台大醫學院教學成效調查之分析

為配合醫學敎育改革，台大醫學院從1992年開始以學生為對象進行敎學效果問卷調查，做為敎學評量及課程改革的參考。問卷調查由本院敎學發展委員會敎學評鑑小組策劃、共同敎育室執行。小組在執行之初，採用統一設計的問卷，以醫學系及牙醫系學生為對象，對基礎及臨床課程進行普查。後來考慮到統一問卷對多元的臨床敎學並不適用，85學年度起，由共同敎育室執行對醫學系及牙醫系大班講授式教學課程的評鑑，臨床醫學及實驗課程則由各相關科別自行設計問卷及調查方式。本文以83-85學年度的調查資料，報告本院敎學評鑑的現況及成效評估。問卷第一部分為敎師評鑑，設定敎學態度、教材内容、敎學方法、及整體評量四個項目，由學生以非常滿意、滿意、尚可、不滿意、與極不滿意五個尺度對敎師進行評鑑。83學年度由主持課程的敎師分發問卷，回收率為65.5％，但未表達意見的無效問卷佔了21.9±0.2％。84及85學年度由學生負責分發問卷，回收率則降至31.8％及30.7％。學生每一次塡寫問卷時所需評鑑的敎師人次過高(9.3±2.0)，可能影響填寫問卷的意願。無效問卷過高或回收率偏低影響評鑑的效度及信度，顯示學生對敎學評鑑的配合度有待提高。大體而言，學生對課程整體評量的滿意度相當高，在84學年度所評鑑的42門課27，963份資料中，對敎學態度、敎材內容、敎學方法、及整體評量四項表達非常滿意的意見百分比分別為46.3％、33.1％、35.0％及32.0％，表達滿意的為40.7％、45.5％、44.9％及48.2％，表達不滿意及極不滿意的只有4個百分點以下。此滿意度在84及85兩個學年度7門課的調查中有再現性。問卷中四個測量項目的相關性分析顯示「敎學態度」、「敎材內容」、「敎學方法」三者之中，以「敎材内容」對整個教學成效的整體評量影響最大。

關鍵字

醫學課程教學評鑒；教學效果問卷調查；測量項目；回收率

並列摘要

This paper outlines the organization and operational scheme of medical course evaluation in National Taiwan University College of Medicine (NTUMC). The results of evaluation on teaching effectiveness of instructors are reported. Questionnaires were distributed to students of large-sized classes. The teaching effectiveness of each instructor was evaluated in terms of four dimensions: teaching attitude, course content, teaching methods and student's global assessment of the instructor. The evaluation was measured on a five-point Likert scale ranging from highly satisfied to extremely dissatisfied. A summary of student feedback was distributed to each instructor, the course coordinator and the department head. The total questionnaire return rate for the 1994 academic year was 65.5%. However, invalid responses counted for 21.9.2% of the four dimensions. As the questionnaires were mainly distributed by students in 1995 and 1996, the return rates dropped to 31.8% and 30.7%, respectively. The average number of instructors evaluated in each survey was 9.3.0 for the academic years of 1994-1996. This might have accounted for the low response rate of the surveys. Summary statistics of 27,963 evaluations for 1995 revealed that students, in general, were satisfied with the 42 courses evaluated. With regards to the evaluation criteria of teaching attitude, course content, teaching methods, and student's global assessment of the instructor, students expressed a high rate of satisfaction: 46.3%, 33.1%, 35.0% and 32.0%, respectively. The rate of satisfaction with the four evaluation dimensions were 40.7% 45.5%, 44.9% and 48,2%, respectively. Similar results were observed for the 1996 academic year. Statistical analysis showed that course content had the highest correlation with students' global assessment of the instructor amongst the three dimensions.

並列關鍵字

medical course evaluation ； operation scheme ； questionnaire-based survey ； return rate

國際替代計量

台大醫學院教學成效調查之分析

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