Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness / Motivación para aprender: un estudio internacional multinivel sobre la autonomía de los estudiantes y el énfasis de los docentes en la utilidad del contenido

En la educación superior, pocos estudios relacionan factores contextuales en la clase, como el énfasis del profesor en la utilidad del contenido y las características motivacionales de los estudiantes. El objetivo fue probar un modelo multinivel sobre la relación entre el énfasis del docente en la utilidad del contenido durante la clase, la autonomía de los estudiantes y, a su vez, la motivación para aprender. Participaron 3033 estudiantes universitarios matriculados de 1º a 4º grado de Ciencias de la Actividad Física y del Deporte, de universidades de España (N = 602), Portugal (N = 469), México (N = 1177), Chile (N = 372), y Brasil (N = 413). Se realizó un modelo de ecuaciones estructurales multinivel, en el que los participantes respondieron preguntas sobre el énfasis del profesor en la utilidad del contenido de la clase, la autonomía y la motivación para aprender. Se hipotetizó que el énfasis del profesor en la utilidad del contenido predecía la autonomía del estudiante que, por su vez, predecía la motivación para aprender. Los resultados, a nivel grupal e individual, indican que el énfasis del docente en la utilidad del contenido predijo la autonomía del estudiante, y la autonomía predijo la motivación para aprender.(AU)

Teacher autonomy support is related to improved student learn-ing. In higher education, few studies relate classroom contextual factors, such as teacher emphasis on content usefulness, and students' motivational characteristics. The aim was to test a multilevel model about the relation between the extent of teachers’ emphasis on the usefulness of class con-tent with student autonomy, and, in turn, on motivation to learn. The par-ticipants were 3033 university students enrolled from 1st to 4th grade of Sciences of the Physical Activity and Sport, from universities in Spain (N = 602), Portugal (N = 469), Mexico (N = 1177), Chile (N = 372), and Brazil (N = 413). A multilevel structural equation model was performed, in which participants answered questions about the teacher's emphasis on the use-fulness of class content, basic psychological need for autonomy, and moti-vation to learn. At the group and individual levels, the hypothesis is that the teacher's emphasis on the usefulness of class content predict the stu-dent autonomy, in turn, student autonomy predicts student motivation to learn. Results found at the group level and at the individual level the strength of teacher emphasis on class content predicted student autonomy; student autonomy predicted student motivation to learn.(AU)

The analysis of teaching quality evaluation for the college sports dance by convolutional neural network model and deep learning.

This study aims to comprehensively analyze and evaluate the quality of college physical dance education using Convolutional Neural Network (CNN) models and deep learning methods. The study introduces a teaching quality evaluation (TQE) model based on one-dimensional CNN, addressing issues such as subjectivity and inconsistent evaluation criteria in traditional assessment methods. By constructing a comprehensive TQE system comprising 24 evaluation indicators, this study innovatively applies deep learning technology to quantitatively assess the quality of physical dance education. This TQE model processes one-dimensional evaluation data by extracting local features through convolutional layers, reducing dimensions via pooling layers, and feeding feature vectors into a classifier through fully connected layers to achieve an overall assessment of teaching quality. Experimental results demonstrate that after 150 iterations of training and validation on the TQE model, convergence is achieved, with mean squared error (MSE) decreasing to 0.0015 and 0.0216 on the training and validation sets, respectively. Comparatively, the TQE model exhibits significantly lower MSE on the training, validation, and test sets compared to the Back-Propagation Neural Network, accompanied by a higher R2 value, indicating superior accuracy and performance in data fitting. Further analysis on robustness, parameter sensitivity, multi-scenario adaptability, and long-term learning capabilities reveals the TQE model's strong resilience and stability in managing noisy data, varying parameter configurations, diverse teaching contexts, and extended time-series data. In practical applications, the TQE model is implemented in physical dance courses at X College to evaluate teaching quality and guide improvement strategies for instructors, resulting in notable enhancements in teaching quality and student satisfaction. In conclusion, this study offers a comprehensive evaluation of university physical dance education quality through a multidimensional assessment system and the application of the 1D-CNN model. It introduces a novel and effective approach to assessing teaching quality, providing a scientific foundation and practical guidance for future educational advancements.

