湖北省中小学教师职业生活质量的现状调查

目的调查了解湖北省一线中小学教师的生活质量状况。方法 2010年4～6月对湖北省696名教师的问卷调查,用师生关系、教学效能感、主观幸福感作为职业生活质量的指标,考察中小学教师的职业生活质量状况。结果女教师的师生关系、生活满意度都明显的好于男教师的师生关系(t=3.574,P﹤0.001)和生活满意度(t=-4.824,P﹤0.001);班主任的师生关系(t=-4.455,P﹤0.001)、消极情绪(t=-4.354,P﹤0.001)都明显的好于非班主任教师;小学教师的教学效能感(t=4.768,P﹤0.001)显著高于中学教师,小学教师的师生关系(t=-3.253,P﹤0.01)也显著好于中学教师;对教师教学效能感、师生关系、主观幸福感的相关分析发现,各维度之间的相关显著,且达到非常显著水平(P﹤0.001)。结论女教师的职业生活质量优于男教师;班主任教师的职业生活质量优于非班主任教师;小学教师的师生关系、教学效能感优于中学教师;教龄只对教师的教学效能感有影响;教学效能感是师生关系与主观幸福感各维度的部分中介变量。     

Practical medical education in general practice

The Medical Faculty of the University of Limburg in Maastricht, The Netherlands pays special attention to extramural care. The extramural profile of the Medical Faculty also manifests itself in the curriculum. Since 1978, a 12-week clerkship in practical medical training in general practice (PMT-GP) has been offered to fifth-year students. The general aim is to acquaint students with general medical aspects as well as specific primary care aspects of health care. The programme started in the autumn of 1978 with 24 students and 24 GP teachers. At present more than 100 GP teachers, working in about 70 practices, train 120-130 students a year. The model of the PMT-GP system is characterized by six features: a ratio of one GP teacher to one student; autonomous examination by the student of at least 15 patients a week; daily follow-up discussion on the basis of patient records prepared by the student; opportunities for self-study by the student; one tutorial day a week at the Medical Faculty; intensive contacts between the Faculty and GP teachers. Key activities of the PMT-GP include autonomous contacts with patients, written records and daily follow-up discussions with the GP teacher.     

Learning is in the facilitation: faculty perspectives with facilitated teaching and learning-recommendations from informal discussions

Small group learning is an interactive activity that requires a skilled teacher with the ability to facilitate and debrief. Approximately 250 students from seven health professions were enrolled in a first year interprofessional education course that focused on the importance of communication and collaboration. Weekly faculty debrief sessions were conducted and were utilized to share the teachers perspectives with facilitative teaching as well as for feedback and improvement strategies. Recommendations included linking the learning within the small group sessions back to clinical and professional practice in order to validate the course content and thereby increase student engagement; creation of facilitator guides with specific debrief instructions for the given objectives in order to encourage effective learning dialogue among all participants; and providing faculty with formalized facilitator training as well as debrief strategies in order to attain the skills to better guide student learning.     

Mental health and patterns of work-related coping behaviour in a German sample of student teachers: a cross-sectional study

Purpose

The aim of this cross-sectional study was to evaluate the mental health of student teachers, to analyse the extent to which they feel prepared for their profession by the university curriculum and to investigate patterns of coping with occupational stress.

Methods

A sample of 481 German student teachers was investigated using two standardised instruments: GHQ-12 (General Health Questionnaire) and AVEM (Arbeitsbezogenes Verhaltens- und Erlebensmuster), an occupational stress and coping questionnaire describing four patterns of work-related coping behaviour. In addition, we asked how well the student teachers felt that the curriculum prepared them for their profession.

Results

Forty-four per cent of the student teachers report impaired mental health in the second teacher training period, indicated by a GHQ value equal to or over the cut-off of four. The AVEM responses revealed more than 40% showing risk patterns (A or B) compared to only 26.3% displaying a healthy coping style (G), while 32.8% demonstrate an unambitious style (S). These GHQ values are inversely correlated with the extent to which student teachers feel prepared for their work by the university curriculum.

Conclusions

Our data indicate a problematic stress level for student teachers in the second training phase (high exposure to health risks and unfavourable coping styles). Since teaching is clearly an extremely demanding job, it is vital that teacher training systems contribute towards protecting the health of teachers by focusing on fostering healthy personal attitudes and equipping young teachers with coping styles and skills that will better prepare them for the challenges facing them in their daily work. Self-care health management should also be part of the teacher training curriculum.     

