Quality assurance of Nursing Education in the Philippines

@#The Philippines continues to produce globally competitive nursing graduates. However, it performs poorly in international standards for quality education in nursing. This paper investigates the objective parameters of quality assurance: Commission on Higher Education (CHED) accreditation, Philippine Regulation Commission (PRC) licensure examinations, and other international and local standards to measure the quality of nursing education inputs and outputs. Results showed an accreditation rate of 3% for nursing programs, less than the national average of 10% for all programs across all professions (CHED 2018; CHED n.d. -a; CHED n.d. -b). Some highly regarded programs have advanced to Level IV (seven baccalaureate programs and two master's programs). Although there is a link between graduates' performance and effective instruction and sound evaluation in university procedures (Amanonce & Maramag, 2020), written board exams cannot assess some performance indicators to determine if a student has met program objectives. Although the country has produced globally competitive nursing graduates, steps must be taken to improve the program's compatibility with the concept of globalization. Strategies should be aimed at performance indicators in a global nursing education and profession landscape.

Percepções sobre contribuições/desafios da integração ensino-serviço-comunidade a partir da experiência de uma disciplina cirúrgica / Perceptions on contributions/challenges of teaching-service-community integration from the experience of a surgical discipline

Resumo: Introdução: As Diretrizes Curriculares Nacionais (DCN) da graduação em Medicina enfatizam a formação no contexto da atenção básica de saúde e têm como eixos do desenvolvimento curricular as necessidades de saúde da população e a integração ensino-serviço-comunidade (Iesc), preferencialmente nos serviços do Sistema Único de Saúde (SUS). Dessa forma, a rede básica de saúde é um cenário de aprendizagem singular, pois proporciona aos alunos a possibilidade de eles vivenciarem as políticas de saúde e o trabalho multiprofissional, além de permitir que lidem com problemas reais, vinculando a formação médico-acadêmica às necessidades sociais da saúde. Objetivo: Este estudo teve como objetivo analisar as características da integração ensino-serviço que contribuem para a universidade, os serviços de saúde e a comunidade, e as suas dificuldades e os seus desafios por meio da percepção dos discentes, usuários e profissionais de saúde envolvidos no ambulatório de cirurgia ambulatorial e no projeto de extensão da Universidade Federal de São João del-Rei (UFSJ) nas unidades de saúde em Tiradentes, em Minas Gerais. Método: Trata-se de estudo qualitativo que utilizou como instrumentos de coleta de dados entrevistas semiestruturadas com usuários, discentes e profissionais de saúde sobre a percepção da IESC. Para a análise dos dados, empreendeu-se a técnica de análise de conteúdo. Resultado: Os dados mostraram que a IESC permitiu melhorar a qualidade do trabalho no serviço de saúde, qualificar os profissionais ali presentes, além de ampliar a realização pessoal dos atores dessa interação. Também trouxe melhorias à atenção primária, possibilitando a compreensão da organização da prática no trabalho e maior resolubilidade da unidade básica de saúde. Ainda foi possível uma percepção dos desafios e impasses dessa integração a serem superados, como falta de estrutura e materiais, desconforto minoritário, mas, não menos importante, de pacientes a serem atendidos pelos estudantes e confronto da rotina dos profissionais de saúde locais com a universidade. Conclusão: A universidade inserida dentro da realidade social e dos serviços de atenção primária forma profissionais mais capacitados para problemas mais prevalentes ao mesmo tempo que beneficia a população e as equipes de saúde locais.

Abstract: Introduction: The National Curriculum Guidelines (DCN, Diretrizes Curriculares Nacionais) for the undergraduate medical course emphasize the educational training in the context of primary health care and have as axes of the curricular development, the health needs of the population and the teaching, service, and community integration (TSCI), preferably in services of the Brazilian Health System (SUS). Thus, the primary health network is a unique learning scenario, as it provides students the opportunity to experience health policies, as well as the multi-professional work, in addition to the possibility of dealing with real-life problems, associating medical-academic training to the social health needs. Objectives: This work aims to analyze the characteristics of the teaching-service integration, which contribute to the university, health services and the community. It also aims to analyze the difficulties and challenges through the perception of the students, the users and the health professionals involved in the outpatient Surgery Clinic and in the extension project of UFSJ (Universidade Federal de São João del-Rei) in the health units in Tiradentes-MG. Methods: This work is a qualitative study which used, as data collection instruments, semi-structured interviews with users, students and health professionals, about the perception of Teaching Service-Community Integration (TSCI). The Content Analysis technique was used for the data analysis. Results and Discussion: The data showed that the TSCI allowed improving the quality of work in the health service, qualifying the professionals who were working there, in addition to enhancing personal achievement of the actors in this interaction. It also brought improvements to primary care, allowing an understanding of the organization of the work practice and greater effectiveness of the Basic Health Unit. Furthermore, it was possible to perceive the challenges and impasses of this integration to be overcome, such as: lack of structure and materials, a minor discomfort, but no less important, of patients to be cared by students and confrontation of the routine of local health professionals with the University. Conclusion: The university inserted in the social reality and in the primary care services trains professionals who are more qualified for more prevalent problems while benefiting the population and the local health teams.

