Clerkship Evaluation by Students Using Questionnaire.
- Author:
Su Jin CHAE
1
;
Kee Hyun CHANG
;
Heung Sik KANG
;
Woo Sun KIM
Author Information
1. Office of Medical Education, Seoul National University College of Medicine.
- Publication Type:Original Article
- Keywords:
Instruction evaluation;
Clerkship;
Questionnaire
- MeSH:
Appointments and Schedules;
Humans;
Reproducibility of Results;
Seoul;
Surveys and Questionnaires
- From:Korean Journal of Medical Education
2001;13(1):131-141
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
The purpose of this study is to present the results of the clerkship evaluation by the students using questionnaire, to discuss the problems revealed in performing the evaluation, and to find out the ways to improve the evaluation. In 2000, the evaluation has been conducted by the Department of Radiology, Seoul National University College of Medicine. The questionnaires filled-up by 97 junior students who completed the clerkship schedule of 2 weeks were analyzed in this study. The questionnaire consisted of 28 structured items with 5-grade scale each, the contents of which included the amount and level of the overall clerkship course and those of 5 subtypes of the clerkship(self-learning, student conference, student seminar, on-site clerkship, and small group discussion with faculty). In small group discussion, enthusiasm of each faculty, delivery effect, and difficulty of the contents were also evaluated. As a result, the most items were assessed to be slightly better than average(3 or 4 point of 5 scale). It was found that the small group discussion was most favored, whereas the student seminar was least favored. Faculty activity was also scored to be better than average. There were no significant differences among all faculty activity. The limitation of this study is failure of assessing the validity and reliability of the student response. In order to improve the evaluation, we should consider following four subjects: First, all the items are carefully developed to enhance the validity and reliability of the evaluation. Second, students should be fully informed of the objects of the evaluation before it is carried out. Third, teaching support facilities for the faculty are needed. Finally, an organization which takes complete charge of the instruction evaluation must be established.