Internet tools in the medical classroom

Summary: The Internet contains a vast amount of medically relevant information. In order to access this information, however, many networks require one to master applications written in UNIX, an operating system considered by many not to be user friendly. Although these tools may be available on the campus, it is difficult to teach their use unless there is some immediate benefit to the already busy user. From that standpoint, it is important for instructors to realize that common UNIX applications can be utilized as classroom tools to significantly enhance the learning experience by facilitating teacher/student communication. Also, whilst the student enjoys greater communication with the instructor (and with other students) he/she is also becoming adept at using information management tools.     

Suit settled over disclosure of student's HIV status

The Montgomery (MD) County Board of Education settled a suit with a 17-year-old student whose HIV status was disclosed by a substitute teacher. Terms of the settlement are confidential. The teacher commented on the boy's status to other students, and the suit charged the teacher and the school board with negligence and invasion of privacy. The student was asymptomatic and there was no legitimate reason for the substitute teacher to know his HIV status. The student has not returned to school.     

The redundancy of student comments and numerical ratings in evaluations of teaching

Student evaluation of teaching effectiveness is widely used in undergraduate institutions as one element of determining overall faculty effectiveness. The evaluation format typically consists of (1) a number of questions the student answers by indicating a numerical rating and (2) an open-ended section for written comments. Some faculty members believe that the numerical ratings are not taken seriously by the students, and that the written comments impose greater accountability on the part of students. On the other hand, numerical ratings are necessary to minimize the fear that unfavorable written comments will be taken out of context in promotion decisions. Tabulation of numerical ratings is essential if a computerized data base for faculty evaluation is to be established. This study was designed to examine the relationship between student's numerically based ratings and written comments by evaluating allied health instructors using a standard, schoolwide evaluation form. Written comments were categorized according to a five-point scale and compared to mean values obtained from numerical ratings. Twenty-two faculty and 1,311 student evaluations were included. Significant positive correlations were found between the numerical student ratings and the written comments. The highest correlations were between student comments and two items related to overall teaching effectiveness. Students who evaluated instructors at either extreme on the spectrum of effectiveness were most likely to include written comments. Based on the consistency of numerical ratings and written comments we recommend that only the numerical ratings be used as part of the promotion and tenure decision-making process.(ABSTRACT TRUNCATED AT 250 WORDS)     

Combined student ratings and self-assessment provide useful feedback for clinical teachers

Many evaluation instruments have been developed to provide feedback to physicians on their clinical teaching but written feedback alone is not always effective. We explored whether feedback effectiveness improved when teachers’ self-assessment was added to written feedback based on student ratings. 37 physicians (10 residents, 27 attending physicians) from different specialties (Internal Medicine, Surgery, Obstetrics/Gynecology, Pediatrics, Neurology, Dermatology, Ophthalmology, ENT, and Psychiatry) were invited to fill out a self-assessment questionnaire on their teaching skills. Students completed an almost identical questionnaire to evaluate the same teachers based on their experiences during clerkships. After receiving written feedback incorporating their self-assessment and the student ratings, the teachers indicated their perceptions of the self-assessment exercise and the written feedback in a questionnaire (five-point Likert scale items) and next, in more detail, in semi-structured interviews with a purposive sample of 12 of the participating teachers. 25 physicians participated (67%). The results showed that self-assessment and student feedback were both perceived as useful (3.7, SD 1.0) but the latter was considered more effective. The physicians we interviewed considered the combination of self-assessment with student ratings more effective than either self-assessment or written feedback alone. Notably, discrepancies between student ratings and self-assessment were deemed a strong incentive for change. We conclude that self-assessment can be a useful tool to stimulate improvement of clinical teaching when it is combined with written feedback based on student ratings. Future research among larger groups is needed to confirm our findings and examine whether these combined tools actually lead to improved teaching.     

How best to measure implementation of school health curricula: a comparison of three measures

The impact of school health education programs is often attenuated by inadequate teacher implementation. Using data from a school-based nutrition education program delivered in a sample of fifth graders, this study examines the discriminant and predictive validity of three measures of curriculum implementation: class-room observation of fidelity, and two measures of completeness, teacher self-report questionnaire and post-implementation interview. A fourth measure, obtained during teacher observations, that assessed student and teacher interaction and student receptivity to the curriculum (labeled Rapport) was also obtained. Predictive validity was determined by examining the association of implementation measures with three study outcomes; health knowledge, asking behaviors related to fruit and vegetables, and fruit and vegetable intake, assessed by 7-day diary. Of the 37 teachers observed, 21 were observed for two sessions and 16 were observed once. Implementation measures were moderately correlated, an indication of discriminant validity. Predictive validity analyses indicated that the observed fidelity, Rapport and interview measures were significantly correlated with post-test student knowledge. The association between health knowledge and observed fidelity (based on dual observation only), Rapport and interview measures remained significant after adjustment for pre-test knowledge values. None of the implementation variables were significantly associated with student fruit and vegetable intake or asking behaviors controlling for pre-test values. These results indicate that the teacher self-report questionnaire was not a valid measure of implementation completeness in this study. Post-implementation completeness interviews and dual observations of fidelity and Rapport appear to be more valid, and largely independent methods of implementation assessment.     