Evaluation of the Medicine Curriculum at the Faculty of Medicine, University of Health Sciences, Using the CIPP Model / Lao Medical Journal

Background and rationale@#The development of skilled staff is the main function of the medical education system, which is the process of building people with knowledge, skills, wisdom, ability to analyze, know how to solve problems, ability to learn by themselves and adapt to changes in the regional-international environment.@*Objective@#The study aimed to evaluate the consistency of context, input, process and product of medical curriculum, Faculty of Medicine, University of Health Sciences by using the Context Input Process and Product (CIPP) model evaluation.@*Methodology@#This study was cross-sectional descriptive study of medical student years 5 to 6, managers and teachers. Data were collected by using questionnaires in face-to-face interviews. The data were entered in Epi-data with analysis by SPSS. @*Results@#1). Contextually, the curriculum philosophy, objectives of curriculum, structure of curriculum and learning contents of each course were regarded as consistent at high level. 2). Regarding the input teaching, students and learning – teaching materials/equipment, pocket book and places were consistent at moderate levels. 3). Considering the process, the curriculum administration, the learning – teaching management, the evaluation and assessment were consistent at high level and 4). for products, the behavior, attitude, virtue and ethical national of professional, communication skill and relationship, basic knowledge, clinic skill, check-up skill by using basic tools and improve of professional knowledge were consistent at high level.@*Conclusion@#The medical curriculum of the Faculty of Medicine at the University of Health Sciences is consistent at high levels. When considering each aspect, it can be seen that: the context, the process and the product are consistent at high levels. In terms of input factors, there is consistency at a moderate level.

Development of an online continuing education course of pediatrics for primary physicians with ADDIE model and its evaluation:a qualitative study / 中华全科医师杂志

Objective:To develop an online continuing education course of pediatrics for primary physicians using the ADDIE model and to evaluate its application effect.Methods:Experts in fields of general practice and pediatrics were invited to develop an online continuing education course of pediatrics for general practitioners using ADDIE model from June to July 2020. From August 2020 to September 2020 the course was conducted with 12 live sessions on the open platform. In September 2020, 16 primary pediatricians and 15 general practitioners who completed whole courses were invited to attend focus group interviews. The interview contents were recorded, transcribed, and coded using Nvivo software; the subject frame analysis method was used to sort the data and refine the theme.Results:Information was saturated by focus group interviews with 14 general practitioners and 14 pediatricians. Finally, three themes were extracted from the interview results:(1)The advantages of this course were practicality, comprehensiveness and online teaching; (2) The course improved the diagnosis and treatment ability of participants, increased self-confidence of doctors and satisfaction of patients, and also promoted academic exchanges among colleagues; (3) For future improvement of the course, the clinical knowledge points, practical procedures, new thinking of diagnosis and treatment, progress in guidelines, and knowledge depth should be added; and the use of case teaching and combination of online with offline, and extending teaching time should be considered.Conclusion:An online continuing education course of pediatrics for primary physicians has been developed based on the ADDIE model, which received favorable feedback from the primary pediatricians and general practitioners who attended the course.

Student Engagement, Examining the Premise of Our Education-A "Student-Faculty Meeting" Trial / 医学教育

The importance of student participation has been noted, but there is not enough accumulated knowledge on how that “participation” can be achieved. In Kyoto University, a student circle called KS-CoM started a “student-faculty meeting” in 2016 with the objectives of (1) two-way communication between students and faculty and (2) reexamining the nature of pre-graduate medical education. We discussed the handling of past exam questions, grading methods, lectures within the practicum, etc. We tried to clarify both sides’ thoughts on why the education was being provided and how it was being perceived by students and faculty. A “semi-official forum” is needed for students to examine the premise of their education. It will also be effective for establishing partnership-based educational participation.

