Objective

2

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

Methods

2

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

2

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

α

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

α

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

P

<

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

P

<

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

P

<

0.05).

Conclusions

2

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.