Students’ Evaluation of the Medical Technology Assessment Program Enhancement Initiative for Licensure Examination Preparation
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https://doi.org/10.65166/f2yd6545关键词:
academic enhancement program, instructional quality, licensure examination preparation, Medical Technology education, program evaluation, student perception摘要
Structured academic enhancement programs are commonly implemented in professional education to reinforce disciplinary knowledge and support students’ preparation for licensure examinations. This study evaluated students’ perceptions of the Medical Technology Assessment Program Enhancement Initiative implemented at a university in Manila. A retrospective descriptive program-evaluation design was employed using all available individual student evaluation responses from Academic Year 2024–2025 and the first semester of Academic Year 2025–2026. The evaluation covered five program components—organization of lectures, lecture content, improvement of knowledge in licensure-related courses, time allotment, and overall lecture effectiveness—and three lecturer indicators: expertise, provision of printable materials, and cohesiveness of lecture delivery. Data were analyzed using means and standard deviations. Lecture content received the highest program-component rating (M = 4.51, SD = 0.693), followed by perceived knowledge improvement (M = 4.47, SD = 0.712). Time allotment received the lowest and most variable rating (M = 3.52, SD = 1.106). Among lecturer indicators, expertise obtained the highest rating (M = 4.62, SD = 0.674), while lecture cohesiveness received the lowest, although still favorable, rating (M = 4.34, SD = 0.819). The findings indicate that students generally perceived the enhancement initiative and its lecturers positively. Improved scheduling, increased instructional time for complex topics, standardized learning materials, and stronger coordination among lecturers may further strengthen program delivery and students’ perceived preparedness for the licensure examination.
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