Los jóvenes universitarios y su apreciación sobre algunos elementos que miden la calidad en la educación superior / Undergraduate students and their views about some elements which measure the quality in higher education

Resumen La educación de calidad permite a los jóvenes adquirir habilidades y desarrollar conocimientos que facilitan su inserción en el mercado laboral, y de esta forma mejorar su calidad de vida y bienestar social. El objetivo de este artículo fue analizar las percepciones de los jóvenes de dos instituciones de educación superior en México, con respecto a variables que miden la calidad en los rubros de los planes de estudio, los profesores, las actividades extracurriculares y la tutoría, para determinar sus posibles diferencias, y de esta forma, realizar un comparativo que permita ubicar las zonas de posible mejora. El estudio fue de tipo transversal y descriptivo. Los datos se recabaron a través de un cuestionario aplicado a una muestra de 3 431 estudiantes. Se realizaron inferencias estadísticas a través del análisis factorial, prueba U de Mann-Whitney y los modelos lineales generalizados. Se encontró que en el caso del Instituto Politécnico Nacional (IPN), los alumnos de la licenciatura en administración industrial tuvieron una buena percepción con respecto al plan de estudios, caso contrario pasó con la ingeniería en informática y ciencias de la informática que obtuvieron menor puntuación. También se halló que los jóvenes de este instituto que no laboraban, valoraron más el trabajo de los profesores, mientras que los estudiantes del Instituto Tecnológico Nacional de México (TeCNM), que señalaron estar en el campo laboral, calificaron de mejor manera a sus maestros. Se concluye que ambas instituciones trabajan en condiciones disímiles, sin embargo, las dos requieren esforzarse para cambiar la percepción de los estudiantes en las diversas esferas que evalúan la calidad de la educación.

Abstract Providing quality education allows young people to acquire skills and develop knowledge that can facilitate their insertion into the labor market, which in turn can help them improve the quality of their life and social welfare. The aim of the paper was to analyze the perceptions of students from two institutions of higher education in Mexico regarding variables that measure quality, including the academic curriculum, faculty, extracurricular activities and tutoring, in order to determine similarities and differences and to identify areas in need of improvement. A cross-sectional and descriptive study was conducted. Data were collected through a questionnaire administered to a sample of 3 431 students. Statistical inferences were made through a factor analysis, a Mann-Whitney U test and the generalized linear models. It was found that in the case of the Instituto Politécnico Nacional (IPN), undergraduate students of industrial management had a positive perception of the curriculum, unlike those majoring in technology related areas who rated it low. It was also found that the IPN students who do not have a job value the work of the faculty members more than those who do. In contrast, the TecNM students who indicated that they are in the labor market gave their faculty higher ratings. The article concludes by highlighting that both institutions work under different conditions. However, it also stresses the need for the two of them to engage in further efforts to change the perception that students have about the various areas that evaluate the quality of education.

Avaliação curricular do Curso de Nutrição da Universidade Federal de Minas Gerais / Curricular evaluation of the Nutrition Course of the Federal University of Minas Gerais

