Making medical student course evaluations meaningful: implementation of an intensive course review protocol

Fleming, Patrick; Heath, Olga; Goodridge, Alan; Curran, Vernon

doi:10.1186/s12909-015-0387-1

Cited by 12 publications

(16 citation statements)

References 12 publications

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“…Once students complete course and instructor evaluations, procedures should be in place that indicate who should have access to the results. 37 The plan should outline when faculty members will receive evaluation results, eg, within one month after the evaluation window closes and after final course grades are submitted. The plan should also outline who in addition to the faculty members involved with the course receives the results.…”

Section: Interpreting and Using Student Ratings Of Instruction Resultsmentioning

confidence: 99%

“…A study by Fleming and colleagues evaluated whether an intensive course review protocol improved future delivery of a given course. 37 In this study, after course coordinators reviewed their course evaluation results, they sent a written summary of the results within one month to their program evaluation subcommittee, which is similar to a curriculum or assessment committee. A course underwent an intensive review if the results did not meet established standards, including an overall mean rating below 3.5 (on a scale of 15low to 55high); a greater than 0.5-point drop in the mean course rating over one year; or a committee-identified critical issue such as poor examination results.…”

Section: Interpreting and Using Student Ratings Of Instruction Resultsmentioning

confidence: 99%

“…Low student participation in the student ratings of instruction threatened to negatively impact the intensive course review process if the results did not truly reflect the majority of students' perceptions. 37 Overall, the summaries of faculty member and course evaluations are a useful formative process for promoting improvement in teaching and instruction, but the process relies on faculty members creating the course and instructor summaries, which could be a rate-limiting step. Additionally, programs need to consider if and/or what consequences faculty members should face if they receive poor teaching evaluations over a period of time and do not attempt to make any teaching improvements.…”

Section: Interpreting and Using Student Ratings Of Instruction Resultsmentioning

confidence: 99%

See 2 more Smart Citations

A Review of Strategies for Designing, Administering, and Using Student Ratings of Instruction

Medina

Smith

Kolluru

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To review and recommend strategies for utilizing student ratings of instruction (course and instructor) including considerations regarding design, administration, and use and interpretation of results. Findings. Improving course delivery and pedagogy using student ratings of instruction requires programs to design evaluation instruments that are aligned with the following good, scholarly teaching criteria: offer 10-20 rating scale questions and at least one written response question, ensure that students understand what the questions are asking, use a standardized form for evaluating all faculty members, allow for additional tailored questions to be added to the form, and employ a four-or fivepoint rating scale with a "not applicable" option. When administering evaluations, programs should limit the number of faculty members evaluated to those teaching greater than or equal to five clock hours of lecture or schedule evaluations based on academic rank; use an online course evaluation tool; randomly select students to participate; offer the evaluation at the end of the term (and/or midpoint for team taught classes); offer the evaluation during scheduled class time; and allow for voluntary, anonymous student participation. Finally, programs should create an assessment plan that outlines the results' release timeline, a list of who will receive result summaries, and how the results will be used. Programs should also encourage faculty reflection, offer mentoring in results interpretation, coach faculty members to summarize and quantify comments and longitudinally track results using tables, and create an accountability action plan to address deficiencies. Summary. In order to better ensure that student ratings of instruction are used to improve teaching, colleges and schools should adopt intentional design, structured administration processes, and transparent reporting of results.

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Section: Interpreting and Using Student Ratings Of Instruction Resultsmentioning

confidence: 99%

Section: Interpreting and Using Student Ratings Of Instruction Resultsmentioning

confidence: 99%

Section: Interpreting and Using Student Ratings Of Instruction Resultsmentioning

confidence: 99%

See 1 more Smart Citation

A Review of Strategies for Designing, Administering, and Using Student Ratings of Instruction

Medina

Smith

Kolluru

et al. 2019

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

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“…A high response rate is important, which in the field of evaluation in higher education is estimated at 70% (Richardson, 2005). Young et al (2019) found that the number of responses was significantly higher when students had time in class to complete the evaluation of teaching compared to the electronic form of administration. When the response rate in electronic administration was lower than that with paperand-pencil questionnaires, this work followed the procedure of forcing all students to answer the evaluation survey in order to access their final grades.…”

