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Wando Mount Pleasant Library
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Village Library
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St. Paul's/Hollywood Library
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Otranto Road Library
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Hurd/St. Andrews Library
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Dorchester Road Library
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John L. Dart Library
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Student evaluation team focus groups increase students' satisfaction with the overall course evaluation process.
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- Author(s): Brandl, Katharina; Mandel, Jess; Winegarden, Babbi
- Source:
Medical Education; Feb2017, Vol. 51 Issue 2, p215-227, 13p, 5 Charts, 1 Graph- Subject Terms:
EVALUATION of medical education; TEACHER-student relationships; YOUNG adults; ADULTS; HIGHER education; PROFESSIONAL education; COURSE evaluation (Education); STUDY & teaching of medicine; PROBLEM solving; MEDICAL students; SATISFACTION; CONTENT analysis; FOCUS groups; GROUNDED theory; RESEARCH methodology; MEETINGS; QUESTIONNAIRES; SCALE analysis (Psychology); STUDENTS; PHYSICIANS' attitudes; DESCRIPTIVE statistics; KRUSKAL-Wallis Test - Source:
- Additional Information
- Subject Terms:
- Abstract: Context Most medical schools use online systems to gather student feedback on the quality of their educational programmes and services. Online data may be limiting, however, as the course directors cannot question the students about written comments, nor can students engage in mutual problem-solving dialogue with course directors. We describe the implementation of a student evaluation team ( SET) process to permit course directors and students to gather shortly after courses end to engage in feedback and problem solving regarding the course and course elements. Methods Approximately 16 students were randomly selected to participate in each SET meeting, along with the course director, academic deans and other faculty members involved in the design and delivery of the course. An objective expert facilitates the SET meetings. SETs are scheduled for each of the core courses and threads that occur within the first 2 years of medical school, resulting in approximately 29 SETs annually. SET-specific satisfaction surveys submitted by students ( n = 76) and course directors ( n = 16) in 2015 were used to evaluate the SET process itself. Survey data were collected from 885 students (2010-2015), which measured student satisfaction with the overall evaluation process before and after the implementation of SETs. Results Students and course directors valued the SET process itself as a positive experience. Students felt that SETs allowed their voices to be heard, and that the SET increased the probability of suggested changes being implemented. Students' satisfaction with the overall evaluation process significantly improved after implementation of the SET process. Conclusions Our data suggest that the SET process is a valuable way to supplement online evaluation systems and to increase students' and faculty members' satisfaction with the evaluation process. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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