As transformações ocorridas no Brasil e no mundo nas últimas décadas, como a evolução da ciência e da tecnologia e a mudança na concepção do conhecimento, associadas à criação do Sistema Único de Saúde e à promulgação das Diretrizes Curriculares Nacionais, passou a exigir das Instituições de Ensino Superior a reformulação dos currículos dos cursos de graduação da área da saúde. Atender ao novo perfil de profissional exigido, além de garantir a qualidade do ensino foram aspectos requeridos nas reformulações curriculares. A fim de avaliar a efetivação dessas diretrizes com vistas a uma educação de qualidade foi instituído o Sistema Nacional de Avaliação do Ensino Superior, que estabelece duas formas de avaliação, a formativa e a somativa. Uma das formas de se promover a avaliação formativa, é por meio da avaliação curricular desenvolvida na perspectiva participativa e emancipatória, e tomada como referência neste estudo, por possibilitar a promoção de mudanças curriculares em prol da formação mais ajustada às necessidades da sociedade e de afetar os sujeitos nela envolvidos. O objetivo deste estudo foi avaliar o currículo do curso de nutrição, a partir de diferentes perspectivas, a do docente, do estudante e do egresso. Trata-se de um estudo de caso, com abordagem mista, tendo o Curso de Nutrição da Universidade Federal de Minas Gerais como objeto de estudo. A pesquisa foi desenvolvida em duas fases. A primeira envolveu a análise do Projeto Pedagógico do Curso e a coleta de dados se deu por meio da análise documental. A segunda constou da avaliação curricular propriamente dita, desenvolvida em três perspectivas diferentes: a do egresso, a do estudante e a do docente. Para os dois primeiros sujeitos, o questionário estruturado foi utilizado como instrumento de coleta de dados e, para a avaliação na perspectiva dos docentes, a oficina foi a técnica utilizada. A apresentação dos resultados se deu por distribuição de frequência. Já a análise, se deu à luz de autores da área da educação e da saúde. Os resultados da primeira fase serviram como subsídio para a elaboração dos instrumentos de coleta de dados, para as discussões nas oficinas docentes e para complementar a análise dos dados da pesquisa. Os resultados da pesquisa demonstraram que, em grande parte a percepção dos atores sobre o currículo foi consensual. Prevaleceu a percepção positiva dos participantes em relação à efetivação dos objetivos e finalidades do curso, do perfil do egresso pretendido, do desenvolvimento das habilidades e competências, das estratégias de ensino utilizadas e da relação professor-aluno, propostos no Projeto Pedagógico do Curso. Tal constatação, demonstra que a apropriação, realocação e (re)interpretação do Projeto Pedagógico, na prática pedagógica, tem conduzido, em grande parte, à uma formação do nutricionista tal como proposto. Houve destaque para a percepção negativa dos participantes, em relação à efetivação dos princípios da interdisciplinaridade, da relação teoria e prática e da flexibilização curricular. A efetivação desses princípios pode ter sido comprometida pelo desconhecimento do projeto pedagógico do curso por alguns docentes, pela falta de clareza, no projeto pedagógico, sobre a concepção desses princípios e pela própria dificuldade de colocá-los em prática. Os resultados também indicaram uma emergente necessidade de revisão da matriz curricular. Conclui-se que prevaleceu a percepção positiva dos sujeitos em relação ao currículo, mas há indicativos, de que a concepção e a forma como são promovidos os princípios curriculares, assim como a organização curricular do curso, necessitam ser revistos para que possam propiciar uma formação do nutricionista ainda mais ajustada ao perfil profissional que se pretende. A avaliação desenvolvida na perspectiva participativa e emancipatória contribuiu e poderá continuar contribuindo para a melhoria e o aperfeiçoamento da proposta curricular do curso e ofereceu oportunidades para a produção de novos modos de subjetivação, ao engendrar, junto aos docentes, movimentos coletivos de reflexão e crítica sobre o planejamento de ensino e a prática pedagógica.(AU)

In recent decades, transformations that have occurred in Brazil and the world, have resulted in changes in the National Curricular Guidelines for undergraduate courses in the health area. These changes have been necessitated by the transformations in the evolution of science and technology and the concept of knowledge that has been associated with the creation of the Unified Health System. In order to create the new profile for health professionals, modifications in curriculum were required to guarantee the quality of teaching. In order to evaluate the effectiveness of these guidelines for quality education, the National System for the Evaluation of Higher Education was established. The National System for the Evaluation of Higher Education evaluation method establishes two forms of evaluation, formative and summative. One of the ways to promote formative evaluation is through the curricular evaluation developed in a participatory and emancipatory perspective used as reference in this study. These perspectives allow the promotion of curricular changes in favor of training that is more adapted to the needs of society and affecting the subjects involved in it. The objective of this study was to evaluate the curriculum of the course of nutrition, from different perspectives, the teacher, the student and the graduate. It is a case study, with a mixed approach, of the Nutrition Course of the Federal University of Minas Gerais. The research was developed in two phases. The first phase involved the analysis of the Pedagogical Project of the Course and the data collection took place through a documentary analysis questionnaire. The second consisted of the curricular evaluation itself, developed from three different perspectives: that of the graduate, that of the student and that of the teacher. For the first two subjects, a structured questionnaire was used as an instrument of data collection and, for the evaluation of the teachers' perspective, the workshop was the technique used. The results were analyzed by frequency distribution and written in a descriptive form. The analysis was based on authors from the area of education and health. The results of the first phase were used to create a data collection questionnaire, facilitate discussions in teaching workshops and to complement the analysis of the research data. The results of the research showed that the majority of all participants agree in the effectiveness of the objectives and purposes of the course, the profile of the desired output, the development of skills and competences, the teaching strategies used and the teacher-student relationship proposed in the Pedagogical Project of the Course. This finding demonstrates that the appropriation, reallocation and (re) interpretation of the Pedagogical Project in pedagogical practice led, in large part, to nutritionist training as proposed. The results showed a negative perception of the participants regarding the effectiveness of the principles of interdisciplinary studies, the relationship between theory and practice and curricular flexibility. The implementation of these principles may have been compromised by the lack of knowledge of the pedagogical project of the course by some professors, the lack of clarity in the pedagogical project, the concept of these principles and the difficulty of putting them into practice. The results also indicated an emerging need for revision of the curricular matrix. It is concluded that the majority of participants had a positive perception in relation to the curriculum. There are however indications that the concepts and the way in which the curricular principles are promoted, as well as the curricular organization of the course, need to be revised so that they can provide training for the nutritionist adapted to the professional profile that is intended. The evaluation developed in the participatory and emancipatory perspective led to the improvement of the curricular proposal of the course, as well as implicating new methods of teacher subjectivation.(AQU)

