Comparison of faculty and student evaluations of the hybrid teaching of orthopedics during the COVID-19 pandemic

Background@#In the face of the COVID-19 pandemic and a country-wide lockdown, the University of the Philippines College of Medicine halted face-to-face teaching in exchange for online learning for its students. For the Learning Unit VI students, clinical rotations shifted to hybrid activities to continue learning activities while minimizing exposure risk. The Philippine General Hospital Department of Orthopedics introduced the following hybrid activities in its curriculum for Learning Unit VI students: 1) Online Lectures, 2) Online Departmental Conference, 3) Online Division Rounds, 4) Online SGDs, 5) Written Case, 6) Online Exams, 7) Preceptorship, Demo, Return Demo, and 8) Online OSCE. The department used a variety of platforms including synchronous sessions, asynchronous pre-recorded lectures, and face-to-face teaching, as appropriate. @*Objectives@#The study compared the faculty and student course evaluations of activities in the hybrid ORTHO 251 course. @*Methodology@#Faculty and students were asked to evaluate each activity according to the Course Evaluation By Students (CEBS), the standard questionnaire used by the college, to determine the overall rating of each activity as well as any differences between the two groups. @*Results@#The hybrid activities conducted in the ORTHO 251 course were rated as good or excellent by the faculty and students, with differences in a few activities. Consultants rated online exams as being less effectively integrated and that there was inadequate time allotment for online SGDs, written cases, and online exams. Meanwhile, students rated all activities higher in terms of stimulating self-directed learning. @*Conclusion@#With good to excellent outcomes, this study found that it has at least satisfactorily matched the learning platform to the learning component. While knowledge may be taught via asynchronous recorded lectures or reading materials, attitude and thinking processes are better formed through synchronous discussion. Skills in medical education, including Orthopedics, are still best taught via face-to-face demoreturn demo. With this information, the department can investigate the causes of these differences and improve on the identified weaknesses.

Comparison of faculty and student evaluations of the hybrid teaching of orthopedics during the COVID-19 pandemic

Background@#In the face of the COVID-19 pandemic and a country-wide lockdown, the University of the Philippines College of Medicine halted face-to-face teaching in exchange for online learning for its students. For the Learning Unit VI students, clinical rotations shifted to hybrid activities to continue learning activities while minimizing exposure risk. The Philippine General Hospital Department of Orthopedics introduced the following hybrid activities in its curriculum for Learning Unit VI students: 1) Online Lectures, 2) Online Departmental Conference, 3) Online Division Rounds, 4) Online SGDs, 5) Written Case, 6) Online Exams, 7) Preceptorship, Demo, Return Demo, and 8) Online OSCE. The department used a variety of platforms including synchronous sessions, asynchronous pre-recorded lectures, and face-to-face teaching, as appropriate. @*Objectives@#The study compared the faculty and student course evaluations of activities in the hybrid ORTHO 251 course. @*Methodology@#Faculty and students were asked to evaluate each activity according to the Course Evaluation By Students (CEBS), the standard questionnaire used by the college, to determine the overall rating of each activity as well as any differences between the two groups. @*Results@#The hybrid activities conducted in the ORTHO 251 course were rated as good or excellent by the faculty and students, with differences in a few activities. Consultants rated online exams as being less effectively integrated and that there was inadequate time allotment for online SGDs, written cases, and online exams. Meanwhile, students rated all activities higher in terms of stimulating self-directed learning. @*Conclusion@#With good to excellent outcomes, this study found that it has at least satisfactorily matched the learning platform to the learning component. While knowledge may be taught via asynchronous recorded lectures or reading materials, attitude and thinking processes are better formed through synchronous discussion. Skills in medical education, including Orthopedics, are still best taught via face-to-face demoreturn demo. With this information, the department can investigate the causes of these differences and improve on the identified weaknesses.

