Construction of teaching ability evaluation system for diversified general medicine course teachers under the guidance of "one practice and three learning"

Wu Jing; Wei Jinying; Bai Xiaoxue; Zhao Heng; Wang Chunyan; Li Yuying

doi:10.3760/cma.j.cn116021-20230512-01626

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Construction of teaching ability evaluation system for diversified general medicine course teachers under the guidance of "one practice and three learning"

Educational Evaluation | 更新时间：2024-02-26

- Construction of teaching ability evaluation system for diversified general medicine course teachers under the guidance of "one practice and three learning"
- Chinese Journal of Medical Education Research Vol. 23, Issue 2, Pages: 185-190(2024)
- 作者机构：
  
  1.吉林大学第一医院全科医学科，长春　130021
  2.吉林大学第一医院血液科，长春　130021
- 作者简介：
  
  Li Yuying, Email: li_yu_ying_@163.com
- 基金信息：
  
  Found program: Research Project of Higher Education in Jilin Province(JGJX2023B2)
- DOI：10.3760/cma.j.cn116021-20230512-01626
  CLC： R-05
- Published：20 February 2024，
  
  Received：12 May 2023，
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武静, 魏金婴, 白晓雪, 等. 基于“一践行、三学会”指导下构建多元化全科医学课程教师教学能力评价体系[J]. 中华医学教育探索杂志, 2024, 23(2): 185-190.

Wu Jing, Wei Jinying, Bai Xiaoxue, et al. Construction of teaching ability evaluation system for diversified general medicine course teachers under the guidance of "one practice and three learning". [J]. Chinese Journal of Medical Education Research 23(2):185-190(2024)
武静, 魏金婴, 白晓雪, 等. 基于“一践行、三学会”指导下构建多元化全科医学课程教师教学能力评价体系[J]. 中华医学教育探索杂志, 2024, 23(2): 185-190. DOI： 10.3760/cma.j.cn116021-20230512-01626.

Wu Jing, Wei Jinying, Bai Xiaoxue, et al. Construction of teaching ability evaluation system for diversified general medicine course teachers under the guidance of "one practice and three learning". [J]. Chinese Journal of Medical Education Research 23(2):185-190(2024) DOI： 10.3760/cma.j.cn116021-20230512-01626.

摘要

目的

探讨基于“一践行、三学会”指导下构建多元化全科医学课程教师教学能力评价体系。

方法

首先成立研究小组查阅相关资料及文献，经过小组成员初步拟定、反复讨论修改，并邀请全科医学专家进一步讨论、修改完善以形成初步的评价指标体系框架，形成“一践行、三学会”指导下的多元化全科医学课程教师教学能力评价体系专家咨询问卷。通过两轮专家咨询构建全科医学课程教师教学能力评价体系，并以构建的指标体系为依据编制问卷调查表，采用问卷调查的方法验证本研究所构建的评价指标体系的合理性和科学性。

结果

构建的“一践行、三学会”指导下的多元化全科医学课程教师教学能力评价体系包括一级指标3个、二级指标15个、三级指标41个。以构建的评价指标为基础，制定的全科医学课程评价问卷调查表结果显示评价指标体系总体Cronbach’s

系数为0.981，一级指标全科医学教学计划、“一践行、三学会”指导下的多元化理论及实践教学、综合能力培养的Cronbach’s

系数分别为0.920、0.919、0.923。指标体系总体内容效度指数（S-CVI）为0.981，各条目的内容效度指数（I-CVI）为0.826~1.000。一级指标与指标体系总体相关系数为0.837~0.942（均

0.05），二级指标与相应一级指标相关系数为0.586~0.971（均

0.05），三级指标与相应一级指标的相关系数为0.412~0.904（均

0.05）。

结论

构建的“一践行、三学会”指导下多元化全科医学课程教师教学能力评价指标针对性强、结构合理，具有较好的可行性、可靠性和实用性，可以为全科医学本科医学教育的培养提供理论参考依据。

Abstract

Objective

To construct a teaching ability evaluation system for diversified general medicine course teachers under the guidance of "one practice and three learning".

Methods

A research group was established to search for relevant documents and literature. A framework of evaluation index system was established through drafting and repeated discussion and modification by members of the group

as well as further discuss and modification by experts in general medicine. The framework was used to develop an expert consultation questionnaire on the teaching ability evaluation system for diversified general medicine course teachers under the guidance of "one practice and three learning". Through two rounds of expert consultation

a teaching ability evaluation system for diversified general medicine teachers under the guidance of "one practice and three learning" was constructed. A questionnaire was developed according to the system. The rationality and scientificity of the evaluation index system were verified by questionnaire survey.

Results

The teaching ability evaluation system for diversified general medicine teachers under the guidance of "one practice and three learning" included 3 first-level indicators

15 second-level indicators

and 41 third-level indicators. The general medicine curriculum evaluation questionnaire developed on the system showed that the Cronbach's

coefficient of the overall evaluation system was 0.981. The Cronbach's

coefficients of first-level indicators

including general medicine teaching plan

diversified theory and practice teaching

and comprehensive ability cultivation under the guidance of "one practice and three learning" ideology

were 0.920

0.919

and 0.923

respectively. The content validity index (S-CVI) of the system was 0.981

and the content validity index (I-CVI) of indicators were 0.826-1.000. The correlation coefficients of first-level indicators and the system were 0.837-0.942 (all

0.05). The correlation coefficients of second-level indicators and their corresponding first-level indicators were 0.586-0.971 (all

0.05). The correlation coefficients of third-level indicators and their corresponding first-level indicators were 0.412-0.904 (all

0.05).

Conclusions

Under the guidance of "one practice and three learning"

the teaching ability evaluation indicators for diversified general medicine course teachers have high specificity

rationale structure

high feasibility

high reliability

and high practicability. This evaluation system can provide theoretical reference for the training of undergraduate students in general medicine.

关键词

多元化全科医学评价体系

Keywords

DiversifiedGeneral medicineEvaluation system

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