A comparison of student and departmental chairman evaluations of teaching performance

Gromisch, Donald S.; Bamford, Joseph C.; Rous, Stephen N.; Sall, Sanford; Rubin, S

doi:10.1097/00001888-197204000-00007

Cited by 6 publications

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“…Two studies in nursing education reported that teaching staff and students agreed on the necessity of some behaviours in clinical teaching and disagreed on others (O'Shea & Parsons, 1979; Sheahan, 1981). In two somewhat similar papers, Gormisch et al (1972) concluded that junior medical students and heads of department differ in their educational ratings of individual teaching staff, while Irby (1978) concluded that medical students, house officers and teaching staff did not differ in their ratings of clinical teaching in general. The evidence is, at best, contradictory.…”

Section: Related Literaturementioning

confidence: 99%

Congruence between residents’ and clinical instructors perceptions of teaching in outpatient care centres

Stritter

Baker²,

McGaghie

1983

Medical Education

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This paper describes a study to determine the extent of agreement about clinical teaching between clinical instructors and their house officers in selected family practice centres. Their perceptions were compared with regard to (1) clinical content emphasized, and (2) specific clinical teaching behaviours used by the instructors. Two versions of a questionnaire were used to assess views, and multivariate and univariate analyses of variance used to determine differences. The results suggest that the instructors differed from their house officers on certain dimensions and not on others. Those differences are discussed and strategies are suggested for increasing the agreement with the expectation that more agreement about educational preferences and expectations would enhance house officers' clinical learning in the centres.

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Section: Related Literaturementioning

confidence: 99%

Congruence between residents’ and clinical instructors perceptions of teaching in outpatient care centres

Stritter

Baker²,

McGaghie

1983

Medical Education

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“…In a study designed to discover the characteristics and differences among instructor and student perceptions of the relevant topics for evaluation by medical students, students generally rated each topic as significantly more appropriate to evaluate than did instructors, even though the correlation of mean teaching staff and student responses (0.90) suggested ‘that these two groups rank ordered the importance of these items in very similar ways’ (Donnelly et al 1979, p. 166). Another study (Gormisch et al 1972) found that junior medical students and department chairmen differed in their ratings of individual teachers. Still another study indicated that senior medical students' views regarding medical school climate were consistent with the views of the clinical teaching staff, but that the basic science teaching staff were more self‐critical when compared with first‐year students (Sheehan 1970).…”

Section: Introductionmentioning

confidence: 99%

Congruence between student and instructor perceptions of clinical teaching in paediatrics

Wolf

Turner

1989

Medical Education

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The purpose of this study was to examine the similarities and differences in what students and instructors perceive to be the importance, and instructor use of, representative effective clinical teaching skills noted in the literature. Teaching staff members (n = 74) and students (n = 96) in three successive quarters in a required clerkship in paediatrics completed parallel forms of a clinical teaching survey. Providing feedback and positive reinforcement, showing personal interest in students, communicating knowledge and learning objectives effectively, motivating students, exhibiting knowledge of current practice and physical diagnosis, and spending time reviewing histories and demonstrating and supervising physical examinations were all thought to be important by both students and teaching staff members. Both students and instructors, however, perceived history/physical examination skills to be somewhat less important than the other clinical teaching skills, although instructors believed this skill to be significantly more important than did students. In general there was a great deal of consistency and reliability among student and instructor perceptions of the importance of these representative effective clinical teaching skills. In contrast, teaching staff members consistently believed they used each skill significantly more than students judged they did. Not surprisingly, the more important that teaching staff members believed each skill to be, the more they reported using that skill in their own teaching. These findings suggest that it is important for clinical instructors to be vigilant in assessing the effectiveness of their teaching methods.

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“…Previous authors (14) have emphasized the use of different sources of information in assessing a teaching process while questioning the reliability of student feedback. Combinations of students and peers (10), students and administrators (7), student self-evaluation (13), and students and residents (19) are commonly used evaluator combinations.…”

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confidence: 99%

Evaluation of physiology lectures conducted by students: comparison between evaluation by staff and students

Kommalage

Gunawardena

2011

Advances in Physiology Education

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As a peer-assisted learning process, minilectures on physiology were conducted by students. During this process, students lecture to their colleagues in the presence of faculty staff members. These lectures were evaluated by faculty staff and students simultaneously. The aim of this study was to compare feedback from faculty members and students on 66 minilectures conducted by students. Their perception of different qualities of lecture was assessed using a questionnaire. There were significant correlations between students and faculty members for many qualities of the lecture, including the speed of the lecture, retaining attention, clear introduction, and the overall quality of the lecture. However, ratings for gesture, eye contact, language usage, illustration usage, audiovisuals, voice usage, and important points stressed were significantly different between students and faculty members. Multiple regression analysis was performed to assess the degree of effect of different aspects of a lecture on its overall quality. Aspects such as gesture, eye contact, and language usage showed very low β-values, suggesting a poor contribution of these factors to the overall quality of the lecture for both students and faculty members. The speed of the lecture, retaining attention, and clear introduction were qualities that faculty members and students rated equally, and these were the main contributors to the overall quality of the lecture. Awareness about the possible discrepancy between ratings given by faculty members and students may be important when interpreting the evaluation results of formal lectures by these two groups.

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A comparison of student and departmental chairman evaluations of teaching performance

Cited by 6 publications

References 0 publications

Congruence between residents’ and clinical instructors perceptions of teaching in outpatient care centres

Congruence between residents’ and clinical instructors perceptions of teaching in outpatient care centres

Congruence between student and instructor perceptions of clinical teaching in paediatrics

Evaluation of physiology lectures conducted by students: comparison between evaluation by staff and students

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