Baral N, Gautam A, Lamsal M, Paudel B H, Lal Das B K, Aryal M
Department of Health Professions Education, B.P. Koirala Institute of Health Sciences, Dharan, Nepal.
Kathmandu Univ Med J (KUMJ). 2011 Jul-Sep;9(35):189-92.
Medical education has experienced a rapidly changing scenario especially during the past three decades. Teachers training programs have emerged in recent years as a more in depth and comprehensive mechanisms for strengthening instructional skills and formulating assessment techniques among faculty members.
The present study was carried out with the aim of assessing effectiveness of teacher training workshop on assessment techniques at B.P. Koirala Institute of Health sciences (BPKIHS), Dharan, Nepal. Methods: In this prospective questionnaire based study, the 26 entry level teachers were enrolled. They were requested to fill the questionnaire before and after the workshop on the assessment techniques at BPKIHS, Dharan.
Twenty six teachers majority of whom were entry level teachers comprising of medical, dental, nursing and allied sciences participated in pre- and post test analysis on the various components of written and oral examinations. A two and half days long training was conducted having 9 hours of teaching interactive sessions, 6 hours of group exercises, daily evaluation and 3 hours of presentation by participants. There was high degree of agreement with most topics of the assessment training.
There was a significant gain in knowledge (p < 0.001) by the participants. All the participants (100%) agreed upon the training being informative and learned new things about assessment. More practice session with longer duration with invited resource persons were also suggested for an effective session.
Thereis an immense opportunity for a better and comprehensive training in evaluation techniques in medical education..
医学教育经历了迅速变化的局面，尤其是在过去三十年中。近年来，教师培训项目已成为一种更深入、更全面的机制，用于加强教师的教学技能和制定评估技术。
本研究旨在评估尼泊尔达兰的BP柯伊拉腊健康科学研究所（BPKIHS）教师培训工作坊在评估技术方面的有效性。方法：在这项基于问卷的前瞻性研究中，招募了26名入门级教师。要求他们在BPKIHS达兰评估技术工作坊前后填写问卷。
26名教师（大多数为入门级教师，包括医学、牙科、护理和相关学科）参与了笔试和口试各部分的前后测试分析。开展了为期两天半的培训，包括9小时的教学互动课程、6小时的小组练习、每日评估以及3小时的学员展示。评估培训的大多数主题都得到了高度认可。
参与者的知识有显著提高（p < 0.001）。所有参与者（100%）都认为培训内容丰富，并学到了有关评估的新知识。还建议与受邀的资源人员进行更长时间的更多练习课程，以确保培训效果。
在医学教育中，有巨大的机会开展更好、更全面的评估技术培训。
