[Epidemiologic study on the status quo of teaching behaviors of teachers in a medical university and its influence on teaching quality].
OBJECTIVE
To analyze the status quo of teaching behaviors of teachers in a medical university and identify the factors affecting teaching behaviors to improve the teaching quality.


METHODS
All the staff conducting direct teaching in a medical college were investigated by cross-sectional survey and case-control study. Logistic regression model was established, with the results of teaching quality as dependent variable and influential factors as independent variable. The case-control study was conducted by one-way analysis of unconditional logistic regression and logistic multivariate analysis.


RESULTS
The differences in teaching quality among 38 various teaching behaviors of the university teachers were significant. Four factors in teaching behaviors were found to influence the improvement of teaching from poor to excellent quality, 6 affecting improvement from moderate to excellent and 7 from poor to moderate.


CONCLUSIONS
The critical teaching behaviors affecting teaching quality vary with different levels of teaching quality and potentials of improvement, and the closeness of the association also varies.
Zeng
Zhi-rong
ZR
Department of Teaching Administration, Southern Medical University, Guangzhou 510515, China.
Yu
Shou-yi
SY
Zhou
Zeng-huan
ZH
Zhang
Chao
C
Wang
Dong
D
D016022:Case-Control Studies; D002681:China; D003430:Cross-Sectional Studies; D004501:Education, Medical / Q000592:standards*; D005180:Faculty, Medical; D006801:Humans; D016015:Logistic Models; D011786:Quality Control; D013192:Staff Development / Q000379:methods / Q000592:standards; D011795:Surveys and Questionnaires; D013663:Teaching / Q000592:standards*