Shaw Graham P
Barry University, School of Podiatric Medicine, 11300 NE 2nd Ave, Miami Shores, FL 33161, USA.
J Am Podiatr Med Assoc. 2013 Jan-Feb;103(1):94-6. doi: 10.7547/1030094.
Faculty in the present-day academic medicine environment are expected to perform multiple functions, notably, the provision of high-quality teaching to the medical professionals of tomorrow. However, evaluating the effectiveness of this teaching is particularly difficult. Student evaluations of teaching, despite their many flaws, are widely used as a convenient tool to measure teaching effectiveness. Administrators continue to routinely use student evaluation of teaching surveys in faculty retention/promotion and merit pay decisions. This practice should be reevaluated since it may have unintended consequences, such as grade inflation and content debasement, and may contribute to faculty leaving the institution and even the profession. A more valid, reliable, and formative protocol for the evaluation of genuine teaching effectiveness needs to be developed as a matter of some urgency. In this review, alternatives to the student evaluation of teaching are explored to better measure true teaching effectiveness.
在当今的学术医学环境中，教师需要履行多项职责，尤其是为未来的医学专业人员提供高质量的教学。然而，评估这种教学的有效性特别困难。学生对教学的评价尽管存在诸多缺陷，但仍被广泛用作衡量教学效果的便捷工具。管理人员在教师留任/晋升和绩效工资决策中继续常规使用学生教学评价调查。这种做法应该重新评估，因为它可能会产生意想不到的后果，如成绩膨胀和教学内容质量下降，还可能导致教师离开机构甚至整个行业。迫切需要制定一个更有效、可靠且具有形成性的方案来评估真正的教学效果。在本综述中，探讨了替代学生教学评价的方法，以更好地衡量真正的教学效果。
