Article type
Year
Abstract
Background: Development of skills in research methodology in undergraduate students is a challenge. The Medicine Faculty of Universidad de La Frontera in Chile has implemented integrated and student-centred curricula for all nine programs. These curricula include a line about management and research in health. In the first two years, the students are distributed in multi-professional groups to cover this subject.
Objectives: Evaluate the course: 'Management and Research in Health III', in the last six years, from the student perspective.
Methods: At the end of course, the students evaluate the teaching process through a validated questionnaire. This questionnaire has seven dimensions: organization and responsibility, update and clarity, motivation and student participation, knowledge achieved, interpersonal relationship, evaluations, and comprehensive training. Each dimension includes questions that must be answered on a 1 to 5 scale, where 1 is equal to not achieved, and 5 completely achieved. A descriptive analysis is made for each dimension and for the course.
Results: Results from 1764 questionnaires from 2009 until 2014 were included. The total evaluation through years was 4.12. The year with the best score was 2013 with 4.54, and the year with worst evaluation was 2009 with an score of 3.89. The best dimension was comprehensive training with an 4.24 (standard deviation (SD) 0.81), and the dimension with the worst score was knowledge achieved with 4.03 (SD 0.95). A trend of better evaluation through the years was observed.
Conclusions: The global students' evaluation is good, and highlights the value assigned to comprehensive training dimension. These results show that one of the objectives that originated this innovative approach has been fulfilled.
Objectives: Evaluate the course: 'Management and Research in Health III', in the last six years, from the student perspective.
Methods: At the end of course, the students evaluate the teaching process through a validated questionnaire. This questionnaire has seven dimensions: organization and responsibility, update and clarity, motivation and student participation, knowledge achieved, interpersonal relationship, evaluations, and comprehensive training. Each dimension includes questions that must be answered on a 1 to 5 scale, where 1 is equal to not achieved, and 5 completely achieved. A descriptive analysis is made for each dimension and for the course.
Results: Results from 1764 questionnaires from 2009 until 2014 were included. The total evaluation through years was 4.12. The year with the best score was 2013 with 4.54, and the year with worst evaluation was 2009 with an score of 3.89. The best dimension was comprehensive training with an 4.24 (standard deviation (SD) 0.81), and the dimension with the worst score was knowledge achieved with 4.03 (SD 0.95). A trend of better evaluation through the years was observed.
Conclusions: The global students' evaluation is good, and highlights the value assigned to comprehensive training dimension. These results show that one of the objectives that originated this innovative approach has been fulfilled.