An Analysis of Course Evaluation Programs at Korean Medical Schools.
- Author:
Su Jin CHAE
1
;
Ki Young LIM
Author Information
1. Office of Medical Education, Ajou University School of Medicine, Korea. edujin@ajou.ac.kr
- Publication Type:Original Article
- Keywords:
Course Evaluation;
Faculty Evaluation
- MeSH:
Curriculum;
Surveys and Questionnaires;
Education, Medical;
Humans;
Learning;
Postal Service;
Republic of Korea;
Salaries and Fringe Benefits;
Schools, Medical*
- From:Korean Journal of Medical Education
2007;19(2):133-142
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: Following the first in 1990, the use of course evaluations(CE) by medical schools across the Republic of Korea has grown steadily since 1997. The purpose of this study was to investigate these CE programs and to make general recommendations for further implementation. METHODS: A questionnaire survey was conducted by mail. From June 20 to September 22, 2006, data was obtained from 38 of the 41(93%) medical schools in the country. Of those who responded, 27 schools also sent their CE forms as requested. RESULTS: There was little difference among the 38 medical schools in the main body, methods, frequency, grades, systems of evaluation, and types of survey. Evaluation criteria such as instructor effectiveness, course management efficiency, and student satisfaction showed high frequency, whereas issues concerning learning objectives and workload were less common. In contrast, the stated purposes of employing CE varied from school to school. While 92% of the respondents regarded improvement to the quality of instruction as the goal of their programs, 32% indicated that CE results also factored in administrative decisions concerning promotion, tenure, and salary increases. CONCLUSION: In addition to embracing the expanding role and influence of CE in Korean medical education, schools must proactively enact measures to enhance further implementation. First, evaluation criteria should be better formulated to increase the consistency, reliability, and validity of CE results. Next, to promote efficiency, the scheduling and methodology of CE administration should carefully consider the medical curriculum. Finally, professional attitudes should be fostered to recognize the value of CE as a tool for raising educational standards overall.
