Changing medical students' perception of the evaluation culture: Is it possible?

Jorie Colbert-Getz, Steven Baumann

Research output: Contribution to journalArticle

Abstract

Student feedback is a critical component of the teacher-learner cycle. However, there is not a gold standard course or clerkship evaluation form and limited research on the impact of changing the evaluation process. Results from a focus group and pre-implementation feedback survey coupled with best practices in survey design were used to improve all course/clerkship evaluation for academic year 2013-2014. In spring 2014 we asked all subjected students in University of Utah School of Medicine, United States of America to complete the same feedback survey (post-implementation survey). We assessed the evaluation climate with 3 measures on the feedback survey: overall satisfaction with the evaluation process; time students gave effort to the process; and time students used shortcuts. Scores from these measures were compared between 2013 and 2014 with Mann-Whitney U-tests. Response rates were 79% (254) for 2013 and 52% (179) for 2014. Students' overall satisfaction score were significantly higher (more positive) post-implementation compared to pre-implementation (P<0.001). There was no change in the amount of time students gave effort to completing evaluations (P=0.981) and no change for the amount of time they used shortcuts to complete evaluations (P=0.956). We were able to change overall satisfaction with the medical school evaluation culture, but there was no change in the amount of time students gave effort to completing evaluations and times they used shortcuts to complete evaluations. To ensure accurate evaluation results we will need to focus our efforts on time needed to complete course evaluations across all four years.

Original languageEnglish (US)
Pages (from-to)8
Number of pages1
JournalJournal of educational evaluation for health professions
Volume13
DOIs
StatePublished - 2016
Externally publishedYes

Fingerprint

Medical Students
Students
Nonparametric Statistics
Focus Groups
Climate
Medical Schools
Practice Guidelines
Medicine
Surveys and Questionnaires

Keywords

  • Feedback
  • Focus groups
  • Medical schools
  • Personal satisfaction
  • United States

ASJC Scopus subject areas

  • Medicine(all)

Cite this

@article{4a4d778b57c74d6fb40180f07c36eb99,
title = "Changing medical students' perception of the evaluation culture: Is it possible?",
abstract = "Student feedback is a critical component of the teacher-learner cycle. However, there is not a gold standard course or clerkship evaluation form and limited research on the impact of changing the evaluation process. Results from a focus group and pre-implementation feedback survey coupled with best practices in survey design were used to improve all course/clerkship evaluation for academic year 2013-2014. In spring 2014 we asked all subjected students in University of Utah School of Medicine, United States of America to complete the same feedback survey (post-implementation survey). We assessed the evaluation climate with 3 measures on the feedback survey: overall satisfaction with the evaluation process; time students gave effort to the process; and time students used shortcuts. Scores from these measures were compared between 2013 and 2014 with Mann-Whitney U-tests. Response rates were 79{\%} (254) for 2013 and 52{\%} (179) for 2014. Students' overall satisfaction score were significantly higher (more positive) post-implementation compared to pre-implementation (P<0.001). There was no change in the amount of time students gave effort to completing evaluations (P=0.981) and no change for the amount of time they used shortcuts to complete evaluations (P=0.956). We were able to change overall satisfaction with the medical school evaluation culture, but there was no change in the amount of time students gave effort to completing evaluations and times they used shortcuts to complete evaluations. To ensure accurate evaluation results we will need to focus our efforts on time needed to complete course evaluations across all four years.",
keywords = "Feedback, Focus groups, Medical schools, Personal satisfaction, United States",
author = "Jorie Colbert-Getz and Steven Baumann",
year = "2016",
doi = "10.3352/jeehp.2016.13.8",
language = "English (US)",
volume = "13",
pages = "8",
journal = "Journal of educational evaluation for health professions",
issn = "1975-5937",
publisher = "Korea Health Personnel Licensing Examination Institute",

}

TY - JOUR

T1 - Changing medical students' perception of the evaluation culture

T2 - Is it possible?

AU - Colbert-Getz, Jorie

AU - Baumann, Steven

PY - 2016

Y1 - 2016

N2 - Student feedback is a critical component of the teacher-learner cycle. However, there is not a gold standard course or clerkship evaluation form and limited research on the impact of changing the evaluation process. Results from a focus group and pre-implementation feedback survey coupled with best practices in survey design were used to improve all course/clerkship evaluation for academic year 2013-2014. In spring 2014 we asked all subjected students in University of Utah School of Medicine, United States of America to complete the same feedback survey (post-implementation survey). We assessed the evaluation climate with 3 measures on the feedback survey: overall satisfaction with the evaluation process; time students gave effort to the process; and time students used shortcuts. Scores from these measures were compared between 2013 and 2014 with Mann-Whitney U-tests. Response rates were 79% (254) for 2013 and 52% (179) for 2014. Students' overall satisfaction score were significantly higher (more positive) post-implementation compared to pre-implementation (P<0.001). There was no change in the amount of time students gave effort to completing evaluations (P=0.981) and no change for the amount of time they used shortcuts to complete evaluations (P=0.956). We were able to change overall satisfaction with the medical school evaluation culture, but there was no change in the amount of time students gave effort to completing evaluations and times they used shortcuts to complete evaluations. To ensure accurate evaluation results we will need to focus our efforts on time needed to complete course evaluations across all four years.

AB - Student feedback is a critical component of the teacher-learner cycle. However, there is not a gold standard course or clerkship evaluation form and limited research on the impact of changing the evaluation process. Results from a focus group and pre-implementation feedback survey coupled with best practices in survey design were used to improve all course/clerkship evaluation for academic year 2013-2014. In spring 2014 we asked all subjected students in University of Utah School of Medicine, United States of America to complete the same feedback survey (post-implementation survey). We assessed the evaluation climate with 3 measures on the feedback survey: overall satisfaction with the evaluation process; time students gave effort to the process; and time students used shortcuts. Scores from these measures were compared between 2013 and 2014 with Mann-Whitney U-tests. Response rates were 79% (254) for 2013 and 52% (179) for 2014. Students' overall satisfaction score were significantly higher (more positive) post-implementation compared to pre-implementation (P<0.001). There was no change in the amount of time students gave effort to completing evaluations (P=0.981) and no change for the amount of time they used shortcuts to complete evaluations (P=0.956). We were able to change overall satisfaction with the medical school evaluation culture, but there was no change in the amount of time students gave effort to completing evaluations and times they used shortcuts to complete evaluations. To ensure accurate evaluation results we will need to focus our efforts on time needed to complete course evaluations across all four years.

KW - Feedback

KW - Focus groups

KW - Medical schools

KW - Personal satisfaction

KW - United States

UR - http://www.scopus.com/inward/record.url?scp=84977765158&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84977765158&partnerID=8YFLogxK

U2 - 10.3352/jeehp.2016.13.8

DO - 10.3352/jeehp.2016.13.8

M3 - Article

C2 - 26924629

AN - SCOPUS:84977765158

VL - 13

SP - 8

JO - Journal of educational evaluation for health professions

JF - Journal of educational evaluation for health professions

SN - 1975-5937

ER -