Wahlqvist Mats, Skott Annika, Björkelund Cecilia, Dahlgren Gösta, Lonka Kirsti, Mattsson Bengt
Department of Primary Health Care, The Sahlgrenska Academy, Göteborg University, Sweden.
BMC Med Educ. 2006 Apr 25;6:24. doi: 10.1186/1472-6920-6-24.
In medical education, feedback from students is helpful in course evaluation. However, the impact of medical students' feedback on long-term course development is seldom reported. In this project we studied the correspondence between medical students' descriptive evaluations and key features of course development over five years.
Qualitative content analysis was used. The context was consultation skills courses in the middle of the Göteborg undergraduate curriculum during five years. An analysis of 158 students' descriptive evaluations was brought together with an analysis of key features of course development; learning objectives, course records, protocols from teachers' evaluations and field notes. Credibility of data was tested by two colleagues and by presenting themes at seminars and conferences. Authors' experiences of evaluating the course over many years were also used.
A corresponding pattern was found in students' descriptive evaluations and key features of course development, indicating the impact of students' open-ended feed-back. Support to facilitators and a curriculum reform also contributed. Students' descriptive feedback was both initiating and validating longitudinal course implementation. During five years, students' descriptive evaluations and teachers' course records were crucial sources in a learner-centred knowledge-building process of course development.
Students' descriptive evaluations and course records can be seen as important instruments in developing both courses and students' learning. Continuity and endurance in the evaluation process must be emphasized for achieving relevant and useful results.
在医学教育中，学生的反馈有助于课程评估。然而，医学生反馈对课程长期发展的影响鲜有报道。在本项目中，我们研究了医学生的描述性评价与五年间课程发展关键特征之间的对应关系。
采用定性内容分析法。研究背景为哥德堡本科课程中期的五年间的咨询技能课程。对158名学生的描述性评价分析与课程发展关键特征分析相结合，包括学习目标、课程记录、教师评价协议和实地记录。数据的可信度由两位同事进行检验，并在研讨会和会议上展示主题。还利用了作者多年来评估该课程的经验。
在学生的描述性评价与课程发展关键特征中发现了一种对应模式，表明学生开放式反馈的影响。对促进者的支持和课程改革也有贡献。学生的描述性反馈对课程纵向实施既有启动作用又有验证作用。在五年间，学生的描述性评价和教师的课程记录是课程发展以学习者为中心的知识构建过程中的关键来源。
学生的描述性评价和课程记录可被视为课程发展和学生学习的重要工具。为获得相关且有用的结果，必须强调评估过程的连续性和持久性。
