Use of Student Evaluation of Teaching (SET) Survey to Evaluate Effectiveness of Teaching in a Leadership Course among Dental Students over Three Years

Nazir, Muhammad Ashraf; Al‐Ansari, Asim; Al‐Khalifa, Khalifa S.; Gaffar, Balgis; AlHumaid, Jehan

doi:10.1155/2020/6436102

Cited by 7 publications

(4 citation statements)

References 26 publications

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“…In general, students have simple needs and focus on the obvious teaching traits when it comes to evaluating faculty members which include better teaching skills, responsiveness and openness to student feedback and suggestions, and commitment to class time and schedule. A study conducted amongst dental students found similar results [ 25 ]. Hence, with a myriad of factors being considered and valued by students, the basics of teaching, punctuality, and flexibility should not be forgotten and could be viewed as important areas for improvement.…”

Section: Discussionsupporting

confidence: 61%

Perceptions and attitudes of medical students towards student evaluation of teaching: A cross-sectional study

Al-Makadma

Fawzy

Baqal

et al. 2023

Medical Education Online

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Background Faculty evaluation surveys in the frame of student evaluation of teaching (SETs) are a widely utilized tool to assess faculty teaching. Although SETs are used regularly to evaluate teaching effectiveness, their sole use for making administrative decisions and as an indicator of teaching quality has been controversial. Methods A survey containing 22 items assessing demographics, perception, and factors for evaluating faculty was distributed to medical students at our institute. Statistical analyses were conducted using Microsoft Excel and R Software utilizing regression analysis and ANOVA test. Results The survey received 374 responses consisting of 191 (51.1%) male students and 183 (48.9%) female students. In all, 178 (47.5%) students considered the optimal time for providing faculty evaluation to be after the release of the exam results, compared to 127 (33.9%) students, who chose the after the exam but before the release of exam results option. When asked what happens whenever the tutor is aware about the SETs data, 273 (72.9%) and 254 (67.9%) students believed that it would influence the difficulty of the exam and grading/curving of the exam results, respectively. Better teaching skills (93%, 348), being responsive and open to student feedback and suggestions (84.7%, 317), being committed to class time and schedule (80.1%, 300), and an easier exam (68.6%, 257) were considered important factors to acquire a positive evaluation by a considerable proportion of students. Fewer lectures ( P < 0.05), decreased number of slides per lecture ( P < 0.01), easier exam ( P < 0.05), and giving clues to students about the exam ( P < 0.05) were found to be very important to obtain a positive tutor evaluation by students. Conclusions Institutions ought to continue exploring areas of improvement in the faculty evaluation process while raising awareness among students about the importance and administrative implications of their feedback.

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Section: Discussionsupporting

confidence: 61%

Perceptions and attitudes of medical students towards student evaluation of teaching: A cross-sectional study

Al-Makadma

Fawzy

Baqal

et al. 2023

Medical Education Online

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“…These comparisons of students’ learning provide opportunities to assess improvement over successive years and are crucial to ensuring the quality and effectiveness of the course. 27 …”

Section: Discussionmentioning

confidence: 99%

Evaluation of dental students’ responses to roleplay videos in a professionalism course

Al‐Khalifa

Nazir

2020

Journal of Taibah University Medical Sciences

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Objective This study aimed to evaluate dental students’ perceptions of roleplay videos used in a professionalism course that was conducted over three years. Methods All third-year dental students (N = 310) who participated in a professionalism course over three years (2016/17–2018/19) were included in this cross-sectional study. Miller's framework for clinical competence was used for the student-generated videos, which included 1) knowledge, 2) observation, 3) simulation, and 4) experience. Every year, at the end of the course, the students provided their responses to the roleplay videos using a 25-item self-administered questionnaire. The questionnaire was divided into four sections: 1) student preparations for video production, 2) skills developed through video production, 3) benefits of watching the videos, and 4) general aspects of the activity. Results Most students agreed that video production led to them working as a team (76%) and understanding professional communication with colleagues (70%) and patients (66%). An improvement in problem-solving skills (67%) and project management skills (65%) was recognised by a majority of the students. Nearly three quarters of the students acknowledged that watching videos improved their professional behaviour towards the patients. Female students and those with high grades showed greater mean scores for most items (22 and 11 out of 25 items, respectively) with significant differences ( p < 0.05). Conclusion In our study, the impact of roleplay videos was recognised by a majority of the students. Female students and those with high grades highly rated learning through this method of teaching. Video assignments should be a part of professionalism courses in dentistry to improve students’ communication skills and professional behaviours with colleagues and patients.

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“…The teaching effectiveness questionnaire had a total of 27 items [21]. It had four indicators, namely: assessment and evaluation (1-13), interaction with students (1-5), teaching and learning (1-7), preparedness of teachers (1)(2)(3)(4).…”

Section: Research Instrumentsmentioning

confidence: 99%

Knowledge Management Practices and Teaching Effectiveness of Public Elementary Teachersin Davao Del Norte Division

Casas

2024

Int. J. Res. Publ. Rev.

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The study determined the extent of knowledge management practices and the teaching effectiveness of public elementary teachers in Davao Del Norte Division. It also explored the relationship of knowledge management practices and teaching effectiveness of teachers since this had never been explored specifically in the local setting. It employed probability sampling. Hence, there were 150 elementary teachers in the public schools who were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean and Product-Moment correlation. It was revealed that there was an extensive knowledge management practices and an extensive teaching effectiveness. Furthermore, there was a significant relationship between the two variables.Dwelling on the findings of the study, it was further suggested that higher officials in the Department of Education and school heads may identify concrete means, programs, initiatives on how to strengthen the knowledge management practices to ensure effectiveness in teaching among the teachers. More so, future researchers may further explore the involved variables considering other factors and research methods.

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Use of Student Evaluation of Teaching (SET) Survey to Evaluate Effectiveness of Teaching in a Leadership Course among Dental Students over Three Years

Cited by 7 publications

References 26 publications

Perceptions and attitudes of medical students towards student evaluation of teaching: A cross-sectional study

Perceptions and attitudes of medical students towards student evaluation of teaching: A cross-sectional study

Evaluation of dental students’ responses to roleplay videos in a professionalism course

Knowledge Management Practices and Teaching Effectiveness of Public Elementary Teachersin Davao Del Norte Division

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