Title

Evaluation of the Faculty Development Program

Translated Titles

教師培訓計劃之評估

DOI

10.6145/jme.199712_1(4).0008

Authors

梁繼權(Kai-Kuen Leung);王維典(Wei-Dean Wang);陳慶餘(Ching-Yu Chen);謝博生(Bor-Shen Hsieh)

Key Words

醫學教育改革 ; 教師培訓計劃 ; 計劃評估 ; medical education reform ; faculty development ; program evaluation

PublicationName

醫學教育

Volume or Term/Year and Month of Publication

1卷4期(1997 / 12 / 01)

Page #

436 - 443

Content Language

英文

Chinese Abstract

醫學教育改革的內容可以分為課程改革、敎學改革、師資培育與敎學成效評估四大部份。這四部份是相輔相成,缺一不可的。在四大部份中,敎學人才的培養最為重要。敎學的成敗與執行敎學任務的敎師是息息相關的。尤其是小班敎學的實施必須要大量的敎師人力,敎師培訓工作更是刻不容緩。台大醫學院為貫徹醫學敎育改革工作,實施以學生為中心、採小組為方式的PBL教學,分別於84及85學年度分批派遣年輕敎師到國外知名醫學院(美國羅徹斯特大學醫學院、賓州大學醫學院及約翰霍普金斯大學醫學院)作種子敎師的培訓。先後共培訓20名敎師。本研究乃針對台大醫學院敎師國外培訓計劃作計劃之評估研究,作為改進計劃及其他醫學院進行醫學敎育改革的參考。本研究參考Meurer等人從文獻分析所獲得的敎師培訓計劃評估指標加以修改作成21項指標,並收集台大醫學院敎師培訓計劃的相關資料,把相關資料內容依照21項指標作分類整理,再將整理結果送交相關的學者專家作內容分析。結果顯示專家學者對於評估指標的適用性除參加者出席情形、長期效果的評估、成果效益分析及成果對敎師的影響四項有反對意見外,皆認為適合作為本研究之評估指標。在評估資料與指標的符合度方面亦以長期效果的評估與成果效益分析兩項的符合度最低。在滿意度評價方面,評估者對敎師培訓計劃在大部份的指標的表現皆有很高的評價,須改進的地方包括計劃的自我評估,尤其是敎師的滿意度評估,並需進一步考慮作成本效益分析以及長期效果評估。

English Abstract

In 1992, medical education reforms were implemented at National Taiwan University College of Medicine (NTUCM). Faculty development is considered to be the most critical component for the success of the reforms. The administration of small group teaching and problem-based learning courses, as well as preparation of teaching materials for basic and clinical science integrated courses demand a tremendous amount of manpower. In response to actual needs, a faculty development program was implemented in 1995. During the past two years, twenty teaching staffs were sent to three medical schools in the US for one month of teacher training. This study is to evaluate the NTUCM faculty development program by applying a program evaluation model proposed by Stufflebeam, and critical components of a faculty development program suggested by Meurer et al. The evaluation process included twenty-one items obtained by modifying the critical components from Meurer's study. Information for evaluation was obtained by reviewing all pertinent written materials of the NTUCM program and by interviewing the program director. This information was divided into the 21 items used for the evaluation. The summarized information was sent to 10 experts for content analysis based on three categories: (1) the applicability of these criteria to our program, (2) the relevance of the information, and (3) the outcome of the NTUCM program. The results show most of the criteria in our model are applicable for the faculty development program evaluation. However, four of the 21 items; trainee attendance/participation, long-range outcome, cost-benefit analysis and use of evaluation by faculties are not applicable to our program. Most information summarized in each item is suitable for evaluation, however, there is not enough information for long-range outcome and cost-benefit evaluation. More than half of the experts are satisfied with the outcome in applicable categories.

Topic Category 醫藥衛生 > 醫藥總論
社會科學 > 教育學