Measurement scales of reactions to the assessment of graduate programs: evidences of factorial validity / Instrumentos de mensuração de reações à avaliação da pós-graduação: evidências de validade fatorial / Instrumentos de medida de reacciones a la evaluación del postgrado: evidencias de validación factorial

The propose was to seek validity evidences of scales based on the model of reactions of higher education professors about the evaluation of graduate programs conducted by the Brazilian Federal Agency for Support and Evaluation of Graduate Education (Capes). The scales of satisfaction, justice perception, utility perception, and accuracy perception were applied on 814 higher education professors, being 50.36% males, with a mean age of 47.66 years (SD = 9.34). Exploratory analysis indicated reliability of the four scales (alphas ranged from .69 to .97 and omegas are from .70). These and other psychometric indicators of the scales indicate that the measures are reliable, and the reaction model was confirmed by the strong correlation between the scales. (AU)

O objetivo deste estudo foi buscar evidências de validade de escalas elaboradas a partir do modelo de reações dos docentes de ensino superior acerca da avaliação da pós-graduação conduzida pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes). Foram aplicadas as escalas de satisfação, percepção de justiça, percepção de utilidade e percepção de precisão a 814 docentes de ensino superior, sendo 50,36% do sexo masculino, com média de idade de 47,66 anos (DP = 9,34). As análises exploratórias indicaram confiabilidade para as quatro escalas (alfas entre 0,69 e 0,97 e ômegas a partir de 0,70). Estes e outros indicadores psicométricos das escalas apontam que as medidas são consideradas confiáveis e o modelo de reação se confirma apresentando alta correlação entre as escalas. (AU)

El objetivo de este estudio fue buscar evidencias de validad de escalas elaboradas a partir del modelo de reacciones de los profesores acerca de la evaluación del postgrado efectuada por la Coordinación de Perfeccionamiento de Personal de Nivel Superior (Capes). Las escalas de satisfacción, percepción de justicia, percepción de utilidad y percepción de precisión fueron aplicadas a 814 docentes de enseñanza superior, siendo el 50,36% del sexo masculino, con promedio de edad de 47,66 años (DT = 9,34). Los análisis exploratorios señalaron fiabilidad de las cuatro escalas (alfas variaron entre 0,69 y 0,97 y omegas a partir de 0,70). Estos y demás indicadores psicométricos de las escalas apuntan que las medidas se consideran fiables y el modelo de reacción se confirma presentando una alta correlación entre las escalas. (AU)

Teaching and learning strategies of oral histology among dental students / Estrategias de enseñanza y aprendizaje de histología oral en estudiantes de odontología

Dental education is in a continuous state of development to adapt to the changing learning strategies of the millennial students. The introduction of electronic learning resources (ELR) is a good example, which has added immense value to the traditional methods of teaching oral histology. The main purpose of the study was to analyze the dental students' perception of learning oral histology the way it was taught. A pre-approved questionnaire survey was electronically distributed to 129 students who had completed the oral histology course. The majority of the students viewed oral histology course to be difficult and irrelevant to their dental career. Similarly, most of them preferred studying alone and used ELR in place of books and atlases. More than three quarters believed using a microscope in practical training sessions will make the oral histology course easier and more interesting. The results of this study will be used to formulate recommendations to be implemented in oral histology course.

La educación dental se encuentra en un estado de desarrollo continuo para adaptarse a las cambiantes estrategias de aprendizaje de los estudiantes milenios. La introducción de recursos de aprendizaje electrónico (RAE) es un buen ejemplo, el cual ha agregado un valor importante a los métodos tradicionales de enseñanza de histología oral. El objetivo principal del estudio fue analizar la percepción de los estudiantes de odontología de aprender histología oral de la forma en que se enseñó. Una encuesta de cuestionario preaprobada se distribuyó electrónicamente a 129 estudiantes que habían completado el curso de histología oral. La mayoría de los estudiantes consideraron que el curso de histología oral era difícil e irrelevante para su carrera dental. Del mismo modo, la mayoría de ellos preferían estudiar solos y usaban RAE en lugar de libros y atlas. Más de las tres cuartas partes creen que usar un microscopio en sesiones de capacitación práctica, permitiría que el curso de histología oral sea más fácil e interesante. Los resultados de este estudio se utilizarán para formular recomendaciones que se implementarán en el curso de histología oral.

Design of course evaluation system based on formative evaluation: a case study of Medical Infor-mation Analysis / 中华医学教育探索杂志

Based on formative evaluation, we constructed the evaluation system of Medical Infor-mation Analysis according to the literatures and theories of learning evaluation and teaching practice. In the present evaluation system, teachers and students evaluate each other. It focuses on the evaluation and feed-back of student learning. The frame of the system includes three primary indicators — learning attitude, interactive participation and behavioral results , and six corresponding secondary indicators for student learning evaluation. It is significant to introduce formative evaluation into course evaluation and to combine process evaluation with summative evaluation in evaluating those courses with many contents and limited time .It could improve teaching quality, promote student learning, and effectively achieve the curriculum objectives at last. The present evaluation system could be reference for other related curriculum evaluation.

