Albanese M A, Schuldt S S, Case D E, Brown D
Department of Preventive Medicine and Environmental Health, University of Iowa College of Medicine, Iowa City 52242.
Acad Med. 1991 Jan;66(1):26-8. doi: 10.1097/00001888-199101000-00008.
This study sought to determine to what degree student ratings of specific lecturer characteristics relate to trained observer ratings of such characteristics and to identify the distinguishing delivery characteristics of highly rated lecturers. The 15 lowest-rated lecturers and the 15 highest-rated lecturers, based on the mean ratings of students from two consecutive years (1982 and 1983) in a large multi-instructor course, served as the target group. Blinded non-student raters observed the lectures in 1984 (two per lecture) and completed quantitative and qualitative forms. For all six subscores from the quantitative form, statistically significant differences between the lecturers given the highest and lowest ratings were obtained. It is concluded that the students' ratings were stable across the three years; the independent observers discriminated between the lecturers the students rated the highest and the lowest; voice presentation characteristics discriminated the most effectively; and nonmedical non-student observers are potentially a useful source of information regarding faculty teaching skills.
本研究旨在确定学生对特定讲师特征的评分与经过培训的观察者对这些特征的评分之间的关联程度，并识别高评分讲师独特的授课特征。在一门由多位教师授课的大型课程中，根据1982年和1983年连续两年学生的平均评分，选取了15位评分最低的讲师和15位评分最高的讲师作为目标群体。1984年，不知情的非学生评分者观察了这些讲座（每场讲座两名评分者），并完成了定量和定性表格。对于定量表格中的所有六个子分数，在评分最高和最低的讲师之间获得了具有统计学意义的差异。得出的结论是，学生的评分在三年中是稳定的；独立观察者能够区分学生评分最高和最低的讲师；语音呈现特征的区分效果最为显著；非医学专业的非学生观察者有可能成为有关教师教学技能的有用信息来源。
