Evaluation of Curricula in Higher Education

Christiane Spiel, Barbara Schober and Ralph Reimann
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Christiane Spiel: University of Vienna
Barbara Schober: University of Vienna
Ralph Reimann: University of Vienna

Evaluation Review, 2006, vol. 30, issue 4, 430-450

Abstract: Evaluation of teaching at universities is traditionally realized in terms of student ratings. Curriculum evaluation is rarely done in a systematic manner. More often, the emphasis is placed on a particular aspect, which is only of little help in terms of modifying education. A very prominent example is that of medical education. Here, evaluations of curricula primarily focus on new curricula by contrasting them to traditional ones. The article at hand deals with a different evaluation approach, in which five phases have to be considered and contrasting results to other teaching formats are not the main focus. In this article, the authors concentrate on the first phase (baseline evaluation) of the systematic evaluation of a medical curriculum. They describe several challenges of such an evaluation approach and illustrate the strategies used to overcome them. In addition, associated relevant empirical findings from this evaluation study are presented.

Keywords: evaluation of curricula; higher education; medical education; evaluation strategies; physicians’ competences (search for similar items in EconPapers)
Date: 2006
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Persistent link: https://EconPapers.repec.org/RePEc:sae:evarev:v:30:y:2006:i:4:p:430-450

DOI: 10.1177/0193841X05285077

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