# Position statement of the GMA committee “teaching evaluation”

## TL;DR

This paper outlines a framework for evaluating teaching in medical education to improve curriculum quality and research.

## Contribution

The paper introduces a four-step evaluation approach and provides specific recommendations for medical teaching evaluation.

## Key findings

- A four-step approach to evaluation design and implementation is proposed.
- The paper emphasizes the importance of considering target and confounding variables in evaluations.
- Recommendations are given for using evaluation data to improve teaching quality across four dimensions.

## Abstract

The evaluation of teaching can be an essential driver for curriculum development. Instruments for teaching evaluation are not only used for the purpose of quality assurance but also in the context of medical education research. Therefore, they must meet the common requirements for reliability and validity. This position paper from the GMA Teaching Evaluation Committee discusses strategic and methodological aspects of evaluation in the context of undergraduate medical education and related courses; and formulates recommendations for the further development of evaluation. First, a four-step approach to the design and implementation of evaluations is presented, then methodological and practical aspects are discussed in more detail. The focus here is on target and confounding variables, survey instruments as well as aspects of implementation and data protection. Finally, possible consequences from evaluation data for the four dimensions of teaching quality (structural and procedural aspects, teachers and outcomes) are discussed.