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Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school

BACKGROUND: Evaluation is an integral part of medical education. Despite a wide use of various evaluation tools, little is known about student perceptions regarding the purpose and desired consequences of evaluation. Such knowledge is important to facilitate interpretation of evaluation results. The...

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Autores principales: Schiekirka, Sarah, Reinhardt, Deborah, Heim, Susanne, Fabry, Götz, Pukrop, Tobias, Anders, Sven, Raupach, Tobias
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2012
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3408338/
https://www.ncbi.nlm.nih.gov/pubmed/22726271
http://dx.doi.org/10.1186/1472-6920-12-45
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author Schiekirka, Sarah
Reinhardt, Deborah
Heim, Susanne
Fabry, Götz
Pukrop, Tobias
Anders, Sven
Raupach, Tobias
author_facet Schiekirka, Sarah
Reinhardt, Deborah
Heim, Susanne
Fabry, Götz
Pukrop, Tobias
Anders, Sven
Raupach, Tobias
author_sort Schiekirka, Sarah
collection PubMed
description BACKGROUND: Evaluation is an integral part of medical education. Despite a wide use of various evaluation tools, little is known about student perceptions regarding the purpose and desired consequences of evaluation. Such knowledge is important to facilitate interpretation of evaluation results. The aims of this study were to elicit student views on the purpose of evaluation, indicators of teaching quality, evaluation tools and possible consequences drawn from evaluation data. METHODS: This qualitative study involved 17 undergraduate medical students in Years 3 and 4 participating in 3 focus group interviews. Content analysis was conducted by two different researchers. RESULTS: Evaluation was viewed as a means to facilitate improvements within medical education. Teaching quality was believed to be dependent on content, process, teacher and student characteristics as well as learning outcome, with an emphasis on the latter. Students preferred online evaluations over paper-and-pencil forms and suggested circulating results among all faculty and students. Students strongly favoured the allocation of rewards and incentives for good teaching to individual teachers. CONCLUSIONS: In addition to assessing structural aspects of teaching, evaluation tools need to adequately address learning outcome. The use of reliable and valid evaluation methods is a prerequisite for resource allocation to individual teachers based on evaluation results.
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spelling pubmed-34083382012-07-31 Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school Schiekirka, Sarah Reinhardt, Deborah Heim, Susanne Fabry, Götz Pukrop, Tobias Anders, Sven Raupach, Tobias BMC Med Educ Research Article BACKGROUND: Evaluation is an integral part of medical education. Despite a wide use of various evaluation tools, little is known about student perceptions regarding the purpose and desired consequences of evaluation. Such knowledge is important to facilitate interpretation of evaluation results. The aims of this study were to elicit student views on the purpose of evaluation, indicators of teaching quality, evaluation tools and possible consequences drawn from evaluation data. METHODS: This qualitative study involved 17 undergraduate medical students in Years 3 and 4 participating in 3 focus group interviews. Content analysis was conducted by two different researchers. RESULTS: Evaluation was viewed as a means to facilitate improvements within medical education. Teaching quality was believed to be dependent on content, process, teacher and student characteristics as well as learning outcome, with an emphasis on the latter. Students preferred online evaluations over paper-and-pencil forms and suggested circulating results among all faculty and students. Students strongly favoured the allocation of rewards and incentives for good teaching to individual teachers. CONCLUSIONS: In addition to assessing structural aspects of teaching, evaluation tools need to adequately address learning outcome. The use of reliable and valid evaluation methods is a prerequisite for resource allocation to individual teachers based on evaluation results. BioMed Central 2012-06-22 /pmc/articles/PMC3408338/ /pubmed/22726271 http://dx.doi.org/10.1186/1472-6920-12-45 Text en Copyright ©2012 Schiekirka et al.; licensee BioMed Central Ltd. http://creativecommons.org/licenses/by/2.0 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Research Article
Schiekirka, Sarah
Reinhardt, Deborah
Heim, Susanne
Fabry, Götz
Pukrop, Tobias
Anders, Sven
Raupach, Tobias
Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school
title Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school
title_full Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school
title_fullStr Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school
title_full_unstemmed Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school
title_short Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school
title_sort student perceptions of evaluation in undergraduate medical education: a qualitative study from one medical school
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3408338/
https://www.ncbi.nlm.nih.gov/pubmed/22726271
http://dx.doi.org/10.1186/1472-6920-12-45
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