Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school

Abstract

BackgroundEvaluation is an integral part of medical education. Despite a wide use of various evaluation tools, little is known about student perceptions regarding the purpose and desired consequences of evaluation. Such knowledge is important to facilitate interpretation of evaluation results. The aims of this study were to elicit student views on the purpose of evaluation, indicators of teaching quality, evaluation tools and possible consequences drawn from evaluation data.MethodsThis qualitative study involved 17 undergraduate medical students in Years 3 and 4 participating in 3 focus group interviews. Content analysis was conducted by two different researchers.ResultsEvaluation was viewed as a means to facilitate improvements within medical education. Teaching quality was believed to be dependent on content, process, teacher and student characteristics as well as learning outcome, with an emphasis on the latter. Students preferred online evaluations over paper-and-pencil forms and suggested circulating results among all faculty and students. Students strongly favoured the allocation of rewards and incentives for good teaching to individual teachers.ConclusionsIn addition to assessing structural aspects of teaching, evaluation tools need to adequately address learning outcome. The use of reliable and valid evaluation methods is a prerequisite for resource allocation to individual teachers based on evaluation results.

Emotions as student feedback

“…The emotional adjective feedback tool (EAFT; Figure ) was therefore designed by the first author, following a literature review. Factors influencing the design of the tool included information about common classroom emotions and the importance of free text . The tool required the student to use free text to elaborate on selected emotional adjectives that represented their learning experience.…”

“…Staff commented that the TFT has been seen 'a thousand times' (P2. 6), and that overuse of a feedback tool could cause participant fatigue. They questioned how long it would be before the EAFT would be viewed in a similar light.…”

Students' perspectives about the medical humanities curriculum at the Catholic University of Korea

“…The 18 students who participated in the FGIs may not be representative of all students, but the number of students included was within the appropriate range as described in other research. 41,42 In addition, the choice to have the FGIs facilitated by CMC faculty could risk discouraging students from voicing their opinions or criticizing the curriculum. To reduce this possibility, the FGI facilitator was a faculty who did not participate in curriculum planning and teach courses for those years.…”

Improving the transition from medical student to junior doctor: a one-month course in the final year of medical school

“…Despite a wide use of various evaluation tools, little is known about student perceptions regarding the purpose and desired consequences of evaluation. One study found that questionnaires and focus groups have been shown to be effective ways of assessing student confidence and feedback (Schiekirka et al 2012). This study uses questionnaires and study groups to assess the impact of a FY1 preparation course on the confidence and skills of final year medical students, prior to commencing their first clinical post.…”