A new evaluation system on degree of goal achievement for students in bedside learning: Usage status and effect of introduction from the viewpoint of faculty

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  • Tang Zunyi
    Division of Clinical Medical Education and Practice, Center for Medical Education and Career Development, Fukushima Medical University
  • Sakamoto Nobuo
    Division of Clinical Medical Education and Practice, Center for Medical Education and Career Development, Fukushima Medical University
  • Shikama Yayoi
    Division of Medical Education, Center for Medical Education and Career Development, Fukushima Medical University
  • Otani Koji
    Division of Clinical Medical Education and Practice, Center for Medical Education and Career Development, Fukushima Medical University

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  • 臨床実習における学生の目標到達度新評価システム: 利用状況とユーザー教員から見た導入の効果

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<p>Abstract:According to a questionnaire about the promotion status of clinical clerkship program, which was conducted in 2016 for the 6th year medical students and the faculty in charge of clinical clerkship （bedside learning:BSL） at Fukushima Medical University, the following three main problems were identified:the lack of awareness of BSL goals （competency） in both of them, the passive attitude and insufficient preparation of students attending BSL, and the insufficient participation of the students in medical treatment.</p><p>Consequently, in 2018, we established three BSL goals that should be reached by the time of graduation and can be shared between the faculty and students;Comprehensive Goals, Action Goals, and Clinical Reasoning Goals.　In addition, we created a new evaluation system using Moodle, an online learning management system, so that the faculty and students can look back on their achievements while checking their goals.</p><p>In order to verify whether this new evaluation system had been used as expected, and contributed to the solution of the previously identified BSL problems, we investigated how the 4th year students and BSL teachers used the system from 2018 to 2020, which was the period the students completed the BSL primary course, and conducted a questionnaire for the teachers on the effectiveness of the new evaluation system.</p><p>The results of the analysis showed that the new evaluation system was used by the faculty and was also utilized well for student’s self-evaluation, but the frequency of input of feedback by the faculty and retrospective comments by the students was limited.</p><p>The responses to the questionnaire suggested that the introduction of the new evaluation system promoted the recognition of the BSL goals among the teachers.　However, it became clear that further countermeasures were needed, because the learning attitudes and preparation of the students who participated in BSL were not improved.</p>

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