医学生对师生配对中带教教师的评价。
Medical student evaluation of faculty in student-preceptor pairs.
作者信息
Willett Rita M, Lawson Sonya R, Gary Judy S, Kancitis Indra A
机构信息
Virginia Commonwealth University School of Medicine, Department of Internal Medicine, 1200 East Broad Street, Box 980311, Richmond, VA 23298-9311, USA.
出版信息
Acad Med. 2007 Oct;82(10 Suppl):S30-3. doi: 10.1097/ACM.0b013e318141f575.
BACKGROUND
Students' willingness to provide candid feedback about faculty in student-preceptor pairs is unknown. Strategies addressing this in U.S. medical schools have not been reported. This study describes student comfort in evaluating preceptors and how medical schools obtain/use evaluations of preceptors.
METHOD
First- and second-year medical students at Virginia Commonwealth University completed a survey at midyear and year end. A Web-based survey of U.S. medical schools was conducted.
RESULTS
Two hundred eighty-two (78%) students and 84 (70%) medical schools responded. Most students felt comfortable providing feedback to program faculty (95%), whereas fewer felt comfortable with the preceptor (77%). Students commented on both the importance and awkwardness of giving feedback. Approximately 75% of medical schools agreed that lack of anonymity limits student candor on preceptorship evaluations.
CONCLUSIONS
Understanding the impact of one-to-one ratio on student evaluations of faculty may enable programs to develop more effective evaluation strategies.
背景
学生是否愿意就师生配对中的带教教师提供坦诚反馈尚不清楚。美国医学院校针对此问题的策略尚未见报道。本研究描述了学生在评估带教教师时的舒适度，以及医学院校如何获取/使用对带教教师的评估。
方法
弗吉尼亚联邦大学的一、二年级医学生在年中及年末完成了一项调查。对美国医学院校进行了一项基于网络的调查。
结果
282名（78%）学生和84所（70%）医学院校做出了回应。大多数学生认为向项目教员提供反馈感到自在（95%），而对带教教师感到自在的学生较少（77%）。学生们对提供反馈的重要性和尴尬之处都发表了评论。约75%的医学院校认为缺乏匿名性会限制学生在带教教师评估中的坦诚度。
结论
了解师生一对一比例对学生对教师评估的影响，可能使项目能够制定更有效的评估策略。
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