Title

醫學課程教學效果調查之分析

Translated Titles

Questionnaire-based Evaluation on Teaching Effectiveness of Medical Courses

DOI

10.6145/jme.199712_1(4).0005

Authors

王惠珀(Hui-Po Wang);洪永泰(Yung-Tai Hung);何弘能(Hong-Nerng Ho);李明濱(Ming-Been Lee);謝博生(Bor-Shen Hsieh)

Key Words

醫學課程 ; 教學成效 ; 問卷調查 ; medical course ; teaching effectiveness ; questionnaire-based survey

PublicationName

醫學教育

Volume or Term/Year and Month of Publication

1卷4期(1997 / 12 / 01)

Page #

411 - 420

Content Language

繁體中文

Chinese Abstract

台大醫學院從1992年開始進行敎學評鑑,做爲敎學評量及課程改革的參考。評鑑係以本院敎學發展委員會敎學評鑑小組統一設計的「台大醫學院敎學效果調查表」,對醫學系以及與醫學系合班上課的其他科系學生進行問卷普查。本研究以85學年度普查的資料分析敎學的成效。本年度由學生負責分發問卷,共調查26門課程,問卷回收率只有30.7%。評鑑結果中「整體評量」與「敎學態度」、「敎材内容」、「敎學方法」三個測量項目的相關性分析顯示,敎材内容與學生對敎師的整體評量結果關係最大。評鑑結果與課程學分數、授課敎師數、敎師職等的相關性分析顯示,學生對4學分課程的敎師表達「最肯定意見」的比例最高,對3學分課程的敎師表達「肯定意見」的比例最高,而對6學分課程的敎師表達「最肯定」以及「肯定」意見的比例都最低(p=0)。比較84及85年度6學分之大體解剖學、生理學、生物化學、微生物及免疫學、以及藥理學的評鑑結果,發現在「敎學態度」、「敎材内容」、「敎學方法」或「整體評量」方面,這兩個年度不同的學生對這些課程的敎師表達的滿意度並無明顯差異。學生對課程的肯定在敎師人數不同的課程間雖有差異(p=0),但與敎師人數多寡則無一定之線性關係。學生對敎師表達「最肯定意見」的比例則以敎師人數1-4位的課程爲最高(p=0)。在「敎學態度」、「敎學方法」、及「整體評量」方面,各職別敎師間的差異性不具有統計意義。但是在「敎材内容」的評量上,副敎授被肯定的程度高於敎授以及其他級別敎師(包括臨床敎師、兼任敎師以及邀請之外校敎師)(p=0.03),助理敎授和講師受肯定的程度亦高於敎授以及其他級別敎師(p=0.008)。

English Abstract

Abreast with the introduction of curriculum reform of medical education at National Taiwan University College of Medicine, systematic quantitative measurement of teaching effectiveness of medical courses was implemented. The measurements were conducted in large-sized classes of medical students using a questionnaire-based survey on course instructors. The teaching effectiveness was evaluated in terms of four dimensions, namely teaching attitude, course content, teaching methods and student's global assessment of the instructor, and was measured on a five-point Likert scale ranging from highly satisfied to extremely dissatisfied. This report summarizes the feedback from students registered in 1996 academic year. Three hundred and twenty one instructors in 26 medical courses were evaluated. A total of 1,748 questionnaires were returned with a returnratc of 30.7%. The average number of instructors evaluated in each questionnaire sheet was 12. Lack of enthusiasm of the students in participation of the evaluation remains a problem. Statistical analysis on the evaluation results of 321 instructors showed that course content had the highest correlation with student's global assessment of the instructor amongst the three measuring dimensions. Statistical analysis between students' responses to the instructors and the credit hours of the courses indicated that students were most satisfied with 4 credit hour courses and least satisfied with 6 credit hour courses. The number of instructors in one course did not affect students' judgment on teaching effectiveness. Actually, 89.0±10.3% of the students expressed their satisfaction with Introduction to Internal Medicine, a course offered by 19 instructors. No significant difference was observed between instructors' position and students' rating on the instructors. However, students were more satisfied with course content delivered by associate professors, assistant professors and instructors than with professors and invited lecturers. (Full Text in Chinese)

Topic Category 醫藥衛生 > 醫藥總論
社會科學 > 教育學