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Background: Achievement assessment is an essential task to the performance and characteristics of the graduates in Technology in Biomedical Communications . The result is useful information in regard to the graduates and quality assurance.Objectives : To evaluate the achievement of the 2004 Graduates in Technology in Biomedical Communications, Faculty of Medicine, Khon Kaen University.Methodology: Descriptive study design was used. The questionnaire with 1-5 Likert’s scale (5 = excellent, 4 = good, 3 = fair, 2 = poor, and 1 = very poor, need improvement) covering of 10 items in 4 aspects : (1) competency, (2) performance, (3) ethic and (4) total achievement were conducted, sending by mail to graduates and their employers. Data analyses were mean, standard deviation and chi-square.Results: There were 88.24% of response rate from the graduates and 100% from their employers, respectively. Total of achievement among the graduates was at high level. This study also found the achievement scoring by the graduates at 4.3 (SD 0.61) and achievement scoring by the employers was 4.06 (SD 0.96). There were no statistically significance between the graduate’s opinion and their employers (P\> 0.05).Conclusion: This study found achievement evaluation of the 2004 graduates and their employers at high level in 3 parts : competency, performance and total achievement. The ethics of the graduates were at the highest level and at high level from their employers. However, the study found some opinions about the graduates’ perspectives were beneficial to the Technology in Biomedical Communications Program courses improvement with regards to the qualified graduates.Key Words: Achievement Evaluation, Graduates in Technology in Biomedical Communications
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Rationale: Clinical radiology is currently the one core-course of medical curriculum and important to the fifth year medical students in order to curative planning and diagnosis. Regarding the time limitation, the fifth year medical students only have four weeks to studying clinical radiology course. Due to course improving and in line with the medical education quality assurance, therefore, this study was being held. Objectives: This study sought to determine the point of view of the fifth year medical students regarding to teaching and learning process of the 372 581 Clinical Radiology Course.Research design: Descriptive studyPopulation study: One hundred and fifty-eight of the fifth year medical students at Faculty of Medicine, Khon Kaen University who registered in 2005 academic year. Methods: Self administered questionnaire using Likert scale (1-5 score) and quality controlled by expert content validity consultation and reliability testing (alpha 0.8). By using Microsoft Excels 2003, Epi info ver 6 for data double entry and SPSS for descriptive statistics. Results: A total 158 questionnaires were distributed at Department of Radiology with 94.93 % response rate. Males comprised 41.3% and females 58.7% of the sample, respectively. More than half of the study samples GPA were 2.0-2.9 (60.0%) and 40% of the samples were achieved GPA 3.0-4.0. The study samples reveal the teaching and learning process evaluation of this course in high level (4.16 ± 0.50). In each part of teaching and learning process, the sample also had shown high level. There were; (1) content (4.11 ± 0.58), (2) course management (4.02 ± 0.68), (3) lecturers (4.24 ±0.55), (4) learners (4.17 ± 0.53), (5) measurement and evaluation (4.17 ± 0.59), (6) instructional media and facility materials (4.23 ± 0.56). In addition, there were no statistically significance between the teaching and learning process mean score among the fifth year medical student gender (male-female) and GPA group ( 2.0-2.99 and 3.0-4.0) (p \> 0.05).Conclusions: This study reveals that the fifth year medical student had shown high score of Likert scale in each part and all of teaching and learning process assessment of the 372 581 Clinical Radiology Course. Due to improving this course, findings of this study provide the useful information for the Department of Clinical Radiology staffs and related areas. Keywords: Evaluation, Clinical Radiology, Medical students
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Background: Assessment the curriculum is one of the essential factor in education to use the results as a feedback data to manage the education efficiently in accordance with the need of society-- in line with medical education quality assurance.Objectives: To assess the curriculum of the Bachelor of Technology Program in Biomedical Communications as perceived by the students graduating in 2005.Subject and Method: This was descriptive research using both concurrent and analytical evaluations. Seventeen of 2nd-year students were surveyed on February 2006. The checklist and the 1-5 Likert’s scale questionnaire were used and developed some categories as research instrument. The collected data were analyzed by using SPSS V.11.5 and the results were presented as percentages, means and standard deviation.Result:The response rate was 100% (males 76.5%, females 23.5%) whose GPAs ranged between 2.00-2.49 (5.9%), 2.50 - 2.99 (76.5%) and 3.00 - 3.49 (17.6%). Most students in the 1st year were more satisfied and in the 2nd year satisfied with the instruction and the curriculum content (3.73±0.61, 3.37±0.62 respectively). The study revealed that most students were satisfied with the program’s arrangement in the general education and more satisfied with specific subject and free elective (3.34±0.70, 4.08±0.53 and 3.97±0.71 respectively). Courses that the students found inappropriate was biostatistics (2.47±1.23)Conclusion: Overall the students were satisfied with the instruction and curriculum in the general education, specific subjects and free elective. One subject in the general education was considered inappropriate. An effort should be made, therefore, to make these courses more useful to students of this level. Finally, the students felt positive about the opportunities to be biomedical communications specialists.Key word: Assessment, curriculum, biomedical communications students, Likert’s scale.
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Background: Clinical radiology is currently the one core-course of medical curriculum and important to the fifth year medical students in order to do the curative planning and diagnosis. Regarding the time limitation, the fifth year medical students only have four weeks to study clinical radiology course. Due to the course improving and in line with the medical education quality assurance, therefore, this study was carrying out. We compare teaching and learning process assessment of clinical radiology among the fifth year medical students, Faculty of Medicine, Khon Kaen University between the year 2006 and 2007.Objectives: This study is sought to determine the point of view of the fifth year medical students regarding the teaching and learning process of the 372 581 Clinical Radiology course, compare between the year 2006 and 2007.Research design: Prospective descriptive studyPopulation studied: One hundred and thirty questionnaires were sell-administered by students the year 2006 and 119 questionnaires in the year 2007 by the fifth year medical students at Faculty of Medicine, Khon Kaen University.Methods: Self administered questionnaire using Likert scale (1-5 score) and quality controlled by expert content validity consultation and reliability testing (alpha 0.8) were employed. The Microsoft Excels 2003, Epi info ver 6 for data double entry and SPSS for descriptive and independent sample t-test statistics were used in this study.Results: The answers of 130 self administered questionnaires in 2006 and 119 questionnaires in 2007 were thoroughly compared. The response rate was 97.74% and 90.15% respectively. The study samples ranked the teaching and learning process evaluation of this course at the level of all aspects. There were; (1) content, (2) course management, (3) lecturers, (4) learners, (5) measurement and evaluation and (6) instructional media and facilitating materials. There were no statistically significant difference between the teaching and learning process mean score in both groups of students. The best mean score is in the lecturer category (4.28 VS. 4.29) followed by instructional media and facilitating materials category (4.30 VS. 4.29), content category (3.98 VS. 4.09), respectively.Conclusions: This study reveals that the fifth year medical students had judged at high score of Likert scale in each part and all of teaching and learning process assessment of the 372 581 for the Clinical Radiology Course. There was no statistically significant difference of the teaching and learning process mean score between the year 2006 and 2007. For improving of this course, findings of this study provide the useful information for the Department of Clinical Radiology staffs and related areas.Keywords: Evaluation, Clinical Radiology, Medical students