Course quality management based on monitoring by students at a medical school / 한국의학교육

PURPOSE: This study aims to develop a system of course monitoring by students and evaluate the course quality management system (CQMS) implemented as an educational assessment tool. METHODS: This research was conducted in accordance with the ADDIE model which is a well-known instructional design model. The ADDIE process includes needs analysis, design of the course monitoring and course evaluation, development of evaluation forms, implementation of course monitoring, and evaluation of the program. RESULTS: To meet the need for a system that can replace the traditional lecture evaluation approach, this study developed and implemented a new course evaluation system. In comparison with the quantitative evaluation method, course monitoring by students provided more qualitative information on classes and courses from the students' perspective. The students' realistic description helped know how student felt the atmosphere of class and what kinds of teaching style students preferred. However, some view that the evaluation by the four monitoring members was less reliable. CONCLUSION: This study proposed a course quality management based on students' monitoring which emphasized the narrative evaluation to help to identify the strengths and weaknesses of the classes and gather qualitative information from the students' perspective that can be used to improve the courses. It is expected that providing the monitoring members with better orientation could help manage the quality of the courses using the monitoring system.

Desenvolvimento e avaliação de curso on-line sobre suporte avançado de vida em parada cardiorrespiratória para enfermeiro / Development and evaluation of an on-line course on advanced life support in cardiorespiratory arrest for nurses

Introdução: O desenvolvimento e a aplicação das Tecnologias de Informação e Comunicação associadas à internet exercem mudanças no processo de ensino aprendizagem e podem contribuir para a educação permanente em enfermagem, favorecendo a capacitação de enfermeiros, para reconhecer imediatamente a situação de parada cardiorrespiratória (PCR) de adultos e sistematizar as intervenções de suporte avançado de vida (SAV), a fim de que colaborem para o sucesso da reanimação cardiopulmonar e maior sobrevida dos pacientes. Objetivos: Desenvolver e avaliar a qualidade do curso on-line para enfermeiros sobre suporte avançado de vida nos casos de parada cardiorrespiratória em adultos. Método: Pesquisa metodológica aplicada, na modalidade de produção tecnológica de natureza quantitativa, exploratória e descritiva. Para o desenvolvimento do curso on-line, utilizou-se o modelo de Design Instrucional Contextualizado (DIC). A seleção dos participantes foi aleatória, intencional e não probabilística. Participaram do estudo dezesseis enfermeiros especialistas na área de urgência e emergência adultos e/ou de educação on-line. A coleta de dados ocorreu no período de novembro a dezembro de 2016. A avaliação do curso on-line foi baseada em critérios validados de Avaliação da Qualidade de Objetos de Aprendizagem. Resultados: O curso on-line foi implementado no ambiente virtual de aprendizagem (AVA) Moodle®, em nove unidades de aprendizagem e obtiveram índices de alta e boa qualidade em quinze (75%) critérios referentes à pertinência, contextualização, qualidade da informação, navegação, referências, portabilidade, correção de conteúdo, clareza das informações, facilidade de aprendizagem na interação e de localização das informações, interatividade, eficiência de utilização, utilização de recursos audiovisuais, ergonomia e estética. Foram avaliados cinco (25%) critérios como qualidade mediana relacionados à facilidade de retorno, uso de marcas especiais, gestão de erros, múltiplas janelas, ajuda aos usuários. Conclusões: os resultados mostraram que os referenciais teórico-metodológicos e pedagógicos adotados possibilitaram o desenvolvimento do curso on-line sobre SAV em PCR de adultos conferindo-lhe viabilidade de integrar tecnologias e estratégias educacionais inovadoras na implementação de capacitação e atualização de enfermeiros nas situações de emergência utilizando AVA.

