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Korean J Med Educ > Volume 20(4); 2008 > Article
Korean Journal of Medical Education 2008;20(4): 367-371. doi: https://doi.org/10.3946/kjme.2008.20.4.367
온라인 학생 강의평가에 대한 경험과 고찰
임소덕1, 이종민2, 박형석3, 유재란4, 이경영5, 손인숙6, 이란7
1건국대학교의학전문대학원 병리학교실
2건국대학교의학전문대학원 재활의학교실
3건국대학교의학전문대학원 내과학교실
4건국대학교의학전문대학원 환경생물의학교실
5건국대학교의학전문대학원 외과학교실
6건국대학교의학전문대학원 산부인과학교실
7건국대학교의학전문대학원 소아과학교실
Experience and Consideration on Online Course Evaluation by Medical Students
So Dug Lim1, Jongmin Lee2, Hyung Seok ParK3, Jae-Ran Yu4, Kyung Yung Lee5, In Sook Sohn6, Ran Lee7
1Departments of Pathology Konkuk University School of Medicine, Seoul, Korea
2Departments of Rehabilitation Medicine Konkuk University School of Medicine, Seoul, Korea
3Departments of Internal Medicine Konkuk University School of Medicine, Seoul, Korea
4Departments of Environmental and Tropical Medicine Konkuk University School of Medicine, Seoul, Korea
5Departments of Surgery Konkuk University School of Medicine, Seoul, Korea
6Departments of Obstetrics and Gynecology Konkuk University School of Medicine, Seoul, Korea
7Departments of Pediatrics Konkuk University School of Medicine, Seoul, Korea
Corresponding Author: Ran Lee,Email: leeran67@kuh.ac.kr
ABSTRACT
PURPOSE: The purpose of this study was to present our thoughts on the medical student evaluation of the courses via online at Konkuk University School of Medicine (KUSM) and to prompt us to improve the course evaluation system. METHODS: Electronic questionnaire for computer-aided course evaluation via online was completed by 93 medical students who attended 32 block lectures at KUSM in 2007. The questionnaire consisted of 21 evaluation items. Frequency analysis of response on the evaluation items was conducted to find out the key features. RESULTS: Evaluation forms for 32 lectures were received from the attendees via online. An average response rate was 63.8%. Among 17 Likert-scaled items, more negative response was observed in class quantity, studying method guidance, lecture note, teaching methods, and relevance of final examination. CONCLUSION: The current course evaluation at KUSM includes more questions that request students to state the overall quality of course modules than the detailed quality or skill of each lecturer. As the objective of the course evaluation is to promote students' learning and to give a feedback to the lecturer, the current consideration on the course evaluation prompted us to reorganize the design of the questionnaire according to the objective.
Keywords: Educational measurement;Program evaluation;Electronic mail;Questionnaires
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