Analyzing the assessment of lesson planning in medical teacher training program

This research aimed to establish how using different assessment criteria and other specific factors influences the lesson plan assessment of teacher training students. Ninety-four lesson plans of students from the Teacher Training Department, Medicine specialization, were analyzed in the investigation. A nonequivalent posttest-only design was conducted between the two samples of the respondent’s lesson plans. The results showed that the use of subsequent criteria in assessing lesson plans determined a lower final score than using only general criteria but not being influenced by the respondent’s gender. The formulation of objectives and the assessment strategy should be optimized in the medical student’s teacher lesson planning. The used research instruments could offer a framework to guide and improve the lesson planning of medical teacher training program students and medical teachers.