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

dc.creator	Schiekirka Sarah
dc.creator	Reinhardt Deborah
dc.creator	Heim Susanne
dc.creator	Fabry Götz
dc.creator	Pukrop Tobias
dc.creator	Anders Sven
dc.creator	Raupach Tobias
dc.date	2012-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:18:53Z
dc.date.available	2015-07-20T22:18:53Z
dc.identifier	10.1186/1472-6920-12-45
dc.identifier	1472-6920
dc.identifier	https://doaj.org/article/bf70fdcc31bc408ca12c8028055e0922
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/19553
dc.description	<p>Abstract</p> <p>Background</p> <p>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.</p> <p>Methods</p> <p>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.</p> <p>Results</p> <p>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.</p> <p>Conclusions</p> <p>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.</p>
dc.language	English
dc.publisher	BioMed Central
dc.relation	http://www.biomedcentral.com/1472-6920/12/45
dc.relation	https://doaj.org/toc/1472-6920
dc.rights	CC BY
dc.source	BMC Medical Education, Vol 12, Iss 1, p 45 (2012)
dc.subject	Undergraduate medical education
dc.subject	Evaluation
dc.subject	Purpose
dc.subject	Consequence
dc.subject	Learning outcome
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	DOAJ:Medicine (General)
dc.subject	DOAJ:Health Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	DOAJ:Medicine (General)
dc.subject	DOAJ:Health Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school
dc.type	article