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Towards outcome-based programme evaluation: using student comparative self-assessments to determine teaching
T Raupach1, C Münscher, T Beissbarth
1Department of Cardiology and Pneumology, University Hospital Göttingen, Germany. raupach@med.uni-goettingen.de
Medical Teacher
|July 22, 2011
Summary
A new medical education evaluation tool using student self-assessments effectively measures knowledge, skills, and attitudes. This approach is valid for appraising curricula against specific learning objectives, identifying teaching strengths and weaknesses.
Area of Science:
- Medical Education Research
- Curriculum Development and Evaluation
Background:
- Medical education program evaluation should be multi-dimensional.
- Existing tools often neglect specific learning objectives.
- Structural and organizational aspects are frequently assessed, but alignment with learning outcomes is less common.
Purpose of the Study:
- To implement and critically appraise a novel program evaluation tool.
- The tool is based on comparative student self-assessments.
- It utilizes a medical school's catalogue of specific learning objectives.
Main Methods:
- Medical students self-rated knowledge, skills, and attitudes before and after courses.
- A new formula calculated percentage gain, controlling for baseline performance.
- Data from a longitudinal study of 636 students provided validity evidence.
Main Results:
- The novel tool outperformed traditional methods (mean differences, effect sizes) in identifying teaching quality and curriculum issues.
- It accurately reflected objectively measured performance.
- The tool demonstrated responsiveness to curriculum changes.
Conclusions:
- Comparative student self-assessment is a valid method for evaluating undergraduate medical curricula.
- The tool effectively appraises curricula at the level of specific learning objectives.
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