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The Conduct and Neglect of Self-Studies in Medical EducationNortheastern Ohio Universities
Private Consultant, Lyndhurst, OH All Liaison Committee on Medical Education (LCME) accredited medical schools were surveyed to evaluate 12 aspects of selfstudies employed in medical education; we obtained a 71% response rate. The survey instrument offered responses from a list of alternatives, ratings on Likert-like scales, and openended comments. The majority of schools are engaged in self-study to meet accreditation needs or administrative mandate. Fewer than half of the respondents had performed evaluation of departments or courses during the two years preceding this survey. Few respondents identified a model or process of evaluation practice that guides their work, and there was little evidence that they have taken advantage of recent developments in evaluation theory and practice. Externally developed methodology and external expert review were used much less frequently than internally developed instruments or LCME guidelines. Only half of the respondents reported that results of self-studies were discussed with the school leadership. Schools of medicine may benefit by redirecting resources committed to institutional self-study to developing more appropriate evaluation practices for medical education.
Evaluation & the Health Professions, Vol. 13, No. 2,
204-214 (1990) |
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