文章基本信息

标题：Comprehensive Assessment of Teaching Performance in Medical Education
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作者：M.E. Urrutia-Aguilar ; M.E. Urrutia-Aguilar ; M. Sánchez-Mendiola 等
期刊名称：Procedia - Social and Behavioral Sciences
印刷版ISSN：1877-0428
出版年度：2014
卷号：141
页码：252-259
DOI：10.1016/j.sbspro.2014.05.044
语种：English
出版社：Elsevier
摘要：AbstractAssessing teaching performance is important for students’ learning.ObjectiveAssess teaching performance in a medical school, using three strategies.Method288 Teachers were studied. The three assessment strategies were: students’ academic achievement measured with validated exams, teachers’ evaluation by students’ opinion (2,656 students) with a validated instrument, and a self-assessment tool.ResultsThere were significant differences (p≤0.001, ANOVA) among the three assessment strategies. Four different teacher categories were obtained using students’ opinion.ConclusionWe identified high- performance teachers, those requiring faculty development and those who do not fulfill appropriately their teaching responsibilities.
关键词：Teaching evaluation;self-assessment;academic achievement;undergraduate medical education;