Dimensionality of instructional quality in physical education. Obtaining students' perceptions using bifactor exploratory structural equation modeling and multilevel confirmatory factor analysis.

Background: In research on instructional quality, the generic model of the three basic dimensions is an established framework, which postulates that the three dimensions of classroom management, student support and cognitive activation represent quality characteristics of instruction that can be generalized across subjects. However, there are hardly any studies that examine if the three basic dimensions model could represent a suitable approach to measure instructional quality in physical education. Based on an extended model of the basic dimensions, a measurement model of instructional quality for physical education is presented, which integrates different theoretical approaches from the fields of educational and psychological research as well as different subfields of sports science in order to test the factorial structure of the corresponding measurement model. Methods: 1,047 students from 72 seventh to ninth grade classes from different German-speaking Swiss cantons participated in the study. The conceptualization of the instrument is based on a hybrid approach that integrates generic and subject-specific characteristics. The simultaneous analysis at the individual and class level using MCFA was supplemented by more complex methodological techniques within the relatively new B-ESEM framework at the individual level. Results: The postulated five-factor structure was initially tested using ICM-CFA and showed a good model fit (e.g., χ2/df = 2.32, RMSEA = 0.03, CFI = 0.97, TLI = 0.97, SRMR = 0.04). MCFA revealed a differential factorial structure at both levels of analysis with five factors at the individual level and four factors at the class level (e.g., χ2/df = 2.23, RMSEA = 0.03, CFI = 0.96, TLI = 0.96, SRMR within = 0.04, SRMR between = 0.10). ESEM and B-ESEM outperformed the ICM-CFA and showed an excellent model fit (B-ESEM: χ2/df = 1.19, RMSEA = 0.01, CFI = 1.00, TLI = 1.00, SRMR = 0.01). Inter-factor correlations and factor loadings are largely in line with expectations, indicating arguments for construct validity. Discussion: The study represents a substantial contribution in linking physical education and the generic research on instructional quality. Overall, strong arguments for the factorial structure of the measurement model were demonstrated. The study can be interpreted as a first step in a multi-step procedure in terms of further validity arguments.

Making clinical teaching visible-A time and motion study of hospital rounds in undergraduate medical teaching.

Background: Teaching medical students in the clinical setting is frequently perceived as a demanding commitment by attending physicians. There is a paucity of data measuring the duration and efficacy of teaching during clinical rounds. Aim: The aim of this study was to assess both the quantity and quality of clinical teaching time dedicated to medical students on hospital ward rounds. Methods: A cross-sectional direct structured observational study was conducted during the morning rounds of attending physicians involved in teaching undergraduate medical students at three different clinical facilities in three different specialties. A validated observational tool was used by four observers to record teaching time and quality indicators. Results: In terms of teaching duration, it was observed that 25% of the total morning round time was allocated to teaching. However, this measure varied widely between different physicians and specialties. As for teaching quality, actions categorized as active teaching by the teachers were observed in 19% of the interactions observed per round, while active learning by the students was observed in 17% of the interactions per round. Teacher high-cognition interactions were similarly observed in 23% of actions per round, while student high-cognition interactions occurred in 16% of actions per round. Internal Medicine tended to score higher than both Pediatrics and Surgery in terms of percentage teaching time as well as percentage of active teaching observed per round. Using liberal criteria, rounds characterized overall as predominantly active or high-cognition by both teachers and students were observed in only 21% of the total number of rounds observed. Conclusion: These results indicate that the percentage of teaching time during ward rounds is highly variable, and that round teaching generally consists of passive and low-cognition interactions. Future work is needed to train clinical faculty to achieve a desired level of teaching quality, and to determine if there are any changes in teaching time commitments and student outcomes.

