Evaluation of different teaching methodologies by assessing the performance of dentistry students / Avaliação de diferentes metodologias de aprendizagem aferindo o desempenho de estudantes de odontologia

Objective: The aim of this study was to compare the performance of day- and evening-class students in the first semester test of Dental Materials in the School of Dentistry at São José dos Campos - UNESP, who were exposed to traditional lectures (TRAD) and Team-Based Learning (TBL). Material and Methods: The results of Dental Materials first semester test of students, from day and evening classes of 2016 were tabulated and analyzed in this research. The groups formed for the execution of the methodology were randomized using the individual global average of the previous year of the students, and the groups were composed of 6 to 7 members, maintained throughout the course. During the correction of the tests, the subject of each question and the applied methodology (TBL and TRAD) were identified. Responses of each question were graded separately according to the subject for comparison between methodologies. A total of 88 tests were evaluated. The performance was evaluated through a comparison of the average grade of each question, related to a specific learning methodology. The data were submitted to t-test. Results: The students' overall performance was similar when both methodologies were compared. Students from day class presented higher grades with TBL whilst evening class students presented better performance in questions with traditional lectures. Conclusion: Active learning should be further implemented in Brazilian Dental Schools to change students' habits aiming to improve their personal and social skills besides of professional technical knowledge. (AU)

Objetivo: O objetivo deste estudo foi comparar o desempenho de alunos dos turnos diurno e noturno na prova do primeiro semestre da Disciplina Materiais Dentários da Faculdade de Odontologia de São José dos Campos - UNESP, expostos a aulas tradicionais (TRAD) e Aprendizagem Baseada em Equipe (TBL). Material e Métodos: Os resultados da prova dos alunos, dos turnos diurno e noturno de 2016, foram tabulados e analisados. As turmas utilizadas para a execução da pesquisa foram randomizadas utilizando-se a média global individual do ano anterior dos alunos, sendo as turmas compostas de 6 a 7 integrantes, mantidas ao longo do curso. Durante a correção das provas, foram identificados os assuntos de cada questão e a metodologia aplicada (TRAD e TBL). As respostas de cada questão foram graduadas separadamente de acordo com o assunto para comparação entre as metodologias. Um total de 88 testes foi avaliado. O desempenho dos alunos foi avaliado por meio da comparação da nota média de cada questão, relacionada a uma metodologia específica de aprendizagem. Os dados foram submetidos ao teste t. Resultados: O desempenho geral dos alunos foi semelhante quando comparadas as duas metodologias. Os alunos do período diurno apresentaram notas mais altas no tratamento TBL, enquanto os alunos do período noturno apresentaram melhor desempenho nas questões com aulas expositivas tradicionais. Conclusão: A aprendizagem ativa deve ser mais implementada nos cursos de graduação em Odontologia, no Brasil, para melhorar as habilidades pessoais e sociais dos alunos, além de aperfeiçoar o conhecimento técnico profissional dos discentes (AU).

Teste de Progresso em Consórcios para Todas as Escolas Médicas do Brasil / Consortia of Cross-Institutional Progress Testing for All Medical Schools in Brazil

RESUMO O Teste de Progresso é uma ferramenta de avaliação longitudinal do ganho de conhecimento de estudantes que tem sido aplicada no Brasil há mais de dez anos. O teste situa o estudante em seu processo evolutivo de ensino-aprendizagem e permite à instituição realizar o diagnóstico de suas deficiências ao longo da estrutura curricular. Ele pode ser utilizado pelos colegiados competentes para avaliação de alterações curriculares e avaliações específicas de disciplinas ou módulos de ensino. Com base na experiência de um consórcio de escolas, a Associação Brasileira de Educação Médica (Abem) propôs um projeto que tinha como um de seus objetivos incentivar escolas de todo o País a adotarem o Teste de Progresso como uma de suas ferramentas de avaliação. Reportamos a estratégia adotada para constituir núcleos interinstitucionais de avaliação com Teste de Progresso, bem como os resultados da primeira prova nacional do Teste de Progresso, que contou com a participação de 58 escolas e 23.065 estudantes. A implantação de núcleos interinstitucionais de Teste do Progresso com processos colaborativos de realização da prova representou um avanço para as escolas envolvidas. As escolas iniciaram um processo de colaboração não apenas para o Teste de Progresso, mas também para o intercâmbio de informações e experiências que trocam com base no conhecimento de cada uma. O projeto funcionou como o início de um movimento para que escolas médicas de todas as regiões do País adotem o Teste de Progresso como uma ferramenta de avaliação com potencial para reorientar a formação médica, ao fornecer um diagnóstico de formação em nível individual e institucional.

