Purpose This study aims to develop a system of course monitoring by students and evaluate the course quality management system (CQMS) implemented as an educational assessment tool.
Methods This research was conducted in accordance with the ADDIE model which is a well-known instructional design model. The ADDIE process includes needs analysis, design of the course monitoring and course evaluation, development of evaluation forms, implementation of course monitoring, and evaluation of the program.
Results To meet the need for a system that can replace the traditional lecture evaluation approach, this study developed and implemented a new course evaluation system. In comparison with the quantitative evaluation method, course monitoring by students provided more qualitative information on classes and courses from the students’ perspective. The students' realistic description helped know how student felt the atmosphere of class and what kinds of teaching style students preferred. However, some view that the evaluation by the four monitoring members was less reliable.
Conclusion This study proposed a course quality management based on students’ monitoring which emphasized the narrative evaluation to help to identify the strengths and weaknesses of the classes and gather qualitative information from the students’ perspective that can be used to improve the courses. It is expected that providing the monitoring members with better orientation could help manage the quality of the courses using the monitoring system.
Citations
Citations to this article as recorded by
Variables influencing students’ course quality evaluation: A cross‐sectional study for a bachelor's degree dental program Jameel Abuljadayel, Hassan Abed Journal of Dental Education.2024; 88(8): 1055. CrossRef
The Application of 5G Network Technology in the Innovative Development of Physical Education ZhiAng Wang, Hasan Ali Khattak Mobile Information Systems.2022; 2022: 1. CrossRef
Quality Evaluation of Student Education Management Work Based on Wireless Network Data Mining Yingchun Chen, Xiantao Jiang Mathematical Problems in Engineering.2022; 2022: 1. CrossRef
College Physical Education Course Management System Based on Internet of Things Yu Ding, Nian Zhang, Yupeng Li, Sang-Bing Tsai Mobile Information Systems.2021; 2021: 1. CrossRef
Internet plus -based Micro-monitoring Platform Teaching Monitoring Method Yishu Liu Journal of Physics: Conference Series.2020; 1533(3): 032080. CrossRef
Purpose We aim to identify what potential bias factors affected students’ overall course evaluation, and to observe what factors should be considered in the curriculum evaluation system of medical schools. Methods: This study analyzed students’ ratings of preclinical instructions at the Ajou University School of Medicine. The ratings of instructions involved 41 first-year and 45 second-year medical students. Results: There was a statistically significant difference between years of study and ratings’ scoring. Learning difficulty, learning amount, student assessment, and teacher preparation from second-year students were significantly higher than first-year students (p<0.05). The analysis results revealed that student assessment was the predictor of ratings from first-year students, while teacher preparation was the predictor of ratings from second-year students. Conclusion: We found significant interactions between year of study and the students’ rating results. We were able to confirm that satisfaction of instructions factors perceived by medical students were different for the characteristics of courses. Our results may be an important resource for evaluating preclinical curriculums.
PURPOSE Most students choose the same option to questions in course evaluation surveys. Identical answers to each question render the results unreliable. The purpose of this study was to analyze the trend of medical student' consistent responses to course evaluations. METHODS: The data of this study were the results of a course evaluation over 3 years (from 2006 to 2008) at the School of Medicine at A University. RESULTS: The proportion of students who replied with the same answers to each question was below 20%. This result was consistent in freshmen, sophomores, and junior students. Using a 5-point Likert scale, more than 40% of the students gave 5 points consistently. CONCLUSION: We conclude that student' responses to evaluations do not have a significant impact on the reliability of course evaluations at Medical School at A University. These results differ significantly from those of previous research. Hence, future studies are required to analyze course evaluations in medical schools using diverse aspects.
Citations
Citations to this article as recorded by
Course quality management based on monitoring by students at a medical school Sanghee Yeo Korean Journal of Medical Education.2018; 30(2): 141. CrossRef
Individual class evaluation and effective teaching characteristics in integrated curricula Jung Eun Hwang, Na Jin Kim, Meiying Song, Yinji Cui, Eun Ju Kim, In Ae Park, Hye In Lee, Hye Jin Gong, Su Young Kim BMC Medical Education.2017;[Epub] CrossRef
Challenging the Sustainability of an Education System of Evaluation and Labor Market Outcomes Wonyoung Baek, Joonmo Cho Sustainability.2015; 7(12): 16060. CrossRef
The influence of student and course characteristics on monotonic response patterns in student evaluation of teaching in South Korea Bo-Keum Choi, Jae-Woong Kim Asia Pacific Education Review.2014; 15(3): 483. CrossRef
PURPOSE The purpose of this study was to analyze the differences in perception between the students and faculty on course evaluation by the students and to pursue the improving of the course evaluation system. METHODS: This study targeted 61 faculty and 88 students of the School of Medicine at A University. A questionnaire survey was administered. RESULTS: Both the students and faculty members agreed with the need of a course evaluation system, but there were differences in perception between the two groups in terms of efficiency and factors affecting evaluation results. CONCLUSION: The department in charge of course evaluations of the school of medicine should review the differences in perception between students and faculty and use the reviewed content to improve the present course evaluation system.
