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Piloting an outcome-based programme evaluation tool in undergraduate medical education
Tobias Raupach1, Sarah Schiekirka, Christian Münscher
1University Medical Centre Göttingen, Dept. of Cardiology & Pneumology, Göttingen, Germany. raupach@med.uni-goettingen.de
GMS Zeitschrift Fur Medizinische Ausbildung
|June 28, 2012
Summary
A new outcome-based evaluation tool for medical education shows that student performance gains, not course ratings, better reflect teaching quality. This method is crucial for fair resource allocation in medical schools.
Area of Science:
- Medical Education
- Health Professions Education
- Curriculum Development
Background:
- German medical schools are exploring performance-based resource allocation tied to teaching quality.
- Current implementation is hindered by a lack of valid teaching quality assessment criteria.
- Effective assessment requires evaluating structural, procedural, and learning outcome aspects.
Purpose of the Study:
- To implement and evaluate a novel outcome-based tool for assessing teaching quality in medical education.
- To compare the novel tool's results with traditional evaluation methods.
- To address the need for valid criteria in performance-oriented resource allocation.
Main Methods:
- Utilized student self-assessments before and after modules to calculate performance gains.
- Compared mean performance gains against student expectations and traditional end-of-module course ratings.
- Analyzed 21 modules within the clinical phase of a medical curriculum.
Main Results:
- Module rankings based on performance gains differed significantly from rankings based on overall course ratings.
- No significant correlation was found between performance gain and overall course ratings.
- Overall course ratings correlated strongly with student expectations and structural/procedural factors.
Conclusions:
- Comparative self-assessment-derived performance gains offer a new dimension to medical course evaluation.
- The novel tool is less influenced by construct-irrelevant factors than overall course ratings.
- This outcome-based approach is more suitable for determining teaching quality and guiding resource allocation.
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