From Tradition to Innovation: Analyzing Strategies and Support for Enhancing Badminton Course Teaching Quality through Educational Technology.

This study aims to explore the impact of Multimedia-Assisted Teaching (MAT) on the quality of physical education (PE) instruction in universities, with a particular focus on badminton courses. A quasi-experimental design was employed, including pre-tests and post-tests, involving two badminton classes at Ming Chuan University, with a total of 101 students. These two classes were assigned to an experimental group (using MAT) and a control group (traditional teaching methods). The research instrument used was the Physical Education Teaching Quality Scale (PETQ), which includes four factors: course content, teaching strategies, classroom management, and learning assessment. The results indicated that, compared to traditional teaching methods, the use of MAT significantly enhanced students' perception of the quality of PE instruction. The experimental group scored significantly higher than the control group across all scale factors, suggesting that MAT is more effective in capturing students' attention and improving learning outcomes. The conclusion suggests that MAT has significant advantages in improving the quality of physical education instruction. The integration of MAT enables more flexible lesson planning and enhances the learning process through the features of multimedia-assisted teaching. It is recommended that physical education teachers consider applying multimedia technologies to aid teaching, in order to increase student engagement and effectiveness.

Finding the Needle in the Haystack: Can Natural Language Processing of Students' Evaluations of Teachers Identify Teaching Concerns?

BACKGROUND: Institutions rely on student evaluations of teaching (SET) to ascertain teaching quality. Manual review of narrative comments can identify faculty with teaching concerns but can be resource and time-intensive. AIM: To determine if natural language processing (NLP) of SET comments completed by learners on clinical rotations can identify teaching quality concerns. SETTING AND PARTICIPANTS: Single institution retrospective cohort analysis of SET (n = 11,850) from clinical rotations between July 1, 2017, and June 30, 2018. PROGRAM DESCRIPTION: The performance of three NLP dictionaries created by the research team was compared to an off-the-shelf Sentiment Dictionary. PROGRAM EVALUATION: The Expert Dictionary had an accuracy of 0.90, a precision of 0.62, and a recall of 0.50. The Qualifier Dictionary had lower accuracy (0.65) and precision (0.16) but similar recall (0.67). The Text Mining Dictionary had an accuracy of 0.78 and a recall of 0.24. The Sentiment plus Qualifier Dictionary had good accuracy (0.86) and recall (0.77) with a precision of 0.37. DISCUSSION: NLP methods can identify teaching quality concerns with good accuracy and reasonable recall, but relatively low precision. An existing, free, NLP sentiment analysis dictionary can perform nearly as well as dictionaries requiring expert coding or manual creation.

Constructing an evaluation index system for clinical nursing practice teaching quality using a Delphi method and analytic hierarchy process-based approach.

