BACKGROUND AND OBJECTIVE: For some years the evaluation of medical teaching has been demanded. In addition to questioning individual teachers, comparisons have to be made, but only a high response rate will provide representative results. A questionnaire study of medical students at the Hannover School of Medicine was undertaken to assess attendance at lectures, reasons for absence, importance of courses and practicals for passing preclinical examinations and as preparation for clinical studies. METHODS: Questionnaires were given to two groups of students in the summer term of 1996, a) after the first year and b) after concluding the preclinical course. RESULTS: The response rate for the two years was 92 and 87%, respectively. The reasons given for a high absentee rate at some lectures were, first of all, lack of time especially in the natural sciences--physics, chemistry and biology--but also in medical psychology, medical sociology and terminology, and secondly their lack of relevance to the clinical course. However, especially high acceptance and clinical relevance was assigned to gross anatomy. A high percentage of students were also in employment at the same time, mostly in medicine-related jobs (87%). Most students wanted continuous assessment in their compulsory subjects. CONCLUSIONS: Regular and representative questioning of students should provide encouragement for improving the medical course and a basis for ideas on reform.
BACKGROUND AND OBJECTIVE: For some years the evaluation of medical teaching has been demanded. In addition to questioning individual teachers, comparisons have to be made, but only a high response rate will provide representative results. A questionnaire study of medical students at the Hannover School of Medicine was undertaken to assess attendance at lectures, reasons for absence, importance of courses and practicals for passing preclinical examinations and as preparation for clinical studies. METHODS: Questionnaires were given to two groups of students in the summer term of 1996, a) after the first year and b) after concluding the preclinical course. RESULTS: The response rate for the two years was 92 and 87%, respectively. The reasons given for a high absentee rate at some lectures were, first of all, lack of time especially in the natural sciences--physics, chemistry and biology--but also in medical psychology, medical sociology and terminology, and secondly their lack of relevance to the clinical course. However, especially high acceptance and clinical relevance was assigned to gross anatomy. A high percentage of students were also in employment at the same time, mostly in medicine-related jobs (87%). Most students wanted continuous assessment in their compulsory subjects. CONCLUSIONS: Regular and representative questioning of students should provide encouragement for improving the medical course and a basis for ideas on reform.
Authors: Tanja Rösch; Elisabeth Schaper; Andrea Tipold; Martin R Fischer; Marc Dilly; Jan P Ehlers Journal: BMC Vet Res Date: 2014-12-21 Impact factor: 2.741