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Visa resultatHär kan se resultatet från utvärderingen och exportera statistiken till ett annat program. Det går också att göra en enkel filtrering genom att klicka på svarsalternativen och kommentarerna eller en avancerad filtrering genom att använda knappen längst ned.
Medicine for the engineer, SSY180, HT2007Status: AvslutadÖppen för svar: 2007-12-14 - 2008-01-11 Antal svar: 48 Procent av deltagarna som svarat: 49% Kontaktperson: Madeleine Persson»
Your own effort1. How many hours per week did you spend on this course?We mean total time, that is, it comprises the time you spent in class and the time you spent on your own work. Try to estimate the average time over the entire study period.47 svarande
Genomsnitt: 1.34 - 5 days before exam.» (?) 2. How large part of the teaching offered did you attend?47 svarande
Genomsnitt: 4.29 - It"s very tiring with 3 hours lectures in the evening, especially with teachers who has no feeling whatsoever for the language they"re teaching in.» (50%) Goals and goal fulfilmentThe course syllabus states the course goals in terms of learning outcomes, i.e., knowledge, skills and attitudes to be acquired by the student during the course.3. How understandable are the course goals?47 svarande
Genomsnitt: 2.78 - As an engineer I am used to very clear specifics what I am to know when a course is done. Some teachers managed to get this across during classes, while others only seemed to think that a general guidline of what might or might not be important was given.» (The goals give some guidance, but could be clearer) 4. Are the goals reasonable considering your background and the number of credits?Answer this this question and the succeeding one, only if you do know the course goals.36 svarande
Genomsnitt: 1.91 - The course requires no understanding or application of previously aqcuired knowledge. Only "by heart" knowlwdge» (No, the goals are set too low) 5. Did the examination assess whether you have reached the goals?38 svarande
Genomsnitt: 2.36 - The examination was far too easy!» (No, not at all) Teaching and course administration6. To what extent has the teaching been of help for your learning?48 svarande
Genomsnitt: 2.89 - Some teachers were phenomenal (eg Ralph Peeker –, Best teacher I’,ve had during my five years at chalmers), while others were not. A lot of the teachers didn’,t know half the words in English which for obvious reasons can be a problem for both exchange students and Swedish students » (Some extent) 7. To what extent has the the course literature and other material been of help for your learning?48 svarande
Genomsnitt: 3.18 - There are so many details and pages in the course literature that you need the teachers to point out what is the most important, otherwise it"s to much.» (Some extent) 8. How well did the course administration, web page, handouts etc work?48 svarande
Genomsnitt: 2.93 - Example, one teaching came out one week after the exam that it was supposed to be part of.» (Very badly) Study climate9. How were the opportunities for asking questions and getting help?48 svarande
Genomsnitt: 3.91 - You culd only ask the lectures straight after class, but had no one to ask after that.» (Rather poor) 10. How well has cooperation between you and your fellow students worked?47 svarande
Genomsnitt: 4.02 11. How was the course workload?48 svarande
Genomsnitt: 2.66 - If you wanted to learn something from the course you were able to put down an adequate amount of time and work. This was however not necessary just to pass the course, for which, practically, no knowledge of the course material was needed» (Too low) 12. How was the total workload this study period?47 svarande
Genomsnitt: 3.55 - See 11» (Low) Summarizing questions13. What is your general impression of the course?47 svarande
Genomsnitt: 3.97 - Need that teachers get more comfortable with speaking in english. If this is a problem I suggest that you give Peeker the teachings and just bring in the rest to answear questions (not to say that the rest was awfull, just that Peeker was exceptionally good during his teachings).» (Fair) 14. What should definitely be preserved to next year?- urinary system. Very very good teacher.»- Ralph Peeker» - The first lessons of cells and biochemestry and urinary system. Booth was good and the teachers was comfortable with having the presentations in english, and there was a good overview of what we were to learn. Redo the rest in similar ways.» - The book and the lecturers» - Let Peeker stay! He is very good, the best lecturer so far!» - I hope all teachers both can offer some handouts, It will help us to study better.» - all arrangement of this course» - Lectures and lectures» - About the same, but do it in only English or continue to do it in English but continue to give the swedish words...» - Guest lectures» - It is a very interesting course, so the content of the course should be preserved. The book is also really good and on the right level.» - Everything» - It is a good form for different teachers to teach different parts» - Everythibg worked fine!» - Peekers lectures» - The lectures» - I think it"s good that the lectures give a lot more than the basics that are needed for the course, as long as the material in the lectures is building on what the students are supposed to know at the end of the course.» - I think all the teachers were good and talked about interesting things.» - The over all layout of the course.» - Bra föreläsare. Man märker att de tycker om det de pratar om.» - Use the book» - everything» - the book» 15. What should definitely be changed to next year?- The lecturing, although I don"t know how.»- Make sure that all the teachers are better prepared for lectures in English» - The rest» - The schedule. Schedule classes during day time (or possibly later in the evening)» - I have just come home from the exam and it was not acceptable. It did not reflect at all! what the lectures have been focused on. I have been on every single lecture and have the teachers handouts in front of me now. * In total we had 36 hours of lectures. 