gms | German Medical Science

63. Jahrestagung der Deutschen Gesellschaft für Neurochirurgie (DGNC)
Joint Meeting mit der Japanischen Gesellschaft für Neurochirurgie (JNS)

Deutsche Gesellschaft für Neurochirurgie (DGNC) e. V.

13. - 16. Juni 2012, Leipzig

To talk the talk and to walk the walk – evaluation of student education

Meeting Abstract

  • M. Holling - Klinik für Neurochirurgie, Universitätsklinikum Münster
  • J.C. Becker - Medizinische Fakultät Münster, Westfälische Wilhelms Universität Münster
  • B.R. Fischer - Klinik für Neurochirurgie, Universitätsklinikum Münster
  • B. Marschall - Medizinische Fakultät Münster, Westfälische Wilhelms Universität Münster
  • W. Stummer - Klinik für Neurochirurgie, Universitätsklinikum Münster

Deutsche Gesellschaft für Neurochirurgie. Japanische Gesellschaft für Neurochirurgie. 63. Jahrestagung der Deutschen Gesellschaft für Neurochirurgie (DGNC), Joint Meeting mit der Japanischen Gesellschaft für Neurochirurgie (JNS). Leipzig, 13.-16.06.2012. Düsseldorf: German Medical Science GMS Publishing House; 2012. DocP 003

DOI: 10.3205/12dgnc391, URN: urn:nbn:de:0183-12dgnc3915

Veröffentlicht: 4. Juni 2012

© 2012 Holling et al.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.de). Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.


Gliederung

Text

Objective: In daily routine student teaching is sometimes felt as time consuming or ungrateful. Otherwise neurosurgical knowledge is also important for non-neurosurgeons and education is part of the university responsibilities. Nowadays quality of education results in a financial benefit in many medical faculties. The aim of this study was to analyze the impact of a standardized evaluation tool (EVALuna©) on neurosurgical teaching practice during the last four years.

Methods: From 2007 to 2011 evaluation data of all neurosurgical lectures and courses (13 lectures/term and 4h practical course/week) were retrieved from the EVALuna© database. Voting takes place in an anonymous fashion via an online tool (EVALuna©) at the end of each term. Students have to vote every lecture and practical course on a scale from 0 to 100, 0 being the best and 100 being the worst result. Additionally, a free text field is provided for commenting. Mean values for all lectures and practical courses of the same term (4th year of medical education) were given for comparison.

Results: During the whole observation period (2007–2011) mean values of neurosurgical lectures (17.0) and practical courses (21.4) were significantly better than faculty mean: lectures (32.8) and courses (27.6) (p < 0.001). Changes during neurosurgical education (decreasing number of tutors or implementation of additional exercises e.g. drilling, microsurgical techniques, OR attendance) are directly correlated with a gain / decline of voting points.

Conclusions: The standardized and anonymized tool of student evaluation seems to be helpful in performing and adjusting teaching settings. Furthermore students and tutors benefit from EVALuna© as it results in better teaching conditions and subsequently in financial advantages.