中华医学教育杂志

中华医学教育杂志 ›› 2026, Vol. 46 ›› Issue (9): 716-720.DOI: 10.3760/cma.j.cn115259-20250801-00870

• 医学教育评估 • 上一篇    

医学院校学生评教行为偏差原因探析

焦明丽1, 孙超2, 李元亨1, 王亚州1, 迟浩宇1, 唐汗野1, 张琪3, 郭金丰4   

  1. 1哈尔滨医科大学卫生管理学院社会医学教研室,哈尔滨 150081;
    2哈尔滨医科大学附属肿瘤医院物资中心,哈尔滨 150081;
    3哈尔滨医科大学医院管理处,哈尔滨 150081;
    4黑龙江大学体育部,哈尔滨 150080
  • 收稿日期:2025-08-01 发布日期:2026-08-31
  • 通讯作者: 孙超, Email: schao0901@126.com
  • 基金资助:
    2024年黑龙江省科技创新智库项目(SKX2024-04);2024年黑龙江省高等教育教学改革研究重点项目(SJGZY2024062)

Research on the reasons for the bias in student evaluations of teaching in medical colleges

Jiao Mingli1, Sun Chao2, Li Yuanheng1, Wang Yazhou1, Chi Haoyu1, Tang Hanye1, Zhang Qi3, Guo Jinfeng4   

  1. 1Department of Social Medicine, School of Health Management, Harbin Medical University, Harbin 150081, China;
    2Material Center, Harbin Medical University Cancer Hospital, Harbin 150081, China;
    3Hospital Management Office, Harbin Medical University, Harbin 150081, China;
    4Department of Physical Education, Heilongjiang University, Harbin 150080, China
  • Received:2025-08-01 Published:2026-08-31
  • Contact: Sun Chao, Email: schao0901@126.com

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摘要： 目的 探讨医学教育领域学生评教行为偏差产生的原因。方法 采用质性研究方法,对22名医学生就其评教行为进行半结构化访谈,参考扎根理论编码思路,运用NVivo12质性分析工具对访谈资料进行编码,归纳总结医学生评教行为偏差的原因。结果 关于学生评教行为偏差产生的原因,共提炼得到16个一级编码,即教师性格、教师失范行为、课堂管理、教师投入、戒备心理、报复心理、刻板心理、宽容心理、同伴影响、就业导向、指标同质化、评价教师过多、时间不足、非匿名性、强制评教、缺少反馈;7个二级编码,即师生关系、课堂氛围、学生主观心理、学生社会心理、评教内容问题、评教时间不合理、评教制度问题;3个三级编码,即学生心理原因、评教体系设计问题、师生互动质量。结论 医学院校学生评教行为偏差是多方原因共同作用的结果,而宽容心理是医学生评教特有的心理,医学院校需要采取多方举措协同改善学生评教行为偏差。

关键词: 医学生, 学生评教, 行为偏差, 质性研究

Abstract: Objective This paper explores the reasons for the bias in student evaluation of teaching (SET) during medical education. Methods This paper uses qualitative research methods. A total of 22 medical students participated in the semi-structured interviews on their evaluation behaviors. Following the coding framework of grounded theory, the interview data were coded using NVivo 12 software. The reasons for bias in SET were summarized and categorized. Results The results showed that 16 primary codes were obtained: teacher personality, teacher misconduct, classroom management, teacher engagement, defensive psychology, revenge psychology, stereotyping, leniency bias, peer influence, career orientation, indicator homogeneity, excessive number of teachers to evaluate, insufficient time, lack of confidentiality, mandatory evaluation, and lack of feedback. These codes were further grouped into 7 secondary codes: teacher-student relationship, classroom atmosphere, students' subjective psychology, students' social psychology, evaluation content issues, unreasonable evaluation timing, and evaluation system issues. Finally, three third-level codes were identified: students′ psychology, flaws in evaluation system design, and quality of teacher-student interaction. Conclusions The bias in SET is the result of multiple interacting factors. Among these, leniency psychology was identified as a unique characteristic specific to medical students′ evaluations. It is suggested that medical universities take multiple measures to rectify bias in SET.

Key words: Students,medical, Student evaluations of teaching (SET), Biases, Qualitative study

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