Table 5 Negative and positive elements of students’ and teachers’ feedback (question 21)
Students’ feedbacks | N (%) | |
Positive points | SCT are adapted to graduate medical students | 9 (10%) |
SCT are adapted to post-graduate medical students | 7 (8%) | |
SCT are adapted to doctors for continuing medical education | 4 (4.5%) | |
The principle of SCT is excellent | 1 (1%) | |
SCT are discriminant | 1 (1%) | |
Positive/Negative points | SCT are interesting in theory but not in practice | 21 (24%) |
Negative points | Too high variability between experts ‘responses | 27 (30.5%) |
SCT are too ambiguous, not clear enough | 22 (24%) | |
SCT are not adapted to graduate medical students | 13 (15%) | |
Inadequacy is felt between obtained scores and skills / knowledge | 9 (10%) | |
insufficient students preparation | 8 (7%) | |
SCT are useless | 6 (6.5%) | |
SCT are confusing | 4 (4.5%) | |
SCT are too subjective | 4 (4.5%) | |
Frustrating because no possibility to justify one’s answer | 3 (3.5%) | |
The principle of SCT is bad | 3 (3.5%) | |
SCT are too difficult | 3 (3.5%) | |
Inadequacy is felt between SCT experts answers and national referential about the subject | 2 (2%) | |
Lack of detailed correction | 1 (1%) | |
SCT are not discriminant | 1 (1%) | |
Teachers’ feedbacks | N (%) | |
Positive points | SCT are adapted to post-graduate medical students | 1 (9%) |
Positive/Negative points | SCT need to be developed | 1 (9%) |
SCT are useful only once knowledge is acquired | 1 (9%) | |
Negative points | Difficult to write questions | 3 (27%) |
SCT are not satisfying | 2 (18%) | |
Too high variability between experts ‘responses | 1 (9%) | |
SCT are too ambiguous, not clear enough | 1 (9%) | |
SCT are not adapted to graduate medical students | 1 (9%) | |
Difficult to recruit a sufficient number of experts | 1 (9%) | |
SCT are confusing | 1 (9%) | |
SCT prevent students from good medical reasoning | 1 (9%) |