Purpose Feedback in medical education is as important as developing the curriculum and choosing the right method of instruction. This study measured three overarching areas: student satisfaction rates with academic feedback, the type and helpfulness of the feedback, and the types of feedback that students want.
Methods In December 2013, 166 students answered a student survey that consisted of 26 items. The survey asked questions on their experiences with the overall feedback that was given the previous semester, the satisfaction rate, the type of feedback that was received, the helpfulness of the feedback, and the types of feedback that were desired after examinations and learning tasks.
Results Overall, 35% of the students were satisfied with the feedback that they received in the previous semester. Students wanted more systematic (61.4%) and timely feedback (30.1%). The types of feedback that were most desired were “written comment feedback from the teacher” (51.8%) for learning tasks and “item difficulty, percentile ranks feedback” for examinations (62.0%).
Conclusion Students found the current feedback to be helpful, but the lack of feedback that students desired indicates that we must provide more systematic feedback in a more timely manner.
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Purpose This study examined two overarching topics: to what extent do faculties acknowledge class readiness, execution of lessons, and evaluation of the session; and what core content should be strengthened in a medical school faculty development program?
Methods In November 2012, 37 faculties completed a detailed survey on the needs of medical school faculty development programs. The 14-item survey assessed the importance, operational frequency, difficulty in accomplishment, class readiness, execution of teaching, and evaluation of the session.
Results Faculties were aware of the importance of class readiness, execution of teaching, and evaluation of the session but had a low level of accomplishment with regard to execution of the instruction and evaluation of the session. Four subitems of session evaluation were considered very important but showed low operational frequency, high difficulty in accomplishment, and low accomplishment ability. The successful discussion class item had the lowest operational frequency and accomplishment ability. The core contents that should be strengthened in medical school faculty development programs are diagnose students' class readiness (prior knowledge) (35.5%) and providing class session with suitable level/content (32.3%).
Conclusion Before designing faculty development programs, a needs assessment is useful in providing more tailored content for the faculty.
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A comprehensive “real need” assessment, a step toward improving the quality of faculty development programs: A survey‐based study in Hormozgan University of Medical Sciences Marziyeh Barzegar, Hamidreza Miri, Samirerh Abedini, Farahnaz Kamali, Elham Boushehri Health Science Reports.2024;[Epub] CrossRef
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PURPOSE A task force identified 4 core properties of motivation-related improvement and developed a medical volunteer program for 63 medical freshmen in 2012. Three overarching topics were examined: What were the contents of the program? Did students' motivation improve? Were the students satisfied with the course? Pretest and posttest motivation levels and program evaluation forms were analyzed.
METHODS We organized a series of committee meetings and identified 4 core factors of motivation. The program was conducted for 63 medical freshmen in March 2012. The program evaluation form was analyzed using SPSS 17.0.
RESULTS The core factors of motivation were interest in medical studies, volunteer-mindedness, medical humanities, and self-management. The program was composed of lectures, medical volunteer hours, and program evaluation and feedback sessions. Students' motivation differed significantly with regard to interest in medical studies (t=-2.40, p=0.020) and volunteer-mindedness (t=-3.45, p=0.001). Ninety percent of students were satisfied with the program, 67.8% of students were satisfied with the medical volunteer activity, and the feedback session of the program was meaningful (66.1%).
CONCLUSION The medical volunteer program, held in the first month of the medical education year, was meaningful, but the reasons for dissatisfaction with the program should be examined. We should also develop a system that has lasting beneficial effects on academic achievement and career selection.
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Student Learning Outcomes and Program Evaluation in Medical Humanities Education in Korea: A Systematic Review Gyoungmin Park, Tae Yang Yu Korean Medical Education Review.2025; 27(Suppl1): S18. CrossRef
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Evaluation of Constructing Care Collaboration - nurturing empathy and peer-to-peer learning in medical students who participate in voluntary structured service learning programmes for migrant workers DYE Sin, TCT Chew, T. K. Chia, J. S. Ser, A. Sayampanathan, GCH Koh BMC Medical Education.2019;[Epub] CrossRef
What is the best selection methods of medical freshmen and how to care the students after admission? Sun Huh Korean Journal of Medical Education.2013; 25(3): 185. CrossRef
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