科研之友
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摘要
Introduction The formal preparation of dental professionals for teaching is increasingly seen as essential to enhance teacher effectiveness and student learning and to promote curricular initiatives. As a result, many dental schools have implemented a variety of faculty development programming. There is a body of literature that describes these programmes, but there is limited rigorous evaluation of them. The use of multiple measures of evaluation helps to compensate for potential inadequacies of individual methods. Analyses with multiple measures provide a more comprehensive view of whether a programme is achieving its learning outcomes. Materials and methods A dental faculty development programme, Class Advanced Clinical Teaching Scholars (ACTS), at New York University College of Dentistry (NYUCD) was evaluated with four different measures: pre- and post-programme tests of participants' level of relevant pedagogical knowledge, pre- and post-programme objective structured teaching examinations (OSTEs), pre- and post-programme self-assessments of teaching abilities and post-programme participant satisfaction surveys. Two of the measures used a comparison group of faculty. Results Results revealed that the Class ACTS participants significantly improved their knowledge; observed teaching performance in most teaching domains tested showed significant improvement; there was no significant change in self-assessed teaching abilities after participation; and the course was viewed positively by the participants. Conclusion Class ACTS, an advanced dental faculty development course, has been successfully implemented and evaluated with the use of multiple measures.
- 出版日期2013-2