Introduction: The development and application of Information and Communication Technologies associated to internet bring evidence-based changes in the processes of teaching and learning and may contribute for permanent education in nursing, promoting the training and the qualification of nurses on recognition of situations of cardiorespiratory arrest (CPR) in adults and on the systematization of advanced life-support interventions, in order to collaborate for the success of cardiopulmonary resuscitation and longer survival of adult patients. Objectives: Develop and evaluate the quality of the on-line course on advanced life support in adult cardiorespiratory arrest for nurses. Method: Applied methodological research, in the form of technological production based on quantitative, exploratory and descriptive research. For the development of the on-line course the Contextualized Instrumental Design (DIC) model was used. The selection of participants was random, intentional and non-probabilistic. Sixteen nurses specialists in the area of urgency and emergency to adult and/or on-line education participated in the study. Data collection has taken place from November to December 2016. The evaluation of the on-line course was based on assessed criteria of Learning Object Quality Assessment. Results: The on-line course was implemented in the Moodle® virtual learning environment in nine learning units and obtained high quality indexes in fifteen (75%) criteria regarding pertinence, contextualization, information quality, navigation, references, portability, content correction, technical information, ease of learning in interaction and location of information, interactivity, efficiency of use, use of audiovisual resources, ergonomics and aesthetics. Five (25%) criteria were evaluated a median quality related to ease of return, use of special brands, error management, multiple windows, and user assistance were also evaluated. Conclusions: The results showed that the theoretical, methodological and pedagogical frameworks adopted allowed the development of the on-line course on life-support interventions in adult CPR focused on adult learning, making it possible to integrate innovative educational technologies in the implementation of training and professional updating for nurses in the emergency situations using virtual learning environment.

Study of indicators and methods of developmental course evaluation based on investigation of teachers and students / 中华医学教育探索杂志

Considering a variety of theories such like Dunkin's, Centra's and Kolitch's, a set of 13 indicators are designed to evaluate effect of courses taken in high education of China currently, compro-mised by chief aspects of course designing, practicing, and effect. Three courses including medical nursing, humanistic cultivation and communication skills in nursing and fundamentals of nursing in a nursing de-partment are chosen to be objects of questionnaire survey about the above indicators. The results show that there are significant differences in curriculum effectiveness between different courses. The scores are 2.81, 2.80 and 2.60 respectively, and teachers and students have different evaluation on the same indicators of the same curriculum,which provides a reference for teachers, colleges and universities and teaching management departments to promote the improvement of teaching quality.

Potential bias factors that affect the course evaluation of students in preclinical courses / 한국의학교육

PURPOSE: We aim to identify what potential bias factors affected students' overall course evaluation, and to observe what factors should be considered in the curriculum evaluation system of medical schools. METHODS: This study analyzed students' ratings of preclinical instructions at the Ajou University School of Medicine. The ratings of instructions involved 41 first-year and 45 second-year medical students. RESULTS: There was a statistically significant difference between years of study and ratings' scoring. Learning difficulty, learning amount, student assessment, and teacher preparation from second-year students were significantly higher than first-year students (p<0.05). The analysis results revealed that student assessment was the predictor of ratings from first-year students, while teacher preparation was the predictor of ratings from second-year students. CONCLUSION: We found significant interactions between year of study and the students' rating results. We were able to confirm that satisfaction of instructions factors perceived by medical students were different for the characteristics of courses. Our results may be an important resource for evaluating preclinical curriculums.

Evidências de validade de instrumentos de reações no ensino superior à distância / Validity evidences of instruments of reaction in distance higher education / Evidencias de validez de instrumentos de reacciones en enseñanza superior a distancia

Com a crescente implantação de cursos superiores oferecidos via internet, os estudos na área de avaliação de ações educacionais a distância assumem grande relevância, ao propor instrumentos de medida para atestar a eficácia e a qualidade de cursos desta natureza. Nesse sentido, objetivou-se verificar as evidências de validade de dois instrumentos de medida: Reação aos Procedimentos Instrucionais e Reação ao Desempenho do Tutor. Alunos de graduação de uma universidade particular no interior paulista, que realizavam cursos a distância ou disciplinas híbridas, responderam a questionários que avaliaram o nível de satisfação com os procedimentos instrucionais adotados e a atuação profissional do tutor. Foram realizadas Análises Fatoriais Exploratórias e de consistência interna. Os escores analisados apontam para as evidências de validade estrutural em ambas escalas, que apresentam estruturas empíricas unifatoriais: 1) "Procedimentos Instrucionais em EAD" (17 itens, α=0,96 e cargas fatoriais entre 0,60 e 0,86); e 2) "Desempenho do Tutor" (27 itens, α=0,98 e cargas fatoriais entre 0,67 e 0,88). As estruturas de fator único já foram encontradas em estudos existentes com as medidas, que devem ser aplicadas em contextos e amostras diferentes, em futuras pesquisas.

