A study on the evaluation of teaching case discussion results based on teaching supervision and the identification of obstacle factors

Liang Zhenning; Xu Yaoyao; Huang Xiaosi; Xu Xiaowei; Luo Jingfang; Chen Yuanyi; Tang Lina

doi:10.3760/cma.j.cn116021-20250723-02327

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A study on the evaluation of teaching case discussion results based on teaching supervision and the identification of obstacle factors

更新时间：2026-07-31

- A study on the evaluation of teaching case discussion results based on teaching supervision and the identification of obstacle factors
- Chinese Journal of Medical Education Research Pages: 1-6(2026)
- 作者机构：
  
  中山大学附属第七医院教育处，深圳 518107
- 作者简介：
  
  Tang Lina, Email: tanglina@sysush.com
- 基金信息：
  
  The Ministry of Education's Industry-Academia Cooperation and Collaborative Education Project(220702943211253);Shenzhen Education Science 14th Five-Year Plan Project(cgpy23019)
- DOI：10.3760/cma.j.cn116021-20250723-02327
  CLC： R-05
- Received：23 July 2025，
  
  Online First：31 July 2026，
- 稿件说明：
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Liang Zhenning, Xu Yaoyao, Huang Xiaosi, et al. A study on the evaluation of teaching case discussion results based on teaching supervision and the identification of obstacle factors[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-6.
DOI：

Liang Zhenning, Xu Yaoyao, Huang Xiaosi, et al. A study on the evaluation of teaching case discussion results based on teaching supervision and the identification of obstacle factors[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-6. DOI： 10.3760/cma.j.cn116021-20250723-02327.

摘要

目的

评价基于教学督导的教学病例讨论结果并分析其主要障碍因子，为进一步提升教学质量提供依据。

方法

于2022年1月至2024年12月，对医院的临床教学活动开展督导，收集教学病例讨论督导结果；使用熵权-TOPSIS法对教学病例讨论督导结果进行评价，并利用障碍度模型分析督导结果的主要障碍因子。

结果

教学病例讨论督导的平均得分为（92.35±4.63）。熵权-TOPSIS法分析表明，在各指标权重中，A2的权重最高，教学病例讨论督导的综合评价平均得分为0.773。障碍度模型分析结果显示，18项指标均对督导结果构成障碍，其中主要障碍因子包括B3、B7、B8和C5（并列），以及B4和C2（并列）。

结论

教学病例讨论总体评价结果较好，但仍有提升空间。构建代表性案例示范样板，提炼成功因素形成可复制模式；改进障碍因子以增强学生临床思维和解决问题能力；未来需注重实践与理论结合，培养高素质人才。

Abstract

Objective

To evaluate the results of teaching case discussion based on teaching supervision and analyze the main obstacle factors

and to provide a basis for further improving teaching quality.

Methods

From January 2022 to December 2024

the clinical teaching activities of the hospital were supervised

and the supervision results of teaching case discussion were collected. The entropy weight-TOPSIS method was used to evaluate the supervision results of teaching case discussion

and the obstacle degree model was used to analyze the main obstacle factors of the supervision results.

Results

The average score of teaching case discussion supervision was (92.35±4.63). The entropy-weighted TOPSIS analysis showed that indicator A2 had the highest weight

and the average comprehensive evaluation score of teaching case discussion supervision was 0.773. The obstacle degree model analysis indicated that all 18 indicators posed obstacles to the supervision outcome

with the main obstacle factors including B3

and C5 (tied)

as well as B4 and C2 (tied).

Conclusions

The overall evaluation results of teaching case discussion are good

but there is still room for improvement. It is recommended to construct a representative case demonstration model to refine the success factors and form a replicable model

improve barrier factors to enhance the clinical thinking and problem-solving skills of students

and pay attention to the combination of practice and theory to cultivate high-quality talents in the future.

关键词

Keywords

references

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