Baggott J
J Med Educ. 1987 Jun;62(6):491-6. doi: 10.1097/00001888-198706000-00006.
Lecturers in a medical biochemistry course were evaluated by medical students with respect to overall impression and seven specific characteristics expected to predict overall impression. Each lecturer's ratings were subjected to stepwise multiple regression analysis to identify the characteristics that best accounted for the students' overall impression. The results were fed back to the lecturers, and each lecturer was subsequently interviewed. The interviews revealed that 60 percent of the lecturers had not correctly interpreted the analysis. Half of the lecturers expressed interest in improving their performance, and 20 percent of the lecturers requested specific, detailed guidance in overcoming problems. The author concludes that multivariate analysis of student ratings can generate feedback specific enough to guide teacher improvement but that it is essential to present the information to the faculty in conjunction with individual discussions.
在一门医学生物化学课程中，医学生对讲师在总体印象以及预计能预测总体印象的七个具体特征方面进行了评价。对每位讲师的评分进行逐步多元回归分析，以确定最能解释学生总体印象的特征。结果反馈给了讲师，随后对每位讲师进行了访谈。访谈显示，60%的讲师没有正确解读分析结果。一半的讲师表示有兴趣提高自己的表现，20%的讲师要求提供具体、详细的指导以解决问题。作者得出结论，对学生评分进行多变量分析可以产生足够具体的反馈以指导教师改进，但必须结合个别讨论向教师们呈现这些信息。
