Zeng Zhi-rong, Yu Shou-yi, Zhou Zeng-huan, Zhang Chao, Wang Dong
Department of Teaching Administration, Southern Medical University, Guangzhou 510515, China.
Nan Fang Yi Ke Da Xue Xue Bao. 2006 Aug;26(8):1157-9.
To analyze the status quo of teaching behaviors of teachers in a medical university and identify the factors affecting teaching behaviors to improve the teaching quality.
All the staff conducting direct teaching in a medical college were investigated by cross-sectional survey and case-control study. Logistic regression model was established, with the results of teaching quality as dependent variable and influential factors as independent variable. The case-control study was conducted by one-way analysis of unconditional logistic regression and logistic multivariate analysis.
The differences in teaching quality among 38 various teaching behaviors of the university teachers were significant. Four factors in teaching behaviors were found to influence the improvement of teaching from poor to excellent quality, 6 affecting improvement from moderate to excellent and 7 from poor to moderate.
The critical teaching behaviors affecting teaching quality vary with different levels of teaching quality and potentials of improvement, and the closeness of the association also varies.
分析某医科大学教师教学行为现状，找出影响教学行为的因素，以提高教学质量。
采用横断面调查和病例对照研究对某医学院所有直接从事教学的人员进行调查。建立Logistic回归模型，以教学质量结果为因变量，影响因素为自变量。病例对照研究采用非条件Logistic回归单因素分析和Logistic多因素分析。
该大学教师38种不同教学行为的教学质量差异有统计学意义。发现教学行为中的4个因素影响教学质量从差到优的提升，6个因素影响教学质量从中等提升到优秀，7个因素影响教学质量从差提升到中等。
影响教学质量的关键教学行为因教学质量水平和提升潜力不同而有所差异，且关联紧密程度也不同。
