Practice and thinking of information feedback for improving the clinical teaching effect of different types of courses in internal medicine of eight-year program clinical medicine students

Abstract

Objective To explore the significance of feedback after quality for improving the clinical effect of different types of courses in eight-year students. Methods 41 clinical eight-year students who would enter department of cardiology were divided into 12 batches. All students were scheduled to have the same course, including the basic program , case discussion program and operation program . The students were asked to fill the teaching quality evaluated questionnaire after each lesson. The results were analysed and feedback to each teacher at the point of 3th batch. The evaluation results of different type of courses before and after feedback were compared via T test. Results After information feedback, the scores of basic program and case discussion program in items such as pre-class , PPT , teaching methods and teaching effects were higher than that before information feedback in different degree. The whole items scores in operating program lessons were significant improved after feedback. Conclusions Information feedback can help teachers understand students’ needs, pay more attention to the preparation of the material before class and also the of PPT, which have an important role on improving quality. The beneficial effect of information feedback varies in different type of courses, the most beneficial part is the operating practice lessons. Key words: Feedback; Eight-year medical program; Internal medicine; Teaching effect