The use of student ratings in multiinstructor courses

Irby, David M.; Shannon, N F; Scher, Maryonda; Peckham, Percy D.; Ko, Gina; Davis, Emily

doi:10.1097/00001888-197708000-00008

Cited by 16 publications

(8 citation statements)

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“…Irby et al (1977) explored the stability of medical student ratings of 14 lectures in a multiinstructor course. They found that (1) immediate postlecture ratings ranked instructors in practically the same order as postcourse ratings (r = .87, p < .001 ), (2) ratings were lower postcourse than immediately postlecture (p < .001), and (3) students were able to continue discriminating among instructors after the passage of time.…”

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confidence: 99%

Student Perceptions of Instruction

1979

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With the increase in specialization occur ring in all professions, the use of multiple instructor courses appears to be a future trend in professional and graduate schools. This study describes a method of obtaining student perceptions of the instruction received in 333 lectures given by 175 instructors in an Introduction to Clinical Medicine course. An 87% response rate was obtained from the 199 students—a 36% increase over that obtained from the same students using a more common method. The experimental method proved to be administratively parsimonious. Suggestions for improving the student response rate and for promoting a more careful consideration by the students of their ratings are reported.

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confidence: 99%

Student Perceptions of Instruction

1979

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“…although the effort to use good teaching techniques may generate immediate student enthusiasm, the effect may not be long‐lasting. Although this possibility seems plausible to the authors, one study of immediate versus postcourse student evaluations of medical teachers demonstrated high reliability between the two (Irby et al 1977). If the results of that single study in one medical school are generalizable, that would discount the durability argument.…”

Section: Discussionmentioning

confidence: 99%

Teaching basic science: Dr Fox in the physiology chicken coop

Whitman

Burgess

1988

Medical Education

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In a variation of the Dr Fox study, an educational specialist delivered a lecture in the first-year course on physiology. A highly expressive teaching style was used for content which was determined by physiology teachers. The aim was to determine whether students would note a difference. According to student evaluations, this was the highest rated lecture in the 1984 course. The lecture was repeated in the 1985 and 1986 courses with positive, but less high ratings. No students detected that the lecturer was not a physiologist.

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“…The ratings obtained in such conditions have been found moderately (Overall & Marsh, 1979) to highly reproducible (Costin et al, 1971). In the medical context evidence for an excellent short-term stability has also been reported (Irby et al, 1977) but, at the experience of other investigators, medical students are only moderately consistent in the extent to which they evaluate teachers (West, 1988). Some data are also available on long-term stability, which refers to the consistency of ratings over extended periods of time.…”

Section: Introductionmentioning

confidence: 95%

Stability of repeated student evaluations of teaching in the second preclinical year of a medical curriculum

Krantz-girod

Bonvin

Lanarès

et al. 2004

Assessment & Evaluation in Higher Education

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The second preclinical year of the medical curriculum at the Medical Faculty of the University of Lausanne in Switzerland includes nine multidisciplinary organ-system-oriented modules consisting of lectures and problem-based-learning tutorials. This study reports the experience accumulated with the evaluation of lectures during the academic years 1998-1999 and 1999-2000. The ratings of the different modules were highly variable, indicating the ability of students to have a critical view on the teaching and the teachers. There was a close to very close correlation between the ratings obtained during the two study years. The high discriminative capacity of students in evaluating the teaching and the teachers was also supported by their critical point of view expressed in free comments. Our observations stress therefore the reliability of teaching evaluations systematically performed by medical students.

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The use of student ratings in multiinstructor courses

Cited by 16 publications

References 0 publications

Student Perceptions of Instruction

Student Perceptions of Instruction

Teaching basic science: Dr Fox in the physiology chicken coop

Stability of repeated student evaluations of teaching in the second preclinical year of a medical curriculum

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