Increasing implantation of higher education courses offered by Internet put the assessment studies on distance learning, that propose measuring instruments to attest the effectiveness and quality of these courses, at a relevant level. This study aimed to verify the validity evidences of two instruments: Satisfaction to the Instructional Procedures and Satisfaction to the Tutor's Performance. Undergraduated students from a private university in the State of Sao Paulo, who attended distance learning courses or blended disciplines, answered questionnaires that evaluated their satisfaction with the instructional procedures and tutors' professional performance. Exploratory Factor Analyzes and internal consistency were performed. The analyzed scores indicate for evidences of structural validity of both scales, which present one-factor empirical structures: 1) "Instructional Procedures in Distance Learning" (17 items, α=0.96 and factor loadings between 0.60 and 0.86), and 2) "Tutor's Performance" (27 items, α=0.98 and factor loadings between 0.67 and 0.88). Others studies with the scales found the one-factor structures as well. Future research should use them in different contexts and samples.

Los estudios que proponen instrumentos para verificar la eficacia y la calidad de carreras universitarias ofrecidas a distancia (Internet), son de gran importancia. En este sentido, el objetivo de esta investigación fue verificar la fiabilidad y consistencia interna de dos instrumentos: Reacción a los Procedimientos de Enseñanza y Reacción a la Calidad del Tutor. Los estudiantes de grado de una universidad privada de Sao Paulo, que realizaron cursos de grado o disciplinas online contestaron cuestionarios que evaluaban su satisfacción con los procedimientos adoptados y las actividades profesionales del tutor. Se realizaron Análisis Factoriales Exploratorios y de consistencia interna. Las puntuaciones analizadas indican evidencias de validez estructural de ambas escalas, que tienen estructuras empíricas de un solo factor: 1) "Procedimientos en Enseñanza Virtual" (17 ítems, α = 0,96 y cargas de los factores entre 0,60 y 0,86), y 2) "Desempeño del Tutor" (27 ítems, α = 0,98 y cargas factoriales entre 0,67 y 0,88). Las estructuras de factor único ya fueron encontradas en estudios existentes con las medidas, que deben ser aplicadas en contextos y muestras diferentes, en futuras investigaciones.

Smartphone-based evaluations of clinical placements-a useful complement to web-based evaluation tools / 보건의료교육평가

PURPOSE: Web-based questionnaires are currently the standard method for course evaluations. The high rate of smartphone adoption in Sweden makes possible a range of new uses, including course evaluation. This study examines the potential advantages and disadvantages of using a smartphone app as a complement to web-based course evaluationsystems. METHODS: An iPhone app for course evaluations was developed and interfaced to an existing web-based tool. Evaluations submitted using the app were compared with those submitted using the web between August 2012 and June 2013, at the Faculty of Medicine at Uppsala University, Sweden. RESULTS: At the time of the study, 49% of the students were judged to own iPhones. Over the course of the study, 3,340 evaluations were submitted, of which 22.8% were submitted using the app. The median of mean scores in the submitted evaluations was 4.50 for the app (with an interquartile range of 3.70-5.20) and 4.60 (3.70-5.20) for the web (P=0.24). The proportion of evaluations that included a free-text comment was 50.5% for the app and 49.9% for the web (P=0.80). CONCLUSION: An app introduced as a complement to a web-based course evaluation system met with rapid adoption. We found no difference in the frequency of free-text comments or in the evaluation scores. Apps appear to be promising tools for course evaluations. web-based course evaluation system met with rapid adoption. We found no difference in the frequency of free-text comments or in the evaluation scores. Apps appear to be promising tools for course evaluations.

Contents and Methods of Psychological Assessment Teaching: a Study Involving Professors / Conteúdos e Metodologias de Ensino de Avaliação Psicológica: um Estudo com Professores / Contenidos y Métodos de Enseñanza de Evaluación Psicológica: un Estudio con Maestros

The aim in this study was to verify the contents taught and teaching methods used by undergraduate Psychology teachers, specifically in the subjects related to psychological assessment. A two-part questionnaire was used: the first part served to characterize the participants, and the second the subjects taught. Twenty-two teachers participated. Among the respondents, 72.7% were female, 77.3% were psychological assessment teachers and 45.5% had graduated from public universities. For the open question, about the subjects taught, analysis and expert analysis categories were established. About the subjects taught, most respondents teach the techniques and theoretical foundations of tests. In contrast, the history of assessment and the elaboration principles of psychological documents were the topics taught least.