BACKGROUND: The key step in evaluating the quality of clinical nursing practice education lies in establishing a scientific, objective, and feasible index system. Current assessments of clinical teaching typically measure hospital learning environments, classroom teaching, teaching competency, or the internship quality of nursing students. As a result, clinical evaluations are often insufficient to provide focused feedback, guide faculty development, or identify specific areas for clinical teachers to implement change and improvement. Therefore, the purpose of our study was to to construct a scientific, systematic, and clinically applicable evaluation index system of clinical nursing practice teaching quality and determine each indicator's weight to provide references for the scientific and objective evaluation of clinical nursing practice teaching quality. METHODS: Based on the "Structure-Process-Outcome" theoretical model, a literature review and Delphi surveys were conducted to establish the evaluation index system of clinical nursing practice teaching quality. Analytic Hierarchy Process (AHP) was employed to determine the weight of each indicator. RESULTS: The effective response rate for the two rounds of expert surveys was 100%. The expert authority coefficients were 0.961 and 0.975, respectively. The coefficient of variation for the indicators at each level ranged from 0 to 0.25 and 0 to 0.21, and the Kendall harmony coefficients were 0.209 and 0.135, respectively, with statistically significant differences (P < 0.001). The final established index system included 3 first-level, 10 second-level, and 29 third-level indicators. According to the weights computed by the AHP, first-level indicators were ranked as "Process quality" (39.81%), "Structure quality" (36.67%), and "Outcome quality" (23.52%). Among the secondary indicators, experts paid the most attention to "Teaching staff" (23.68%), "Implementation of teaching rules and regulations (14.14%), and "Teaching plans" (13.20%). The top three third-level indicators were "Level of teaching staff" (12.62%), "Structure of teaching staff" (11.06%), and "Implementation of the management system for teaching objects" (7.54%). CONCLUSION: The constructed evaluation index system of clinical nursing practice teaching quality is scientific and reliable, with reasonable weight. The managers' focus has shifted from outcome-oriented to process-oriented approaches, and more focus on teaching team construction, teaching regulations implementation, and teaching design is needed to improve clinical teaching quality.

Seeing the teacher through my peers' eyes? A social network study on adolescents' teaching quality perceptions.

BACKGROUND: Prior research has documented the pervasive influence that peers can exert on adolescents' lives. However, knowledge on whether adolescents' perceptions of the quality of the teacher's instruction are also prone to peer influences is lacking. METHOD: This study (N = 248 German adolescents) used longitudinal social network analysis to investigate whether (a) friends become more similar in their teaching quality perceptions (influence effects) and/or whether (b) students with initially more similar perceptions of teaching quality were more likely to become friends (selection effects). We also explored whether (c) students with more positive teaching quality perceptions were better integrated socially. RESULTS: We did not find support for influence or selection effects. However, students who rated their teacher's instruction more positively were better integrated socially. CONCLUSIONS: Our work adds to research on the role of peers in adolescence and enhances our understanding of peer influences on students' perceptions of instruction.

Position statement of the GMA committee "teaching evaluation".

The evaluation of teaching can be an essential driver for curriculum development. Instruments for teaching evaluation are not only used for the purpose of quality assurance but also in the context of medical education research. Therefore, they must meet the common requirements for reliability and validity. This position paper from the GMA Teaching Evaluation Committee discusses strategic and methodological aspects of evaluation in the context of undergraduate medical education and related courses; and formulates recommendations for the further development of evaluation. First, a four-step approach to the design and implementation of evaluations is presented, then methodological and practical aspects are discussed in more detail. The focus here is on target and confounding variables, survey instruments as well as aspects of implementation and data protection. Finally, possible consequences from evaluation data for the four dimensions of teaching quality (structural and procedural aspects, teachers and outcomes) are discussed.

Analysis of the Effect of High-Simulation Teaching on Nursing Students' Learning of Nursing Knowledge on Double J Tubes after Ureteral Soft Scope Lithotomy.

OBJECTIVE: To study the effect of high-simulation teaching on nursing students' learning knowledge related to stoma tube care after ureteral flexible mirror lithotripsy. METHODS: A total of 80 nursing students who were admitted to our hospital from January 2020 to December 2022 were selected as the study objects. They were divided into the control group (traditional teaching) and observation group (high-simulation teaching based on traditional teaching) in accordance with teaching method. General demographic information and specialty theory, Objective Structured Clinical Examination, Chinese Critical Thinking Disposition Inventory, Teaching Quality Evaluation Scale and System for Evaluation of Teaching Qualities scores were collected from both groups of nursing students. Data were analysed with t- and chi-square tests. RESULTS: The general demographics of the two groups were not statistically significantly different (p > 0.05). No significant differences in examination scores, clinical skills, thinking skills, teaching quality and nursing students' satisfaction were found between the two groups before teaching (p > 0.05). Examination scores, clinical skills, thinking skills, teaching quality and nursing students' satisfaction were higher in the observation group than in the control group after teaching (p < 0.05). CONCLUSIONS: High-simulation teaching can effectively improve theoretical and clinical skill examination results, strengthen critical thinking, and improve teaching quality and nursing students' overall satisfaction with teaching. Therefore, it has application value.

