（p = 0.59）。
本研究表明，与以教师为中心的活动相比，直接涉及学习者在学习中角色的教师行为受到的重视程度较低，并且反馈可能会改变这种行为。