ABSTRACT Progress Testing has been applied in Brazil for more than ten years. It is a tool for longitudinal evaluation of students' knowledge across levels of training. The test situates the student in his evolutionary teaching-learning process and allows the institution to diagnose its deficiencies throughout the curricular structure. It can be used to evaluate curricular changes and specific assessments of disciplines or teaching modules. From the experience of a consortium of schools, the Brazilian Association of Medical Education (ABEM) proposed a project that aimed to encourage schools throughout the country to adopt Progress Testing as one of its evaluation tools. We report on the strategy adopted to establish interinstitutional evaluation nuclei with Progress Testing, as well as the results of the first national exam, administered by 58 schools to 23,065 students. The implantation of cross-institutional Progress Testing triggered collaborative processes among the schools involved. Schools have begun a collaborative process not only for the Progress Testing, but also for the exchange of information. The project served as the beginning of a movement for medical schools in all regions of the country to adopt Progress Testing as an assessment tool with the potential to reorient medical training by providing information regarding institutional and individual performances.

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 the teaching activity on the courses correlated with public health from the clinical medical students in Sun Yat-sen university / 中华医学教育探索杂志

Objective To evaluate the teaching activity on public health courses from clinical medical students in our university in order to provide a scientific basis for improving the curriculum design and teaching reform. Methods The “Questionnaire on Teaching Evaluation in Public Health Courses”, including teaching attitude, teaching content, teaching methods and teaching effectiveness was designed, and a general investigation was conducted among the clinical medical students of five-year program (840 students) and eight-year program (278 students) in these three aspects to under-stand students' evaluation to the course, who had finished the public health courses, including Preven-tive Medicine, Medical Statistics and Epidemiology (hereinafter referred to as: statistics, epidemiology, prevention) in Sun Yat-sen University. Statistical analysis was made using SPSS 13.0 software. Data analysis methods contain descriptive analysis, T-test, ANOVA, LSD, SNK, hierarchical logistic regres-sion analysis, etc. Results The overall score of teaching evaluation is (4.04±0.60). Differences exist between the evaluation in the five-year medical students and the eight-year medical students. The P values were 0.000 (Medical Statistics), 0.269 (Epidemiology), 0.047 (Preventive Medicine). The com-parison of scores among the four dimensions shows: Teaching effectiveness β' effectiveness. Conclusions Clinical Medical students' overall evaluation on the public health courses offered by this university was good. Teaching effectiveness and teaching methods still need improvement. Teaching contents are the most influential factor of overall teaching satisfaction, followed by teaching effectiveness.

Implementation of student evaluation in child health care teaching and its reflection / 中华医学教育探索杂志

Student evaluation is an important part of the teaching process.The Children's Hos-pital of Chongqing Medical University focused on the characteristics of individual child's growth and overall development according to the own condition and integrated formative assessment and summa-tive evaluation in the classroom teaching and clinical internship process. All the measures mentioned above not only help promote students' learning interests,master of knowledge and clinical skills but also exert positive effect on the improvement of teaching level.

Discussion of the student assessment on medical curriculum quality / 中华医学教育探索杂志

Objective Through the statistical analysis of the student assessment on curriculum quality,through the observation of the current curriculum teaching situation and its cheracteristics to promote the curriculum construction effectively and improve the medical teaching quality.Methods The current study is carried out among 2 841 undergraduates who study in varied majors and different grades in a medical university.A table of Student Evaluation of Course Teaching Quality developed by the researcher is applied to the questionnaire survey and statistical analysis including comparation means test and correlation tests are adopted in the present study to analyze the course teaching quality.Results Initially.the National Selected Model Courses show no significant difference from the common courses;secondly,three variables including teaching content adopting the course syllabus,good professional qualification and teaching capability of teachers and advanced teaching methods and techniques ale highly scored among ten variables;thirdly,the correlation coefficient of the variable of improving self-learning ability and total score is statistically significant and it can be observed higher than that of other variables and total score.Conclusion Establishing student-centered curriculum evaluation and construction of long-effect mechanism,and developing the students'ability of autonomous learning ale important to improve the quality ofthe course.

