Student feedback: influencing the quality of teaching in a paediatric module

Abstract

The aim of this study was to assess the impact of feedback on the quality of tutorials. Students completed structured feedback questionnaires on the perceived usefulness of teaching sessions. They perceived significant differences in the quality of tutorials delivered by experienced and inexperienced teachers (P < OeOl), although the differences tended to become less throughout the year. In the second year, teachers had advice from an experienced tutor in planning the sessions, in addition to receiving feedback from the students. During the second year, the students did not perceive any difference in the usefulness of these tutorials to them. The study showed that the quality of tutorials can be improved by passing structured feedback to the teachers, but that some skills training was also required to completely eliminate perceived differences.

Evaluation of a comprehensive AIDS education curriculum in Hungary – the role of good educators

“…While ''train-the-trainer'' type programmes may be beneficial in some subject areas, it appears that AIDS education for secondary school students requires special skills if it is to be successful. Previous studies have also identified teacher effect as an important factor for success in AIDS and other educational settings (Kutnick and Jules, 1993;Murdoch Eaton and Levene, 1997). Peer educators seem to have a special advantage in this area: they are not only more popular but also more successful than traditional teachers (Ozer et al, 1997;Stephenson et al, 1998).…”

Students' evaluation of surgical seminars in a teaching hospital

“…Evaluation by students is reliable, 14±16 and the provision of structured and constructive feedback when combined with educational training can improve the quality of teaching. 17 The students who answered the questionnaire were different in each attachment and had not been exposed to these seminars before. Each tutor gave 1±2 seminars in each attachment.…”

Examining the Impact of a Six-Week Orthopaedic Skills Course on Resident Confidence and Preparedness for Transition to Registrar Practice

“…Nevertheless, improvements in knowledge and confidence that resulted from the Registrar Academy supports pursuing further study of the topic and ongoing implementation of the program. Student evaluations that include structured feedback mechanisms are a reliable means of discovering and implementing improvements in teaching and training [10,11]. A similar improvement to the data gathering process would be to implement anonymous identifiers to track improvement in individual participants rather than the group.…”