DaRosa D A, Folse J R, Sachdeva A K, Dunnington G L, Reznick R
Department of Surgery, Southern Illinois University School of Medicine, Springfield.
Am J Surg. 1995 Apr;169(4):410-3. doi: 10.1016/s0002-9610(99)80186-x.
In August 1993 the American College of Surgeons sponsored a course entitled "Surgeons as Educators" (SAE) aimed at equipping academic surgeons with the knowledge and skills necessary to enhance surgical education administration, curriculum, teaching, and evaluation.
The instructional design model used to construct the course called for a formal needs assessment to determine the importance, current skill level, and priority of what needed to be learned to be an effective educator. The needs assessment was accomplished using a job analysis and questionnaire approach. The 68-item questionnaire was mailed to 320 academic surgeons representing eight medical schools.
A 62% response rate was achieved. Results indicated the education-related tasks or activities that faculty felt were important to their careers, as well as their perceived level of development in each area. Descriptive statistics were used to summarize the responses that were critical to the SAE faculty in helping prioritize, sequence, and time ration course content. Collective results became the foundation for developing the SAE curriculum by the course's five faculty members.
A well-done needs assessment does not necessarily guarantee course success; however, it is the first and critical step to planning an educationally sound faculty development course or program designed for adult learners.
1993年8月，美国外科医师学会主办了一门名为“外科医生作为教育者”（SAE）的课程，旨在使学术外科医生具备提升外科教育管理、课程设置、教学和评估所需的知识与技能。
构建该课程所采用的教学设计模型要求进行正式的需求评估，以确定成为一名有效教育者所需学习内容的重要性、当前技能水平和优先级。需求评估通过工作分析和问卷调查的方法完成。这份包含68个条目的问卷被邮寄给代表八所医学院的320名学术外科医生。
获得了62%的回复率。结果表明了教师认为对其职业重要的与教育相关的任务或活动，以及他们在每个领域的自我认知发展水平。描述性统计用于总结那些对SAE教员在帮助确定课程内容的优先级、顺序和时间分配方面至关重要的回复。汇总结果成为该课程的五名教员开发SAE课程的基础。
一项完成得很好的需求评估不一定能保证课程成功；然而，它是为成年学习者规划一门教育上合理的教员发展课程或项目的首要且关键的一步。
