Jones R F, Froom J D
Section for Institutional and Faculty Policy Studies, Association of American Medical Colleges, Washington, D.C. 20037.
Acad Med. 1994 Jun;69(6):476-83. doi: 10.1097/00001888-199406000-00015.
To identify problems in how medical school faculty are evaluated, from the perspectives of faculty and administrators, and to understand how perceptions of the problems differ among those with varying roles within the medical school.
In March 1992 seven copies of an open-ended questionnaire were sent to each dean at the 126 accredited U.S. medical schools and 16 affiliated Canadian schools. The deans were instructed to complete one form themselves and to distribute one copy each to (1) a faculty affairs dean, (2) a basic science chair, (3) a clinical chair, (4) a member of chair of the school's promotion and tenure committee, (5) a senior faculty member, and (6) a junior faculty member. The authors conducted a content analysis of narrative comments in response to a question that began "Please identify and briefly describe the most salient problems you observe at your institution in how faculty are evaluated."
Of a possible 994 responses, 455 (46%) were received. The respondents were from 102 of the 126 U.S. medical schools (81%) and eight of the 16 Canadian schools (50%). Response rates for the respondent subgroups ranged from 27% for the deans to 57% for the clinical chairs. Overall, the most frequently mentioned problems concerned the evaluation of teaching. General complaints about the inadequacy of current methods to evaluate teaching performance were most common--more than one in four respondents raised this issue--but the respondents also had specific complaints about student evaluations of teaching and the insufficient recognition given to teaching in the academic reward system. The frequencies with which other concerns were expressed tended to be related to the respondents' roles. These problems included concerns about the methods and measures used to assess research and scholarship and the quality of clinical care, the nonuniformity of evaluation processes and criteria for promotion among departments, the absence of regular evaluations, and the failure to link the results of evaluation to salary.
The study population was not random; indeed, it was probably biased toward those who felt strongly (and perhaps negatively) about the current evaluation system. Still, the intensity with which views were expressed was striking. Improving the evaluation of faculty teaching undoubtedly remains one of medical education's greatest challenges.
从教师和管理人员的角度识别医学院教师评估过程中存在的问题，并了解医学院内不同角色的人员对这些问题的看法有何差异。
1992年3月，向美国126所获得认证的医学院和16所加拿大附属医学院的每位院长发送了七份开放式问卷。院长们被要求自己填写一份表格，并分别向以下人员分发一份：（1）教师事务院长；（2）基础科学系主任；（3）临床系主任；（4）学校晋升与终身教职委员会主席成员；（5）资深教师；（6）初级教师。作者对针对“请识别并简要描述您所在机构在教师评估方面观察到的最突出问题”这一问题的叙述性评论进行了内容分析。
在可能收到的994份回复中，共收到455份（46%）。回复者来自美国126所医学院中的102所（81%）和16所加拿大医学院中的8所（50%）。各回复子群体的回复率从院长的27%到临床系主任的57%不等。总体而言，最常提到的问题涉及教学评估。对当前教学绩效评估方法不足的普遍抱怨最为常见——超过四分之一的回复者提出了这个问题——但回复者也对学生教学评估以及学术奖励系统中对教学的认可不足提出了具体抱怨。其他问题的提及频率往往与回复者的角色相关。这些问题包括对用于评估研究与学术成果以及临床护理质量的方法和措施的担忧，各部门晋升评估过程和标准的不一致，缺乏定期评估，以及评估结果与薪资未挂钩。
研究群体并非随机选取；实际上，可能偏向于那些对当前评估系统感受强烈（或许是负面感受）的人。尽管如此，观点表达的强烈程度令人瞩目。改善教师教学评估无疑仍是医学教育面临的最大挑战之一。
