| Evaluation of curricula in higher education: challenges for evaluators. | |
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MedLine Citation:
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PMID: 16807431 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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Evaluation of teaching at universities is traditionally realized in terms of student ratings. Curriculum evaluation is rarely done in a systematic manner. More often, the emphasis is placed on a particular aspect, which is only of little help in terms of modifying education. A very prominent example is that of medical education. Here, evaluations of curricula primarily focus on new curricula by contrasting them to traditional ones. The article at hand deals with a different evaluation approach, in which five phases have to be considered and contrasting results to other teaching formats are not the main focus. In this article, the authors concentrate on the first phase (baseline evaluation) of the systematic evaluation of a medical curriculum. They describe several challenges of such an evaluation approach and illustrate the strategies used to overcome them. In addition, associated relevant empirical findings from this evaluation study are presented. |
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Authors:
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Christiane Spiel; Barbara Schober; Ralph Reimann |
Publication Detail:
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Type: Evaluation Studies; Journal Article; Research Support, Non-U.S. Gov't |
Journal Detail:
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Title: Evaluation review Volume: 30 ISSN: 0193-841X ISO Abbreviation: Eval Rev Publication Date: 2006 Aug |
Date Detail:
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Created Date: 2006-06-29 Completed Date: 2006-09-12 Revised Date: 2006-11-15 |
Medline Journal Info:
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Nlm Unique ID: 8004942 Medline TA: Eval Rev Country: United States |
Other Details:
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Languages: eng Pagination: 430-50 Citation Subset: T |
Affiliation:
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Faculty of Psychology, University of Vienna, Austria. |
Export Citation:
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APA/MLA Format Download EndNote Download BibTex |
| MeSH Terms | |
Descriptor/Qualifier:
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Austria Curriculum / standards* Education, Medical* Female Humans Male |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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