How is teaching quality related to achievement emotions in secondary low- and high-achieving students: A cross-sectional study in Chinese mathematics classrooms.

BACKGROUND: Past studies clarified the relationship between dimensions of teaching and achievement emotions. However, more information is needed about the underlying process behind this relationship among students with different mathematical abilities. AIMS: This study examined the association between students' perceived teaching quality and achievement emotions in Chinese mathematics classrooms, focusing on students with different mathematics achievements. SAMPLES: There are 1045 secondary school students (49.1% girls; Mage = 13.90, SD = .84) from Chinese mathematics classrooms in the present study. METHODS: A multi-group structural equation model was adopted to test the relationship between teaching quality and achievement emotions between low- and high-achieving students. RESULTS: Control-value appraisals mediated in teacher support and achievement emotions in both student groups. At the same time, control-value appraisals failed to mediate cognitive activation and achievement emotions in low-achieving students, while the mediating effect of control-value appraisals was identified in high-achieving students. Besides, classroom management was related to achievement emotions via academic value only in low-achieving students. In contrast, it was related to achievement emotions via control-value appraisals in high-achieving students. CONCLUSIONS: The results clarified the mediation roles of control-value appraisals in teaching quality and achievement emotions in students with low- and high-achieving achievements. Similarities and differences were also identified between the two student groups. Teacher support was beneficial to students' positive emotions while classroom management helped to lessen students' negative emotions. High-achieving students benefited more from activating teaching compared with low-achieving students.

Development of a blended teaching quality evaluation scale (BTQES) for undergraduate nursing based on the Context, Input, Process and Product (CIPP) evaluation model: A cross-sectional survey.

OBJECTIVE: Developing a nursing undergraduate blended teaching quality evaluation tool based on the Context, Input, Process and Product model and evaluating its reliability and validity. BACKGROUND: Blended teaching is a commonly used teaching method in medical education, but there are limited tools available to effectively measure the quality of blended teaching. DESIGN: A Delphi study and cross-sectional study. METHODS: Using the Context, Input, Process and Product model as the theoretical framework, a questionnaire was developed through literature review, expert consultation and pre-survey. From April to July 2023, 448 students from a certain university were selected as the research subjects and the questionnaire was examined for reliability and validity through a survey method. RESULTS: The blended teaching quality evaluation scale with 35 items includes four dimensions Context, Input, Process and Product. The content validity and reliability of the blended teaching quality evaluation scale are both good, with a content validity index of 0.934 for the total scale and a content validity index of 0.750-1.00 for each item. The SEM shows that χ2/df = 6.89, RMSEA = 0.115, CFI = 0.882, NFI=0.865, RFI= 0.855, IFI = 0.882, TLI = 0.873. The Cronbach's α coefficient of the total scale is 0.991 and the Cronbach's α coefficient for each dimension is 0.944-0.984. CONCLUSION: The scale is based on the characteristics of blended learning and quality evaluation covers all aspects of teaching. It can accurately evaluate the quality of teaching, evaluate the problems in the teaching process based on the teaching quality score and propose reasonable teaching improvement suggestions based on the weak links in the teaching process.

Impact of clinical clerkship integrated with clinical ladder on attending physicians' teaching self-efficacy.

