Towards outcome-based programme evaluation: Using student comparative self-assessments to determine teaching effectiveness
Towards outcome-based programme evaluation: Using student comparative self-assessments to determine teaching effectiveness
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DOI：
10.3109/0142159x.2011.586751
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发表时间：
2011-01-01
期刊：
影响因子：
4.7
通讯作者：
Pukrop, T.
中科院分区：
文献类型：
--
作者：
Raupach, T.;Muenscher, C.;Pukrop, T.
背景：医学教育的课程评估应该是多维度的。虽然教学的结构和组织方面经常进行评估，但课程评估工具很少与特定的学习目标相匹配。目的：本研究使用一所医学院的特定学习目标目录来实施和批判性地评估一种基于比较学生自我评估的新型课程评估工具。方法：在哥廷根的本科课程的临床阶段注册的医学生被邀请自我评价他们的知识，技能和态度之前和之后的每门课程。一个新开发的公式控制学生进入一门课程时的表现水平，用于计算知识，技能和态度的百分比增益。数据来自一个前瞻性的，纵向干预研究的心电图解释技能的发展，包括636名学生从四个连续的cohorts被用来提供有效性证据的新approach.Results：新的工具出现上级平原的平均差异和效果大小检测优秀的教学以及课程的缺点。此外，它充分反映了客观测量的性能水平，并响应课程changes.Conclusions：比较学生自我评估是一个有效的工具，以评估本科医学课程的具体学习目标的水平。
Background: Programme evaluation of medical education should be multi-dimensional. While structural and organisational aspects of teaching are frequently assessed, programme evaluation tools are rarely matched to specific learning objectives.Aims: This study used one medical school's catalogue of specific learning objectives to implement and critically appraise a novel programme evaluation tool based on comparative student self-assessments.Method: Medical students enrolled in the clinical phase of the undergraduate curriculum in Gottingen were invited to self-rate their knowledge, skills and attitudes before and after each course. A newly developed formula controlling for student performance levels when entering a course was used to compute a percentage gain in knowledge, skills and attitudes. Data derived from a prospective, longitudinal intervention study on the development of electrocardiogram interpretation skills including 636 students from four consecutive cohorts were used to provide validity evidence of the new approach.Results: The novel tool appeared superior to plain mean differences and effect sizes in detecting outstanding teaching as well as shortcomings of the curriculum. In addition, it adequately reflected objectively measured performance levels and was responsive to curriculum change.Conclusions: Comparative student self-assessment is a valid tool to appraise undergraduate medical curricula at the level of specific learning objectives.