Citations
Citations to this article as recorded by
Course quality management based on monitoring by students at a medical school Sanghee Yeo Korean Journal of Medical Education.2018; 30(2): 141. CrossRef
Structured Assessment to Evaluate a Family Medicine Clerkship Program Eun Ju Park, Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Beesung Kam, Sun Yong Baek, Yun-Jin Kim, Jae Seok Woo, Jeong-Gyu Lee, Dong-Wook Jeong, Young-Hye Cho, Yu-Hyeon Yi, Young Jin Tak Korean Medical Education Review.2017; 19(1): 47. CrossRef
Factors that influence student ratings of instruction Su Jin Chae, Yun Hoon Choung, Yoon Sok Chung Korean Journal of Medical Education.2015; 27(1): 19. CrossRef
The Importance of Nonverbal Communication Skills Su Jin Chae Korean Journal of Medical Education.2010; 22(2): 149. CrossRef
Perception of Medical Students on Real-Time Class Evaluation Using Mobile Phone Survey System A-Ra Cho, Soo-Jung Lee, Sang-Heon Yoon, Nam-Jin Yoo, Sun Kim, Joo-Hyun Park Korean Journal of Medical Education.2010; 22(1): 15. CrossRef
A Trend Study of Student' Consistent Responses to Course Evaluation Su-Jin Chae, Ki-Young Lim Korean Journal of Medical Education.2009; 21(3): 307. CrossRef
Experience and Consideration on Online Course Evaluation by Medical Students So Dug Lim, Jongmin Lee, Hyung Seok ParK, Jae-Ran Yu, Kyung Yung Lee, In Sook Sohn, Ran Lee Korean Journal of Medical Education.2008; 20(4): 367. CrossRef
PURPOSE Following the first in 1990, the use of course evaluations(CE) by medical schools across the Republic of Korea has grown steadily since 1997. The purpose of this study was to investigate these CE programs and to make general recommendations for further implementation.
METHODS A questionnaire survey was conducted by mail. From June 20 to September 22, 2006, data was obtained from 38 of the 41(93%) medical schools in the country. Of those who responded, 27 schools also sent their CE forms as requested.
RESULTS There was little difference among the 38 medical schools in the main body, methods, frequency, grades, systems of evaluation, and types of survey. Evaluation criteria such as instructor effectiveness, course management efficiency, and student satisfaction showed high frequency, whereas issues concerning learning objective s and workload were less common. In contrast, the stated purposes of employing CE varied from school to school. While 92% of the respondents regarded improvement to the quality of instruction as the goal of their programs, 32% indicated that CE results also factored in administrative decisions concerning promotion, tenure, and salary increases.
CONCLUSION In addition to embracing the expanding role and influence of CE in Korean medical education, schools must proactively enact measures to enhance further implementation. First, evaluation criteria should be better formulated to increase the consistency, reliability, and validity of CE results. Next, to promote efficiency, the scheduling and methodology of CE administration should carefully consider the medical curriculum. Finally, professional attitudes should be fostered to recognize the value of CE as a tool for raising educational standards overall.
Citations
Citations to this article as recorded by
Course quality management based on monitoring by students at a medical school Sanghee Yeo Korean Journal of Medical Education.2018; 30(2): 141. CrossRef
Potential bias factors that affect the course evaluation of students in preclinical courses Su Jin Chae, Miran Kim, Ki Hong Chang, Yoon-Sok Chung Korean Journal of Medical Education.2017; 29(2): 73. CrossRef
Individual class evaluation and effective teaching characteristics in integrated curricula Jung Eun Hwang, Na Jin Kim, Meiying Song, Yinji Cui, Eun Ju Kim, In Ae Park, Hye In Lee, Hye Jin Gong, Su Young Kim BMC Medical Education.2017;[Epub] CrossRef
Structured Assessment to Evaluate a Family Medicine Clerkship Program Eun Ju Park, Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Beesung Kam, Sun Yong Baek, Yun-Jin Kim, Jae Seok Woo, Jeong-Gyu Lee, Dong-Wook Jeong, Young-Hye Cho, Yu-Hyeon Yi, Young Jin Tak Korean Medical Education Review.2017; 19(1): 47. CrossRef
Factors that influence student ratings of instruction Su Jin Chae, Yun Hoon Choung, Yoon Sok Chung Korean Journal of Medical Education.2015; 27(1): 19. CrossRef
Developing and Testing an Evaluation Tool to Measure Clinical Teaching Eun-Jung Im Korean Journal of Medical Education.2011; 23(1): 49. CrossRef
Analysis on Teaching Evaluation of Clinical Clerkship at Korean Medical Schools Eun-Jung Im, Bong-Hyun Chang Korean Journal of Medical Education.2011; 23(2): 119. CrossRef
Perception of Medical Students on Real-Time Class Evaluation Using Mobile Phone Survey System A-Ra Cho, Soo-Jung Lee, Sang-Heon Yoon, Nam-Jin Yoo, Sun Kim, Joo-Hyun Park Korean Journal of Medical Education.2010; 22(1): 15. CrossRef
A Trend Study of Student' Consistent Responses to Course Evaluation Su-Jin Chae, Ki-Young Lim Korean Journal of Medical Education.2009; 21(3): 307. CrossRef
Experience and Consideration on Online Course Evaluation by Medical Students So Dug Lim, Jongmin Lee, Hyung Seok ParK, Jae-Ran Yu, Kyung Yung Lee, In Sook Sohn, Ran Lee Korean Journal of Medical Education.2008; 20(4): 367. CrossRef
A Comparison of Student and Faculty Perspectives on Course Evaluation in a Medical School Su-Jin Chae, Ki-Young Lim Korean Journal of Medical Education.2008; 20(2): 163. CrossRef
First
Prev
