Development of an Evaluation Baseline Module for Clinical Clerkship: Gachon Medical School Experience.
- Author:
Yong Il KIM
1
;
Young Don LEE
;
Je Hwan OH
;
In Suck CHOI
;
Hann CHAH
;
Eui Don LEE
;
Bong Jin HAN
;
Keun LEE
;
Byung Kook LEE
;
Yoon Myung IM
;
Gwi Hwa PARK
Author Information
1. Center for Educational Development and Research, Gachon Medical School, Korea. kimyi@gachon.ac.kr
- Publication Type:Original Article
- Keywords:
Clinical clerkship;
Rating scale;
Check list;
Evaluation sheet;
Student internship;
Medical schools
- MeSH:
Clinical Clerkship*;
Clinical Competence;
Humans;
Learning;
Nursing Staff;
Professional Competence;
Schools, Medical*
- From:Korean Journal of Medical Education
2003;15(2):131-141
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The aims of this paper are to develop a student evaluation format as a part of core clinical clerkship (student internship) program at Gachon Medical School, and to identify its impeding factors in implementation. METHODS: Both rating scale of Likert type and check list for student's clerkship assessment were designed; the rating scale format was developed into two parts, namely attendance and the clinical competence demonstrated during the clerkship in which 3 domains of knowledge, skills and attitude were included in balance; the professional competence was made of 9 items, each being designed to accommodate 3 degrees by learner's performance. The clinical instructors in charge were requested to sit a short feedback session on the evaluation results with students who were signed at the end. Nursing staff was also asked to participate in evaluation of the student attitude in a limited area. RESULTS: Despite the full acceptance of the evaluation approach theoretically, its practical implementation was not successful because of difficulties related to adjustment of their department-based scoring system to the comprehensive assessment, or unfamiliarity with face-to-face feedback system. CONCLUSION: The authors assume that this Likert type of the rating scale is a simple, more comprehensive and strong tool to meet the learning objectives, and easy to enhance the feedback effect. It is, however, advised that the formative reporting system is crucial to transform the traditional evaluation approach into the pass/fail format so that unnecessary conversion risk is eliminated.
