中华医学教育杂志

中华医学教育杂志 ›› 2024, Vol. 44 ›› Issue (6): 454-457.DOI: 10.3760/cma.j.cn115259-20231031-00421

• 医学教育评估 • 上一篇    下一篇

基于成果导向教育理念的医学院校学生评教指标体系构建研究

侯菁媛1, 钱文溢2, 王萱萱3, 喻荣彬4   

  1. 1南京医科大学2021级公共管理专业,南京 211166;
    2南京医科大学医学教育研究所,南京 211166;
    3南京医科大学医政学院公共管理学系,南京 211166;
    4南京医科大学教务处,南京 211166
  • 收稿日期:2023-10-31 出版日期:2024-06-01 发布日期:2024-05-30
  • 通讯作者: 喻荣彬, Email: rongbinyu@njmu.edu.cn

Research on the construction of a teaching evaluation index system for medical college students based on outcome-based education

Hou Jingyuan1, Qian Wenyi2, Wang Xuanxuan3, Yu Rongbin4   

  1. 1Public Management Major, Enrolled in 2021, Nanjing Medical University, Nanjing 211166, China;
    2Medical Education Research Institute, Nanjing Medical University, Nanjing 211166,China;
    3Department of Public Administration, School of Medical Affairs, Nanjing Medical University, Nanjing 211166, China;
    4Academic Affairs Office, Nanjing Medical University, Nanjing 211166, China
  • Received:2023-10-31 Online:2024-06-01 Published:2024-05-30
  • Contact: Yu Rongbin, Email: rongbinyu@njmu.edu.cn

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摘要： 目的 构建基于成果导向教育理念的医学院校学生评教指标体系,为医学教育者提供参考。方法 通过文献分析法初步构建指标体系,并采用德尔菲法对24位专家进行2轮专家咨询,再运用层次分析法计算各项指标的权重。结果 2轮专家咨询问卷回收率均为100.0%,专家权威程度均为0.87,Kendall协调系数分别为0.241、0.157、0.125和0.280、0.166、0.131,且差异均具有统计学意义(均P<0.05)。最终构建的指标体系包含4个一级指标、11个二级指标和24个三级指标。一级指标权重最高的是学习收获(0.501),二级指标权重最高的是能力培养(0.246)。结论 构建的医学院校学生评教指标体系具有科学性,且充分体现了成果导向理念并结合医学教育特点,可以为之后评估工具的构建提供依据。

关键词: 学生,医科, 成果导向教育, 德尔菲法, 指标体系, 学生评教

Abstract: Objective To construct a teaching evaluation index system for medical college students based on the concept of outcome-based education, providing empirical reference for medical educators. Methods A preliminary indicator system was constructed through literature analysis, and 24 experts were consulted twice using the Delphi method. Then, the weights of each indicator were calculated using the Analytic Hierarchy Process. Results The response rates of the two rounds of expert consultation questionnaires were both 100.0%, with expert authority levels of 0.87. The Kendall coordination coefficients were 0.241, 0.157, 0.125, and 0.280, 0.166, and 0.131, respectively, and the results were statistically significant (P<0.05). The final constructed indicator system includes 4 primary indicators, 11 secondary indicators, and 24 tertiary indicators. The first level indicator with the highest weight is learning gain (0.501), and the second level indicator with the highest weight is ability development (0.246). Conclusions The constructed evaluation index system for medical college students is scientific and fully reflects the underlying principles of outcome-based education, combined with the characteristics of medical education, which can provide a basis for the construction of evaluation tools in the future.

Key words: Students, medical, Outcome-based education, Delphi method, Evaluation index, Student evaluation of teaching

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