運用客觀結構式教學測驗評估臨床教師訓練成效   免費試閱

Using Objective Structured Teaching Evaluation for Faculty Training

臨床教師在教學醫院的角色著實舉足輕重，稱職的臨床教師應具備專業的指導教學能力與技巧、良好溝通及認真教學的特質，才能有效教導被訓練者或實習醫學生，為醫界培育優秀的人才。本研究旨在探討一般醫學師資培訓的成效，以及教學評量在不同評估者間之差異。2012年於臺灣東部某教學醫院進行一般醫學師資培訓課程，每位受訓教師均接受40小時臨床教學實務訓練，共25位受訓教師參與，課後以客觀結構式教學測驗依測驗的主題設計教案，以標準化學生進行臨床教學情境模擬。研究結果發現，整體對課程學習滿意度與運用一般醫學教學方式意願提高；另於測驗評分結果顯示，標準化學生評分部分較為寬鬆；最後根據研究發現提出建議，以供未來設計相關課程參考。

Clinical teaching takes place in the context of patient care. It is an intensely personal relationship between student and teacher/preceptor. This article described the steps necessary for developing an effective performance evaluation in the health professions. Objective structured teaching evaluations (OSTEs) have been utilized to evaluate educational curricula and for faculty development. Purpose: This study examined the impact of an OSTE on faculty teaching effectiveness and faculty satisfaction. Faculty participants totally 25 physicians and they finished 40 hours general medicine faculty training course. All of them, after the course completion satisfaction questionnaires regarding their OSTE experience were arranged and made teaching plans for the future also. Their overall satisfaction was good although there were some difference between the standardized students’ expected score and actual score. Despite these findings, further investigation is necessary.