南方医科大学学报

南方医科大学学报 ›› 2006, Vol. 26 ›› Issue (08): 1157-1159.

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某高等医学院校教师教学行为现状及其对教学质量影响的流行病学研究

曾志嵘； 俞守义； 周增桓； 张超； 王冬；   

  1. 南方医科大学教务处； 南方医科大学流行病学系； 南方医科大学学校办公室； 南方医科大学卫生统计学系； 南方医科大学管理学院 广东广州510515； 广东广州510515；
  • 出版日期:2006-08-20 发布日期:2006-08-20

Epidemiologic study on the status quo of teaching behaviors of teachers in a medical university and its influence on teaching quality

ZENG Zhi-rong1, YU Shou-yi2, ZHOU Zeng-huan3, ZHANG Chao4, WANG Dong5 1Department of Teaching Administration, 2Department of Epidemiology, 3Office of University Affaires, 4Department of Medical Statistics, 5School of Medical Management, Southern Medical University, Guangzhou 510515, China   

  1. 南方医科大学教务处； 南方医科大学流行病学系； 南方医科大学学校办公室； 南方医科大学卫生统计学系； 南方医科大学管理学院 广东广州510515； 广东广州510515；
  • Online:2006-08-20 Published:2006-08-20

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摘要： 目的分析教师教学行为现状,探讨影响教师教学质量的教学行为因素及其影响强度,寻找教学优秀、普通、不良3类教师在不同教学质量转归过程中发挥关键作用的教学行为危险因素,探索流行病学方法在教师教学行为研究中的运用。方法采用横断面调查和病例对照研究,调查对象来自某高等医学院校参与一线教学的全体教师,以教师教学质量的结果作为应变量,影响教学质量的教学行为因素为自变量建立Logistic回归模型,采用单因素和多因素非条件Logistic回归分析进行病例对照研究。结果教学质量在38种不同教学行为表现的教师人群中的分布有统计学差异,影响教学不良教师向教学优秀发展的教学行为危险因素有4个,影响教学普通教师向教学优秀发展的教学行为危险因素有6个,影响教学不良教师向教学普通发展的教学行为危险因素有7个。结论教师教学质量受到众多教学行为的共同影响,在教师职业发展过程中,对于不同质量水平和质量转归方向的教师人群,影响教学质量的关键教学行为因素并不完全一致,联系的强度(OR值)也不相同。 

Abstract: Objective To analyze the status quo of teaching behaviors of teachers in a medical university and identify the factors affecting teaching behaviors to improve the teaching quality. Methods All the staff conducting direct teaching in a medical college were investigated by cross-sectional survey and case-control study. Logistic regression model was established, with the results of teaching quality as dependent variable and influential factors as independent variable. The case-control study was conducted by one-way analysis of unconditional logistic regression and logistic multivariate analysis. Results The differences in teaching quality among 38 various teaching behaviors of the university teachers were significant. Four factors in teaching behaviors were found to influence the improvement of teaching from poor to excellent quality, 6 affecting improvement from moderate to excellent and 7 from poor to moderate. Conclusion The critical teaching behaviors affecting teaching quality vary with different levels of teaching quality and potentials of improvement, and the closeness of the association also varies. 

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