Ramsey P G, Gillmore G M, Irby D M
Department of Medicine, University of Washington School of Medicine, Seattle 98195.
J Gen Intern Med. 1988 Jul-Aug;3(4):351-5. doi: 10.1007/BF02595793.
A clinical teaching assessment form was used to evaluate the teaching by faculty and residents in the required third-year medicine clerkship over a two-year period. Data from 1,627 forms were analyzed for differences between groups of teachers at different experience levels and for comparison of teaching programs at different training sites. The level of involvement of instructor with student correlated with ratings by the students. Among groups of instructors, chief medical residents received the highest overall ratings. Faculty were rated higher than first-, second-, and third-year residents when degree of involvement of instructor with student was high. Ratings among faculty of different academic ranks were not significantly different. Analysis of data from different clinical settings showed that the teaching efforts by clinical faculty members in the ambulatory setting received the highest ratings from students. Although increased involvement of instructors with students or other factors may have led to the higher ratings in the ambulatory setting, the results are encouraging for the use of ambulatory teaching sites for the basic medicine clerkship.
使用一份临床教学评估表，在两年时间里对教师和住院医师在必修的三年级医学实习中的教学情况进行评估。分析了来自1627份表格的数据，以比较不同经验水平教师群体之间的差异，以及不同培训地点教学项目的情况。教师与学生的参与程度与学生的评分相关。在教师群体中，总住院医师获得的总体评分最高。当教师与学生的参与程度较高时，教师的评分高于一年级、二年级和三年级住院医师。不同学术职级教师的评分没有显著差异。对不同临床环境数据的分析表明，临床教师在门诊环境中的教学努力获得了学生的最高评分。虽然教师与学生参与程度的提高或其他因素可能导致了门诊环境中的较高评分，但这些结果对于将门诊教学地点用于基础医学实习来说是令人鼓舞的。
