臨床教師與學員對教學計劃執行的認知分析初探－以一區域教學醫院爲例

Preliminary Analysis of Perceptions about Teaching Program Implementation by Clinical Teachers and Students at a Regional Teaching Hospital

10.7023/TJFM.201009.0101

莊宗憲(Tsung-Hsien Chuang)；余振興(Jenn-Shing Sher)；程文祺(Wen-Chi Chen)；魯子全(Tzu-Chuan Lu)；洪淵庭(Yieng-Ting Hung)；陳聲平(Sheng-Pyng Chen)

teaching program implementation ； cognition ； different perception ； medical education

台灣家庭醫學雜誌

20卷3期（2010 / 09 / 01）

101 - 109

繁體中文

Purposes: This study was conducted to gain a better understanding of perceptions by students and clinical teachers about newly implemented teaching programs in order to promote communication between teachers and students and improve the quality of education. Methods: A questionnaire was designed to include the necessary competencies expected of a medical staff as proposed by the Institute of Medicine. The subjects were students and clinical teachers in the training programs. SPSS 12.0 statistical software was utilized for descriptive and inferential statistical analysis. Results: Students were most dissatisfied with academic research capabilities, integration of general medical courses into the learning process, and implementation of academic content in clinical practice. In particular, students felt the last topic was inadequately covered; however the clinical teachers considered it to be fully implemented. Further analysis found that these different opinions came primarily from student-doctors. In the area of clear teaching objectives and overall satisfaction, student-doctors were more dissatisfied than their clinical teachers. Student-doctors were also the most dissatisfied with academic research capabilities when compared with students in other medical staff. Conclusions: Overall, clinical teachers in our hospital were rated highly by their students with respect to enthusiasm for teaching and conscientious medical care; however, the students felt that the teaching model was poorly structured, teachers were not familiar with relevant educational skills, and teachers did not fully implement courses due to lack of time. As the training were interrupted because of more serious clinical issues and no one was in place to ensure continuity of teaching program, which may have resulted in significant differences of opinion about the teaching program by students and clinical teachers. In the future, we suggest regular surveys of both teachers and students to find ways to implement more effective programs.

Purposes: This study was conducted to gain a better understanding of perceptions by students and clinical teachers about newly implemented teaching programs in order to promote communication between teachers and students and improve the quality of education. Methods: A questionnaire was designed to include the necessary competencies expected of a medical staff as proposed by the Institute of Medicine. The subjects were students and clinical teachers in the training programs. SPSS 12.0 statistical software was utilized for descriptive and inferential statistical analysis. Results: Students were most dissatisfied with academic research capabilities, integration of general medical courses into the learning process, and implementation of academic content in clinical practice. In particular, students felt the last topic was inadequately covered; however the clinical teachers considered it to be fully implemented. Further analysis found that these different opinions came primarily from student-doctors. In the area of clear teaching objectives and overall satisfaction, student-doctors were more dissatisfied than their clinical teachers. Student-doctors were also the most dissatisfied with academic research capabilities when compared with students in other medical staff. Conclusions: Overall, clinical teachers in our hospital were rated highly by their students with respect to enthusiasm for teaching and conscientious medical care; however, the students felt that the teaching model was poorly structured, teachers were not familiar with relevant educational skills, and teachers did not fully implement courses due to lack of time. As the training were interrupted because of more serious clinical issues and no one was in place to ensure continuity of teaching program, which may have resulted in significant differences of opinion about the teaching program by students and clinical teachers. In the future, we suggest regular surveys of both teachers and students to find ways to implement more effective programs.

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