Medical education: how are we doing?

Dotters‐Katz, Sarah K.

doi:10.1111/medu.13478

Cited by 3 publications

(1 citation statement)

References 7 publications

(24 reference statements)

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“…Medical education is confronting with the integration of biomedical advances and clinical practices, and it needs to pay attention to teaching and learning practice and evaluation, as well as relevant theories, such as cognitive and learning science theories, which influences medical education evaluation [9,10]. Medical educators use evaluation application, general evaluation, methodology, evaluation models, and various evaluation research in the medical education context to fully understand medical education evaluation and to improve their subsequent medical education practice [8,[11][12][13]. Faculty and social accountability in medical schools are the key points of medical education evaluation [14][15][16].…”

Section: Review Of Medical Education Evaluationmentioning

confidence: 99%

Evaluation and Empirical Research on Medical Universities’ Performance in a Hierarchical Context Based on Individual Advantage Identification Perspective

Zhu

Jia

Huang

et al. 2019

Mathematical Problems in Engineering

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Based on the literature review on medical education and university performance evaluations and from the perspective of individual advantage identification, an evaluation method of medical universities’ performance in a hierarchical context was proposed. This study designs a method system, including individual learning benchmarking from the individual perspective, group learning benchmarking from the democratic perspective, and benchmarking of single and overall indicators. From the perspective of the most favorable to medical universities, this study applies the designed research methods to the performance evaluation of medical universities and takes 15 medical universities in China as samples to conduct an empirical research. The following conclusions were found. First, the method helps form various development modes of medical universities in the individual advantage characteristic context. Second, the method not only shows objectivity but also provides a basis for how medical universities find individual and integral benchmarking. Finally, the method demonstrates the democracy feature, which provides a basis for how relevant departments allocate resources and formulate policies.

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