将学习和教学观念（COLT）工具的使用扩展到研究生阶段。

Extending the use of the conceptions of learning and teaching (COLT) instrument to the postgraduate setting.

机构信息

De La Salle University College of Medicine, De La Salle Medical Health Sciences Institute, Dasmarinas, Cavite, Philippines.

Maastricht University Medical Centre, Maastricht, Netherlands.

出版信息

BMC Med Educ. 2021 Jan 7;21(1):32. doi: 10.1186/s12909-020-02461-2.

DOI:10.1186/s12909-020-02461-2

PMID:33413352

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC7792289/

Abstract

BACKGROUND

Several studies have shown that conceptions of teachers on teaching and learning can influence the teaching practices and behavior in higher education. This association is also found in undergraduate medical education but not yet established in postgraduate medical setting. An instrument, Conceptions of Learning and Teaching (COLT) was developed to measure conception of teachers in undergraduate medical education. COLT is a 3-factor 18-item questionnaire. The objective of this study is to evaluate if COLT is valid for postgraduate medical education.

METHODS

We invited postgraduate clinical faculty from 3 hospitals in the Netherlands to fill out the COLT. Confirmatory and exploratory factor analysis were performed to evaluate the fit of the postgraduate clinical faculty data to the COLT. Analysis of variance was done to evaluate if there was difference among the 3 hospitals in terms of the response by the clinical faculty.

RESULTS

Confirmatory factor analysis showed that the postgraduate faculty data had a 2 factor structure after removal of five items. These factors were Teacher Centeredness (TC) and combined Appreciation of Active Learning and Orientation to Professional Practice (A-P) and were considered as comparable to the factors in the original COLT, expressing the post-graduate learning and teaching setting. As several items were removed, the fit was suboptimal, yet did suggest validity for use of the COLT for postgraduate medical education.

CONCLUSION

The modified COLT can be used to measure conceptions of teaching and learning in postgraduate medical education. We recommend further study to improve the factor structure of the modified COLT.

摘要

背景

多项研究表明，教师对教与学的观念会影响高等教育中的教学实践和行为。这种关联在本科医学教育中也有发现，但在研究生医学教育中尚未建立。一种名为“学习与教学观念”（COLT）的工具被开发出来，用于衡量本科医学教育中教师的观念。COLT 是一个包含 3 个因素、18 个项目的问卷。本研究的目的是评估 COLT 是否适用于研究生医学教育。

方法

我们邀请了荷兰 3 家医院的研究生临床教师填写 COLT。进行验证性和探索性因子分析，以评估研究生临床教师数据与 COLT 的拟合程度。方差分析用于评估 3 家医院的临床教师在反应方面是否存在差异。

结果

验证性因子分析显示，在删除 5 个项目后，研究生教师数据具有 2 个因素结构。这两个因素分别是教师中心（TC）和综合的积极学习欣赏与专业实践取向（A-P），被认为与 COLT 中的原始因素相似，表达了研究生的学习和教学环境。由于删除了一些项目，拟合度不是最佳的，但仍表明 COLT 可用于研究生医学教育的测量。