Effect of course coordinator behavior and motivation on students' achievement: Results from five curriculum blocks of two undergraduate student cohorts at King Saud bin Abdulaziz University of Health Sciences.

Ibrahim Al-Alwan,Lubna Ansari Baig,Mohi Eldin Magzoub,Motasim Badri,Sarah Alyousif

doi:10.12669/pjms.312.7016

Abstract

Objective:The purpose of the study was to assess the relationship between students’ perception of course/block coordinators performance and attributes with students’ assessment scores in respective courses.Methods:This retrospective data based study was conducted at the College of Medicine, King Saud bin Abdulaziz University of Health Sciences (KSAU-HS). It was started in March 2013 and completed in June 2013 after the graduation of the fourth cohort. Exam score of 3rd and 4th cohort of students from the courses taught in the last two years of medical school were correlated with faculty and block evaluation done by the students. Scores from mid-block MCQs, portfolio scores, OSCEs and end-of-block MCQs were obtained.Results:The Mean scores of all the assessments for all five blocks were not significantly different for both batches. There was significant difference between block coordinators for students’ score on portfolio, midterm exam and the final written exam. The students’ Score in OSCE had significantly strong correlation with quality of station monitors, coverage of content and flow between stations. Student’s perception of the commitment and motivation of the coordinator was strongly correlated with block organization, availability of clinical cases, performance of block coordinator, cooperation with students, and organization of clinical activities.Conclusions:Block coordinator’s motivation and commitment affects quality of block organization and student`s success. Faculty training programs should include block management competencies and components identified through self-determination theory for improving the intrinsic motivation for students success.

Highlights

IntroductionThe quality of an educational program is affected by multiple factors and generally measured through
Students group that was with the Coordinator that had a postgraduate degree in medical education got high mean score only in midterm exam and portfolio, probably because she emphasized the importance of portfolio and gave better direction to student on writing their portfolios
We saw that good organization of block availability of clinical cases was related to student success at the end of rotation which is a proxy indicator for quality of training in these clinical rotations

Summary

Introduction

The quality of an educational program is affected by multiple factors and generally measured through. Lieff and colleagues reported that facilitating the growth of academic identity has the potential to increase faculty motivation, satisfaction, and productivity.[6] Factors salient to the formation of academic identity were mushroomed under personal (cognitive and emotional factors unique to each individual); relational (connections and interactions with others); and contextual (the program itself and external work environments) domains. Faculty development initiatives should incorporate these factors when considering issues of program design, portfolio development, and implementation.[6]

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Discussion

Conclusion