Ploteau S, Winer N, Barrier J, Rogez J-M, Philippe H-J
Service de gynécologie-obstétrique, pavillon de la mère et de l'enfant, CHU de Nantes, 38, boulevard Jean-Monnet, 44093 Nantes cedex, France.
J Gynecol Obstet Biol Reprod (Paris). 2007 Dec;36(8):807-16. doi: 10.1016/j.jgyn.2007.07.004. Epub 2007 Sep 14.
The evaluation of an educational system is part of the essential process to get high-quality teaching. We wanted to assess the teaching and the teachers in a gynaecological unit with a view to improve the education of the trainees within a dynamic educational system.
It is a prospective study which took place in the gynecology-obstetric unit of the University of Nantes. Thanks to a questionnaire called "Evaluation of the teaching during a gynecologic-obstetric training course", we evaluated the feelings of 21 medical students about their two-month training course. This questionnaire of 27 items is divided in several parts. The first one is about the quality of the teaching, the second about planification, the third about the quality of the learning resources, and the fourth is about the educational quality of each teacher (interaction teacher-student). The fifth one evaluates the perception of this work experience by the student, notably his clinical activity and his personal implication in the unity. There are also some open questions which point out the positive aspects of the teaching but also its failings and the parts that must be improved. We give here the details of the different stages of this assessment from the questionnaire up to the results, mentioning their limits considering the conceptual orientations and the methodological orientations chosen.
Analysis of the data was done determining the percentage of agreement and disagreement to a statement of the questionnaire. All the students find the teachings interesting and stimulating, objectives were gone through thoroughly. Courses were well organised. Their integration in the medical team was good. They feel responsible especially when they are on call (88.3%). On the other hand, for a quarter of them, educational supports are not adapted, teaching documents are not clear and adapted to the National Test. Half of them (45%) are not satisfied by the numerical campus which does not facilitate understanding. Staffs are not an opportunity to learn for 37% of them. Management by senior doctors is insufficient.
Students are completely integrated into the process of evaluation but concrete actions to improve the teaching have to be realised in the hospital departments. Questionnaire is an informative and adapted tool. It permits to highlight the flaws in the learning process and to remedy them.
对教育体系进行评估是获得高质量教学的重要环节。我们希望评估一个妇科单元的教学情况及教师表现，以便在动态教育体系中改善实习生的教育状况。
这是一项前瞻性研究，在南特大学妇产科单元开展。借助一份名为“妇产科培训课程教学评估”的问卷，我们评估了21名医学生对其为期两个月培训课程的感受。这份包含27个项目的问卷分为几个部分。第一部分是关于教学质量，第二部分是关于规划，第三部分是关于学习资源质量，第四部分是关于每位教师的教育质量（师生互动）。第五部分评估学生对这段工作经历的看法，尤其是其临床活动及在该单元中的个人参与度。问卷中还有一些开放性问题，指出了教学的积极方面、不足之处以及必须改进的部分。在此，我们详细介绍了从问卷到结果的评估不同阶段，并提及了考虑到所选概念导向和方法导向的局限性。
通过确定对问卷陈述的同意和不同意百分比来进行数据分析。所有学生都认为教学有趣且有启发性，目标讲解透彻。课程组织良好。他们融入医疗团队的情况良好。他们尤其在值班时感到有责任感（88.3%）。另一方面，四分之一的学生认为教育支持不合适，教学文件不清晰且不符合国家考试要求。一半学生（45%）对数字化校园不满意，认为其不利于理解。37%的学生认为工作人员不是学习的机会。上级医生的管理不足。
学生完全融入了评估过程，但医院科室必须采取具体行动来改进教学。问卷是一种信息丰富且适用的工具。它能够凸显学习过程中的缺陷并加以纠正。
