The utilization of student instructional ratings in medical colleges

Lancaster, Carol; Mendelson, Marilyn A.; Ross, G R

doi:10.1097/00001888-197908000-00013

Cited by 8 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Student evaluations are widely used as one method of course evaluation (Lancaster et al 1979) They have been reported to be both reliable and valid (Costin et al 1971; Thompson 1985). Student rating and comments were the primary method used to evaluate the problem‐based portion of the course.…”

Section: Course Evaluationmentioning

confidence: 99%

Problem-based learning of psychopathology in a traditional curriculum using multiple conceptual models

West¹,

West²

1987

Medical Education

View full text Add to dashboard Cite

A course in basic psychopathology is described in which problem-based learning is implemented in small groups in a traditional medical school curriculum. Simulated patients are utilized to provide the problem data and to allow for practice in medical interviewing. The problem-based portion of the course focuses on the explanation of various psychiatric disorders using an integration of four conceptual models: the medical/biological; the behavioural/learning; the sociocultural; and the psychodynamic. Reception of the course, based on student evaluations as well as teachers' enthusiasm and participation, has been positive for the 6 years the course has existed in this format, lending support to the conclusion that problem-based methods can be successfully integrated into a traditional lecture-based curriculum.

show abstract

Section: Course Evaluationmentioning

confidence: 99%

Problem-based learning of psychopathology in a traditional curriculum using multiple conceptual models

West¹,

West²

1987

Medical Education

View full text Add to dashboard Cite

show abstract

“…To this end student written evaluations are widely used as they are known to represent a valid indicator of teaching effectiveness (Wilkes & Bligh, 1999;Copeland & Hewson, 2000;Snell et al, 2000). They represent a valuable source of information mainly to improve instruction, motivate teachers and give them formative support , make promotion and tenure decisions as well as to allocate resources for teaching-related activities (Lancaster et al, 1979;Smith & Paulen 1984;Elzubeir & Rizk, 2002). In order to be useful the evaluations have to be reliable.…”

Section: Introductionmentioning

confidence: 99%

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

View full text Add to dashboard Cite

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.

show abstract

“…Faculty evaluations by students and peers are regularly used for faculty promotion, teaching resource assignments and residency accreditation decisions 1 . Student evaluations of faculty are a convenient and widely used assessment tool, however, in order for any evaluation process to be worthwhile it must be both reliable and valid.…”

Section: Introductionmentioning

confidence: 99%

“…Student evaluations of faculty are a convenient and widely used assessment tool, however, in order for any evaluation process to be worthwhile it must be both reliable and valid. Student's ratings of clinical teachers must satisfy reliability and validity by data obtained from multiple observers with pre‐established evaluation criteria 1 …”

Section: Introductionmentioning

confidence: 99%

Comparison of anonymous student ballots with student debriefing for faculty evaluations

Pelsang

Smith

2000

Med Educ

View full text Add to dashboard Cite

show abstract

The utilization of student instructional ratings in medical colleges

Cited by 8 publications

References 0 publications

Problem-based learning of psychopathology in a traditional curriculum using multiple conceptual models

Problem-based learning of psychopathology in a traditional curriculum using multiple conceptual models

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

Comparison of anonymous student ballots with student debriefing for faculty evaluations

Contact Info

Product

Resources

About