Matching medical student achievement to learning objectives and outcomes: a paradigm shift for an implemented teaching module

Low student achievement in a basic imaging module was the impetus for an assessment of the module. A valid, reliable, and structured Likert scale was designed to measure the degree of student satisfaction with the domains of the module, including learning objectives (LO), teaching strategy and tools...

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Bibliographic Details
Published in:Advances in medical education and practice 2018-01, Vol.9, p.227-233
Main Authors: Atta, Ihab Shafek, AlQahtani, Fahd Nasser
Format: Article
Language:English
Subjects:
Academic achievement
Committees
Curricula
Curriculum
Curriculum evaluation
Educational assessment
Educational research
Experts
Independent study
interactive lecture
Learning
learning objectives
Medical education
Medical schools
Medical students
Medicine
Original Research
Pathology
Public speaking
Questionnaires
Radiology
Student teaching
students’ performance
Studies
Teaching strategy
teaching tools
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Summary:Low student achievement in a basic imaging module was the impetus for an assessment of the module. A valid, reliable, and structured Likert scale was designed to measure the degree of student satisfaction with the domains of the module, including learning objectives (LO), teaching strategy and tools (TT), assessment tools (AT), and allotted credit hours (CH). Further analysis was conducted of student dissatisfaction to determine the subdomain in which module improvement was to be implemented. Statistical analysis of data among Likert scale domains was conducted. Likert scale data showed the TT domain to be the major reason for low student achievement. Statistical studies revealed 57/117 students (48.6%) were dissatisfied with TT, compared with LO 16/117 (13.6%), AT 54/117 (46.1%), and CH 12/117 (10.2%). Significant -values were obtained for LO vs TT (
ISSN:1179-7258
1179-7258
DOI:10.2147/AMEP.S158784