1.Student self-assessment on education in cardiology: Analysis using questionnaire.
Toshinori UTSUNOMIYA ; Toshifumi MOROOKA ; Keiko KIDO ; Toshihiro OGAWA ; Yoshihiko OHTSUBO ; Toshihiro RYU ; Kazuyo YOSHIDA ; Shinsuke TSUJI ; Takashi TOKUSHIMA ; Shuzo MATSUO
Medical Education 1998;29(2):79-85
We analyzed the student self-assessment on education in cardiology using a questionnaire.
Subjects: Ninety-six 5th-year students at Saga Medical School who have completed the lectures and bedside teaching were evaluated.
Methods: A questionnaire survey of 14 topics in cardiology was performed at the finish of 3 weeks of bedside teachings. Self-assessment was categorized into 4 grades; 1) completely understood (3 points), 2) almost completely understood (2 points), 3) could be understood (1 point), and 4) could not be understood (0 point). Self-assessment scores were calculated for each topic in cardiology.
Results: Questionnaires were returned by 88 students (91.7%). Self-assessment scores were high for myocardial infarction, angina pectoris, and electrocardiogram reading. Scores were low for primary care, vascular diseases, and pericardial disease. Self-assessment scores did not significantly correlate with the length of lectures but did correlate with the number of admitted patients (r= 0.93) and scores on achievement tests (r= 0.43) in each topic.
Conclusions: Because students observed many patients with myocardial infarction and angina pectoris during bedside teaching, the self-assessment scores were high. Bedside teaching is important for medical students to understand topics in cardiology.
Result Analysis
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