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Position statement of the GMA committee "teaching evaluation"
Nicolas Haverkamp1, Janina Barth2, Dennis Schmidt3
1University of Bonn, Medical Faculty, Office of the Dean of Studies, Bonn, Germany.
GMS Journal for Medical Education
|May 23, 2024
Summary
Effective teaching evaluation in medical education drives curriculum development and research. Robust instruments ensure quality assurance, requiring rigorous reliability and validity for impactful educational advancements.
Area of Science:
- Medical Education
- Curriculum Development
- Educational Research
Background:
- Teaching evaluation is crucial for curriculum development and medical education research.
- Evaluation instruments must meet stringent reliability and validity standards.
- This paper addresses strategic and methodological aspects of teaching evaluation in undergraduate medical education.
Purpose of the Study:
- To discuss strategic and methodological aspects of teaching evaluation.
- To formulate recommendations for improving evaluation practices in medical education.
- To present a framework for designing and implementing effective evaluations.
Main Methods:
- A four-step approach to evaluation design and implementation is presented.
- Detailed discussion of methodological aspects including target/confounding variables and survey instruments.
- Consideration of practical implementation, data protection, and consequences for teaching quality dimensions.
Main Results:
- A structured approach to evaluation design and implementation is outlined.
- Key considerations for survey instruments, implementation, and data protection are detailed.
- The impact of evaluation data on structural, procedural, teacher, and outcome dimensions of teaching quality is explored.
Conclusions:
- High-quality teaching evaluation is fundamental for advancing medical education.
- Methodological rigor and practical considerations are essential for valid and reliable evaluations.
- Evaluation data can inform targeted improvements across multiple dimensions of teaching quality.
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