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Medicine for the engineer, SSY180, HT2007

Status: Avslutad
Öppen för svar: 2007-12-14 - 2008-01-11
Antal svar: 48
Procent av deltagarna som svarat: 49%
Kontaktperson: Madeleine Persson»

Your own effort

1. 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

At most 15 hours/week»36 76%
Around 20 hours/week»8 17%
Around 25 hours/week»1 2%
Around 30 hours/week»2 4%
At least 35 hours/week»0 0%

Genomsnitt: 1.34

- 5 days before exam.» (?)
- Less than 15 (around 10) since it was a "half speed" course» (At most 15 hours/week)

2. How large part of the teaching offered did you attend?

47 svarande

0%»0 0%
25%»0 0%
50%»4 8%
75%»25 53%
100%»18 38%

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%)
- It would have been 100% if the lectures were given during day-time.» (50%)
- A lot of lectures was not of a very good quality. It was not that the teachers did not know what they were to teach but that many had an awfull english knowledege. There was of course a few teachers that shined and made really good presentations, Peeker especialy.» (75%)

Goals and goal fulfilment

The 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

I have not seen/read the goals»14 29%
The goals are difficult to understand»0 0%
The goals give some guidance, but could be clearer»15 31%
The goals clearly describe what I am supposed to learn»18 38%

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)
- Could say more about the importance of the lectures and the textbook resp.» (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

No, the goals are set too low»3 8%
Yes, the goals seem reasonable»33 91%
No, the goals are set too high»0 0%

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

No, not at all»4 10%
To some extent»20 52%
Yes, definitely»10 26%
I don"t know/have not been examined yet»4 10%

Genomsnitt: 2.36

- The examination was far too easy!» (No, not at all)
- A joke to have such an easy multiple choice exam. I would have been ashamed should I have not passed the exam.» (No, not at all)
- The frist part was very good, but the secound exam didn´,t meet the preconditions!» (No, not at all)
- The first exam was good, it was about what we had learned during the lectures. The other exam was terrible! There were almos no questions about what our lecturers had said was important! In addition to this, the exam did not reflect the course since there were hardly no questions about the brain (5 lectures) and many, many questions about the gastro intestinal tract (1/2 lecture). I thing you should make the limits on the exam score lower!!» (No, not at all)
- Would be better not to have standard exams since they are for just half the course. The general exams are made for longer exams of 4 hrs which the exams of this course do not come close to. This forces the student to sit and do nothing for some time before even be allowed to leave when already finished.» (To some extent)
- The examination was not reflecting the material from the lectures. It was to easy. I think that some kind of weekly homework wound work better even though it would be more work.» (To some extent)
- Some questions were too specific.» (To some extent)
- Not the last exam (part B). The questions were not fair. It did not mirror the course content. Almost half exam was about digestive system, which only was one lecture. It was obvious that the teachers did not write there one questions to the examination.» (Yes, definitely)
- I didnt like the bad control during the examine. One student brought a medical dictionary! And I dont think any aids shall be approved during th examine, while the course is in english and the questions are single words! » (Yes, definitely)

Teaching and course administration

6. To what extent has the teaching been of help for your learning?

48 svarande

Small extent»2 4%
Some extent»13 27%
Large extent»21 43%
Great extent»12 25%

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)
- Most teachers did not seem properly prepered to have these teachings in english, but since this was first year I guess we can have some forgivness for this with hope that this will be corrected untill next year. If exam only is avilable in english it is very important that the teachers are comfortable with the english language.» (Some extent)
- Some of the teachers have been very good, Peeker and Skoglund, in particular. But the exam does not reflect the lectures, more about this later, so for learning to the exam, they were not useful at all.» (Some extent)
- Good and funny lectures» (Large extent)
- The lectures had varying quality. Some were very good and some very bad. » (Large extent)
- I learned a lot from most of the lectures. The focus of the lectures did not however at all reflect the focus of the examination. I would almost say that the examination had nothing to do with the rest of the course» (Large extent)
- A little variation in how good the lectures were, but over all they were very good» (Great extent)

7. To what extent has the the course literature and other material been of help for your learning?

48 svarande

Small extent»1 2%
Some extent»10 20%
Large extent»16 33%
Great extent»21 43%

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)
- I did read the book before the first exam. I really liked the book. It´,s very easy to understand it, has good pictures etc. I didn"t have time to do it before the second exam. I should have known alomost all the questions in the first exam without reading the book, while the second exam had a lot of questions that the teachers hadn"t talked about.» (Large extent)
- Good book with a nice price» (Great extent)
- Nice book» (Great extent)

