優良醫學教師特質量表編製暨差異研究

朱紹盈; 黃博聖; 張景媛; 易烈瑜

doi:10.6251/BEP.202006_51(4).0006

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2024/01/01~2024/12/31

感谢试用，科学期刊库｜科学论文库，期间：2024/10/20~2025/01/20

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P639 - 661

社会科学 > 心理学
社会科学 > 教育学

DOI： 10.6251/BEP

书目管理工具

相关连结

问题回报

全文下载

优良医学教师特质量表编制暨差异研究

Development of Quality Scale for Outstanding Medical Educators and Analysis of Differences in Background Variables

朱绍盈(Shao-Yin Chu) ；黄博圣(Po-Sheng Huang) ；张景媛(Ching-Yuan Chang) ；易烈瑜(Lieh-Yu Yi)

教育心理学报； 51 卷 4 期 (2020 / 06 / 01) ， P639 - 661

繁体中文 DOI： 10.6251/BEP.202006_51(4).0006

教学；优良医学教学教师；医学教育； teaching ； outstanding medical educator ； medical education

0 个人觉得这篇文章赞

摘要 │ 参考文献 (45) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Training by competent doctors is essential in medical education. Being taught by an outstanding medical educator not only provides medical students with access to clinical knowledge but also presents them with a role model for caring about patients and cooperating with other professionals, thus in turn facilitating the development of medical students into excellent doctors. Therefore, identifying the teaching qualities an outstanding medical educator should possess is integral to establishing an assessment criteria for evaluating outstanding teachers. A good medical educator can be evaluated as a physician, human, and teacher. As a physician, a good medical educator should have sufficient medical and clinical knowledge, enthusiasm for medicine, skills for treating patients, ability to maintain positive doctor-patient relationships, and academic research abilities, among other qualities. As a human, a good medical educator should prioritize the welfare of human beings and should be friendly, approachable, honest, respectful, humorous, empathetic, communicative, and reflective. As a teacher, a good medical educator should establish a learner-friendly teaching environment, show enthusiasm toward teaching, have good teaching skills, encourage students to actively participate in the learning process, carefully observe students and identify individual differences between them, have good relations with students, respond to students promptly, stimulate students' interest in learning, monitor students' progress, and make good use of constructive assessment and feedback. Kilukawa et al, (2013) adopted a focus group method to interview Japanese physicians on their perception of the characteristics of a good clinical educator. Of the 30 themes identified in the responses, 24 were categorized under the teacher perspective, including providing students with sufficient support, opportunities for thinking, feedback, indicators of required progress, and practice opportunities. The other six were categorized under the physician perspective, including enthusiasm for patient care, patience with patients, and emphasis on pathological reasoning. However, characteristics pertaining to the human perspective were not found. Studies have indicated that medical students in Eastern and Western countries may have varying perceptions of a good medical educator's characteristics. Medical students in Western countries emphasize on the physician and human characteristics of medical educators; however, medical students in Eastern countries are more likely to emphasize on the teaching practice of medical educators. Cultural differences heavily influence medical students' perception of the qualities medical educators should possess; hence, identifying the qualities recommended by different cultures is critical. In Taiwan, the lack of effective quantitative tools for assessing medical educators' qualities presents an obstacle. Therefore, development of the said tools is warranted. This study developed a quality scale for outstanding medical educators to serve as reference for medical education quality assessment. The reliability and validity of the scale were verified. The scale also investigated the possible difference in how medical students from different backgrounds perceive the qualities of good teachers. On the basis of the literature review on good teacher qualities in the general and medical domain, the authors identified six teaching dimensions to use as measuring items. The original scale comprised 36 items, encompassing six major teaching dimensions, namely teaching planning (five items, including curriculum planning and course organization), teaching activities (eight items, including learning activities and resource development), teaching passion (six items), learning guidance (six items, including