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    张衡, 李克放, 王红玉, 胡玥玥, 刘媛媛, 刘扬, 陈辉, 陈卫东. 基于CIPP模型和层次分析法的临床线上教学质量评价体系的构建[J]. 蚌埠医科大学学报, 2023, 48(11): 1607-1612. DOI: 10.13898/j.cnki.issn.1000-2200.2023.11.029
    引用本文: 张衡, 李克放, 王红玉, 胡玥玥, 刘媛媛, 刘扬, 陈辉, 陈卫东. 基于CIPP模型和层次分析法的临床线上教学质量评价体系的构建[J]. 蚌埠医科大学学报, 2023, 48(11): 1607-1612. DOI: 10.13898/j.cnki.issn.1000-2200.2023.11.029
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    ZHANG Heng, LI Ke-fang, WANG Hong-yu, HU Yue-yue, LIU Yuan-yuan, LIU Yang, CHEN Hui, CHEN Wei-dong. Construction of evaluation system of clinical online teaching quality based on CIPP model and analytic hierarchy process[J]. Journal of Bengbu Medical University, 2023, 48(11): 1607-1612. DOI: 10.13898/j.cnki.issn.1000-2200.2023.11.029
    Citation: ZHANG Heng, LI Ke-fang, WANG Hong-yu, HU Yue-yue, LIU Yuan-yuan, LIU Yang, CHEN Hui, CHEN Wei-dong. Construction of evaluation system of clinical online teaching quality based on CIPP model and analytic hierarchy process[J]. Journal of Bengbu Medical University, 2023, 48(11): 1607-1612. DOI: 10.13898/j.cnki.issn.1000-2200.2023.11.029
    shu

    基于CIPP模型和层次分析法的临床线上教学质量评价体系的构建

    Construction of evaluation system of clinical online teaching quality based on CIPP model and analytic hierarchy process

      摘要
    • 摘要:
      目的应用CIPP模型和层次分析法构建临床线上教学质量评价体系。
      方法通过文献复习、Delphi法，从CIPP模型的背景评价、输入评价、过程评价和结果评价四个方面建立临床线上教学质量评价指标，并运用层次分析法计算各指标权重，构建临床线上教学质量评价体系。
      结果建立了包含4个一级指标、19个二级指标、45个三级指标的临床线上教学质量评价体系。
      结论基于CIPP模型和层次分析法的临床线上教学评价体系可基本反映临床线上教学与管理情况，对评价临床线上教学质量和探索、完善临床线上教学模式具有一定的参考价值。

       

      Abstract:
      ObjectiveTo construct an evaluation system of clinical online teaching quality using CIPP model and analytic hierarchy process.
      MethodsThe evaluation indexes of clinical online teaching quality were established from the four aspects of context, input, process and product evaluation of CIPP model by literature review and Delphi method. The weight of each index was calculated by analytic hierarchy process to construct the evaluation system of clinical online teaching quality.
      ResultsAn evaluation system of clinical online teaching quality with 4 first-level indicators, 19 second-level indicators and 45 third-level indicators was constructed.
      ConclusionsThe evaluation system of clinical online teaching quality based on CIPP model and analytic hierarchy process can basically reflect the situation of clinical online teaching and management, which has a certain reference value for evaluating the clinical online teaching quality, exploring and improving the clinical online teaching model.

       

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