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Table 1 Main aspects arising during discussions (sorted by category); see text for details

From: Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school

Indicators of high quality teaching Perceptions of evaluation Evaluation tools
and data collection
Consequences of evaluation
Content
·alignment of teaching to student level
·prioritisation of important aspects
·no inadequate redundancy
·coverage of most relevant content in examinations
Goals
·improve teaching processes and their outcome
·provide individual feedback to teachers
·assess whether learning objectives have been met
Evaluation targets
·learning outcome
·procedural and structural aspects of teaching (time-tables, facilities etc.)
·adequacy of examinations
·individual teacher performance
Publication of results
·free access to all faculty
·course rankings
·protection of individual data
·discussion of delicate data in ‘evaluation committees’
Process
·preponderance of interactive teaching formats
·free access to teaching materials
·frequent teacher feedback on student performance
Barriers against participation
·too frequent evaluations
·lack of feedback
·lack of time specifically dedicated to evaluation
Preferred format
·open (vs. scaled) questions
·no more than 15 items
·online (vs. paper and pencil)
·voluntary participation
Rewards for positive results
·monetary rewards
·extra time off
Teacher characteristics
·subject knowledge
·clinical experience
·good preparation
·enthusiasm
Confounders
·individual definitions of “good” teaching
·student motivation
·positive attitude/motivation
·halo effects
Preferred time-point
·after end-of-course examinations
·‘continuous’ evaluation (online platform)
Consequences of negative results
·compulsory teacher training
·exemption from teaching activities
Learning outcome
·not restricted to specific subjects
·preparation for life-long learning
   Feedback loop
·disclosure of actions taken in response to evaluation results