Department of Cardiology and Pneumology, University Hospital Göttingen, Germany.
Med Teach. 2011;33(8):e446-53. doi: 10.3109/0142159X.2011.586751.
Programme evaluation of medical education should be multi-dimensional. While structural and organisational aspects of teaching are frequently assessed, programme evaluation tools are rarely matched to specific learning objectives.
This study used one medical school's catalogue of specific learning objectives to implement and critically appraise a novel programme evaluation tool based on comparative student self-assessments.
Medical students enrolled in the clinical phase of the undergraduate curriculum in Göttingen were invited to self-rate their knowledge, skills and attitudes before and after each course. A newly developed formula controlling for student performance levels when entering a course was used to compute a percentage gain in knowledge, skills and attitudes. Data derived from a prospective, longitudinal intervention study on the development of electrocardiogram interpretation skills including 636 students from four consecutive cohorts were used to provide validity evidence of the new approach.
The novel tool appeared superior to plain mean differences and effect sizes in detecting outstanding teaching as well as shortcomings of the curriculum. In addition, it adequately reflected objectively measured performance levels and was responsive to curriculum change.
Comparative student self-assessment is a valid tool to appraise undergraduate medical curricula at the level of specific learning objectives.
医学教育的项目评估应该是多维度的。虽然教学的结构和组织方面经常被评估，但项目评估工具很少与特定的学习目标相匹配。
本研究使用一所医学院的特定学习目标目录，实施并批判性地评估一种基于比较学生自我评估的新型项目评估工具。
哥廷根大学本科课程临床阶段的医学生被邀请在每门课程前后自我评估他们的知识、技能和态度。一种新开发的公式被用来计算知识、技能和态度的百分比增益，该公式控制了学生在进入课程时的表现水平。从一项关于心电图解释技能发展的前瞻性、纵向干预研究中获得的数据，该研究包括四个连续队列的 636 名学生，为新方法的有效性提供了证据。
与单纯的均值差异和效果大小相比，该新工具在发现出色的教学和课程的不足之处方面表现更好。此外，它充分反映了客观测量的表现水平，并对课程变化做出了反应。
比较学生自我评估是评估本科医学课程特定学习目标的有效工具。