O presente estudo teve como objetivo verificar os conteúdos ministrados e as metodologias de ensino utilizadas por professores de graduação em Psicologia, especificamente nas disciplinas relacionadas à avaliação psicológica. O instrumento utilizado foi um questionário com duas seções, a primeira com o objetivo de caracterizar os participantes, e a segunda abordando as disciplinas ministradas. Participaram do estudo 22 professores. Dos respondentes, 72,7% eram do sexo feminino, 77,3% eram docentes de avaliação psicológica e 45,5% se formaram em universidades públicas. Para a questão aberta, sobre as disciplinas ministradas, foram estabelecidas categorias de análise e análise de juízes. Pôde-se constatar que, quanto ao conteúdo ministrado, as técnicas são ensinadas pela maior parte dos respondentes, ao lado dos fundamentos teóricos dos testes. Em contrapartida, o histórico da avaliação e os princípios da elaboração de documentos psicológicos foram os menos contemplados.

Este estudio tuvo como objetivo verificar el contenido y la metodología de enseñanza utilizada por profesores de grado en psicología, específicamente en las disciplinas relacionadas con evaluación psicológica. El instrumento utilizado fue un cuestionario con dos partes, la primera con objeto de caracterizar a los participantes y la segunda tratando de las asignaturas enseñadas. Participaron del estudio 22 profesores. De los respondientes, el 72,7% era mujer, 77,3% era profesor de evaluación psicológica y 45,5% era capacitado en universidades públicas. Para la pregunta abierta sobre las materias enseñadas, fueron establecidas categorías de análisis y de análisis de los jueces. Se encontró que, respecto al contenido ministrado, las técnicas son enseñadas por la mayoría de los encuestados, junto con los fundamentos teóricos de las pruebas. En contrapartida, la historia de la evaluación psicológica y los principios de la preparación de documentos fueron los menos enseñados.

Construção e validação de uma escala de transferência de treinamento / Construction and validatio of a training transfer scale / Construcción y validación de una escala de transferencia de entrenamiento

O artigo objetiva descrever o processo de construção e validação de um instrumento de transferência de treinamento. A coleta de dados foi realizada ao final do curso-alvo por meio de questionário digitalizado. Os itens do instrumento estão associados a uma escala que mede a frequência com que os participantes utilizaram os comportamentos descritos nos objetivos instrucionais após o término do curso em seu ambiente de trabalho. Foram realizadas análises de componentes principais, fatoriais e de consistência interna. A estrutura unifatorial obtida apresentou 24 itens (α=0,96). A estrutura bidimensional obtida é composta pelos fatores planejamento estratégico do negócio (17 itens, α=0,94) e planejamento financeiro do negócio (7 itens, α=0,95). Os resultados indicam que a escala é estatisticamente válida e confiável....(AU)

The goal of the article is to describe the process of construction and validation of a training transfer instrument. The data was collected at the end of the course by a digitalized questionnaire. The items of the questionnaire were associated to a scale that measures the frequency that the participants utilized to describe behaviors in the instructional objectives after finishing the course in their place of work. Analyses of principal components, factors and internal consistency have been made. The unifactorial structure obtained had 24 questions (α=0,96). The bifactorial structure obtained was composed by factors such as strategic business planning (17 questions, α=0,94) and finance business planning (7 questions, α=0,95). The results indicate that the scale is statistically valid and reliable....(AU)

El artículo objetiva describir el proceso de construcción y validación de un instrumento de transferencia de entrenamiento. La colecta de datos fue realizada al final del curso objetivo por medio de cuestionario digitalizado. Los ítems del instrumento están asociados a una escala que mide la frecuencia con que los participantes utilizaron los comportamientos descritos en los objetivos de instrucciones tras el término del curso en su ambiente de trabajo. Fueron realizados análisis de componentes principales, factoriales y de consistencia interna. La estructura unifactorial obtenida presentó 24 ítems (α=0,96). La estructura bidimensional obtenida es compuesta por los factores planificación estratégica del negocio (17 ítems, α=0,94) y planificación financiera del negocio (7 ítems, α=0,95). Los resultados indican que la escala es estadísticamente válida y confiable....(AU)

