BACKGROUND Worldwide there is an increasing emphasis on the importance of primary care. The ministry of health Sri Lanka issued a directive in 2016 that training of doctors in primary care should be strengthened. Medical students of the Faculty of Medicine, University of Kelaniya follow a 1 month long clinical appointment in family medicine in their fourth year of study. METHODS Feedback is taken from students on completion of the appointment. Half the students from each group complete a pre tested structured feedback questionnaire that consists of answers to questions based on a likert scale with a space for free comments. The other half provide qualitative feedback. In this evaluation data were gathered from 185 (98%) students from all eight clinical groups throughout the year 2016. Quantitative data were analysed using SPSS version 22. Inductive thematic analysis was used to analyse the qualitative data from the Round Robin activity and free comments from the questionnaire. RESULTS The qualitative feedback provided a richer indepth overview of student ideas on the appointment compared to the quantitative data. In reflection of a desire for learning to be of relevance students wanted clinically oriented teaching focused on management. They preferred active teaching learning methods such as the opportunity to conduct consultations and receive immediate feedback. Students had a high regard for the teaching sessions by general practitioners at their clinics. The appointment had created an interest in the discipline of family medicine which could have an impact on future choice of career. There were indications to suggest that student attitudes towards patients may have evolved to be more patient centred. Students appreciated the inclusive and low stress ambience of the learning environment. CONCLUSIONS AND RECOMMENDATIONS Regular evaluation of teaching programmes helps maintain accountability of faculty and paves the way for more student centred teaching through the incorporation of students' views in devising teaching methods. This evaluation found that qualitative feedback provided more descriptive material to reflect on and therefore improve teaching on the programme. It is recommended that more use should be made of qualitative methodologies in programme evaluations.

中文翻译：

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对Kelaniya大学医学院的家庭医学本科课程的评估：定量和定性的学生反馈。

背景技术在世界范围内，人们越来越重视初级保健的重要性。斯里兰卡卫生部于2016年发布了一项指令，即应加强对初级保健医生的培训。凯兰尼亚大学医学院的医学生在学习的第四年接受家庭医学的为期1个月的临床任命。方法约会完成时会从学生那里获得反馈。每个小组中有一半的学生完成一个预先测试的结构化反馈调查表，该调查表由基于李克特量表的问题答案组成，并带有自由评论的空间。另一半提供定性反馈。在本评估中，2016年全年从八个临床组的185名（98％）学生中收集了数据。使用SPSS 22版对定量数据进行了分析。归纳主题分析用于分析来自Round Robin活动的定性数据和问卷的免费评论。结果与定量数据相比，定性反馈提供了关于约会的学生想法的更深入的概述。为了体现学习的重要性，学生希望以管理为重点的临床教学。他们喜欢积极的教学方法，例如有机会进行咨询并获得即时反馈。在诊所，学生对全科医生的教学非常重视。这项任命引起了对家庭医学学科的兴趣，这可能会影响未来的职业选择。有迹象表明，学生对患者的态度可能已经演变为以患者为中心。学生欣赏学习环境的包容性和低压力氛围。结论和建议对教学计划的定期评估有助于保持教师的责任感，并通过将学生的观点纳入设计教学方法中，为以学生为中心的教学铺平道路。该评估发现，定性反馈提供了更多的描述性材料，以反映并改善该计划的教学。建议在计划评估中更多地使用定性方法。结论和建议对教学计划的定期评估有助于保持教师的责任感，并通过将学生的观点纳入设计教学方法中，为以学生为中心的教学铺平道路。该评估发现，定性反馈提供了更多的描述性材料，以反映并改善该计划的教学。建议在计划评估中更多地使用定性方法。结论和建议对教学计划的定期评估有助于保持教师的责任感，并通过将学生的观点纳入设计教学方法中，为以学生为中心的教学铺平道路。该评估发现，定性反馈提供了更多的描述性材料，以反映并改善该计划的教学。建议在计划评估中更多地使用定性方法。