8. How well did the course administration, web page, handouts etc work?

48 svarande

Very badly»3 6%
Rather badly»8 16%
Rather well»26 54%
Very well»11 22%

Genomsnitt: 2.93

- Example, one teaching came out one week after the exam that it was supposed to be part of.» (Very badly)
- Då kursen bygger så pass mycket på lektionerna är det bra att få handouts innan lektionerna och inte efter.» (Very badly)
- Promises of available slides were not kept and some slides were not put on the course web site till after the exam» (Rather badly)
- the handouts have been very late out on the course homepage to acess.» (Rather badly)
- It is important that the students get the right information. For example, someone said that the digestion part shouldn"t be included this time, but there was a lot of questions about this on the exame.» (Rather badly)
- except secound exam...» (Rather well)
- Slides could be handed out prior to lessons.» (Rather well)
- I took notes during the lessons and I"m not sure if every handout was put on the website.» (Rather well)

Study climate

9. How were the opportunities for asking questions and getting help?

48 svarande

Very poor»0 0%
Rather poor»3 6%
Rather good»12 25%
Very good»19 39%
I did not seek help»14 29%

Genomsnitt: 3.91

- You culd only ask the lectures straight after class, but had no one to ask after that.» (Rather poor)
- Not that it was that many question since english is usualy not that native language for either the swedish students or the none swidish students.» (Rather good)

10. How well has cooperation between you and your fellow students worked?

47 svarande

Very poorly»0 0%
Rather poorly»2 4%
Rather well»9 19%
Very well»22 46%
I did not seek cooperation»14 29%

Genomsnitt: 4.02

11. How was the course workload?

48 svarande

Too low»3 6%
Low»10 20%
Adequate»35 72%
High»0 0%
Too high»0 0%

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)
- Planning and starting to study for exams from first teaching made it easier I guess then for those that started up late with this.» (Low)
- There is a lot of lecture time in this course and it"s in the evening. The reading also takes a lot of time from the book.» (Adequate)
- Not so fun with lectures at evings but they were intresting so the effort wasn"t that hard =)» (Adequate)
- the material to study was very high. but fortunately they didn"t want us to go much in details. it was affordable.» (Adequate)
- Svårt att säga då den sträcker sig över en så lång period. Troligen är det mer än vad man normalt lägger ner på en 5p kurs med tanke på att det låg 6 h förläsningar varje vecka.» (Adequate)

12. How was the total workload this study period?

47 svarande

Too low»1 2%
Low»2 4%
Adequate»23 48%
High»12 25%
Too high»9 19%

Genomsnitt: 3.55

- See 11» (Low)
- Tryed to do one old course too» (High)
- But I took 2,5 courses so that would explane it I guess.» (Too high)
- Krångligt att få ihop med andra kurser då det kräver att man läser 3 kurser en period. Hade vart bättre att läsa denna kurs som en dag kurs och på halv fart som man gör med alla andra.» (Too high)

Summarizing questions

13. What is your general impression of the course?

47 svarande

Poor»0 0%
Fair»2 4%
Adequate»9 19%
Good»24 51%
Excellent»12 25%

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)
- It"s a good and interesting course. But the requirements and the examination does not belong in an engineering education.» (Adequate)
- The CNS system is rather good,the teacher taught excellently» (Adequate)
- I took the course because I wanted an overview of the human body etc. That I got. But I think that the type of exam we had was too easy. To only study one and a half day to get the grade 5 is wrong. I like that the course was quite basic because that is what it should be, an overview, but the exam should have more "explain how..."-questions. Also, the second exam didn"t correspond at all to what the teachers had said on the lessons. You can compare the exam with the handouts. You can have some questions about things that are only in the book, but not that many. The teachers should talk about what they think is important and the exam should correspong to that.» (Adequate)
- Peeker were great! To much Swedish-English in lessons. It is easy for swedes but not forenger. Secound exam didn´,t meet preconditions!» (Good)
- I find the material very interesting and some lectures were were good but the examination needs to be changed. » (Good)
- Very interesting» (Good)
- As mentioned above, the course was good, but the examination did not at all reflect the rest of the course. This seems a bit odd to me as I believe that the materials of the lectures should give a hint of what is considered important for the course and therefore might be in the exam. E.g. a lot of the lectures were about CNS but hardly any questions on the exam.» (Good)
- Very interesting and general. It is exactly what I was looking for.» (Excellent)
- Not the last examination (part B)» (Excellent)
- But the final exam was very bad.» (Excellent)
- My favorite subject» (Excellent)

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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