Institute of General Practice, University of Erlangen-Nuremberg, Erlangen, Germany;
Department of Surgery, Heidelberg University Hospital, Heidelberg, Germany.
Med Educ Online. 2014 Mar 27;19:23868. doi: 10.3402/meo.v19.23868. eCollection 2014.
It is well accepted that medical faculty teaching staff require an understanding of educational theory and pedagogical methods for effective medical teaching. The purpose of this study was to evaluate the effectiveness of a 5-day teaching education program.
An open prospective interventional study using quantitative and qualitative instruments was performed, covering all four levels of the Kirkpatrick model: Evaluation of 1) 'Reaction' on a professional and emotional level using standardized questionnaires; 2) 'Learning' applying a multiple choice test; 3) 'Behavior' by self-, peer-, and expert assessment of teaching sessions with semistructured interviews; and 4) 'Results' from student evaluations.
Our data indicate the success of the educational intervention at all observed levels. 1) Reaction: The participants showed a high acceptance of the instructional content. 2) Learning: There was a significant increase in knowledge (P<0.001) as deduced from a pre-post multiple-choice questionnaire, which was retained at 6 months (P<0.001). 3) Behavior: Peer-, self-, and expert-assessment indicated a transfer of learning into teaching performance. Semistructured interviews reflected a higher level of professionalism in medical teaching by the participants. 4) Results: Teaching performance ratings improved in students' evaluations.
Our results demonstrate the success of a 5-day education program in embedding knowledge and skills to improve performance of medical educators. This multimethodological approach, using both qualitative and quantitative measures, may serve as a model to evaluate effectiveness of comparable interventions in other settings.
医学教师需要理解教育理论和教学方法，这一点已得到广泛认可，因为这对于有效的医学教学至关重要。本研究旨在评估为期 5 天的教学教育计划的效果。
采用定量和定性工具进行了一项开放性前瞻性干预研究，涵盖了柯克帕特里克模型的所有四个层次：
“反应”层面（职业和情感）采用标准化问卷进行评估；
“学习”层面通过多项选择测试进行评估；
“行为”层面通过自我评估、同伴评估和专家评估教学课程并进行半结构化访谈进行评估；
“结果”层面通过学生评估进行评估。
我们的数据表明，教育干预在所有观察到的层面都取得了成功。
“反应”：参与者对教学内容表现出高度认可。
“学习”：从预-后多项选择问卷中可以明显看出知识的增加（P<0.001），并且在 6 个月时仍保持不变（P<0.001）。
“行为”：同伴评估、自我评估和专家评估表明，学习已转化为教学表现。半结构化访谈反映了参与者在医学教学方面的专业水平有所提高。
“结果”：学生评估中的教学表现评价得到了提高。
我们的研究结果表明，为期 5 天的教育计划在医学教育者中嵌入知识和技能以提高表现方面取得了成功。这种多方法学方法，同时使用定性和定量措施，可以作为评估其他环境中类似干预措施效果的模型。