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.

Evaluation of Process and Satisfaction for Selective Courses in a Medical School / 의학교육논단

The necessity of embracing selective courses in medical curriculum is increasing due to the expansion of medical knowledge and changes in the health care environment. In contrast to the abundant evidence regarding elective or selective courses during the clinical phase, articles focusing on the preclinical period are relatively scarce. This study aims to explore the development, implementation, and evaluation of newly-adopted selective courses in the first-year medical curriculum in a medical school which recently underwent a major curricular revision. First of all, the Curriculum Committee established goals and operating principles of the courses, and then the committee encouraged all participating professors to attend a related faculty development workshop after finalizing the list of courses. A survey was conducted at the end of each course for evaluation. Of the 36 courses opened in 2016, the overall satisfaction of students was 4.98±1.06 (out of 6) and showed a strong correlation with students' previous expectations, reasoning- and participation-oriented teaching, and outcome of the courses including increased motivation. In the open-ended responses, students and professors described not only intended outcomes such as acquisition of medical knowledge and increased interest in new topics, but also unintended outcomes including positive impression for selective courses and even high satisfaction and rewarding experiences, especially from the teachers' perspective. Although long-term outcomes remain to be seen, the results of this study show the feasibility and impact of selective courses and will contribute to effective implementation in other medical schools.

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.

Research and development of evaluation criteria for premedical curriculum / 한국의학교육

PURPOSE: The purpose of this study was to develop criteria to evaluate a premedical curriculum to ultimately improve the quality of premedical education. METHODS: The first draft of the evaluation criteria was developed through a literature review and expert consultation. The Delphi survey was conducted to ensure the validity of the draft. RESULTS: The final premedical curriculum criteria consisted of three evaluation areas (curriculum development, curriculum implementation, and curriculum outcome), five evaluation items (educational objective, organization of curriculum, instructional method, class management, and educational outcome), and 18 evaluation indicators. CONCLUSION: There should be further discussion on the evaluation questionnaire and the content for each evaluation indicator with regard to its practical application. Also, a concrete evaluation system, including evaluation standards and rating scales, should be developed.

Communication as the crucial aspect of collaboration among three established medical schools in Indonesia: curriculum evaluation process.

Aligned with the effort to increase and maintain the quality of medical institutions, three well-established schools of medicine in Indonesia formed a collaboration framework comprising areas of medical education, research, and services. The undergraduate medical curriculum was identified as one of the main areas for collaboration, with curriculum evaluation as the first step taken. This article emphasizes the reflection of each institution on the collaboration process. The focuses were on the positive impacts, disadvantages or negative impacts, obstacles and solutions for further improvement in the collaboration. Semi-structured interviews with each faculty leader and collaborator were conducted to obtain a comprehensive view of the current collaboration process. Although some advantages resulting from the collaboration were widely acknowledged, many obstacles were also identified. Ineffective communication between and within each collaborating institution became one of the potential hurdles in the process of collaboration. Despite the obstacles in collaborating, the stakeholders involved felt the benefits of the process, in which each institution was encouraged to review the existing curriculum and evaluation program, identify any weaknesses and determine further plans.

