PDF(Pubmed)
Abstract：
A teacher in a medical college is like a compass who has the responsibility and the power to guide budding medical students in their educational journey to become effective and efficient members of the healthcare team. The purpose of the current review is to justify the significance of curriculum evaluation, explore the role of teacher in the capacity of curriculum evaluator, enlist various methods and tools to perform curriculum evaluation, and identify the challenges and suggest potential solutions to overcome them. An extensive search of all materials related to the topic was carried out on the PubMed and Google Scholar search engines and a total of 16 articles were selected based upon their suitability with the current review objectives and analyzed. Keywords used in the search include curriculum evaluation in the title alone only (viz. curriculum [ti] AND medical [ti]; curriculum evaluation [ti] AND methods [ti]; curriculum evaluation [ti] AND approaches [ti]; curriculum evaluation [ti]). A number of strategies can be employed to perform the evaluation of the medical curriculum, ranging from obtaining feedback from medical students at the end of each professional phase to assessing content, teaching methods, assessment, and attainment of learning outcomes. The process of evaluation of medical curriculum by teachers is a complex and challenging one and needs careful planning and execution of different aspects. These identified challenges clearly provide evidence that teachers have to be given the necessary training, resources, and institutional support to enable them to conduct effective medical curriculum evaluation. In conclusion, teachers in their capacity as curriculum evaluators remain the most important stakeholder in ensuring continuous improvement in the quality of education delivered to students. Owing to their in-depth awareness of classroom dynamics, the learning process, and the awareness about unique needs of students, their involvement in curriculum evaluation can ensure alignment between the delivered curriculum and the needs of the society.
摘要：
医学院的老师就像一个指南针，他有责任和权力指导萌芽的医学生在他们的教育旅程中成为医疗团队的有效和高效的成员。当前审查的目的是证明课程评估的重要性，探索教师在课程评价者中的角色，招募各种方法和工具来执行课程评估，并确定挑战并提出克服挑战的潜在解决方案。在PubMed和GoogleScholar搜索引擎上对与该主题相关的所有材料进行了广泛的搜索，并根据其与当前评论目标的适用性选择了总共16篇文章并进行了分析。搜索中使用的关键字仅包括标题中的课程评估（即课程[ti]和医学[ti]；课程评估[ti]和方法[ti]；课程评估[ti]和方法[ti]；课程评估[ti]）。可以采用许多策略来执行医学课程的评估，从每个专业阶段结束时获得医学生的反馈到评估内容，教学方法,评估，和学习成果的实现。教师对医学课程的评估过程是一个复杂而具有挑战性的过程，需要仔细计划和执行各个方面。这些确定的挑战清楚地提供了证据，表明必须对教师进行必要的培训，资源,和机构支持，使他们能够进行有效的医学课程评估。总之,作为课程评估员的教师仍然是确保持续改善向学生提供的教育质量的最重要的利益相关者。由于他们对课堂动态的深刻认识,学习过程,以及对学生独特需求的认识，他们参与课程评估可以确保所提供的课程与社会需求之间的一致性。