Avaliação de programa: a experiência da UFSCar no curso de Medicina / Program evaluation: the experience at the UFSCar School of Medicine

Relata-se a experiência do Grupo de Avaliação de Programa, instituído pelo curso de Medicina da UFSCar por este considerar a avaliação uma atividade permanente e constituinte do processo de ensino-aprendizagem. O grupo tem por finalidade acompanhar o processo de implementação do curso, tornando visíveis avanços e dificuldades, visando à promoção de ações para melhorar processos, produtos e resultados do currículo. Assim, a avaliação constitui um poderoso instrumento de gestão acadêmica. Neste caso, a avaliação de programa é composta prioritariamente pela avaliação sistemática e sistematizada das unidades educacionais e do desempenho de professores e preceptores do curso. Todos os instrumentos aplicados aos estudantes, professores e preceptores são analisados pelo grupo, que produz relatórios de avaliação e, em alguns casos, pesquisas de avaliação que se ancoram na triangulação de métodos.

This article reports on the experience by the Program Evaluation Group established by the UFSCar School of Medicine, where evaluation is considered an on-going process and an integral part of the teaching-learning process. The group aims to monitor the course implementation process, highlighting the gains and difficulties, in order to implement measures to improve the curriculum's processes, products, and results. Evaluation thus becomes a powerful academic management tool. In this case, the program evaluation consists mainly of systematic and systematized evaluation of the academic departments and the course faculty and preceptors' performance. All the instruments applied to students, faculty, and preceptors are analyzed by the group, which produces evaluation reports and in some cases evaluation studies based on methodological triangulation, recommending linkage between multiple perspectives, information sources, and methods.

Reação aos procedimentos instrucionais de um curso via internet: validação de uma escala / Reaction to the educational processes of an internet-based course: validation of a scale

Pesquisas em avaliação de treinamentos a distância ainda são incipientes. O artigo pretende contribuir com a área ao validar estatisticamente o instrumento Reação aos Procedimentos Instrucionais. O curso-alvo foi oferecido pelo Serviço Brasileiro de Apoio às Micro e Pequenas Empresas para alunos de todo o país. A coleta de dados foi realizada ao final do curso por meio de questionário digitalizado que mede a satisfação dos participantes quanto aos procedimentos instrucionais ofertados no curso. Foram realizadas análises de componentes principais e fatoriais e de consistência interna (Alfa de Cronbach). A escala apresentou estrutura bifatorial: Procedimentos Tradicionais, com 12 itens, α=0,91, e cargas fatoriais variando de 0,53 a 0,79; Recursos da Web, três itens, índice de confiabilidade α=0,76, com cargas fatoriais 0,40, 0,76 e 0,88. Os resultados indicam que a escala apresentou evidências de validade de construto.

Research into the evaluation of distance training is still in the early stages. This article intends to contribute to this area by validating statistically the tool Reaction to Educational Processes. The course being evaluated was offered by the Serviço Brasileiro de Apoio às Micro e Pequenas Empresas to students across Brazil. The data collection was conducted at the end of the course by means of a questionnaire that measures the satisfaction of the participants with regard to the educational processes offered in the course. Analyses were carried out of the main, factorial components and Internal Consistency (Cronbach's Alpha Coefficient). Following statistical validation, the questionnaire demonstrated two factors: Traditional Processes, 12 questions, α=0.91, factor loads ranging from 0.53 to 0.79; Web Resources, 3 questions, confidence level α=0.76, and factor loads 0.40, 0.76 and 0.88. The results indicated that the scale presented evidence of construct validity.

A Trend Study of Student' Consistent Responses to Course Evaluation / 한국의학교육

PURPOSE: Most students choose the same option to questions in course evaluation surveys. Identical answers to each question render the results unreliable. The purpose of this study was to analyze the trend of medical student' consistent responses to course evaluations. METHODS: The data of this study were the results of a course evaluation over 3 years (from 2006 to 2008) at the School of Medicine at A University. RESULTS: The proportion of students who replied with the same answers to each question was below 20%. This result was consistent in freshmen, sophomores, and junior students. Using a 5-point Likert scale, more than 40% of the students gave 5 points consistently. CONCLUSION: We conclude that student' responses to evaluations do not have a significant impact on the reliability of course evaluations at Medical School at A University. These results differ significantly from those of previous research. Hence, future studies are required to analyze course evaluations in medical schools using diverse aspects.

