A systematic review of factors influencing student ratings in undergraduate medical education course evaluations

Schiekirka, Sarah; Raupach, Tobias

doi:10.1186/s12909-015-0311-8

Cited by 56 publications

(41 citation statements)

References 42 publications

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“…Furthermore, students’ general interest was included as it has been identified as a potential source of bias in medical students’ ratings of teaching [34]. …”

Section: Methodsmentioning

confidence: 99%

Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators

2017

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BackgroundBeing exposed to good teachers has been shown to enhance students’ knowledge and their clinical performance, but little is known about the underlying psychological mechanisms that provide the basis for being an excellent medical teacher. Self-Determination Theory (SDT) postulates that more self-regulated types of motivation are associated with higher performance. Social Cognitive Theory (SCT) focuses on self-efficacy that has been shown to be positively associated with performance. To investigate the influences of different types of teaching motivation, teaching self-efficacy, and teachers’ perceptions of students’ skills, competencies and motivation on teaching quality.MethodsBefore the winter semester 2014, physicians involved in bedside teaching in internal medicine at the University Medical Center Hamburg-Eppendorf completed a questionnaire with sociodemographic items and instruments measuring different dimensions of teaching motivation as well as teaching self-efficacy. During the semester, physicians rated their perceptions of the participating students who rated the teaching quality after each lesson. We performed a random intercept mixed-effects linear regression with students’ ratings of teaching quality as the dependent variable and students’ general interest in a subject as covariate. We explored potential associations between teachers’ dispositions and their perceptions of students’ competencies in a mixed-effects random intercept logistic regression.Results94 lessons given by 55 teachers with 500 student ratings were analyzed. Neither teaching motivation nor teaching self-efficacy were directly associated with students’ rating of teaching quality. Teachers’ perceptions of students’ competencies and students’ general interest in the lesson’s subject were positively associated with students’ rating of teaching quality. Physicians’ perceptions of their students’ competencies were significantly positively predicted by their teaching self-efficacy.ConclusionsTeaching quality might profit from teachers who are self-efficacious and able to detect their students’ competencies. Students’ general interest in a lesson’s subject needs to be taken into account when they are asked to evaluate teaching quality.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-017-0923-2) contains supplementary material, which is available to authorized users.

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“…Furthermore, students’ general interest was included as it has been identified as a potential source of bias in medical students’ ratings of teaching [34]. …”

Section: Methodsmentioning

confidence: 99%

Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators

2017

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“…1,200 students from some universities in Jiangxi, China were surveyed by Wang Xinxin [7], the results of the survey showed that the satisfaction of female students with the teaching effect of teachers were lower than that of male students, which was consistent with the results of this study. However, some studies had found that female students were more satis ed with the overall grade and teaching satisfaction than male students [8]. Female college students' dissatisfaction with the teacher's teaching effect during the epidemic may be related to the fact that female were more concerned about the teacher's various behaviors, and more critical to the teacher.…”

Section: Discussionmentioning

confidence: 99%

Analysis of Factors Influencing the Network Teaching Effect of College Students in a Medical School During the COVID-19 Epidemic

Huang

Tang

et al. 2020

Preprint

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Background: The purpose of this study is to understand the influencing factors of Chinese college students’ satisfaction with online teaching and psychological pressure on learning during the novel coronavirus epidemic.Methods: We assessed the effect of online teaching of 7084 medical students from wannan medical college in March 5 to April 2, 2020 using cluster sampling. The respondents were asked to complete a 7-item self-compiled online teaching satisfaction questionnaire. Chi-square test and multivariate logistic regression analysis are used.Results: Gender is female (OR=1.257, 95%CI: 1.132~1.396), grades are second and third grades (second grades:OR=1.228, 95%CI: 1.080~1.397; third grades: OR=1.197, 95%CI: 1.048~1.367), normal/unfamiliar learning platform operation (OR=3.692, 95%CI: 3.321~4.103) were risk factors for satisfactory teaching effect. In addition, students whose school year system is four-year (OR=0.870, 95%CI: 0.781~0.969) and grade 4 and above (OR=0.594, 95%CI: 0.485~0.727) were more satisfied with the teaching effect of teachers. And, during the period of the COVID-19 epidemic, the risk factors for college students to have psychological stress were: female (OR=1.258, 95%CI: 1.096~1.442), from rural areas (OR=1.511, 95%CI: 1.312~1.740), and the academic year system is four-year system (OR=1.191, 95%CI: 1.028~1.380), using mobile phones and other learning tools (OR=1.388, 95%CI: 1.205~1.600), general/unfamiliar with learning platform operations (OR=2.273), 95%CI: 1.888~2.735). While the protective factors for college students’ psychological stress included: grade three and four and above (OR=0.463, 95%CI: 0.387~0.554; OR=0.232, 95%CI: 0.187~0.286), and they think that the teaching effect is satisfactory (OR=0.314, 95%CI: 0.261~0.379).Conclusion: This survey shows that compared with male college students, female college students were more dissatisfied with the teaching effect of teachers and havd greater psychological pressure on learning. Psychological counseling should be strengthened for students in rural areas and those who were not familiar with the operating platform to relieve their psychological pressure on learning.

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“…It would have been a stronger study if other UAEU clerkships were included and other NBMESEs considered. The student perceptions of clinical experience could be biased by single outstanding events rather than reflecting the quality of the actual clinical teaching experiences (Woloschuk et al, 2011;Schiekirka and Raupach, 2015). Also the perceived low authenticity of the clinical experiences could have negatively affected student academic performance, as authenticity reflects the degree of student inclusion into the clinical placement climate (Billett, 2002;Strand et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Does performance on United States national board of medical examiners reflect student clinical experiences in United Arab Emirates?

Bakoush¹,

Dhanhani²,

Al-Shamsi³

et al. 2019

MedEdPublish

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Background: A number of medical schools around the world use the United States National Board of Medical Examiners Subject Examinations as a clerkship assessment of student performance, yet these exams were blueprinted against the United States national core clerkship curriculum which might not be the same as the local curricula to which they are applied in other parts of the world. In this study, we investigated the correlations between the internal medicine clinical experiences at United Arab Emirates University with student performance on the National Board of Medical Examiners subject of internal medicine (NBME). Methods: One hundred and seven junior clerkship students out of 145 (74%) who finished their Internal Medicine clerkship during academic years 2014-2015 and 2015-2016 participated in this study. The students' clinical experiences were measured by the clinical learning evaluation questionnaire (CLEQ) and by the logged number of meaningful patient contacts during their internal medicine clerkship. Results: Linear regression analysis showed no significant association between performance on the subject test and student clinical experiences measured by the CLEQ or the number of logged patients. NBME scores were weakly correlated with OSCEs scores (ɸ 0.20). Conclusions: The study findings raised uncertainties about the suitability of using NBME in the clerkship assessment program in the United Arab Emirates.

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A systematic review of factors influencing student ratings in undergraduate medical education course evaluations

Cited by 56 publications

References 42 publications

Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators

Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators

Analysis of Factors Influencing the Network Teaching Effect of College Students in a Medical School During the COVID-19 Epidemic

Does performance on United States national board of medical examiners reflect student clinical experiences in United Arab Emirates?

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