Evaluation: Biomedical Ethics 1 & 2 (graduate level)

Official and unedited institutional summaries of numerical evaluations at graduate level.

 

School of Health Science and Nursing, School of Public Health

 

*After class, students are given a questionnaire survey from a committee of the University Medical School Registrar and are asked to select one of the five options below. Under this system, a high evaluation is 5.0, and there is space for free comments. These are anonymous surveys, and the professor receives only the collective results (anonymous) at a later date.

 

  1. I highly disagree.
  2. I disagree.
  3. I cannot say either way.
  4. I agree.
  5. I strongly agree.

 

Biomedical Ethics I (21 hours, required, School of Health Science and Nursing, School of Public Health, graduate level, Master’s course)

 

Please rate the following statements with regard to this course.

 FY 2014 2015 2016
The faculty member demonstrated passion for education. 4.75 4.38 4.31
The faculty member understood and respected the students. 4.63 4.50 4.08
The faculty member provided an appropriate level of instruction and feedback to the students. 4.63 4.50 4.23
The faculty member proactively worked to engage students in class and lab activities. 4.75 4.50 4.46
The faculty member had abundant knowledge and excellent reasoning skills. 4.63 4.50 4.08
The faculty member used real-life examples to teach new techniques and skills. 4.25 4.63 4.08
The faculty member created an atmosphere that encouraged students to ask questions. 4.50 4.50 4.15
The faculty member used educational resources (slides, printouts) effectively. 4.63   4.38 4.15
The class content was easy to understand and well-organized. 4.63 4.25 4.00
The class content was presented at a difficulty level that was appropriate for students. 4.38  4.13 4.23
The class content stimulated intellectual curiosity. 4.63 4.25 4.00
My knowledge increased through the lecture, practicum, and lab. 4.63  4.25 4.00
Overall evaluation of the lecture, practicum, and lab 4.38 4.38 4.15
Total 4.57 4.39 4.15

 

 

Biomedical Ethics II (21 hours, elective, School of Health Science and Nursing, School of Public Health, graduate level, Master’s course)

Please rate the following statements with regard to this class.

 FY 2014 2015 2016
The faculty member demonstrated passion for education. 5.00 4.60 4.50
The faculty member understood and respected the students. 5.00 4.60 4.38
The faculty member provided an appropriate level of instruction and feedback to the students. 5.00 4.75 4.43
The faculty member proactively worked to engage students in class and lab activities. 5.00 4.60 4.38
The faculty member had abundant knowledge and excellent reasoning skills. 5.00 4.60 4.25
The faculty member used real-life examples to teach new techniques and skills. 4.75 4.60 4.50
The faculty member created an atmosphere that encouraged students to ask questions. 5.00 4.60 4.50
The faculty member used educational resources (slides, printouts) effectively. 5.00 4.60 4.50
The class content was easy to understand and well-organized. 5.00 4.60 4.38
The class content was presented at a difficulty level that was appropriate for students. 5.00 4.80 4.50
The class content stimulated intellectual curiosity. 5.00 4.80 4.50
My knowledge increased through the class, practicum, and lab. 5.00 4.80 4.50
Overall evaluation of the class, practicum, and lab 5.00 4.80 4.50
Total 4.98 4.67 4.44

 

 

Unedited student comments

 

2014

  • In Japan, you can only hear these lectures at the School of Public Health of the University of Tokyo. The class content was very progressive and very practical.
  • Ethics comprises a lot of outdated content so it is a difficult subject to handle, but the lectures in this class focused on important points in clinical medicine, and were very easy to understand. This class was very valuable because I was able to learn about things that would be applied to modern-day clinical ethics in a chronological order.
  • During each class period, there was a time for discussion, and we covered some deep content. The lectures were also very enjoyable.
  • It’s not an enjoyable area of study to get into, but personally, I felt drawn to this subject. During the introduction, I was doubtful about whether I would actually use the content in actual settings, but with each additional class, I became increasingly aware of the application to real-life situations.
  • Practical and useful for the future.
  • There were many opportunities for discussion with relatively few people, and the content was intriguing.
  • The lectures had even deeper content, and as someone who will work in clinical settings, I feel that I have been given the opportunity to study content that will benefit me practically in the future. That said, I had a hard time disengaging myself from my past way of thinking, which prevented me from developing discussion skills that employed ethical theories. Perhaps discussion formats such as role-playing, in which everyone states their opinion from their assigned position, could be interesting.
  • It was encouraging to be given time for group presentation during each class period.

2015

  • The mock IRB was fun. The first class on the foundations of ethics was a bit difficult, but by working hard to understand the content, the classes following that were much easier to understand, which was great.
  • It was very enlightening to be able to have discussions with other students from various backgrounds and outside of my own major.
  • As one with prior clinical experience, I was hoping for more depth in the discussions and overall content.

 

2016

  • It was clear that the professor wanted to encourage student involvement in this course.
  • The discussion was extremely helpful.
  • Group work (GW) was incorporated into the class format, and it was interesting to have a ‘knowledge + practicum’ format to learn about actual issues. Problems in reality cannot be solved even using ethics, and I realized that there really is no right answer. That said, perhaps because of the content of the ethical issues, I was unable to organize the theoretical points, and I am not confident that I will be able to apply the content I learned in class to real life situations.
  • Thank you for the highly interesting class. I wish that this class had been offered when I was a medical student.
  • It was a very interesting class. The small class size helped, and personally, I thought that rather than keeping the lecture time as just lecture, and Discussion time for Discussion, a format in which Discussion is incorporated into the lecture might be interesting.
  • It was really interesting to be able to debate with others from varying backgrounds, such as graduate students in law school.