超越学生对教学的评价与教育工作者档案：一个多来源、纵向的教学评价系统。

IF 2.1 3区教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

Teaching and Learning in Medicine Pub Date : 2025-02-28 DOI:10.1080/10401334.2025.2461991

Kiran Pandit, Anabelle Andon, Corey Ptak, Emmagene Worley, Glen Davenport, Tiffany Murano

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引用次数: 0

摘要

传统的学生对教学和教育工作者的评价不能充分评估医学教育工作者努力的广度和深度。当前的过程使用有限的视角，关注教育工作者工作的一小部分，并强调主观意见，这会引入偏见。在学术晋升等高风险决策中使用这些数据会导致不公平的职业发展。我们提出了一个全面的、以成长为中心的、以行为为导向的评估系统，该系统结合了学习者、同伴和自我的观点，并检查了从单一会议到课程设计，再到多年来教育者技能发展的教育者活动的全面范围。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Beyond Student Evaluations of Teaching and Educator Portfolios: A Multisource, Longitudinal System for Evaluating Teaching.

Traditional student evaluations of teaching and educator portfolios do not adequately assess the breadth and depth of medical educators' efforts. Current processes use limited perspectives, focus on a small portion of educators' work, and emphasize subjective opinions, which introduce bias. Use of these data for high-stakes decisions such as academic promotion contributes to inequitable career advancement. We propose a holistic, growth-focused, behaviorally anchored system of evaluation which incorporates perspectives of the learner, peers, and self, and which examines the full scale of educator activities from a single session, to course design, to development of educator skills over years.

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来源期刊

Teaching and Learning in Medicine 医学-卫生保健

CiteScore

5.20

自引率

12.00%

发文量

审稿时长

6-12 weeks

期刊介绍： Teaching and Learning in Medicine ( TLM) is an international, forum for scholarship on teaching and learning in the health professions. Its international scope reflects the common challenge faced by all medical educators: fostering the development of capable, well-rounded, and continuous learners prepared to practice in a complex, high-stakes, and ever-changing clinical environment. TLM''s contributors and readership comprise behavioral scientists and health care practitioners, signaling the value of integrating diverse perspectives into a comprehensive understanding of learning and performance. The journal seeks to provide the theoretical foundations and practical analysis needed for effective educational decision making in such areas as admissions, instructional design and delivery, performance assessment, remediation, technology-assisted instruction, diversity management, and faculty development, among others. TLM''s scope includes all levels of medical education, from premedical to postgraduate and continuing medical education, with articles published in the following categories: