Teaching evaluation at the Medical Faculty of Freiburg, part II: formative teaching evaluation

Abstract

In addition to the annual summative evaluation of the entire curriculum at the Medical Faculty of Freiburg a formative course evaluation has been developed. The primary goal was a valid and detailed analysis of the quality of structure, process and outcome concerning the several courses as a basis for quality improvement.Method: The multidimensional questionnaire was constructed in consideration of academic and pragmatic aspects.The student evaluation takes place at the end of the individual course. The instructor receives the results on the next working day.Results: The internal consistency of the questionnaire as well as of its four main components supply evidence for the reliability of the procedure. Validity of content is ensured by the method of construction. The analysis of the four main components of the questionnaire shows construct validity. The assumed bias variables "interest in the subject" and "previous knowledge" did not influence the overall score. The clear improvements of the results indicate the relevance of the evaluation system.Conclusions: The formative teaching evaluation of the Medical Faculty of Freiburg allows a valid assessment of teaching quality. At the same time it provides precise perspectives for quality improving measures. Therefore it is highly accepted and effectively used by the instructors.

Keywords

• teaching evaluation
• quality management in medical education
• questionnaire construction
• dimensions of teaching quality