Section: Methodsmentioning

confidence: 99%

Students’ Evaluation of Teaching and Their Academic Achievement in a Higher Education Institution of Ecuador

et al. 2020

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This paper addresses the relationship between student evaluation of teaching (SET) and academic achievement in higher education. Meta-analytic studies on teaching effectiveness show a wide range of results, ranging from small to medium correlations between SET and student achievement, based on diverse methodological approaches, sample size studies, and contexts. This work aimed to relate SET, prior academic achievement, and academic achievement in a large sample of higher education students and teachers, using different methodological procedures, which consider as distinct units of analysis the group class and the individuals, the variability between students within classes, and the variability between group-class means, simultaneously. The data analysis included the calculation of group-class means and its relationship with the group-class mean academic achievement, through correlation and hierarchical regression techniques; additionally, a multilevel path analysis was applied to the relationship between prior academic achievement, SET, and their academic achievement, considering the variability among group classes. A multisection analysis was also carried out in those course disciplines in which there was more than one class group (section). The results of individual and group-class analysis revealed that SET was moderately low but related to academic achievement in a significant way once the effect of previous academic achievement was controlled. In addition, multilevel path analysis revealed the effect of SET on achievement, both within and between groupclass levels. The results of the analysis carried out in the course disciplines with different sections, according to a multisection design, yielded similar results to the individual and aggregated data analyses. Taken together, the results revealed that SET was low related to academic achievement, once the effect of previous academic achievement was controlled. From these results, it follows that the use of SET as a measure of teachers' effectiveness for making administrative decisions remains controversial.

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“…The purpose of this activity was improving the communication between the students and teachers. A systematic evaluation is an important tool to improve the quality of a course 33 and support the development of teaching. 34 The activities were sent electronically to the students as soon as each class ended, and this system provided feedback for professors that reinforced the importance of knowing students' opinions 'on time' to promote adjustments in the next encounters.…”

Section: 'Just-in-time' Course Evaluationmentioning

confidence: 99%

Use of portfolios in teaching communication skills and professionalism for Portuguese-speaking medical students

Franco

Carvalho-Filho

et al. 2020

Int J Med Educ

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Objectives: This study aimed to analyse the effect of a portfolio with three activities fostering students' reflection, selfefficacy and teaching of communication skills and professionalism. Methods: A cross-sectional study was applied with a sample of third-and fourth-year medical students in one Portuguese and three Brazilian universities. A three-activity portfolio (course evaluation and learning, self-efficacy activity and free reflective writing) was used during a two-month course on communication skills and professionalism. The 69 students enrolled in the course were invited to complete the three-activity portfolio via Likert-type questionnaires, open-ended questions and narrative. Content and lexical analysis and the Reflection Evaluation for Learners' Enhanced Competencies Tool (REFLECT) were used for assessing the qualitative data. The questionnaires were evaluated using principal components analysis and Cronbach's α. Pearson's correlation was applied to portfolio activities. Results: Of the 69 participants, 85.5% completed at least one activity. Reflecting on what they learned in the communication module, the students did not mention professionalism themes. In the self-efficacy activity on communication, 25% of the fragments were related to professionalism themes. There was a negative correlation between students' self-efficacy and the REFLECT rubric score (r(19)=−0.744; p< 0.0001). Conclusions: Teachers must consider the activity's influence on the reflections when assessing the portfolio. This model of a three-activity portfolio provided diverse ways of encouraging and assessing reflections, supporting teaching improvement and adaptation, evaluating students' self-efficacy and showing that students' higher reflective capacity may promote feelings of low effectiveness.

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Making medical student course evaluations meaningful: implementation of an intensive course review protocol

Cited by 12 publications

References 12 publications

A Review of Strategies for Designing, Administering, and Using Student Ratings of Instruction

A Review of Strategies for Designing, Administering, and Using Student Ratings of Instruction

Students’ Evaluation of Teaching and Their Academic Achievement in a Higher Education Institution of Ecuador

Use of portfolios in teaching communication skills and professionalism for Portuguese-speaking medical students

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