客观结构化教学评估对教师教学技能的影响。
The impact of an objective structured teaching evaluation on faculty teaching skills.
机构信息
Department of Medicine, University of California School of Medicine, San Francisco, California, USA.
出版信息
Teach Learn Med. 2012;24(1):3-7. doi: 10.1080/10401334.2012.641476.
BACKGROUND
Objective structured teaching evaluations (OSTEs) have been utilized to evaluate educational curricula and for resident and faculty development.
PURPOSE
This study examines the impact of an OSTE on faculty teaching effectiveness and faculty satisfaction.
METHODS
From 2004 to 2007, 46 faculty members participated in the OSTE. Faculty assessed their teaching abilities with a retrospective pre-post-test analysis. Faculty teaching evaluations for the 6 months before and after the OSTE were compared. Faculty participants completed satisfaction questionnaires regarding their OSTE experience and made teaching plans for the future.
RESULTS
After the OSTE, faculty reported statistically significant improvements in all self-assessed teaching skills. There was, however, no improvement in their teaching evaluations. Faculty satisfaction with the OSTE experience was high. They indicated teaching plans incorporating lessons from the OSTE.
CONCLUSIONS
Faculty felt the OSTE was a rewarding experience and reported improvement in their teaching abilities; however, faculty teaching evaluations did not improve.
背景
客观结构化教学评估（OSTE）已被用于评估教育课程以及住院医师和教师的发展。
目的
本研究旨在考察 OSTE 对教师教学效果和教师满意度的影响。
方法
2004 年至 2007 年，46 名教师参加了 OSTE。教师通过回顾性前后测试分析评估他们的教学能力。比较 OSTE 前后 6 个月的教师教学评估。教师参与者完成了关于他们 OSTE 体验的满意度问卷，并为未来制定了教学计划。
结果
OSTE 后，教师报告说他们所有的自我评估教学技能都有了显著的提高。然而，他们的教学评估并没有提高。教师对 OSTE 体验的满意度很高。他们表示将把 OSTE 中的经验教训纳入教学计划。
结论
教师认为 OSTE 是一次有益的经历，并报告说他们的教学能力有所提高；然而，教师的教学评估并没有提高。
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