scholarly journals An Analysis of Course Evaluation Programs at Korean Medical Schools

2007 ◽  
Vol 19 (2) ◽  
pp. 133-142 ◽  
Author(s):  
Su-Jin Chae ◽  
Ki-Young Lim
Keyword(s):  
Medical Schools ◽  
Course Evaluation ◽  
Evaluation Programs

scholarly journals RE-AIMing COVID-19 online learning for medical students: a massive open online course evaluation

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yusuf Yilmaz ◽  
Ozlem Sarikaya ◽  
Yesim Senol ◽  
Zeynep Baykan ◽  
Ozan Karaca ◽  
...  
Keyword(s):  
Public Health ◽  
Medical Students ◽  
Clinical Training ◽  
Medical Schools ◽  
Course Evaluation ◽  
Online Course ◽  
Accurate Information ◽  
Free Text ◽  
Massive Open Online ◽  
Massive Open Online Course

Abstract Background Clinical training during the COVID-19 pandemic is high risk for medical students. Medical schools in low- and middle-income countries (LMIC) have limited capacity to develop resources in the face of rapidly developing health emergencies. Here, a free Massive Open Online Course (MOOC) was developed as a COVID-19 resource for medical students working in these settings, and its effectiveness was evaluated. Methods The RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework was utilized to evaluate the effectiveness of MOOC in teaching medical students about COVID-19. The data sources included the student registration forms, metrics quantifying their interactions within the modules, students’ course feedback, and free-text responses. The data were collected from the Moodle learning management system and Google analytics from May 9 to September 15, 2020. The research team analyzed the quantitative data descriptively and the qualitative data thematically. Results Among the 16,237 unique visitors who accessed the course, only 6031 medical students from 71 medical schools registered, and about 4993 (83% of registrants) completed the course, indicating high levels of satisfaction (M = 8.17, SD = 1.49) on a 10-point scale. The mean scores of each assessment modules were > 90%. The free-text responses from 987 unique students revealed a total of 17 themes (e.g., knowing the general information on COVID-19, process management of the pandemic in public health, online platform use, and instructional design) across the elements of the RE-AIM framework. Mainly, the students characterized the MOOC as well-organized and effective. Conclusions Medical students learned about COVID-19 using a self-paced and unmonitored MOOC. MOOCs could play a vital role in the dissemination of accurate information to medical students in LMIC in future public health emergencies. The students were interested in using similar MOOCs in the future.

Trends in New Medical Schools

JAMA ◽  
1968 ◽  
Vol 204 (11) ◽  
pp. 1012
Author(s):  
P. C. Anderson
Keyword(s):  
Medical Schools

Learning disabilities and medical schools

2000 ◽  
Vol 34 (12) ◽  
pp. 994-1000 ◽  
Author(s):  
Curtis J Rosebraugh
Keyword(s):  
Learning Disabilities ◽  
Medical Schools

Medical Schools Take Stand Against Industry Gifts

2008 ◽  
Vol 39 (8) ◽  
pp. 75
Author(s):  
CATHY DOMBROWSKI ◽  
DENISE PETERSON
Keyword(s):  
Medical Schools

Drug evaluation programs of the AMA 1905-1966

JAMA ◽  
1966 ◽  
Vol 196 (6) ◽  
pp. 496-498 ◽  
Author(s):  
J. Bishop
Keyword(s):  
Drug Evaluation ◽  
Evaluation Programs

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

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