Implementation pathway and effectiveness analysis of evidence-based classroom observation and evaluation in faculty development for standardized residency training

Qin He; Chen Wenjing; Li Xin; Ye Jingying

doi:10.3760/cma.j.cn116021-20251201-02295

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Implementation pathway and effectiveness analysis of evidence-based classroom observation and evaluation in faculty development for standardized residency training

Standardized Residency Training | 更新时间：2026-06-17

- Implementation pathway and effectiveness analysis of evidence-based classroom observation and evaluation in faculty development for standardized residency training
- Chinese Journal of Medical Education Research Vol. 25, Issue 6, Pages: 707-717(2026)
- 作者机构：
  
  清华大学附属北京清华长庚医院耳鼻咽喉头颈外科/清华大学临床医学院，北京 102218
- 作者简介：
  
  Li Xin, Email: entlixintsinghua@sina.com
- 基金信息：
  
  Quality Improvement Project of Beijing Municipal Health Commission in 2023(2023069)
- DOI：10.3760/cma.j.cn116021-20251201-02295
  CLC： R-05
- Received：01 December 2025，
  
  Published：20 June 2026
- 稿件说明：
移动端阅览
秦贺, 陈雯婧, 李欣, 等. 循证式听评课在住院医师规范化培训师资培训中的实施路径与成效分析[J]. 中华医学教育探索杂志, 2026, 25(6): 707-717.

Qin He, Chen Wenjing, Li Xin, et al. Implementation pathway and effectiveness analysis of evidence-based classroom observation and evaluation in faculty development for standardized residency training[J]. Chinese Journal of Medical Education Research, 2026, 25(6): 707-717.
秦贺, 陈雯婧, 李欣, 等. 循证式听评课在住院医师规范化培训师资培训中的实施路径与成效分析[J]. 中华医学教育探索杂志, 2026, 25(6): 707-717. DOI： 10.3760/cma.j.cn116021-20251201-02295.

Qin He, Chen Wenjing, Li Xin, et al. Implementation pathway and effectiveness analysis of evidence-based classroom observation and evaluation in faculty development for standardized residency training[J]. Chinese Journal of Medical Education Research, 2026, 25(6): 707-717. DOI： 10.3760/cma.j.cn116021-20251201-02295.

摘要

目的

针对传统听评课模式存在的凭主观感受随意实施、点评不具体、教学功能异化等弊端，在住院医师规范化培训师资培训中系统构建循证式听评课模式，并评估效果。

方法

以北京清华长庚医院志愿参与研究的36名住培教师为研究对象。通过成立跨学科小组、设计结构化观察表、建立具体评价标准、创造心理安全环境的循证式听评课准备阶段，以及课前碰头会、课中观摩、课后汇报的循证式听评课实施阶段，进行为期1年的听评课实践。利用混合研究方法，通过《住培教师自我效能感评估表》和《教师自我报告教学实践评估表》比较教学实践前后得分差异，以及深度访谈、自我反思日记等方面评价循证式听评课的影响。

结果

循证式听评课效果整体显著，表现在教师教学能力及学员感受层面。36名师资的教学自我效能总分从6.21±1.18上升到7.54±0.89，特别是使用结构化工具进行教学分析、给予具体的描述性反馈等条目分值上升明显。行为频率总分从2.76±0.65上升到3.58±0.58，特别是提出高层次问题导向、引导学生临床鉴别诊断、给予及时具体的反馈等条目分值上升明显。教师访谈和反思日志共提炼出3个主题：从“害怕敌对”到“开放包容的心态”、从“基于感觉”到“基于证据”的教学分析、从“机械被动”到“主动精心”的教学实践。另外，通过焦点小组会议与文本分析呈现共同的专业话语构成学习共同体，并创建“证据诊断—协商处方—行为改造—成效诊断”的教育闭环。

结论

循证式听评课以证据替代经验、以支持替代评价、以闭环替代孤立，提升了住培带教教师信心，优化了带教行为，为住培基地创新师资培训新方法、培训新思路提供新的启示。

Abstract

Objective

To address the shortcomings of the traditional observation and evaluation model

such as arbitrary implementation based on subjective feelings

vague feedback

and distorted teaching functions

a systematic evidence-based observation and evaluation model was constructed and evaluated in the training of standardized resident instructors.

Methods

A total of 36 volunteer resident instructors from Beijing Tsinghua Changgung Hospital were selected as the study subjects. Through the preparation phase of the evidence-based observation and evaluation model—establishing interdisciplinary teams

designing structured observation forms

setting specific evaluation criteria

and creating a psychologically safe environment—and the implementation phase—pre-class meetings

in-class observations

and post-class reports—a one-year observation and evaluation practice was conducted. Using mixed research methods

the differences in scores before and after teaching practice were compared using the "Resident Instructor Self-Efficacy Assessment Scale" and the "Teacher Self-Reported Teaching Practice Evaluation Scale"

while the impact of the evidence-based model was assessed through in-depth interviews and reflective journals.

Results

The overall effectiveness of the evidence-based observation and evaluation model was significant

manifesting in both teaching competency and trainee feedback. The total self-efficacy scores of the 36 instructors rose from 6.21±1.18 to 7.54±0.89

with notable improvements in items such as teaching analysis using structured tools and providing specific descriptive feedback. The behavioral frequency scores increased from 2.76±0.65 to 3.58±0.58

particularly in items like posing high-level problem-oriented questions

guiding clinical differential diagnoses

and delivering timely

specific feedback. Teacher interviews and reflective journals identified three key themes: shifting from "fear of confrontation" to "open and inclusive attitudes

" transitioning from "emotion-based" to "evidence-based" teaching analysis

and evolving from "mechanical passivity" to "proactive and meticulous teaching practice." Additionally

focus group discussions and textual analysis revealed a shared professional discourse that fostered a learning community

establishing an educational closed loop of "evidence diagnosis—negotiated prescription—behavioral transformation—effect diagnosis."

Conclusions

By replacing experience with evidence

evaluation with support

and isolation with closed loops

the evidence-based observation and evaluation model enhanced the confidence of standardized resident instructors

optimized teaching behaviors

and provided new insights for innovating faculty training methods and approaches in residency training programs.

关键词

Keywords

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