AMEE Berlin 2002 Programme

placement. 13% of students are concerned that their
evaluation will affect their grades. We will discuss the
implication of these findings on the procedures for
collecting attributable evaluation material.
2K4 Student evaluation of educational
quality: the construction of a
multidimensional questionnaire
Volkhard Fischer
Hannover Medical School, OE 9103, Rectors Office, 30623
Hannover, GERMANY
Educational quality is a complex construct. Marsh has
developed a differentiated questionnaire for student
evaluations of educational quality which is widely
accepted. Our 37-item questionnaire is a localized
version of this general questionnaire (SEEQ) adapted
for the evaluation of medical courses in Germany. The
items concerning the factor work load were formulated
as bipolar questions on seven-point scales. The
midpoint was labeled “appropriate”. The other items
had a unipolar format with six grades from “not true”
to “true” and an extra checkbox “does not apply”. The
global rating of the course had to be made on a 16point
Likert scale. The theoretical model was tested in
a confirmatory factor analysis for the whole sample
and several evaluative factor analyses for selected
courses. Discrepancies between the theoretical model
and the empirical results were discussed and integrated
into an exploratory model.
2K5 Evaluation of lectures in medical
teaching based on focal groups
and a survey of opinion to
formulate a guide of practical
recommendations
Juan Cristóbal Maass, Lorena Tapia, Marcela Jacard, and
Teresa Millán
Depto. de Pediatría y Cirugía Infantil, Facultad de Medicina,
Universidad de Chile
In spite of new tendencies, in Chile lectures are mainly
used in medical teaching. Our objective was to find
out students’ opinions about aspects that influence
quality of lectures, with the purpose of formulating a
guide of practical recommendations (GPR). A survey
was designed based on focal groups and applied to 181
5th year students. We evaluated different aspects of
lectures (teacher; content, dynamics and structure;
support material; and atmosphere). Of 113 students
interviewed, 96.4% think that it would be useful to have
a GPR for lecturers. Positive practical aspects of lectures
highlighted were: delivery of lecture notes (93.8%); to
give practical details (98.2%); and to give a summary
(94.5%). Among negatives: that lectures were carried
out in the afternoon (94.6%); lasted longer than
foreseen (94.7%); and small fonts were used in
projection (92.9%). We intend to discuss this guide
based on the opinions obtained, showing aspects not
traditionally considered.
Monday 3 September
- 4.19 -
2K6 Use of a Continuous Quality
Improvement (CQI) model to
enhance curriculum evaluation and
integration
Nehad El-Sawi
University of Health Sciences, 1750 Independence Avenue,
Kansas City, MO 64106, USA
Course evaluation is one of the corner stones for the
documentation of the educational process quality. CQI
is a process of constructive self study that encourages
participation of all students and faculty in order to
maximize the benefit of the evaluation process. Eight
essential activities involved in course delivery are
identified. A written survey is designed to evaluate
these activities. The survey is administered at the end
of each course and the entire class results are tabulated
as the comprehensive evaluation. Students are assigned
to CQI teams before each course begins and are
responsible for reviewing the comprehensive
evaluation, drafting a one-page consensus report,
prioritizing improvements that could enhance student
learning and presenting the report to faculty and
curriculum committee. The CQI evaluation model
produced a more effective, meaningful and constructive
evaluation while building interdisciplinary team skills
and professional behavior among medical students.
2K7 New faculty-level self-evaluation
instruments
K Lonka*, N Paganus, T Hatonen, A Heikkila, J Vainio
and J Nieminen
University of Helsinki, Leiviskatie 2 E 64, Fin-00440 Helsinki,
FINLAND
The Faculty of Medicine at the University of Helsinki
began to evaluate and reform its curriculum of medical
studies in 1994. This process resulted in Helsinki 2000,
a hybrid-PBL curriculum, which was introduced in
1998. A systematic programme was also integrated to
support students’ personal growth and to advance their
communication and thinking skills, called Professional
Growth of Medical Students.
In order to see how well these reforms have been
implemented, we developed a set of evaluation
instruments. Questionnaires and observation methods
were applied for both students and teachers. The data
are extensive, and some examples are presented here.
The final goal is to finish a self-evaluation report for
the international evaluation of all studies and
programmes of the University of Helsinki, which will
take place in the years 2001-2002.
2K8 The doctors’ opinion - a national
evaluation of Swedish medical
education
Anders Bengtsson, Kerstin Johansson and Sara Engstrom*
Swedish Medical Association, Sveriges Lakarforbund, PO Box
5610, S-11486 STOCKHOLM, SWEDEN
In autumn 2000, the Swedish Medical Association sent
out a questionnaire in order to evaluate Swedish medical
education. Junior doctors were asked to assess medical
education in relation to the declared objectives. They