Teaching Evaluation at the Faculty of Medicine, Tottori University: Analysis of Scores and Free Comments over a 3-Year Period / 医学教育

ABSTRACT

Teaching evaluations have been performed since 2002 in the Faculty of Medicine, Tottori University. The effects of evaluations over a 3-year period were assessed, and free comments obtained from students were analyzed with the textmining method to identify factors affecting students' satisfaction. A total of 566 lectures given in undergraduate courses were evaluated, and 33, 751 questionnaires were collected for a recovery rate of 74%. The collected questionnaires included 2495 free comments. Each free comment was parsed word by word, and the nouns, adjectives, adverbs, and verbs were selected as key words. The scores for almost all questions on the questionnaire for the 2003 school year were significantly higher than those for the 2002 school year. However, no difference was found between the scores of the 2003 and 2004 school years. Analysis of the free comments suggested that a well-understood lecture improves student satisfaction and that teaching materials, such as handouts and slides, play an important role in the positive evaluation of lectures. The percentage of lectures receiving poor evaluations (scores less than 3) decreased yearly. This finding suggests that teaching evaluations are effective in helping faculty members with low scores to improve their lectures.