Student and Teacher Perceptions of School Climate: A Multilevel Exploration of Patterns of Discrepancy

BACKGROUND: School climate has been linked with improved academic achievement and reduced discipline problems, and thus is often a target of school improvement initiatives. However, few studies have examined the extent to which student and teacher perceptions vary as a function of individual, classroom, and school characteristics, or the level of congruence between teachers' and their students' perceptions of school climate. METHODS: Using data from 1881 fifth-grade students and their 90 homeroom teachers, we examined parallel models of students' and teachers' perceptions of overall school climate and academic emphasis. Two additional models were fit that assessed the congruence between teacher and student perceptions of school climate and academic emphasis. RESULTS: Multilevel analyses indicated that classroom-level factors were more closely associated with teachers' perceptions of climate, whereas school-level factors were more closely associated with the students' perceptions. Further analyses indicated an inverse association between student and teacher ratings of academic emphasis, and no association between student and teacher ratings of overall climate. CONCLUSIONS: Teacher ratings were more sensitive to classroom-level factors, such as poor classroom management and proportion of students with disruptive behaviors, whereas student ratings were more influenced by school-level factors such as student mobility, student-teacher relationship, and principal turnover. The discrepancy in ratings of academic emphasis suggests that while all of the respondents may have shared objectively similar experiences, their perceptions of those experiences varied significantly. These results emphasize the importance of assessing both student and teacher perceptions in future research on school climate.     

More than words? The status and impact of smoking policies in Scottish schools

The aim of this study was to investigate the current status of smoking policies in Scottish schools, and the relationship between policy status, enforcement of smoking restrictions and perceptions of smoking behaviour among pupils and teachers. A representative sample of 15-year-old school pupils from 77 Scottish secondary schools was surveyed in 1998 regarding their perceptions of smoking in several locations within and outside the school building. Two staff members from each school were also surveyed regarding school smoking policies for pupils and teachers, the nature of the school's smoking restrictions, and the extent to which the restrictions were enforced. The results showed that more schools had a written policy on teacher smoking than on pupil smoking. All schools in the sample banned smoking by pupils, but the majority allowed smoking by teachers in restricted areas. Irrespective of the type of policy or restrictions on smoking, pupils reported seeing smoking among both pupils and teachers on school premises in all of the sample schools. Whether or not a school had a written policy appeared to be unrelated to pupil smoking in the toilets or teacher smoking outdoors on school premises. However, pupils were less likely to be aware of pupils smoking outdoors and teachers smoking in the staff rooms in schools where there were written policies on pupil and teacher smoking, respectively. Consistent enforcement of a ban on pupil smoking was associated with lower levels of perceived smoking among pupils. Where a complete ban on teacher smoking existed, smoking among teachers was seen less often in the staff rooms, but more often in outside areas on school premises. The results have implications for the use of policy in promoting a healthy school environment.     

农村寄宿初中生心理健康影响因素分析

探究农村初中生寄宿与心理健康现状及相互关系,为促进农村寄宿学生心理健康提供依据.方法 采用随机分层抽样法选取陕西7 947名农村初中生为研究样本,运用自制学生基本情况调查问卷和心理健康诊断测验(MHT)进行调查.通过描述性统计方法分析农村初中生的寄宿和心理健康现状,通过OLS回归分析探究目前是否寄宿、寄宿起始年级、是否寄宿过与心理健康的关系.结果 农村初中生严重心理问题检出率为2.0%(162/7 947),单项倾向检出率为71.8%(5 707/7 947).目前是否寄宿、寄宿起始年级与MHT得分相关性均无统计学意义(β值分别为0.367,0.275,P值均>0.05);是否寄宿过与MHT得分相关性有统计学意义(β=0.461,P<0.01).性别、留级和师生关系与农村初中生心理健康相关性均有统计学意义(P值均<0.01).结论 是否寄宿过与农村初中生的心理健康关系显著,女生、留级生、师生关系差的学生心理健康状况更差.需要更加关注有寄宿经历学生的心理健康发展.     

