Behar-Horenstein Linda S, Mitchell Gail S, Dolan Teresa A
University of Florida, Department of Educational Leadership, Policy, and Foundations, P.O. Box 117046, Gainesville, FL 32611-7046, USA.
J Dent Educ. 2005 Jun;69(6):639-48.
A case study is used to illustrate how an evaluation strategy was used to assess classroom instructional practices following a multiyear institutional curriculum revision process. From January through April of 2003, twelve faculty in medicine and three faculty in dentistry who taught in the first- and second-year basic science courses within the dental curriculum participated in a qualitative study. The purpose was to use a formative evaluation process to assess the impact of the curriculum revision at the level of classroom instruction. The observations revealed that seventeen of the twenty classes observed were teacher-centered, passive, and lacked observable effort to help students understand the relationship of the lecture content to the oral health problems. Findings illustrate the importance of using formative evaluation as a mechanism to assess change efforts and how evidence-based study can be used to support initiatives directed toward assessing active student learning and problem solving. Raising faculty awareness about the importance of acquiring evidence-based educational skills, aligning instruction with course goals and objectives, formatively assessing teaching, and providing learning experiences that will actually be used in practice are essential to ensuring that active learning and critical thinking are demonstrated in the curriculum.
一项案例研究用于说明在多年的院校课程修订过程之后，如何运用一种评估策略来评估课堂教学实践。2003年1月至4月，在牙科学课程中教授一年级和二年级基础科学课程的12名医学教员和3名牙科教员参与了一项定性研究。目的是运用形成性评估过程，在课堂教学层面评估课程修订的影响。观察结果显示，所观察的20堂课中有17堂是以教师为中心、被动式的，并且缺乏明显的努力来帮助学生理解讲座内容与口腔健康问题之间的关系。研究结果说明了将形成性评估用作评估变革努力的一种机制的重要性，以及如何利用循证研究来支持旨在评估学生主动学习和问题解决能力的举措。提高教员对获取循证教育技能的重要性的认识、使教学与课程目标保持一致、对教学进行形成性评估以及提供将实际应用于实践的学习体验，对于确保课程中体现主动学习和批判性思维至关重要。
