Impact of Medical Students' Feedback on Course Development
Author Information
Author(s): Wahlqvist Mats, Skott Annika, Björkelund Cecilia, Dahlgren Gösta, Lonka Kirsti, Mattsson Bengt
Primary Institution: Sahlgrenska Academy at Göteborg University
Hypothesis
How can students' views be used for developing courses in the transition to clinical education?
Conclusion
Students' descriptive evaluations and course records can be seen as important instruments in developing both courses and students' learning.
Supporting Evidence
- Students' evaluations indicated a strong desire for professional training.
- Feedback from students was crucial in shaping course objectives.
- Students appreciated the mixture of practical training and theoretical learning.
- Facilitators provided significant support and encouragement to students.
- Students reported increased awareness and confidence in their clinical skills.
Takeaway
Students' feedback helps improve medical courses by showing what works and what doesn't, making learning better for everyone.
Methodology
Qualitative content analysis of students' descriptive evaluations and course development features over five years.
Potential Biases
Group dynamics and potential distortion in data due to student-teacher relationships.
Limitations
Credibility of data and potential bias from the authors' involvement in course development.
Participant Demographics
537 medical students participated in nine courses, with gender proportions retained.
Digital Object Identifier (DOI)
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