Comparison of student Self-Evaluations and Teacher Evaluations During Pediatric Bedside Learning / 医学教育

Student self-evaluations in pediatric bedside learning based on a problem-oriented system (POS) were compared with teacher evaluations of the same items. Self-evaluations were also compared with two different methods: unsigned and signed submissions. Students evaluated themselves poorly in the ability to recall pediatric knowledge and highly in the ability to investigate and summarize suggested topics. They evaluated themselves more highly on signed submissions than on unsigned submissions left in a box. Evaluations by teachers were higher than or equal to student self-evaluations. There were few critical evaluations or complaints about POS-bedside learning, but the ratio of criticism was four-fold higher on unsigned submissions. Bedside learning based on POS was accepted willingly by students.

Analysis of Student Self-evaluations on Bedside Learning and Comparison with Teacher Evaluations / 医学教育

The learning of problem-solving skills at the bedside in our department was investigated by comparing the results of student self-evaluations with teacher evaluations before and after the bedside learning (BSL) course. Students evaluated their behavior highly in terms of 1) positiveness, 2) motivation, and 3) bedside manner. However, they evaluated their medical competence poorly in terms of the ability to 4) perform physical examinations, 5) analyze medical histories and clinical findings, 6) interpret ECG and X-ray films, and 7) gather data, and 8) recall medical knowledge.<BR>The results of the student self-evaluations on items 5) to 8) were compared to those of the teacher evaluations before the BSL course (term examination in the fourth year) and after the BSL course. The student self-evaluations were not correlated with the two teacher evaluations, but there was a very close correlation between the two teacher evaluations.