student coaching, mentoring, and providing constructive feedback), teacher support (five items, including teaching support and professional development), and multiple assessment (six items). In total, 162 medical students (79 men, 82 women, and 1 gender unknown) in Eastern Taiwan were invited to rate the perceived importance of the six items in reference to their teachers' qualities. According to the results of the exploratory factor analysis and discrimination analysis [indicators of corrected item-total correlation and critical ratio (CR)], the authors removed the items in which factor loading and corrected item-total correlation were ＜.40 and those with a CR of ＜3. Finally, 26 items were retained for the final scale. Five, six, four, five, three, and three items were assigned to each teaching dimension, respectively. Furthermore, reliability testing demonstrated that the internal consistency coefficients of teaching planning, teaching activities, teaching enthusiasm, learning guidance, teacher support, and multiple assessment subscales were .877, .887, .853, .892, .818, and .794, respectively. During validity testing, a second-order confirmatory factor analysis revealed that the scale exhibited acceptable statistical fit and internal quality. This indicated the proposed scale's validity and reliability. Moreover, the study results suggested the following: (1) Medical students perceived teaching passion and teaching activities as the most important dimensions, followed by teaching planning, multiple assessment, learning guidance, and teacher support, F(5, 805) = 31.98, p ＜ .05, ɳ^2 = .166. The authors speculated that the differences in perceived importance between different dimensions could be attributed to the learning environment and expectations of medical educators. Medical students in Taiwan believe that it is difficult for educators to provide additional assistance to facilitate students' learning and guidance when they have to be a teacher and a clinician simultaneously. Therefore, medical students perceived learning guidance and teacher support as less important. Instead, they placed more importance on educators providing good teaching quality in their teaching process. (2) Male and female medical students differed nonsignificantly in terms of their perceived importance of the six teaching dimensions, ts (159) ＜ 1.12, ps ＞ .05. (3) Medical students who were admitted through the Star Plan [t (160) = 2.45, p ＜ .05] and those in higher grade levels [F(3, 158) = 3.00, p ＜ .05, ɳ^2 = .054] perceived teacher support to be significantly more important compared with medical students who were admitted through personal applications or those in lower grade levels. The authors speculated that the difference between grades could be attributed to the medical curriculum planning. Senior medical students acquire more medical knowledge and require more practical clinical experience. Hence, teacher support is more critical to the learning process of higher grade students than that of lower grade students. Moreover, medical students who are enrolled through the Star Plan have a clear path for their medical career. They are more eager to obtain resources provided by educators and gain advanced medical knowledge and clinical technology than those enrolled through personal applications. Therefore, teacher support is essential for them. (4) Medical students who did not retake the entrance examination perceived teaching activities, teaching passion, and teacher support to be significantly more important compared with those who retook the entrance examination, ts (160) = 2.78, 2.54, and 2.55, respectively; all ps ＜ .05. The authors speculated that previous unsuccessful experience of re-examination could be responsible for this. These students may attribute their learning success or failure in medical courses to their own ability or lack of effort instead of viewing it as a reflection of the educators' qualities. Therefore, students who retook the entrance examination placed less emphasis on teaching activities, teaching passion, and teacher support. Finally, the implications and limitations of the study results were discussed.

参考文献 ( 45 ) 〈TOP〉

李锦虹, G.-H.,邱浩彰, H.-C.(2018)。论坛剧场－一个深化医学伦理教学的新尝试。教育心理学报，50(1)，131-146。
连结：
林安邦, A.-P.,姜骅凌, H.-L.,庄雅婷, Y.-T.,张国恩, K.-E.(2019)。以校务研究观点探讨行政管考制度之建构。教育科学研究期刊，64(1)，241-265。
连结：
陈信助, H.-T.(2010)。大学教师的学习风格及其对专业发展之启示。学校行政双月刊，66，104-125。
连结：
陈伟德, W.-T.(2007)。医学教育之教学卓越及“教学学院”。医学教育，11(1)，89-91。
连结：
彭耀平, Y.-P.,刘峰旗, F.-C.,段盛华, S.-H.(2017)。校务研究资料建置与决策支援应用。教育科学研究期刊，62(4)，27-51。
连结：

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址