Limitations of student evaluations of curriculum

Rationale and Objectives. Medical student surveys are used extensively in t he development and modification of curriculum. The purpose of this study wa s to look at medical student surveys of a radiology lecture series, evaluat ing the accuracy of student perceptions of learning and factors affecting t hem. Materials and Methods. After a "Case of the Week" lecture series, 156 3rd-y ear medical students returned a survey evaluating the experience with 10 qu estions on a four-point scale (1 = disagree, 4 = agree very much) and took a clinical competency assessment (CCA) examination with a radiology substat ion. Survey responses were compared with actual examination performance, an alyzed for how overall learning was characterized in specific educational o bjectives, and evaluated for factors affecting perceived learning. Results. The mean response for perceived CCA examination preparedness was 1 .83. The mean radiology station test score was 90.43%, Correlations between student perception of learning and the scoring of focused learning objecti ves ranged from 0.33 to 0.48 (P < .01). Students responding 1 to items asse ssing perceived lecture organization, stimulation to read, and interest in the field of radiology had mean scores for perception of overall learning o f 2.09-2.44 and mean scores for recommendation of course continuation of 1. 68-2.46. Students responding 4 had means of 3.25-3.81 and 3.06-4.0, respect ively. Conclusion. Student perceptions of the value of curriculum were inaccurate compared with external measures of performance, and students poorly related their general impressions to specific learning objectives. Perceived lectu re organization, stimulation to read, and interest in radiology as a specia lty affected perceived overall learning and perceived value of the lecture series.