BACKGROUND: Self-efficacy plays an important role in enhancing the teaching capabilities of attending physicians (APs). The clinical ladder (CL) is an educational approach developed in the field of nursing education that increases difficulty in an incremental manner. However, no previous study has confirmed the effectiveness of CL in medical education. Therefore, this study aimed to examine the effect of clinical clerkship integrated with clinical ladder (CC-CL) on the self-efficacy of APs. METHODS: Sixth-year medical students participated in CC-CL for 6 months starting from April 2023, and the changes in the self-efficacy of APs were retrospectively evaluated. The students were trained by the APs concurrently, and the achievement levels of each student were shared. The primary outcome measure was the physician teaching self-efficacy questionnaire (PTSQ) score. The PTSQ scores before and after CC-CL were analyzed using the Wilcoxon matched-pair signed-rank test. RESULTS: Fifteen APs from the Department of Pediatric and Child Neurology were included in this study. No significant difference was observed in the total PTSQ scores of the APs before and after CC-CL. However, a significant increase was observed in the PTSQ score of APs who participated for at least 2 h per week over a period of more than 3 months (n = 8) after CC-CL (p = 0.022). Furthermore, APs who had received their pediatrician certification < 10 years ago (n = 8) showed a significant increase in the total PTSQ score after CC-CL (p = 0.022). CONCLUSIONS: CC-CL may play an important role in cultivating the self-efficacy of less experienced APs. Further comparative studies must be conducted in the future to validate the findings of this study.

Effects of Entry Grades on Students' Academic Performance Under Homogeneous Educational Resources.

Background: A minor difference in college entrance examination scores can result in vastly different educational resources in China, so it has been debated whether it is the difference in the student population or the difference in educational resources that causes the difference in medical graduates. We aimed to evaluate the effects of entry grades on students' academic performance under homogeneous educational resources. Methods: Students in grade 2016 with 13-point difference in the average admission scores of 2 medicine schools in Sun Yat-sen University were educated in mixed classes and were taught with the same educators during the 5 years of undergraduate period. The grades, graduation, and postgraduate enrollment rates of the students were compared between the two campuses. Results: The average admission scores for Shenzhen Campus (SZC) students are 13 points lower than those of Guangzhou North Campus (GZNC) (613 points vs 626 points). After 5 years of homogeneous education, comparing the GZNC students with the SZC students, there were no significant differences in the average total score (80.2 ± 4.6 vs 80.0 ± 5.6, P = 0.691), the average compulsory course (78.9 ± 3.4 vs 78.4 ± 6.1, P = 0.438), the average core course score (78.8 ± 7.4 vs 78.7 ± 5.0, P=0.860) and the average clerkship score (85.1 ± 7.2 vs 84.6 ± 2.7, P=0.275). However, the completion rate for SZC was higher than for GZNC (93.94% vs 86.27%, P=0.009). There was no statistical difference in postgraduate enrolment between the two institutions (P=0.758). Conclusion: Given the same educational resources, more medical students with lower entrance scores completed their studies and achieved the same percentage of postgraduate acceptance. This finding suggests that a key component of improving the quality of medical higher education in China may be to further rationalize the allocation of high-quality educational resources, rather than to pursuing students with high entrance examination scores.

1. Undergraduates from two medical schools with different average admission scores were educated with the same resources during the 5-year undergraduate period. After 5 years of homogeneous education, more students with lower entrance scores completed their studies and achieved the same percentage of postgraduate acceptance. 2. The key to improving educational quality is to optimize educational resources, not just to recruit high-scoring students.

Optimized multiple-attribute group decision-making through employing probabilistic hesitant fuzzy TODIM and EDAS technique and application to teaching quality evaluation of international Chinese course in higher vocational colleges.

