Anderson D C, Harris I B, Allen S, Satran L, Bland C J, Davis-Feickert J A, Poland G A, Miller W J
Hennepin County Medical Center, Department of Neurology, Minneapolis, MN 55415.
Acad Med. 1991 Jan;66(1):29-34. doi: 10.1097/00001888-199101000-00009.
Validation of students' feedback as a measure of teaching effectiveness has been problematic for courses teaching clinical skills. This is true in part because establishing a valid and reliable method of assessing students' mastery of clinical skills has been a stumbling block. Reported here is the correlation of students' performances on an objective structured clinical examination (OSCE) with previously and independently collected feedback from students. In 1987-88, 190 second-year medical students at the University of Minnesota Medical School--Minneapolis spent one fourth of a second-year clinical skills course on neurology randomly assigned to one of four teaching sites--hospitals A, B, C, and D. Following their rotations, 180 of the students completed usable feedback forms. The students were consistently and significantly more positive about the teaching at hospital A. At the end of the year, all 190 students were tested using an OSCE having 20 stations, four of which presented neurologic problems. The students who had the neurology course at hospital A performed better on all four neurology problems, and differences were statistically significant for two of the problems. Feedback in this case accurately reflected a more effective teaching program.
对于临床技能教学课程而言，验证学生反馈作为教学效果衡量指标一直存在问题。部分原因在于，建立一种有效且可靠的评估学生临床技能掌握程度的方法一直是个绊脚石。本文报告了学生在客观结构化临床考试（OSCE）中的表现与先前独立收集的学生反馈之间的相关性。1987 - 1988年，明尼阿波利斯明尼苏达大学医学院的190名二年级医学生，将二年级临床技能课程四分之一的时间用于神经学学习，并随机分配到四个教学地点之一——A、B、C和D医院。轮转结束后，180名学生填写了可用的反馈表。学生们对A医院的教学一直且显著更为满意。年底时，所有190名学生都参加了一场有20个考站的OSCE测试，其中四个考站呈现神经学问题。在A医院学习神经学课程的学生在所有四个神经学问题上表现更好，其中两个问题的差异具有统计学意义。在这种情况下，反馈准确反映了一个更有效的教学方案。
