Clinical Radiology Teaching and Learning Process Assessment among the Fifth Year Medical Students, Faculty of Medicine, Khon Kaen University.

Abstract

Rationale: Clinical radiology is currently the one core-course of medical curriculum and important to the fifth year medical students in order to curative planning and diagnosis. Regarding the time limitation, the fifth year medical students only have four weeks to studying clinical radiology course. Due to course improving and in line with the medical education quality assurance, therefore, this study was being held.

Objectives: This study sought to determine the point of view of the fifth year medical students regarding to teaching and learning process of the 372 581 Clinical Radiology Course.

Research design: Descriptive study

Population study: One hundred and thirty-four of the fifth year medical students at Faculty of Medicine, Khon Kaen University who registered in 2006 academic year.

Methods: Self administered questionnaire using Likert scale (1-5 score) and quality controlled by expert content validity consultation and reliability testing (alpha 0.8). By using Microsoft Excels 2003, Epi info ver 6 for data double entry and SPSS for descriptive statistics.

Results: A total 134 questionnaires were distributed at Department of Radiology with 97.00 % response rate. Males comprised 48.50% and females 51.50% of the sample, respectively. More than half of the study samples GPA were 3.00-4.00 (56.20%) and 43.90% of the samples were achieved GPA 2.00-2.99. The study samples reveal the teaching and learning process evaluation of this course in high level (4.29 ± 0.38). In each part of teaching and learning process, the sample also had shown high level. There were; (1) content (4.29 ± 0.47), (2) course management (4.19 ± 0.50), (3) lecturers (4.45 ±0.44), (4) learners (4.31 ± 0.40), (5) measurement and evaluation (4.21 ± 0.48), (6) instructional media and facility materials (4.31± 0.51).  In addition, there were no statistically significance between the teaching and learning process mean score among the fifth year medical student GPA group ( 2.00-2.99 and 3.00-4.00) (p > 0.05). However, there were statistically significance between the teaching and learning process mean score among the fifth year medical student gender (male-female) in part of instructional media and facility materials (p<0.05).

Conclusions: This study reveals that the fifth year medical student had shown high score of Likert scale in each part and all of teaching and learning process assessment of the 372 581 Clinical Radiology Course. Due to improving this course, findings of this study provide the useful information for the Department of Clinical Radiology staffs and related areas.

Keywords: Evaluation, Clinical Radiology, Medical students