With the construction and development of the "the Belt and Road", the international community has an increasing demand for high-quality technical and skilled talents who both understand Chinese and have an international perspective. Exploring a Chinese curriculum system suitable for the development of international students is conducive to promoting the international development of vocational education, improving the quality of international student training, providing talent support for Chinese and foreign enterprises, and promoting the "going out" of Chinese enterprises and international production capacity cooperation. The training of international students in higher vocational colleges starts late, has little experience, lacks theoretical innovation, and lacks the development characteristics of vocational education. The teaching quality evaluation of international Chinese course in higher vocational colleges is multiple-attributes group decision-making (MAGDM). Recently, the TODIM and EDAS technique has been employed to manage MAGDM. The probabilistic hesitant fuzzy sets (PHFSs) are employed as a useful tool for depicting uncertain information during the teaching quality evaluation of international Chinese course in higher vocational colleges. In this paper, the probabilistic hesitant fuzzy TODIM-EDAS (PHF-TODIM-EDAS) technique is built to manage the MAGDM under PHFSs. Finally, the numerical example for teaching quality evaluation of international Chinese course in higher vocational colleges is employed to show the PHF-TODIM-EDAS technique. The main contribution of this paper is outlined: (1) the TODIM technique based on EDAS technique has been extended to PHFSs based on CRITIC technique; (2) the CRITIC technique is employed to derive weight numbers under PHFSs. (3) the PHF-TODIM-EDAS technique is founded to manage the MAGDM under PHFSs; (4) a numerical case study for teaching quality evaluation of international Chinese course in higher vocational colleges and some comparative analysis is supplied to validate the proposed PHF-TODIM-EDAS technique.

An evaluation method for the effectiveness of physical education

The fundamental focus of national spiritual civilization creation has been the effects of college physical instruction. The contemporary teaching methods exhibit greater flexibility, leading to a lack of reasonable assessment of physical education quality.To tackle this issue, we suggest implementing a technique that utilizes a recurrent neural network (RNN) to assess the standard of IPE. Additionally, we want to develop an automated assessment system specifically designed for this purpose. We gathered a dataset (Student satisfaction, course size, classroom feedback, teacher efficacy and course research). The study employs Min-Max normalization to eliminate redundant elements and ensure uniformity and principal component analysis (PCA) is used to discover relevant properties using already processed data. We simulate trials with Python 3.11 software to assess the efficiency of the suggested algorithm. A simulation environment was constructed to test the proposed approach, yielding notable performance metrics,Accuracy (95.68%), Precision (94.52%), Recall (86.59%) and F1-Score (88.56%). Comparative analysis demonstrates the efficacy of the suggested strategy, addressing limitations related to data availability and network complexities. Future efforts seek to improve RNN structures for various instructional materials, increase the clarity of assessments for better understanding and utilize large statistics to strengthen the model's resilience, resulting in a comprehensive manner supported by evidence based acceptance of the impact of IPE (AU)

Resident Assessment of Clinician Educators According to Core ACGME Competencies.

BACKGROUND: The Accreditation Council for Graduate Medical Education (ACGME) requires faculty to pursue annual development to enhance their teaching skills. Few studies exist on how to identify and improve the quality of teaching provided by faculty educators. Understanding the correlation between numeric scores assigned to faculty educators and their tangible, practical teaching skills would be beneficial. OBJECTIVE: This study aimed to identify and describe qualities that differentiate numerically highly rated and low-rated physician educators. DESIGN: This observational mixed-methods study evaluated attending physician educators between July 1, 2015, and June 30, 2021. Quantitative analysis involved descriptive statistics, normalization of scores, and stratification of faculty into tertiles based on a summary score. We compared the highest and lowest tertiles during qualitative analyses of residents' comments. PARTICIPANTS: Twenty-five attending physicians and 111 residents in an internal medicine residency program. MAIN MEASURES: Resident evaluations of faculty educators, including 724 individual assessments of faculty educators on 15 variables related to the ACGME core competencies. KEY RESULTS: Quantitative analyses revealed variation in attending physician educators' performance across the ACGME core competencies. The highest-rated teaching qualities were interpersonal and communication skills, medical knowledge, and professionalism, while the lowest-rated teaching quality was systems-based practice. Qualitative analyses identified themes distinguishing high-quality from low-quality attending physician educators, such as balancing autonomy and supervision, role modeling, engagement, availability, compassion, and excellent teaching. CONCLUSIONS: This study provides insights into areas where attending physicians' educational strategies can be improved, emphasizing the importance of role modeling and effective communication. Ongoing efforts are needed to enhance the quality of faculty educators and resident education in internal medicine residency programs.

