Abstract: Objective To explore the effect of a process evaluation on the building of teaching capacity for the anesthesiology faculty. Methods A process evaluation plan for teachers was developed through literature research, and the experimental-control method was adopted in the 2021-2022 academic year. A total of 40 teachers from the Teaching and Research Department of Anesthesiology, Chongqing Medical University, who were engaged in the teaching of 2019 undergraduates were enrolled, and the teachers were divided into experimental group and control group through stratified random sampling, with 20 teachers in each group. The teachers in the experimental group were subjected to a process evaluation plan, and gave regular feedback to urge improvement. Control group teachers performed the traditional summative evaluation scheme. After one year, the year-end assessment and questionnaire survey were carried out to compare the differences of ″teacher self-evaluation″ ″student evaluation of teaching″ and ″peer evaluation″ between the two groups. Data were analyzed by t test, χ² test or rank sum test. Results At the end of the school year, the self-evaluation score of teaching ability, the evaluation of student satisfaction and the peer evaluation of teaching supervision of the experimental group were better than those of the control group [93.0(4.8) points vs. 79.0(4.5) points, (93.9±4.4) points vs. (88.5±3.9) points, (87.1±6.3) points vs. (84.2±5.1) points]. The differences were statistically significant (all P<0.05). Conclusions The process evaluation for teachers is conducive to improving teachers′ satisfaction with teaching, peers and students, and improving teachers′ teaching ability.

Key words: Anesthesiology, Process evaluation, Teacher evaluation, Teaching ability