Stokke Sunneva, Solberg Ingeborg L, Grøttum Per, Lundin Knut E A, Heggen Kristin M, Breivik Jarle
Tidsskr Nor Laegeforen. 2019 Aug 15;139(11). doi: 10.4045/tidsskr.19.0027. Print 2019 Aug 20.
Students and education authorities are expressing an increasing demand for educational quality and student involvement in higher education. We present a descriptive observational study of a student-initiated system for evaluation of lectures in the medical degree programme at the University of Oslo.
Criteria-based student evaluations of 445 lectures in the first and second year of the medical degree programme were conducted in spring and autumn 2017 and spring 2018; after each lecture, three students completed a questionnaire about the lecture. The responses were sent by email to the lecturer on the same day. We performed an analysis of the evaluations, a group interview with the cohort's elected representatives, and a questionnaire survey among the lecturers who received an evaluation.
The lecturers received generally good feedback, but the student evaluations also indicated a clear potential for improvement: 21 % of the lectures were not adapted to the volume of information, 32 % did not point out the association with the learning outcomes, 31 % failed to activate the students and 40 % did not provide a summary at the end of the lecture. The cohort's elected representatives had a positive attitude to the evaluation scheme, but requested a simpler technical solution. Almost all the lecturers welcomed the student evaluation, and more than half had used the evaluations to improve their lectures.
This quality development project shows how students, teachers, administration and management can collaborate to improve the teaching.
学生和教育当局对高等教育的教育质量和学生参与度的要求日益提高。我们展示了一项关于奥斯陆大学医学学位课程中由学生发起的讲座评估系统的描述性观察研究。
在2017年春季和秋季以及2018年春季，对医学学位课程一、二年级的445场讲座进行了基于标准的学生评估；每场讲座后，三名学生填写一份关于该讲座的问卷。问卷回复于当天通过电子邮件发送给授课教师。我们对评估结果进行了分析，并与该班级选出的代表进行了小组访谈，还对收到评估的教师进行了问卷调查。
教师总体上收到了良好的反馈，但学生评估也表明仍有明显的改进空间：21%的讲座未适配信息量，32%未指出与学习成果的关联，31%未能激发学生的积极性，40%在讲座结束时未进行总结。该班级选出的代表对评估方案持积极态度，但要求采用更简单的技术解决方案。几乎所有教师都欢迎学生评估，超过半数的教师已利用评估结果改进了他们的讲座。
这个质量改进项目展示了学生、教师、行政人员和管理人员如何合作以改进教学。
