Position statement of the GMA committee "teaching evaluation".

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

GMS Journal for Medical Education Pub Date : 2024-04-15 eCollection Date: 2024-01-01 DOI:10.3205/zma001674

Nicolas Haverkamp, Janina Barth, Dennis Schmidt, Uta Dahmen, Oliver Keis, Tobias Raupach

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引用次数: 0

Abstract

The evaluation of teaching can be an essential driver for curriculum development. Instruments for teaching evaluation are not only used for the purpose of quality assurance but also in the context of medical education research. Therefore, they must meet the common requirements for reliability and validity. This position paper from the GMA Teaching Evaluation Committee discusses strategic and methodological aspects of evaluation in the context of undergraduate medical education and related courses; and formulates recommendations for the further development of evaluation. First, a four-step approach to the design and implementation of evaluations is presented, then methodological and practical aspects are discussed in more detail. The focus here is on target and confounding variables, survey instruments as well as aspects of implementation and data protection. Finally, possible consequences from evaluation data for the four dimensions of teaching quality (structural and procedural aspects, teachers and outcomes) are discussed.

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全球教师协会 "教学评价 "委员会的立场声明。

教学评价是课程开发的重要推动力。教学评价工具不仅用于质量保证，也用于医学教育研究。因此，它们必须满足可靠性和有效性的共同要求。全球医学教育协会教学评价委员会的这份立场文件讨论了本科医学教育及相关课程评价的战略和方法问题，并为评价的进一步发展提出了建议。首先，介绍了设计和实施评价的四步方法，然后详细讨论了方法和实践方面的问题。这里的重点是目标变量和混杂变量、调查工具以及实施和数据保护方面。最后，讨论了评估数据对教学质量的四个方面（结构和程序方面、教师和结果）可能产生的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

3.40

自引率

12.50%

发文量

审稿时长

25 weeks

期刊介绍： GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.