Evaluating Student Satisfaction of Educational Program Aspects in University of Thi-Qar / College of Medicine Using Questionnaire Analysis

Authors

  • Talib Hassan Ali Department of Microbiology, College of Medicine, University of Thi-Qar, Iraq
  • Mohammed Jasim Mohammed Shallal Department of Microbiology, College of Medicine, University of Thi-Qar, Iraq
  • Hadaf Abdul Ameer Hassan Department of Internal Medicine, College of Medicine, University of Thi-Qar, Iraq
  • Alaa Abdul Hassen Naif Department of Internal Medicine, College of Medicine, University of Thi-Qar, Iraq
  • Kadhim Ahmed Kadhim Department of Internal Medicine, College of Medicine, University of Thi-Qar, Iraq
  • Muataz Hassan Jaaz Department of Surgery, College of Medicine, University of Thi-Qar, Iraq
  • Riyadh Adel Jaed Abdulazeez Department of Surgery, College of Medicine, University of Thi-Qar, Iraq
  • Razzaq Jamel Alrubaee Department of pediatrics, College of Medicine, University of Thi-Qar, Iraq

Abstract

Objectives: In order to evaluate the educational program of medical sciences in Thiqar College of
Medicine as part of this program evaluation process, we designed a student questionnaire based on a
definition of quality teaching of basic & clinical sciences and to identify its underpinning
dimensions. The study aims to survey the opinion of samples of students, graduates, and lecturers
about some of the specifications required in the curriculum and the academic program that meets
the requirements of accreditation by Iraqi (national standards for accreditation of medical colleges)
(NCAMC)
Subjects:
A total of 338 individuals (undergraduate students of four stages, graduates and lecturers), asked to
rate 17 of scientific and skill improving aspects questions about taken curriculum and followed
educational program.
Materials and methods:
the questionnaire was administered during the regular class period of 2018/2019 academic year. At
the time of the evaluation, officially authorized staff of evaluated activities weren't there.
Results:
Three identifiable parts involved on the questionnaire: instructional techniques, learning
evaluation, ethics, and response capability. About 22% of the respondents felt that basic science
courses lacked clinical relevance. The evaluations of the students' sufficient knowledge and clinical
and professional skills to assume appropriate responsibility after graduation weren't particularly
positive (48.2% negative). Exposure to several activities was rated by respondents as being
inadequate (student- centered teaching, critical thinking & lifelong training, training in PHCC,
community clinics, rural hospitals, on common transient conditions, knowledge about new
technologies…etc) by percentage ranged between 42.4% and 60.9%
Conclusions:
The faculty must address various parts of current educational program in order to successfully and
efficiently train students for clinical work. This survey can be used as a tool to identify curriculum
trends and the effects of current program revision initiatives in our college of Medicine.

References

Kothari D, Gourevitch MN, Lee JD, Grossman E, Truncali A, Ark TK, et al. Undergraduate medical

education in substance abuse: A review of the quality of the literature. Acad Med. 2011; 86:98-112.

Mukhopadhyay S, Smith S. Curriculum evaluation from the trainees' perspective: application to the

ALWP ATSM. J Obstet Gynaecol. 2010; 30:795-799.

Jiangsu Education. National program of evaluating index for elaborate courses (undergraduate

education). 2010 [cited 22 February 2010]; Available from:

http://www.ec.js.edu.cn/art/2010/2/22/art_4267_30294.html.

Zhang J. Curriculum assessment: Australia, England teaching quality assurance of new trends. China

Higher Education. 2007; 22:62-63.

Sheets KJ, Anderson WA, Alguire PC. Curriculum development and evaluation in medical

education. Gen Intern Med. 1992; 7:538-543.

Lockwood MD, Tucker-Potter S, Sargentini NJ. Curricular analysis of competency-based

osteopathic medical education: application of a matrix for quality enhancement to a standardized patient

encounter example. Am Osteopath Assoc. 2009; 109:486-500?

Mohammad Jalili, Azim Mirzazadeh, Apameh Azarpira. A Survey of Medical Students’ Perceptions

of the Quality of their Medical Education upon Graduation Annals Academy of Medicine. December 2008,

Vol. 37 No. 12

Iraqi National Guideline on Standards for Establishing and Accrediting Medical Schools. January -

National standards for accreditation of medical colleges 2018

10- Kassebaum, D. G., Cutler, E. R., Eaglen, R. H., Falvo, D. R., & Weiss, K. B. (2016). The road to

reform: Reflections on the past, present, and future of American medical education. Academic Medicine,

(9), 1252-1256.

11-Kiguli-Malwadde, E., Olapade-Olaopa, E. O., Kiguli, S., Chen, C., Sewankambo, N. K.,

Ogunniyi, A. O., ... & Iputo, J. E. (2011). Competency-based medical education in two Sub-Saharan African

medical schools. Advances in Medical Education and Practice, 2, 69-72

Downloads

Published

2024-02-13

Issue

Vol. 25 No. 1 (2023)

Section

Articles

License

Copyright (c) 2024 University of Thi-Qar Journal Of Medicine

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.