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.

Factors that influence student ratings of instruction / 한국의학교육

PURPOSE: The purpose of this study was to examine the validity of student ratings of instruction by analyzing their relationships with several variables, including gender, academic rank, specialty, teaching time, and teaching method, at a medical school. METHODS: This study analyzed the student ratings of 297 courses at Ajou University School of Medicine in 2013. SPSS version 12.0 was used to analyze the data and statistics by t-test, analysis of variance, and Scheffe test. RESULTS: There were no statistically significant differences in student ratings between gender, rank, and specialty. However, student ratings were significantly influenced by teaching times and methods (p<0.05). Student ratings were high for teaching times of 10 hours or more and small-group learning, compared with lectures. There was relatively mean differences in students ratings by teaching times, specialty and rank, although the difference in ratings was not statistically significant. CONCLUSION: Student ratings can be classified by teaching time and method for summative purposes. To apply student ratings to the evaluation of the performance of faculty, further studies are needed to analyze the variables that influence student ratings.

Problems and countermeasures in college students' teaching evaluation / 中华医学教育探索杂志

Objective To find deficiencies in the existing students' teaching evaluation by in-vestigation and to improve the work in teaching evaluation. Methods Totally 787 students and 261 teachers were investigated by the questionnaire. Contents of questionnaire include interference factors of students' teaching evaluation, experts and teachers' initiatives, students' opinions on how to play the role of evaluation, feedback from experts, etc. Results were analyzed by SPSS 17.0 t test and sta-tistical description. Results Teacher exerted less impact on students' initiative of teaching evaluation and 221(84.7%) teachers said that they would never relax requirements for students because of the evaluation. 37.0%(291/787) students said that experts took the initiative to understand the teaching condition and 65.9%(519/787) students said that teachers took the initiative to understand the study condition. Students thought that teaching evaluation can help improve teachers' teaching ability but lack of powerful guidance after evaluation, insufficient recognition on evaluation opinions and delayed feedback affected the progress of the evaluation work. Conclusions Teaching assessment is very im-portant. Therefore, we should improve the enthusiasm of students in the assessment and make use of student's academic performance rationally in order to make the teaching evaluation play a greater role in improving teaching quality.

The analysis and discussion of the student rating data of the past 5 years / 中华医学教育探索杂志

Based on the analysis of 5-year collected data,our study showed that the teacher and course characteristics influence student ratings significantly.The scientific and rea-sonable evaluation approaches provides fundamental information for teaching capacity enhancement and course improvement.