Linguistic analyses of natural written language: unobtrusive assessment of cognitive style in eating disorders

OBJECTIVE: Linguistic style analysis is introduced as a method of nonreactive measurement of cognitive style in individuals with eating disorders (ED). METHOD: A journaling exercise was implemented on an ED inpatient unit. Thirty-four written essays collected from an unselected sample of 11 patients were analysed with the Linguistic Inquiry and Word Count, with regard to predefined text categories. At each session, self-report of participant well-being and session impact were assessed. RESULTS: Compared to essays from a student control group, and message-board entries of individuals who had recovered from an anorexia nervosa (AN), the inpatient journals displayed the highest rates of self-related words, negative emotion words, and the lowest rate of positive emotion words. Inpatients used more anxiety words and fewer words that refer to social processes and eating concerns than individuals who had recovered from an AN. Associations were found between linguistic categories, prewriting well-being, and postwriting evaluation. CONCLUSION: Linguistic style analysis offers insights into cognitive styles, and provides a promising approach for their unobtrusive measurement in ED.     

Living a socio-cultural approach in nursing education

The paper describes a teaching experience linking an undergraduate course and Master's degree course strictu sensu. The aim is to reflect on the social-cultural approach in nursing teaching and the relationship between teacher and students in the classroom. The subject of the study were students and a teacher from the discipline Philosophical Anthropology (graduate course) and student of the discipline Methodology of nursing teaching (master's course). The methodology applied was varied. The master's student followed the discipline through a participant observation and taught eight hours of class. On the participant observation of classes Paulo Freire's concepts of relationship between teacher and student and teaching-learning were applied. The feedback from the subjects in relation to the experience was positive.     

Factors associated with student participation in a school-based hepatitis B immunization program

This study examined the relationship between participation in a school-based hepatitis B immunization program and teacher attitudes toward school-based health care and student socioeconomic factors. A survey addressing teachers' attitudes was administered to all teachers participating in the program. Information regarding student participation in school lunch programs and scores on national standardized tests were collected. Of the 4,874 fifth-grade students targeted for the program, 3,483 (72%) consented to be vaccinated and 3,232 (93% of 3,483) received all three doses of vaccine. Socioeconomic factors were the most important predictors of student participation in this school-based immunization program. Participation was significantly lower among students in schools with a high proportion of students receiving free or reduced-price school lunch and with low test scores. The only teacher factor associated with student participation was whether the teacher had returned the questionnaire. Strategies to increase immunization coverage in school-based programs should target children of low socioeconomic status.     

The relationship of achievement and peer status to teacher attitudes toward young children

The relationships between teacher attitudes about children, children's peer relations, and achievement orientation were investigated. Eighteen preschool children were administered the Peabody Picture Vocabulary Test (PPVT) and a standard sociometric nomination procedure as measures of achievement and peer status, respectively. Fourteen student teachers involved in a practicum experience responded to an attitude measurement procedure designed to assess attitudes of Attachment, Rejection, Concern, and Indifference (ARCI). Kendall correlation coefficients indicated a significant relationship between teacher attitudes toward children and children's peer relations. Children who were popular in their peer group were nominated as highly attached by their teachers. Inversely, children's peer rejection correlated positively with teacher concern and rejection, while correlating negatively with teacher attachment. Teachers also were attached to high achieving children and rejected or were concerned about low achieving children. The implications for student‐teacher relationships and educational environments are discussed.     

Techniques for rapid quantitative assessment of activity levels in small-group tutorials

Two techniques for the rapid quantitative analysis of student participation in small-group teaching were investigated. In the first approach an observer, who also acted as a `critical friend', recorded the length of individual contributions using a computer keyboard as a simple timing device. In the second approach, small-group sessions were recorded with a portable stereophonic audiotape recorder. The teacher was recorded on one channel, all students on the other. A computer program produced automated analysis of these small group interactions by computing relative amount of speech on each channel. Simple analysis produced automatically by the programs revealed the overall style of the tutorial – variably `mini-lectures' by teachers with very little participation by the student body, rapid `question and answer' sessions with about equal teacher/student body involvement or `mini-presentations' by students with the teacher offering sparse comments in the manner of a facilitator. By presenting results in a graphic format, teachers can be given rapid objective feedback on their teaching style. Coupled with short verbal/non-verbal quizzes at the end of tutorials and information from other assessments, the value of using levels of participation as a measure of the efficiency of such small-group sessions can itself be assessed.     

Teaching in medicine: an elective course for third-year students

An elective course titled 'Teaching in Medicine' was given to eight third-year medical students in response to the policy of the University of British Columbia medical school to expand its elective offerings. Course objectives focused on the skills that doctors need to fulfil their role of teacher of patients, students or colleagues. Instructional methods included directed reading, group discussions, microteaching, evaluation of videotaped samples of teacher behaviour, role play, demonstration and practice in developing and using audiovisual materials, and analysis of research in teaching and learning in medicine. The course culminated in each student presenting a major teaching session which was videotaped and assessed by the student and course teachers. All students rated the course as excellent. This paper describes the course and the teacher and student perceptions of it. The experience of this medical school is that a course of this nature is extremely worthwhile.