15 of these were on the nerve system and half a lecture of these were on the GI-tract. So the nerve system should be about 20 of the points and the GI tract should be about 1.5 h /36 h =0,04 which is 0,04*40 points= 2 points. So in general should each hour of lectures represent one question on the exam if you look at the distribution. But the GI tract had almost 10 questions with so many detailed questions that the teacher did not even bring up during the lecture. * Then we come to the content of the other teachers and we begin with Peeker. Look at his slides! he have not spoken about how urine is formed, what the functional unit of the kidney is and how all the filtration works. He has not a slide on that and he has not discussed this at all. Peeker was also very clear about what he thought was important in his lectures and not a single question about the prostate cancer, fluid balance and buffer systems was on the exam. * Then we take Skoglund. Look at his slides! if you look at all the slides his focus is on the structure of the brain. He has talked a lot of the brain stem , cerebrum and cerebellum. What they are and what they do, this takes up almost all of his slides. But there were not a single question on this and the part of the exam was to small in contrast to the many lectures he had. *In general most of the quesions on this exam was not what the lectures emphasized. If you are going to do it like this you can take away all the lectures and just tell us to read the book. Several of the teacher has also commented that the we don"t have to read the book on his area beacuse that is not his focus. That is not what the teacher finds important. But do you even communicate with the teachers, probably not since this exam so poorly represents what they have put time and effort into teach us. *I do not feel that this exam reflects at all the course I have taken and the many hours I have spent on the lectures. I also feel that it is insulting to the teachers that have spent so many hours talking to us about the different areas and taken time to prepare slides and the lectures if you don"t even bother about what they have been saying. Finally, this is not an accetable exam for this course. You have to look at what the teachers have been talking about in order to make the exam. I clearly think that you should sit down and look at the teachers slides, because that is what the course is all about and that is what we have studied. To next year, try to think about how many points each lecture should represent. The exam should reflect how many hours a special topic has been covered. And also you have to look at what the teachers have been teaching us, otherwise what is the point of having them there!» - Better quesations and mirror the course content. Not that the half exam is about one small part of the course.» - the time for the classes» - Examination. Why not have more adequate questions that focus more on understanding of the human body as a whole system. Now one only has to learn the details and not care about the whole.» - Only in English! Better preconditions before lesson. Everyone can have problems with one word but not whole lessons.» - exam should mirror the lectures rather than the textbook» - Handouts should be given before the lecture. All handouts and course material should be written in english (some latin maybe), because the course is given in english.» - The exam. The questions for part 2 did not match the lectures at all. I think it is better to have one part of the exam which includes a non optional answer like part 1.» - There can be some group working projects» - The examination. Dictionaries should be banned, because it is too much help. I even saw one guy having a medical dictionary on the exam. » - To hand out all lectureslides on the course homepage» - Nothing special!» - Focus more on relationship between medicine and the technical point of view.» - It seemed that the lecturers had nothing to do with the exam, which was bad, since they told us what was important and what we especially should focus on to the exam. But the questions had nothing to do with the lectures (at the last part). That was bad!!» - The control during the examine» - As the exam is hard to make as something other than multiple choice it should NOT be allowed to bring a dictionairy. The only difficult words in the questions are the ones we are supposed to know. Giving the opportunity to find these in a dictionairy takes away the point of even having an exam.» - Slides prior to lessons» - The exam. It should correspond to the content in the lessons. It would be better too have questions that asked for longer explenations.» - Handouts innan lektion.» - can"t think on anything right now» - nothing» 16. Additional comments- *** I would like you to wright something about the exam after you have compared the exam with the teachers handouts on the course homepage to hear your thoughts on how you think the exam reflects the lectures content. ***»- NOne» - Continue with this course. Peeker can do the whole course ,)» - no» - thanks all who tried to make the course work nice.» - Very interesting course!» - I noticed a student using a medical encyclopedia as a "dictionairy" during the exam. This should, and is, obviously not be allowed. The rule about letting students bring a dictionairy might however be confusing and leed to situations like this. It should therefore NOT be allowed to bring a dictionairy to the exam for this course.» - I know that there is no simple solution, but the course suffered from the fact that it had too be taught in English. I felt that it hindered the lecturers. But since this was the first time in English, it might just fix itself.» - The last exam did not really agree with the information given during the lectures.» - Boken är ibland rörig, innehåller på tok för många konstig latinska ord samt mycket mycket mer information än vad som gås igenom på förläsningarna. Dvs det är svårt att sålla i boken, känns som om det mesta är oviktigt för kursen om man jmf med innehåll i föreläsningar samt med tentafrågorna. Dock är den väldigt intressant.»
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76%