Analysis of teaching quality and influencing factors of undergraduate teachers in a Medical University in western China
10.3760/cma.j.issn.2095-1485.2019.12.014
- VernacularTitle: 西部某医科大学本科授课教师课堂教学质量及影响因素分析
- Author:
Shunyue YANG
1
;
Shan YAN
2
;
Jianyun YU
3
;
Chuanzhi XU
1
;
Guofeng SONG
1
;
Faqian LU
1
;
Fuli LI
1
;
Weitang SHAO
1
;
Dingyun YOU
4
Author Information
1. School of Public Health, Kunming Medical University, Kunming 650500, China
2. School of Molecular & Clinical Medicine, Kunming Medical University, Kunming 650500, China
3. Highter Education Research Institute, Kunming Medical University, Kunming 650500, China
4. Science and Technology Department, Kunming Medical University, Kunming 650500, China
- Publication Type:Journal Article
- Keywords:
Teaching quality;
Influencing factors;
Logistic regression analysis
- From:
Chinese Journal of Medical Education Research
2019;18(12):1244-1248
- CountryChina
- Language:Chinese
-
Abstract:
Objective:In order to understand the current situation and influencing factors of teaching quality in a Medical University in Yunnan, thus improving the teaching quality of the teachers.
Methods:The self-made evaluation forms for teachers' teaching quality which include 9 first-level indicators were adopted. In December 2016, a survey was conducted on some students from grade 2013 to 2016 about the teachers who gave them lectures from September to December 2016, involving 7 different majors, 23 teachers and 18 courses. SPSS 21.0 was used for data analysis. Enumeration data were described by frequencies and percentages. Univariate and multivariate Logistic regression analyses were used for satisfaction.
Results:There were 1 542 valid questionnaires collected in this survey. Univariate Logistic regression analysis showed that there were 6 factors related to the overall satisfaction of teachers' classroom teaching quality, which were "whether the courses are professional (OR=1.430)", "curriculum difficulty (OR=1.731)", "curriculum progression (OR=1.620)", "learning time after class (OR=1.141)", "interest before class (OR=1.565)", and "interest after class (OR=2.291)", respectively.
Conclusion:"courses are professional", "courses are too easy", and "the progression of courses is slow " are favorable factors for high satisfaction degree, while "courses are set up by the departments that the students belong", "learning time used after class is too short", and "interest for study is decreased after class" may be unfavorable factors for high satisfaction degree.