Evaluation of a Team-Based Learning Tutor Training Workshop on Research and Publication Ethics by Faculty and Staff Participants / 보건의료교육평가

A team-based Learning (TBL) tutor training workshop on research and publication ethics was offered to 8 faculty members and 3 staff at Hallym University in 2009. To investigate the effect of the workshop and any attitude changes, a questionnaire survey was performed after the 8-hr course. Questions in four categories-general course content, change in attitudes toward research and publication ethics, the TBL format, and an open-ended question about the course--were included. Participants responded positively to all items on general course content. There was a positive change in attitude on research and publication ethics. Participants also responded positively to six items on team-based learning. The overall positive response to the workshop on research and publication ethics suggested the effectiveness of this kind of TBL tutor training course for university faculty and staff.

Students'Evaluation of a Team-based Course on Research and Publication Ethics: Attitude Change in Medical School Graduate Students / 보건의료교육평가

In response to a growing need for students to appreciate ethical issues in medical research and publication, a brief team-based learning (TBL) course was presented to graduate students in the medical school of Hallym University in October and November 2007. To gather information as a basis for improving the course, questionnaires were distributed to 19 students and the feedback was evaluated. The questionnaire consisted of four categories: general course content (7 items), changes in attitudes toward research and publication ethics(6 items), the TBL format (6 items), and an open-ended question about the class (1 item). The most positive response had to do with the importance of the material. Students reported that their knowledge about ethical issues increased, and they expressed satisfaction regarding the communication with their tutors within the TBL format. Most students showed positive responses to the subject as well as to TBL. Since this was the first trial offering of this material in the graduate program at this medical school, it may have been novel to the students. The attitude change and the knowledge acquisition reported by students reflect a very positive outcome of this class. After adjustments to improve weaknesses, such as the short time allocation and students' lack of prior background, the outcomes of this TBL course on research and publication ethics provide a good basis for its continuation.

A Comparison of Student and Faculty Perspectives on Course Evaluation in a Medical School / 한국의학교육

PURPOSE: The purpose of this study was to analyze the differences in perception between the students and faculty on course evaluation by the students and to pursue the improving of the course evaluation system. METHODS: This study targeted 61 faculty and 88 students of the School of Medicine at A University. A questionnaire survey was administered. RESULTS: Both the students and faculty members agreed with the need of a course evaluation system, but there were differences in perception between the two groups in terms of efficiency and factors affecting evaluation results. CONCLUSION: The department in charge of course evaluations of the school of medicine should review the differences in perception between students and faculty and use the reviewed content to improve the present course evaluation system.

An Analysis of Course Evaluation Programs at Korean Medical Schools / 한국의학교육

PURPOSE: Following the first in 1990, the use of course evaluations(CE) by medical schools across the Republic of Korea has grown steadily since 1997. The purpose of this study was to investigate these CE programs and to make general recommendations for further implementation. METHODS: A questionnaire survey was conducted by mail. From June 20 to September 22, 2006, data was obtained from 38 of the 41(93%) medical schools in the country. Of those who responded, 27 schools also sent their CE forms as requested. RESULTS: There was little difference among the 38 medical schools in the main body, methods, frequency, grades, systems of evaluation, and types of survey. Evaluation criteria such as instructor effectiveness, course management efficiency, and student satisfaction showed high frequency, whereas issues concerning learning objectives and workload were less common. In contrast, the stated purposes of employing CE varied from school to school. While 92% of the respondents regarded improvement to the quality of instruction as the goal of their programs, 32% indicated that CE results also factored in administrative decisions concerning promotion, tenure, and salary increases. CONCLUSION: In addition to embracing the expanding role and influence of CE in Korean medical education, schools must proactively enact measures to enhance further implementation. First, evaluation criteria should be better formulated to increase the consistency, reliability, and validity of CE results. Next, to promote efficiency, the scheduling and methodology of CE administration should carefully consider the medical curriculum. Finally, professional attitudes should be fostered to recognize the value of CE as a tool for raising educational standards overall.