Teaching Medical Professionalism in Korean Medical Schools: Tasks and Prospect / 한국의학교육

The Medical Student Objectives Project of the American Association of Medical Colleges states that physicians must demonstrate "a commitment to advocate at all times the interests of one's patients over one's own interests," as well as "an understanding of the threats to medical professionalism posed by the conflicts of interest inherent in various financial and organizational arrangements for the practice of medicine." Due to these concerns, for the last some 30 years, there have been many attempts to improve medical professionalism curriculum in medical education such as altruistic attitudes and professional behaviors that those pursuing careers in medicine should possess. However, physicians today are not infrequently confronting conflicts of interest, such as those arising between the health system that employs them and the individual patient seeking care. This paper briefly reviews current status of teaching medical professionalism in Korean medical schools, and discusses tasks to be coped with to further improve the medical professionalism curriculum in Korea including development of effective teaching and evaluation methods. This paper also emphasizes the importance of the role of the medical education systems such as National Licensing Medical Examination and the Medical School Accreditation System in improving the teaching of medical professionalism in Korean medical schools.

Comparison of Fourth-year Comprehensive Examinations and Computer-based Testing in the Nationwide Medical and Dental Student Evaluation System / 医学教育

To demonstrate the quality assurance of comprehensive examinations for fourth-year students at Nippon Medical School, scores on comprehensive examinations were compared with those on a trial of computer-based testing (CBT) of a nationwide medical and dental student evaluation system in 2003. Pearson's correlation coefficients between scores of two comprehensive examinations and the CBT score were 0.45 and 0.67, and the correlation coefficient between the average score of the two comprehensive examinations and the CBT score was 0.55. Fourth-year comprehensive examinations are useful tools for summative evaluation and prediction of CBT performance.

Model Core Curriculum and Student Evaluation System for Entering to a Clinical Clerkship. Objective Structured Clinical Examination before and after the Bedside Learning / 医学教育

Objective structured clinical examination (OSCE) before and after the bedside learning in Saitama Medical School was reviewed with reference to its subject, the aim, the number of stations, the time schedule, human resources, contents of the task of each station, evaluation method and the results. The need for preparatory clinical education for bedside learning in the context of model core curriculum, the nationwide OSCE as a prerequisite for bedside learning and the importance of clinical clerkship in bedside learning and its relationship to the introduction of OSCE into the national board examination were discussed.

The Experience of an Elective Clerkship in a Clinical Curriculum / 한국의학교육

The 3rd and 4th year medical students participated in the elective clerkship since 1996. The period of the elective clerkship was 1 week each, for the 6 subjects which were selected among 12 minor subjects. This study had specific aims: to find out student's favorite subjects; to investigate the assessment methods; to compare the score of elective subjects; to evaluate student's reaction about elective clerkship, for the improvement of the elective clerkship in a clinical curriculum. There was a big discrepancy between the highest selection rate(100%, dermatology) and the lowest selection rate(5%, ophthalmology) during the last 5 years. The assessment methods used for students in the elective clerkship were attendance, direct observation of attitude, technical skills, written or oral examination, case presentation, journal presentation, reports, observation of operations, etc. Attendance, direct observation of attitude, case presentation, and report were the primary assessment methods used during clinical training. The other assessment methods were not utilized for clinical skills and interpersonal skills. The difference between the highest and the lowest mean score of elective subjects was decreasing from 13 in 1998 to 12.6 in 1999 to 9.3 in 2000. Thirty six percent of students were satisfied, and 50% unsatisfied with the overall elective course. In conclusion, I recommend the period of the elective course should be 2 weeks each, for the 6 subjects for the merit of elective courses. Students should have a chance such as orientation to choose the elective subjects before they enter the elective clerkship. The assessment method (OSCE, CPX) of clinical skills, interpersonal skills and communication skills should be developed for the improvement of the elective clerkship in a clinical curriculum.