Course quality management based on monitoring by students at a medical school
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
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.
Abstract
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.
참고문헌 (19)
- 채수진, "수업평가에 나타난 학생들의 일관적 응답 경향 분석", Korean Journal of Medical Education, 21(3), pp.307~311 (2009), 한국의학교육학회
- 채수진, "국내 의과대학 강좌평가제 운영 실태 분석", Korean Journal of Medical Education, 19(2), pp.133~142 (2007), 한국의학교육학회
- 박인우, "대학 강의평가에서의 무성의 응답에 대한 학생의 자기평가의 영향에 관한 연구", 교육방법연구, 24(1), pp.257~281 (2012), 한국교육방법학회[DOI]
- 오은주, "강의평가 실태조사를 통한 강의평가 개선 방향 연구", 교육방법연구, 21(2), pp.1~20 (2009), 한국교육방법학회[DOI]
- 한경수, "강제적인 대학 강의평가의 문제점", Communications for Statistical Applications and Methods, 18(1), pp.35~45 (2011), 한국통계학회
- Watkins R, "Kirkpatrick plus: evaluation and continuous improvement with a community focus", Educ Technol Res Dev, 46(4), pp.90~96 (1998)
- The assessment and accreditation medical education programs, "Korean Institute of Medical Education and Evaluation", Korean Institute of Medical Education and Evaluation, ~ (2006)
- 임소덕, "온라인 학생 강의평가에 대한 경험과 고찰", Korean Journal of Medical Education, 20(4), pp.367~371 (2008), 한국의학교육학회
- 채수진, "수업평가에 대한 교수와 학생 인식 비교-일개 의과대학 사례-", Korean Journal of Medical Education, 20(2), pp.163~167 (2008), 한국의학교육학회
- Powell NJ, "Student evaluations of teaching tools: a qualitative examination of student perceptions", Nurse Educ, 39(6), pp.274~279 (2014)[DOI]
- 채수진, "학생에 의한 강의평가에 영향을 미치는 요인 분석", Korean Journal of Medical Education, 27(1), pp.19~25 (2015), 한국의학교육학회[DOI]
- Park J, "Factors associated with the teaching evaluation toward a subject for a premedical course", Korean J Med Educ, 6(2), pp.68~77 (1995)
- Stratton TD, "Validating dental and medical students' evaluations of faculty teaching in an integrated, multi-instructor course", J Dent Educ, 69(6), pp.663~670 (2005)
- Sun Kim, "Class Assessment in Graduate School of Medicine- Flanders Interaction Analysis", Korean Journal of Medical Education, 15(3), pp.249~256 (2003), Korean Society of Medical Education[DOI]
- 김선, "수업분위기 분석을 통한 수업평가", Korean Journal of Medical Education, 16(3), pp.289~298 (2004), 한국의학교육학회
- 김성숙, "학기중 적용을 위한 강의진단 평가도구 개발과 타당성 분석", 교육평가연구, 21(1), pp.55~78 (2008), 한국교육평가학회
- Seok Gun Park, "Student's Response to Current Lecture Evaluation Method in One Medical School", Korean Journal of Medical Education, 15(3), pp.233~240 (2003), Korean Society of Medical Education[DOI]
- Billings-Gagliardi S, "Interpreting course evaluation results: insights from thinkaloud interviews with medical students", Med Educ, 38(10), pp.1061~1070 (2004)[DOI]
- Reiser RA, "Trends and issues in instructional design and technology", pp.12~20 (2012), Pearson