Table 6 Student evaluation of the Biomedical Informatics-2 courses (2012 and 2013) at UNAM Faculty of Medicine (n = 2122)
Very Inadequate | Inadequate | Adequate | Very adequate | No answer | ||||||
|---|---|---|---|---|---|---|---|---|---|---|
# | % | # | % | # | % | # | % | # | % | |
The functioning of the computer equipment was | 10 | 0.5 | 26 | 1.2 | 712 | 33.6 | 1293 | 60.9 | 81 | 3.8 |
The functioning of the virtual classroom was | 15 | 0.7 | 33 | 1.6 | 719 | 33.9 | 1272 | 59.9 | 83 | 3.9 |
The software programs used were | 12 | 0.6 | 48 | 2.3 | 830 | 39.1 | 1145 | 54.0 | 87 | 4.1 |
The design of the course sessions was | 23 | 1.1 | 154 | 7.3 | 999 | 47.1 | 858 | 40.4 | 88 | 4.1 |
The audiovisual teaching material was | 32 | 1.5 | 169 | 8.0 | 947 | 44.6 | 887 | 41.8 | 87 | 4.1 |
The online learning exercises were | 48 | 2.3 | 236 | 11.1 | 993 | 46.8 | 759 | 35.8 | 86 | 4.1 |
The clinical cases used were | 41 | 1.9 | 244 | 11.5 | 995 | 46.9 | 753 | 35.5 | 89 | 4.2 |
The number of participants in my subgroup was | 51 | 2.4 | 207 | 9.8 | 1014 | 47.8 | 761 | 35.9 | 89 | 4.2 |
The team performance of my subgroup was | 63 | 3.0 | 237 | 11.2 | 979 | 46.1 | 754 | 35.5 | 89 | 4.2 |
The bibliographic material was | 62 | 2.9 | 210 | 9.9 | 958 | 45.1 | 801 | 37.7 | 91 | 4.3 |
Having two teachers per group (physician and informatician) was | 46 | 2.2 | 152 | 7.2 | 703 | 33.1 | 1136 | 53.5 | 85 | 4.0 |
The inclusion of the program DXplain in the course was | 78 | 3.7 | 257 | 12.1 | 945 | 44.5 | 752 | 35.4 | 90 | 4.2 |
The DXplain interface was | 58 | 2.7 | 176 | 8.3 | 740 | 34.9 | 1061 | 50.0 | 87 | 4.1 |
DXplain functions and operation were | 19 | 0.9 | 70 | 3.3 | 616 | 29.0 | 1330 | 62.7 | 87 | 4.1 |
The knowledge and skills acquired after using DXplain were | 16 | 0.8 | 92 | 4.3 | 690 | 32.5 | 1231 | 58.0 | 93 | 4.4 |
The application of DXplain in other courses was | 20 | 0.9 | 110 | 5.2 | 702 | 33.1 | 1196 | 56.4 | 94 | 4.4 |
The decision making in the clinical cases using DXplain was | 43 | 2.0 | 164 | 7.7 | 748 | 35.2 | 1070 | 50.4 | 97 | 4.6 |
The use of DXplain for achieving the objectives of the course was | 35 | 1.6 | 192 | 9.0 | 804 | 37.9 | 996 | 46.9 | 95 | 4.5 |
The time dedicated in class for using DXplain was | 25 | 1.2 | 111 | 5.2 | 829 | 39.1 | 1060 | 50.0 | 97 | 4.6 |
The exercises used in the course with DXplain were | 27 | 1.3 | 121 | 5.7 | 840 | 39.6 | 1044 | 49.2 | 90 | 4.2 |
The knowledge of the teacher in the use of DXplain was | 23 | 1.1 | 132 | 6.2 | 876 | 41.3 | 998 | 47.0 | 93 | 4.4 |
The strategies used by the teacher for teaching DXplain were | 17 | 0.8 | 92 | 4.3 | 757 | 35.7 | 1161 | 54.7 | 95 | 4.5 |
How do you consider the inclusion of DXplain for medical students | 20 | 0.9 | 76 | 3.6 | 626 | 29.5 | 1310 | 61.7 | 90 | 4.2 |
Never | Sometimes | Usually | Always | No answer | ||||||
# | % | # | % | # | % | # | % | # | % | |
The assignment papers were returned with feedback | 116 | 5.5 | 308 | 14.5 | 978 | 46.1 | 625 | 29.5 | 95 | 4.5 |
The course made me reflect on its relationship with my other courses | 82 | 3.9 | 268 | 12.6 | 990 | 46.7 | 693 | 32.7 | 89 | 4.2 |
Very easy | Easy | Difficult | Very difficult | No answer | ||||||
# | % | # | % | # | % | # | % | # | % | |
The difficulty level of the course was | 61 | 2.9 | 165 | 7.8 | 863 | 40.7 | 950 | 44.8 | 83.0 | 3.9 |
Unsatisfied | Little satisfied | Satisfied | Very satisfied | No answer | ||||||
# | % | # | % | # | % | # | % | # | % | |
My expectations of the course were | 105 | 4.9 | 235 | 11.1 | 955 | 45.0 | 741 | 34.9 | 86 | 4.1 |
Insufficient | Sufficient | Good | Excellent | No answer | ||||||
# | % | # | % | # | % | # | % | # | % | |
The knowledge and skills acquired on the course were | 45 | 2.1 | 232 | 10.9 | 1038 | 48.9 | 715 | 33.7 | 92 | 4.3 |