Student Evaluations of Teaching: Dental and Dental Hygiene Students’ and Faculty Members’ Perspectives

Abstract

The aim of this study was to explore dental and dental hygiene students' and faculty members' perceptions of student evaluations of teaching (SET) and determine whether dental vs. dental hygiene student, beginning vs. advanced student, and faculty vs. student responses differed. Perceived benefits, challenges, and suggestions for conducting SETs optimally were also assessed. Survey data were collected from 329 dental students (D1: 108; D2: 91; D3&4: 130) and 68 dental hygiene students (DH2: 26; DH3: 19; DH4: 23) (overall response rates 76%/92%) and 56 dental and eight dental hygiene faculty members (response rates 41%/100%). Faculty respondents were more positive about SETs than students (five-point scale with 1=disagree: 3.85 vs. 3.39; p<0.001), with seniors being the least positive (mean 2.42). Respondents agreed that all students should complete SETs (3.87 vs. 3.61; p=0.068), with faculty agreeing more strongly than students that all courses should be evaluated (4.32/4.04; p=0.046). Students agreed more strongly than faculty that SETs should occur during regular class time (3.97/3.44; p<0.001) and are too long (3.47/3.09; p=0.010) and that results should be shared with students (4.03/3.57; p=0.002). Open-ended responses showed that students perceived more benefits of SETs for faculty members than for students and that the most frequently mentioned problem was that SETs do not result in changes. Faculty members were generally more positive than students (especially seniors) about SETs. These findings suggest that, according to these respondents, SETs should be completed by all students for all courses, be short, provide opportunities for open-ended comments, and be administered in class to improve response rate. In addition, SET results and how SETs are used to improve courses should be shared with students.Mr.

YouTube use among dental students for learning clinical procedures: A multi‐institutional study

“…14,[27][28][29] Although, some hesitations of faculty to change their teaching styles to incorporate e-learning have been associated with low perceived benefit, time intensiveness, and perceived difficulty of developing these tools. [30][31][32] Future research should explore how to reconcile the disconnect between student and faculty preference for use of YouTube as learning tool for clinical dental procedures. It is important for dental educators to adapt one author's opinion that "the ultimate goal is to bridge the generations that are part of the educational process and support the mission of dental schools to educate competent oral healthcare professionals."…”

“…Educators should consider matching their teaching styles to the learning needs of their students 14,27–29 . Although, some hesitations of faculty to change their teaching styles to incorporate e‐learning have been associated with low perceived benefit, time intensiveness, and perceived difficulty of developing these tools 30–32 . Future research should explore how to reconcile the disconnect between student and faculty preference for use of YouTube as learning tool for clinical dental procedures.…”

Qualitative evaluation of learning environment in Indian teaching dental institutions from the students’ perspective using focus group interviews

“…When constructed and delivered in the right manner, SETs are acknowledged to be valid and reliable measures for assessment of faculty performance, and should be linked with annual salary increment or promotion of faculty members 24 . The relevance of SETs in dental curricula has been widely discussed over the years, and can be considered for inclusion in the Indian dental educational context 25,26 .…”

Öğrenci, eğitmen ve hastaların bakış açısıyla diş hekimliği klinik eğitimi

“…25 En çok kullanılan yöntem; eğitim ortamı için geliştirilen ifadelere öğrencilerin farklı katılım düzeylerindeki yanıtlarını değerlendirmektir. 13 Bu değerlendirmelerde yaşanan problemlerden bazıları; düşük cevap oranları 26 , cevap skalalarının subjektif oluşu 27 ve katılımcıların yaş, cinsiyet veya kültürel özellikleri yönüyle taraflı yanıtlama ihtimalleri 28 Fakültelerde, öğrencilerin çoğu "klinik uygulama sürecinde eğitmen beni izler" kriterine katılmasa da, bu durum klinik eğitim ortamının yapısıyla ilgilidir. 6 Öğrencilerimizin eğitmen gözetiminde çalışma, gereğinde yardım alma, hataları karşısında sabırlı davranma gibi davranışlara olan yanıtları; diğer çalışmalarla benzer şekilde ve düşük oranda katılım sergilemektedir.…”

“…ancak 1970'lerde yaygınlaşmıştır. 13 Bunların kullanım amacı; eğitmenlere öğretimleri konusunda ve kişisel kararlarını yönetmelerinde geri bildirim vermek, öğrencileri dersleri ve eğitmenlerini tercih etmeleri aşamasında bilgilendirmek ve öğretim için yapılan araştırmalar için veri toplamaktır. 14 Bununla birlikte eğitmenlerin işe alınması, terfisi ve kadrolarının belirlenmesi için bilgi toplamak ve öğretimin kalitesini arttırmak için de kullanılmıştır.…”