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

BMC Medical Education

Research Article

Sarah Schiekirka¹  Tobias Raupach¹  Deborah Reinhardt¹  Tobias Pukrop²  Sven Anders³  Susanne Heim⁴  Götz Fabry⁵ 

[1] Department of Cardiology and Pneumology, University Hospital Göttingen, D-37099, Göttingen, Germany;Department of Haematology and Oncology, University Hospital Göttingen, Göttingen, Germany;Department of Legal Medicine, University Medical Centre Hamburg Eppendorf, Hamburg, Germany;Department of Medical Psychology and Sociology, Georg-August University Göttingen, Göttingen, Germany;Department of Medical Psychology, Albert-Ludwigs-University Freiburg, Freiburg, Germany;

关键词: Undergraduate medical education;    Evaluation;    Purpose;    Consequence;    Learning outcome;   

DOI  :  10.1186/1472-6920-12-45

 received in 2012-01-20, accepted in 2012-06-22,  发布年份 2012

来源: Springer

【 摘 要 】

BackgroundEvaluation 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.MethodsThis 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.ResultsEvaluation 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.ConclusionsIn 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.

【 授权许可】

Unknown   
© Schiekirka et al.; licensee BioMed Central Ltd. 2012. This article is published under license to BioMed Central Ltd. 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.