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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