探索医学教育者对在线教学的准备情况及其教育需求的优先顺序。
Exploring medical educators' readiness and the priority of their educational needs for online teaching.
机构信息
Department of Medical Education, Dong-A University College of Medicine, Busan, Korea.
Department of Parasitology, Dong-A University College of Medicine, Busan, Korea.
出版信息
Korean J Med Educ. 2021 Mar;33(1):37-44. doi: 10.3946/kjme.2021.185. Epub 2021 Mar 2.
PURPOSE
This study investigated medical educators' readiness for online teaching by exploring their perceived ability and importance of online teaching competencies and identified the highest priority of their educational needs.
METHODS
In this study, 144 medical education faculty members from a university were invited to participate. The faculty online teaching readiness scale was virtually distributed at the end of the spring semester of 2020 and 38 faculty members responded for 2 weeks. The collected data were analyzed with descriptive statistics, paired t-tests, Borich Needs Assessment, and the Locus for Focus model.
RESULTS
The overall average perceived ability was 2.76, while the overall average perceived importance was 3.36. The course design and the technical competency categories showed the highest and lowest educational needs, respectively. Five competencies were given the highest priority of educational needs.
CONCLUSION
The results revealed that the medical educators are not ready for online teaching; thus, urgent educational needs for online teaching competencies exist.
目的
本研究通过探讨医学教育者对在线教学能力的感知能力和重要性，以及确定他们教育需求的最优先事项，来调查医学教育者对在线教学的准备情况。
方法
本研究邀请了一所大学的 144 名医学教育教师参加。2020 年春季学期末，通过网络分发了医学教育者在线教学准备量表，有 38 名教师在两周内做出了回应。使用描述性统计、配对 t 检验、Borich 需求评估和焦点位置模型对收集的数据进行了分析。
结果
总体平均感知能力为 2.76，而总体平均感知重要性为 3.36。课程设计和技术能力类别分别显示出最高和最低的教育需求。有五项能力被列为教育需求的最优先事项。
结论
研究结果表明，医学教育者还没有为在线教学做好准备，因此，在线教学能力的教育需求非常迫切。
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