「醫學系教學反應調查量表」修訂研究

A Revision of the “Teaching Evaluation Scale” for the School of Medicine at a Comprehensive University

本研究的目的為修訂醫學系基礎醫學課程教學反應調查量表。本研究以C大醫學系必修課程的學生為研究對象，以立意抽樣抽取修習C大醫學系生物學必修課程之學生，包含醫學系及牙醫學系學生共兩批樣本。第一批以103位學生（男生64人、女生39人）做為預試樣本，進行項目分析和探索性因素分析之後，抽取第二批樣本303位學生（男生183人、女生120人）做為正式樣本，進行驗證性因素分析。研究結果顯示，本研究修訂的量表包含教學內容及學習評量兩個構面，並具有良好的整體適配度及信、效度。此外，男性學生在評估生物學教師學習評量的得分上顯著高於女性學生，以及有無從事醫療工作的家人不會造成學生在評估生物學教師教學內容及學習評量上明顯的差異。本研究依據研究結果提出研究及教學建議，提供未來醫學教育研究之參考。

This study attempted to revise “Teaching Evaluation Scale” used by the school of medicine at C University in Taiwan. The data for the study were collected from students enrolled in a required course of biology, specifically from the school of medicine and the school of dentistry. Data collection was conducted in two waves. In order to conduct item analysis and exploratory factor analysis, the researchers collected 103 valid participants (64 male students and 39 female students). Additionally, 303 valid participants (183 male students and 120 female students) were collected for confirmatory factor analysis. The results were summarized as below. “Teaching Evaluation Scale” included two sub-scales: teaching content and learning grading. The results of the present study indicated that “Teaching Evaluation Scale” had an excellent fit with the data, as well as good reliability and validity. In addition, the present study found that male students gave significantly higher scores than female students in learning grading; however, no significant difference was observed between students who have family members in the medical industry and those who did not. Based on the findings, the implications and suggestions for medical education and future research were discussed.