Comparison of faculty members' and students' perceptions concerning performance criteria and evaluation strategies at the University of New Mexico School of Medicine.

Faculty members' and students' perceptions concerning the relative importances of (1) various performance criteria for students and (2) strategies of evaluation were determined in 1989 by a questionnaire in a single medical school that had both a problem-based, student-centered curriculum and an organ-block curriculum (i.e., regular track). The greatest differences in the rankings of both areas were found between those given by the freshman and sophomore students in the problem-based curriculum and those given by the same groups in the regular track. The faculty members' perceptions tended to be closer to those of the students in the regular track.