木尔坦尼什塔尔医学院学生对教学与评估的反馈

Students' feedback on teaching and assessment at Nishtar Medical College, Multan.

作者信息

Rafique Shoaib, Rafique Hasaan

机构信息

Nishtar Medical College, Multan.

出版信息

J Pak Med Assoc. 2013 Sep;63(9):1205-9.

PMID:24601211

Abstract

OBJECTIVE

To obtain feedback on teaching and assessment methods in professional undergraduate medical examinations.

METHODS

The study was conducted at Nishtar Medical College, Multan, Pakistan, from May 21 to May 26, 2012. A written questionnaire covering topics on various teaching and assessment methods was used to get feedback from students of 2nd, 3rd, 4th and 5th year M.B.B.S. SPSS version 17 was used for statistical analysis.

RESULTS

Of the 534 questionnaires distributed, 538 (99%) were returned duly filled. Overall, 382 (71%) students were satisfied with all aspects of the lectures delivered and 393 (73%) students agreed that teaching staff was punctual in delivering lectures. Although 312 (58%) students were satisfied with the teaching conducted in the wards, students felt dissatisfaction with the teaching carried out in outpatient departments and operating theatres. Multimedia was favoured by 306 (56%) students as a supporting teaching tool. Although the students agreed that questions asked in examinations were relevant and the pattern of Objective Structured Clinical Examination (OSCE) / Objective Structured Practical Examination (OSPE) was satisfactory, they felt that the time allowed was insufficient. 399 (74%) students agreed that multiple modes of assessment improved their knowledge and skill. There was no consensus among the students on the best form of assessment. Number of students favouring short essay questions (SEQ's), multiple choice questions including true/false type, single best choice questions (BCQ'S) and descriptive questions were 209(38.8%), 176(32.7%), 70 (13%) and 28 (5%) respectively. There was disparity in students' satisfaction in internal assessment and university examination. Although 226 (42%) students were satisfied with internal assessment, 199 (37%) were satisfied with university assessment.

CONCLUSION

Overall, the students were satisfied with the lectures and clinical teaching conducted in the wards. Preferred methods of assessment included short essay questions (SEQ's) and multiple choice questions. Most of them wanted sufficient time for OSCE/OSPE and the satisfaction with university examination was only 37%.

摘要

目的

获取关于本科医学专业考试中教学与评估方法的反馈。

方法

该研究于2012年5月21日至5月26日在巴基斯坦木尔坦的尼什塔尔医学院进行。使用一份涵盖各种教学与评估方法主题的书面问卷，从医学学士课程二、三、四、五年级的学生那里获取反馈。采用SPSS 17版进行统计分析。

结果

在分发的534份问卷中，538份（99%）被如期填好返回。总体而言，382名（71%）学生对所授课的各个方面感到满意，393名（73%）学生同意教师授课准时。尽管312名（58%）学生对病房教学感到满意，但学生们对门诊部门和手术室的教学感到不满。306名（56%）学生赞成将多媒体作为辅助教学工具。尽管学生们同意考试所提问题相关且客观结构化临床考试（OSCE）/客观结构化实践考试（OSPE）的模式令人满意，但他们觉得所给时间不足。399名（74%）学生同意多种评估方式提高了他们的知识和技能。学生们对于最佳评估形式未达成共识。赞成短文简答题（SEQ）、包括是非题类型的多项选择题、单项最佳选择题（BCQ）和描述性问题的学生人数分别为209名（38.8%）、176名（32.7%）、70名（13%）和28名（5%）。学生对内部评估和大学考试的满意度存在差异。尽管226名（42%）学生对内部评估感到满意，但199名（37%）学生对大学评估感到满意。