Potisek Nicholas M, Page Laura, Narayan Aditee, McNeal-Trice Kenya, Steiner Michael J
Wake Forest School of Medicine, Winston-Salem, NC, USA.
Duke University Hospital, Durham, NC, USA.
Glob Pediatr Health. 2019 Jan 24;6:2333794X18822996. doi: 10.1177/2333794X18822996. eCollection 2019.
. Faculty factors not inherently related to teaching effectiveness can influence teaching ratings. No studies have focused on pediatric faculty who possess unique differences from general medical faculty. . We designed a retrospective observational study to compare faculty teaching ratings with measured factors across 3 academic pediatric institutions. . Our study included 196 faculty members. The majority (76%) of variation in teaching effectiveness ratings was not accounted for by any measured variable, but 24% was attributed to measurable factors. Increased resident exposure (sequential = .10, < .0001) significantly affected teaching effectiveness. Variation between resident ratings of pediatric faculty teaching can be partially explained by measured factors not necessarily related to teaching effectiveness. . The identification of faculty factors that significantly contribute to rating variation can enhance interpretation of these rating.
与教学效果并无内在关联的教师因素会影响教学评分。尚无研究关注与普通医学教师存在独特差异的儿科教师。我们设计了一项回顾性观察研究，以比较3家学术性儿科机构中教师的教学评分与可测量因素。我们的研究纳入了196名教师。教学效果评分中大部分（76%）的差异无法由任何可测量变量解释，但24%可归因于可测量因素。住院医师接触增加（连续变量=0.10，P<0.0001）对教学效果有显著影响。儿科教师教学的住院医师评分差异可部分由不一定与教学效果相关的可测量因素解释。识别对评分差异有显著贡献的教师因素可增强对这些评分的解读。
