gms | German Medical Science

17. Grazer Konferenz – Qualität der Lehre 2013: Teaching Medical Skills

4. - 6. April 2013, Wien, Österreich

Questionnaire about the individual-related evaluation of teaching among clinical teachers and students of the Medical University of Graz


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  • corresponding author presenting/speaker Klaus Pfurtscheller - Medical Univesity of Graz, University Children's Hospital, Pediatric Intensive Care Unit, Graz, Austria
  • author Gerald Wendelin - Medical Univesity of Graz, University Children's Hospital, Pediatric Intensive Care Unit, Graz, Austria

17. Grazer Konferenz – Qualität der Lehre 2013: Teaching medical skills. Wien, Österreich, 04.-06.04.2013. Düsseldorf: German Medical Science GMS Publishing House; 2013. DocP14

doi: 10.3205/13grako28, urn:nbn:de:0183-13grako286

Veröffentlicht: 29. November 2013

© 2013 Pfurtscheller et al.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen ( Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.



Introduction: The individual-related evaluation of teaching courses is part of the university studies at the Medical University of Graz, Austria (MUG). Clinical teachers are evaluated by their students during or after their courses (lectures, tutorials, practical trainings, seminars). The individual-related evaluation of teachers is imperative to accomplish the necessary criteria for the postdoctoral lecture qualification (Habilitation) at the MUG. The extent of the necessary evaluations and the questionnaires are predetermined. For teachers and students the individual-related evaluation is an additional administrative effort.

This pilot-project analyses two questions:

What do the teachers think of the current practice of individual-related evaluation? Do they draw a consequence out of the results?
What do the students think of the current practice ofthe evaluation of their teachers?

Materials and Methods:

Anonymous questionnaire emitted by a single email among
teachers and
at the University Children’s Hospital of Graz, Austria.
ad 1) medical staff involved in teaching within ’Modul 19 – development, growth and maturation’: n=51
ad 2) students of ’Modul 19’ during winter-semester 2012/13: n=164

Results: Twelve teachers (23%) and twelve students (7%) returned their questionnaires. Therefore the willingness for participation was poor. An overview and comparison of the results is demonstrated on images 1 and 2.

Conclusion: In summary it can be stated that teachers and students consider the individual-related evaluation as meaningful. The number of questions seems to be suffcient, the part for free text is important and the possibility of an onlineevaluation is rarely used. Teachers and students are undetermined for both, benefit and effort and the content of the questions of the evaluation form. It seems that the quality of teaching has not substantially improved for the individual teacher and for the students. The trend of the answers is similar for both the teachers and the students. Contrary to the teachers the students consider the number of questions as appropriate [1].


Stalmeijer RE, Dolmans DH, Wolfhagen IH, Muijtjens AM, Scherpbier AJ. The development of an instrument for evaluating clinical teachers: involving stakeholders to determine content validity. Med Teach. 2008;30(8):e272-e277. DOI: 10.1080/01421590802258904 Externer Link