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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/366

Title: Towards Quality Medical Education: Diagnosis of a Medical School
Authors: Domantay, John Anthony A.
Keywords: Quality
Quality Education
Medical Education
Medical School
Medical Students
Issue Date: Oct-2002
Abstract: 8.1. Summary. The general objective of the study was to evaluate the quality of the Saint Louis University College of Medicine. The study involved all fourth year students (clinical clerks) enrolled at the Saint Louis University College of Medicine during the second semester of school year 200 1-2002, as well as post-graduate interns who were graduates of the SLIJ College of Medicine and who were rotating at the SLU Hospital of the Sacred 1-Icart and at the Baguio General Hospital and Medical Center. All faculty members of the college, including section heads and department heads, were also included in the study. The descriptive method of research was used with a questionnaire as the main data gathering tool. The questionnaire was patterned after the Survey Instrument for Accrediting Philippine Medical Schools. Statistical treatment of the data included weighted means .he t- test for correlated samples and the one-way Analysis of Variance (ANOVA) with post hoc comparison using Scheffe’s method. 8.2 Findings. Overall, the medical school was perceived to be of good quality. Specifically, the medical school was perceived to have very good quality along the areas of faculty, clinical training and service facilities, curriculum and instruction, and administration. Moreover, it was also perceived to have good quality along the areas of students, research, physical plant and other resources, and library. Overall, there were no significant differences in the perceptions of the students, faculty and administrators regarding the quality of the medical school along areas rated by the three groups of respondents. Perceived strengths of the medical school were identified along all eight areas. Potential areas for development were identified along the following areas: faculty (faculty development in teaching and research, faculty participation in policy making and program evaluation, number of full-time faculty members); curriculum and instruction (emphasis on the basic sciences and social sciences, teaching methods, integration of research, teaching clinical skills, evaluation of higher level cognitive abilities and skills, participation in curriculum development, and community involvement); clinical training and service facilities (teaching program and community based health program); research development; students (information dissemination and student services); library (information dissemination and library holdings and services); administration (information dissemination, participation in planning and budgeting, and linkages); and physical plant and other resources (human resources and physical resources). Based on the potential areas for development identified, a plan of action was developed for the medical school. 8.3. Conclusions. The medical school has adequate provisions for delivering quality medical education. In general, policies, procedures, and programs of the medical school are being implemented as gleaned from similarities in the opinions of students, faculty and administrators. The quality of certain aspects of the medical school can be enhanced. The plan of action developed aims to enhance the quality of education that the medical school delivers. 8.4. Recommendations. Medical school educational managers should focus their attention on areas perceived by the students arid faculty as potential areas for development. They should continue to monitor the implementation of programs, projects and activities of the medical school. Educational managers may consider the strategies enumerated in the action plan. There is a need for further research in the field of medical education in the Philippines.
Description: Thesis (Ph.D. : Educational Management). -- Saint Louis University, Baguio City, 2002.
URI: http://hdl.handle.net/123456789/366
Appears in Collections:School of Teacher Education

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