Do student and survey characteristics affect the quality of UK undergraduate medical education course evaluation? A systematic review of the literature

Nicolaou, Michael; Atkinson, Michael L.

doi:10.1016/j.stueduc.2019.04.011

Cited by 8 publications

(4 citation statements)

References 45 publications

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“…As such, we restricted our search to peer-reviewed literature published between January 1, 2012, and March 10, 2021. We identified a few reviews that included research published in the last 10 years focussing on specific disciplines (Nicolaou & Atkinson, 2019;Schiekirka & Raupach, 2015), but only one touched on bias across disciplines (Heffernan, 2021). A review by Heffernan (2021) focused on broad themes derived from thematic analysis rather than examining and addressing all the biases present in the research literature and did not report the characteristics and results of individual studies, as is the goal of the present review.…”

Section: Objectivementioning

confidence: 99%

Bias in Student Ratings of Instruction: A Systematic Review of Research from 2012 to 2021

Stoesz

Jaeger

Quesnel

et al. 2023

cjeap

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Student ratings of instruction (SRI) are commonly used to evaluate courses and teaching in higher education. Much debate about their validity in evaluating teaching exists, which is due to concerns of bias by factors unrelated to teaching quality (Spooren et al., 2013). Our objective was to identify peer-reviewed original research published in English from January 1, 2012, to March 10, 2021, on potential sources of bias in SRIs. Our systematic review of 63 articles demonstrated strong support for the continued existence of gender bias, favoring male instructors and bias against faculty with minority ethnic and cultural backgrounds. These and other biases must be considered when implementing SRIs and reviewing results. Critical practices for reducing bias when using SRIs include implementing bias awareness training and avoiding use of SRIs as a singular measure of teaching quality when making decisions for teaching development or hiring and promotion.

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Section: Objectivementioning

confidence: 99%

Bias in Student Ratings of Instruction: A Systematic Review of Research from 2012 to 2021

Stoesz

Jaeger

Quesnel

et al. 2023

cjeap

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“…Course evaluation is an ongoing and iterative process that functions to improve the efficiency and effectiveness of the curriculum [5] by obtaining the right amount of information to ensure valid decision making that leads up to high quality teaching. It helps to improve teaching practices and student learning experiences by investigating the strengths and weaknesses related to courses, and lending insights into the extent of student learning and progress [6], student motivation, their changing needs [8] and gains, thus enabling informed decisions about course design, amendments and development.…”

Section: Introductionmentioning

confidence: 99%

A Case Study of Formative Course Evaluation by Diary Approach

Shen¹

2022

Proceedings of the 2nd International Conference on Education: Current Issues and Digital Technologies (ICECIDT 2022)

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To collect off-line out-of-class data on student engagement in learning has always been a challenge in formative course evaluation. This paper attempts to use the diary approach to collecting off-line data for formative evaluation of an EFL course and, by doing so, to understanding student engagement in the course out of class. Twenty-five sophomores took part in this evaluative case study. The results showed diaries were capable of capturing students' recurrent and routinized learning practices out of class together with their learning-related affective reaction. Data collected from student learning diaries were valuable for formative course evaluation for improvement purposes.

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“…The characterization of students in a medical program is a relatively understudied process as part of a comprehensive curriculum evaluation (6). In fact, few publications consider the demographic and academic conditions of students at the time of entry and graduation, their impact on the curriculum and life of students entering college in early adolescence.…”

Section: Introductionmentioning

confidence: 99%

Sociodemographic and academic characteristics of students in the Medical Program at the Universidad Tecnológica de Pereira. Cohorts 1977-2018

Henao¹,

Gómez²,

Vega³

2021

Rev. Médica Risaralda

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Introduction. The characterization of students in a Medical Program and its impact on academic performance and successful completion is a relatively unstudied process in medical education. Material and Methods: This observational, descriptive, and cross-sectional study characterized students in the Medical Program at the Universidad Tecnológica de Pereira from 1977-2018. Results: Participants were grouped into applicants (23738), enrolled (3714), graduates (1984), and non-graduates (1730). In the enrolled student subgroup, the male:female ratio varied with a trend favoring females in terms of age when starting the program, age at graduation, graduation percentage, and periods enrolled. Application and enrollment were predominantly composed of students from lower socioeconomic strata, and who had graduated from public schools. There was a progressive participation of women in all groups, completing the program in less time and graduating at a younger age. The applicant/enrollment ratio was 25:1, unmet demand was 96% and the adjusted percentage of non-graduates was 27.4%. Conclusion: This information opens the discussion on the development of educational policies that seek to increase coverage and strengthen student follow-up programs, allowing for a timely and successful graduation.

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Do student and survey characteristics affect the quality of UK undergraduate medical education course evaluation? A systematic review of the literature

Cited by 8 publications

References 45 publications

Bias in Student Ratings of Instruction: A Systematic Review of Research from 2012 to 2021

Bias in Student Ratings of Instruction: A Systematic Review of Research from 2012 to 2021

A Case Study of Formative Course Evaluation by Diary Approach

Sociodemographic and academic characteristics of students in the Medical Program at the Universidad Tecnológica de Pereira. Cohorts 1977-2018

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