University of Nicosia Medical School, Nicosia, Cyprus.
Technical University of Munich, School of Medicine, TUM Medical Education Center, Ismaninger Straße 22, 81675, Munich, Germany.
BMC Med Educ. 2022 Feb 19;22(1):113. doi: 10.1186/s12909-022-03148-6.
The evaluation of courses and faculty is of vital importance in all higher education institutions including medical schools. Student Evaluations of Teaching (SETs) commonly take the form of completion of anonymous questionnaires and even though they were originally developed to evaluate courses and programmes, throughout the years they have also been used to measure teaching effectiveness and subsequently to guide important decisions related to the faculty's career progression. Nevertheless, certain factors and biases may influence SET rates and may not measure teaching effectiveness objectively. Although the literature on course and faculty evaluations is well-researched in general higher education, there are concerns with regards to the use of the same tools for evaluation of courses and teachers in medical programmes. Specifically, the SETs in general higher education cannot be directly applied to the structure of courses and delivery of curriculum in medical schools. This review provides an overview of how SETs can be improved at the levels of instrumentation, administration and interpretation. In addition, the paper supports that through the collection and triangulation of data from multiple sources, including students, peers, program administrators and self-awareness via the use of different methods such as peer reviews, focus groups and self-evaluations, it will be possible to develop a comprehensive evaluation system that will present an effective measure of teaching effectiveness, will support the professional development of medical teachers and will improve the quality of teaching in medical education.
课程和教师评估在所有高等教育机构（包括医学院校）中都至关重要。学生教学评估（SETs）通常采用填写匿名问卷的形式，尽管它们最初是为了评估课程和项目而开发的，但多年来，它们也被用于衡量教学效果，并随后指导与教师职业发展相关的重要决策。然而，某些因素和偏见可能会影响 SET 率，并不能客观地衡量教学效果。尽管一般高等教育中的课程和教师评估文献研究得比较充分，但人们对在医学课程中使用相同的工具来评估课程和教师表示关注。具体来说，一般高等教育中的 SET 不能直接应用于医学院校的课程结构和课程交付。这篇综述概述了如何在仪器、管理和解释层面改进 SET。此外，本文还支持通过从多个来源（包括学生、同行、课程管理人员以及通过使用同行评审、焦点小组和自我评估等不同方法进行自我意识）收集和综合数据，可以开发出一种综合评估系统，该系统将提供有效的教学效果衡量标准，支持医学教师的专业发展，并提高医学教育的教学质量。
