Factors associated with students' assessment of teaching quality in a module in the MBCHB 1 program|

English: In the light of a changed student body due to transformation principles coming into place and a new curriculum for undergraduate medical education introduced in 2000 in the Medical School of the University of the Free State, the obvious thing to do, was to take steps to ensure that the quality of the education and training students receive, was maintained at a high level. One way of ensuring quality was by having the modules in the program evaluated by students. However, the evaluations of modules in the M.B.,Ch.B. program that are in place (cf' Bezuidenhout 2000-2002), show big discrepancies between different classes, different language groups, different ages, etc. in their assessment of teaching and the curriculum in general. The problem addressed in this study dealt with factors coming into play when students in the M.B.,Ch.B. program evaluated a module. The following research questions were addressed: • How did the changes in the student body and the new curriculum affect the evaluation of modules? • Were there any student-related factors that might have influenced the students' way of evaluating the MED113 module's quality of instruction? • Were there specific people groups in the undergraduate medical education classes that needed special attention regarding certain aspects of teaching and training? • Were there any aspects regarding teaching or the lecturers in the MED113 module that drastically needed to be changed? The purpose of this study was to contribute to the quality of education in the M.B.,Ch.B. program of the School of Medicine, University of the Free State, and it aimed at gaining a better understanding of the results of the evaluation by students of the MED 113 module and to identify factors that might be associated with their evaluations. From students' evaluations, the weaknesses and strengths in the MED 113 module could also be established and corrected where necessary. The method of investigation entailed: • A literature study of quality assurance and the factors that could possibly play a role in students' assessments of lecture quality. • The development of a research instrument (questionnaire) for gathering data on students' perceptions of teaching quality in the MED113 (Concepts of Health and Disease) module for 2002, based on the information gathered from the literature review. These instruments were completed by each student after each session of the MED 113 module. • Factors influencing students' evaluation of teaching were identified, using the questionnaires (empirical study). • Recommendations regarding possible ways of addressing these factors that influence a student's perceptions were made. • The weaknesses and strengths, according to students' perception, in the MED 113 module, were identified by means of the questionnaire. • Recommendations to improve the teaching in the module were made, based on the findings. Information gained through this study will be used in the planning process for the MED113 module for 2004 and in future quality control strategies, with a view to improve the quality of teaching and learning in the School of Medicine at the University of the Free State.