Study on curriculum reform of nursing pharmacology based on competence / 中国实用护理杂志

Based on competence,this article studied on curriculum reform of nursing pharmacology.It described the model of curriculum construction on making teaching target,training professional quality,designing optimum learning situation,reforming teaching method and constructing curriculum evaluation system.This model is more suitable for nursing work and provide guarantee for cultivating high skilled and applicable nursing talent.

Student perceptions’ of the educational environment in the midst of curriculum change.

The Faculty of Medicine University of Indonesia underwent a major curriculum reform in 2005. There is a necessity to evaluate the new curriculum’s educational environment, as a part of the curriculum evaluation. In June 2007, the DREEM (Dundee Ready Education Environment Measure) was administered to 210 second year students with an innovative curriculum and 259 third year students with the more traditional curriculum, to measure the students’ perceptions of the educational environment. One of the most significant differences between the perceptions of the two groups is that there are less cheating problems in the second year, but the third year is better timetabled. The almost similar profiles indicate that the new curriculum’s educational environment has not improved significantly. It is related with problems in managing and organizing the new curriculum’s detail aspects. The institution needs to re-evaluate the perceptions of the educational environment when the curriculum is more internalised.

Evaluation of Curriculum of Meridians and Acupuncture Points by Students / 全日本鍼灸学会雑誌

[Objective and method] We developed a questionnaire for 117 second graders in the fiscal year of 1999 in order to perform curriculum evaluation of Meridians and Acupuncture Points. Furthermore, based on the result, a part of the curriculum was changed and the effect was examined. Curriculum evaluation, using the same questionnaire which in the fiscal year of 1999, was performed for 117 second graders in the fiscal year of 2000, and compared with the results in the fiscal year of 1999.<BR>[Results] Of the items addressed, “Teachers were eager”, “Teachers responded to the question or consultation well”, and “Materials were useful to understanding” had higher scores. On the other hand, “Time was spent effectively”, “Progress of the lesson was suitable”, “The class was well prepared” and “Time to perform practical skills was suitable” had lower scores. After the change of the curriculum method, the results indicated that the following items; “The class was well prepared”, “Time was spent effectively”, “Teachers responded to the question or consultation well”, “Progress of the lesson was suitable”, “Time to perform practical skills was suitable” and “Materials were useful to understanding” showed a significant increase in the affirmative opinion as compared with the fiscal year of 1999.<BR>[Conclusion] The curriculum evaluation by the students was useful for improvement of the curriculum and increased the students' motivation to study.

Evaluations of a Program for Teaching Basic Clinical Skills to Medical Students / 医学教育

A program for teaching basic clinical skills to fifth-year medical students was started at Toyama Medical and Pharmaceutical University in 1999. The five units of basic clinical skills included: 1) medical interviewing, 2) general physical examination, 3) chest examination, 4) abdominal examination, and 5) neurologic examination. The educational strategies and evaluations in each unit consisted of: 1) lectures, 2) videotape demonstrations, 3) role-playing in small groups, 4) practice on patients in small groups, 5) written examinations, and 6) objective structured clinical examinations. The students evaluated each session of the program with a five-grade rating scale and comments. Small-group sessions (role play and practice on patients) and objective structured clinical examinations received the highest scores, followed by videotape demonstrations. Lectures received significantly lower scores than did other parts of the program. In addition, most students recommended standardization of educational content, increased practice time, and fewer lectures. We conclude that evaluation by students is essential for improving programs for teaching basic clinical skills.

Trial of Student Evaluations of the Didactic Lectures of One Instructor (1992-1994) / 医学教育

As the second phase of a trial of student evaluations of didactic lectures, a modified questionnaire (B5 type, consisting of seven items, each having five multiple-choice responses and more space for written responses) was filled out anonymously by all students receiving didactic lectures of one instructor in a preventive medicine and community health course from 1992 through 1994. The frequency of written responses was 51.8% higher than in our previous trial (1990-91). Multivariate analysis was also applied to investigate the items most related to the summative assessment. The minimal essential questionnaire items and the necessity of space for written responses in frequent trials is discussed.

Problem in the Medical Humanistic Curriculum and the Counter-Measures / 中国医学伦理学

With the developmetn of the medical humanistic education,more and more problems appear.The casualness of the medical humanistic curriculum,the monotony of the method of the evaluation,the insufficiency of the content,the inadequacy of the quality of the teachers,and the poor effect of the education are the factors affecting the development of our medical humanistic education.Through comparison of the humanistic education home and abroad,we find the key to these problems are the innovation of the curriculum and evaluation.