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Individual class evaluation and effective teaching characteristics in integrated curricula

机译：综合课程中的个别班级评估和有效教学特征

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In an integrated curriculum, multiple instructors take part in a course in the form of team teaching. Accordingly, medical schools strive to manage each course run by numerous instructors. As part of the curriculum management, course evaluation is conducted, but a single, retrospective course evaluation does not comprehensively capture student perception of classes by different instructors. This study aimed to demonstrate the need for individual class evaluation, and further to identify teaching characteristics that instructors need to keep in mind when preparing classes. From 2014 to 2015, students at one medical school left comments on evaluation forms after each class. Courses were also assessed after each course. Their comments were categorized by connotation (positive or negative) and by subject. Within each subject category, test scores were compared between positively and negatively mentioned classes. The Mann-Whitney U test was performed to test group differences in scores. The same method was applied to the course evaluation data. Test results for course evaluation showed group difference only in the practice/participation category. However, test results for individual class evaluation showed group differences in six categories: difficulty, main points, attitude, media/contents, interest, and materials. That is, the test scores of classes positively mentioned in six domains were significantly higher than those of negatively mentioned classes. It was proved that individual class evaluation is needed to manage multi-instructor courses in integrated curricula of medical schools. Based on the students’ extensive feedback, we identified teaching characteristics statistically related to academic achievement. School authorities can utilize these findings to encourage instructors to develop effective teaching characteristics in class preparation.
机译：在综合课程中，多位讲师以团队教学的形式参加课程。因此，医学院竭力管理由众多教员开设的每门课程。作为课程管理的一部分，将进行课程评估，但是单一的回顾性课程评估无法全面反映学生对不同老师的课堂看法。这项研究旨在证明需要进行个别班级评估，并进一步确定教师在上课时需要记住的教学特征。 2014年至2015年，一所医学院的学生在每堂课后对评估表发表了评论。每门课程结束后还对课程进行评估。他们的评论按内涵（正面或负面）和主题分类。在每个主题类别中，比较了正面和负面提及的课程的考试成绩。进行Mann-Whitney U检验以测试组的分数差异。将相同的方法应用于课程评估数据。课程评估的测试结果显示，小组仅在练习/参与类别方面存在差异。但是，针对各个班级评估的测试结果表明，小组在六个类别中存在差异：难度，要点，态度，媒体/内容，兴趣和材料。也就是说，在六个领域中被正面提及的课程的考试成绩显着高于被负面提及的课程的考试成绩。事实证明，在医学院校综合课程中，需要进行个人课堂评估来管理多教师课程。根据学生的广泛反馈，我们确定了与学业成绩相关的教学特征。学校当局可以利用这些发现来鼓励教师在课堂准备中发展有效的教学特色。

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