Analysis on the homogeneity of clinical basic skills teaching based on OSCE exam scores / 沈阳医学院学报

Objective:To identify and improve the weakness in different clinical practice teaching hospital,and enhance the quality of practical teaching.Methods:A total of 291 trainees majoring in clinical medicine in grade 2016 in a medical college in Shenyang who practiced in different clinical teaching hospitals and participated in the objective structured clinical examination(OSCE)were enrolled.The OSCE scores was analyzed with one way ANOVA and Kruskal-Wallis statistic methods to identify the weakness in clinical practice teaching and improve the teaching quality.Results:In the standardized patient consultation and physical examination results,the passing rate and average score of H hospital was the lowest.The average score of trainees in H hospital was statistically significant compared to that in A,B,F,G,K,and L hospitals(P＜0.01).In terms of skill operation scores,H hospital had the lowest pass rate and average score.The average score of interns in H hospital was statistically significant compared to that in A,D,E,F,G,I,J,K hospitals(P＜0.01).In the interpretation of auxiliary examination results,the passing rate and average score of H hospital was the lowest.The average score of interns in A and H hospital was significantly different from that of B and J hospitals(P＜0.01).Conclusions:There are great differences in the practice effect of students in different clinical teaching hospitals.Medical colleges and universities should strengthen the management of clinical teaching hospitals to ensure the homogeneity of clinical practice teaching quality.

Development and validation of a questionnaire on problem-based learning to evaluate facilitation by the tutor and the student group.

BACKGROUND: The study objective was to develop and validate a questionnaire to capture facilitation activities in PBL by the tutor and the group with reference to a theoretical model of teaching quality. METHODS: We developed 19 items assigned to six factors to evaluate collaborative learning processes in relation to facilitation by the tutor and the student PBL group. We analysed construct and criterion validity in 419 undergraduate medical students in 152 online PBL groups. RESULTS: Construct validity was confirmed based on factor dimensionality in line with the theoretical assumptions as well as satisfactory internal reliabilities and intraclass correlation coefficients. Criterion validity was supported by the correlation of a) tutor facilitation activities with the success of group self-facilitation and b) facilitation activities with learning gain and satisfaction in the PBL sessions. DISCUSSION: The questionnaire provides a more comprehensive understanding of collaborative learning processes in PBL and the interplay between facilitation activities by the tutor and the group.

Utilizing Data Mining Techniques for Enhancing Physical Education Teaching Quality: A Sports Science Perspective / Utilización de técnicas de minería de datos para mejorar la calidad de la enseñanza de la educación física: una perspectiva de las ciencias del deporte

Quality physical education (PE) instruction plays a pivotal role in the development of talent and the overall success of educational institutions. Recent scholarly investigations have unveiled significant challenges within the realm of PE teaching. Consequently, it becomes imperative to establish a comprehensive PE teaching quality evaluation system that leverages data mining techniques. This study endeavors to design a robust model for evaluating PE teaching quality based on association rules mining. The process begins by defining evaluation indices specific to PE teaching quality. Subsequently, a meticulous analysis of the influencing factors affecting PE teaching quality is conducted. The results generated by the model presented herein closely align with established standard values, demonstrating superior evaluation quality. This model, rooted in data mining techniques, offers a promising reference point for future assessments and improvements in the domain of physical education teaching quality. In conclusion, the fusion of data mining methodologies within the sports science perspective provides a compelling framework for enhancing the quality of physical education teaching. This approach not only addresses existing challenges but also paves the way for more effective talent development and the advancement of educational institutions.(AU)