Masic Izet
Med Arch. 2012;66(3 Suppl 1):6-10.
Goal of measurement of the quality assessment of students' satisfaction is identification of weak and outdated sections of medical education. By finding out the unnecessary aspects, it is possible to start with improvement of the educational system.
The survey was conducted on the sample of 108 students of the final year of the study of Medical faculty in Sarajevo in December 2011. Questionnaire has 24 process and outcome variables for the purpose of quality assessment of the education at the Medical faculty.
The measurement of quality of realized lectures of final year of Medical faculty in Sarajevo with formatted questionnaires determined that above 90% students rated it very low with grades under 3 of possible 5, compared with average 3 in survey from 2008. Unpreparedness of independent service after finished medical education has raised to 70% of questioned students, compared to 53% in 2008. Ratio of educators and assistents to students was graded mostly with grades under 3 of possible 5 by more then 80% questioned participants. Students grading satisfaction with concept of preclinical training has peaked in low levels of grade 1 by 44% survey participants, what are similar results compared to 2008. The measurement of satisfaction with concept of clinical education determined even lower and embarassing values of 94% negative attitudes and opinions by questioned students, compared with 83% in 2008. Availability of modern technical equipment at Faculty of Medicine is very low rated with grades under 2 by 87% of students.
The problems and weak points in medical education of Faculty of Medicine University of Sarajevo have persisted during period of more then a decade what comparsion of survey results clearly show. There is urgent need of improving and reforming the educational system which will bring more practical clinical and preclincal work, patient-student contact and interaction with bigger full attendance of educators and tutors, all supported by new modern technical and informational technologies. On this way the achievement of independent and patient oriented work after received medical education is granted for future generations of doctors.
衡量学生满意度的质量评估的目标是找出医学教育中薄弱和过时的部分。通过找出不必要的方面，就有可能着手改进教育体系。
2011年12月，对萨拉热窝医学院最后一年学习的108名学生进行了调查。问卷有24个过程和结果变量，用于评估医学院的教育质量。
用格式化问卷对萨拉热窝医学院最后一年已完成课程的质量进行评估，结果显示，超过90%的学生对其评价很低，分数在满分5分中低于3分，而2008年调查的平均分为3分。医学教育结束后独立服务的准备不足情况在被调查学生中升至70%，而2008年为53%。超过80%的被调查参与者对教育工作者和助教与学生的比例评价大多在满分5分中低于3分。44%的调查参与者对临床前培训概念的满意度评分处于低水平的1分，这与2008年的结果相似。对临床教育概念的满意度调查显示，被调查学生的负面态度和意见高达94%，令人尴尬，而2008年为83%。医学院现代技术设备的可用性被87%的学生评为很低，分数低于2分。
萨拉热窝医科大学医学院医学教育中的问题和薄弱环节在十多年间一直存在，调查结果的对比清楚地表明了这一点。迫切需要改进和改革教育体系，增加更多实用的临床和临床前工作、医患接触以及教育工作者和导师更高的出勤率，并得到新的现代技术和信息技术的支持。这样，未来的医生在接受医学教育后就能实现独立且以患者为导向的工作。
