Lecture Evaluations by Medical Students: Concepts That Correlate With Scores

Jen, Aaron; Webb, Emily M.; Ahearn, Bren; Naeger, David M.

doi:10.1016/j.jacr.2015.06.025

Cited by 17 publications

(16 citation statements)

References 21 publications

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“…Praise was also given to lectures with some form of audience response system as this was felt by the students to enhance engagement with the speaker and the material. These results are similar to results from a recent study that reported on patterns of narrative student feedback that are associated with relatively higher and lower evaluation scores (12). The Zoom chat function was also well received and created an ongoing dialogue during the lectures to enhance student engagement and understanding.…”

Section: Discussionsupporting

confidence: 87%

Medical Student Education Roadblock Due to COVID-19: Virtual Radiology Core Clerkship to the Rescue

et al. 2020

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Rationale and Objectives: Medical schools were upended by the COVID-19 pandemic, resulting in suspension of all in-person educational activities, and leaving clinical clerkships on hold indefinitely. A virtual curriculum and novel teaching methods were needed to fulfill curricular requirements. We developed a comprehensive virtual radiology clerkship and evaluated the efficacy of this novel method of teaching. Materials and Methods: A 4-week virtual radiology clerkship was designed to accommodate medical students who had not yet completed the required clerkship. The design included online flipped classroom modules, large group didactic lectures, and small group homeroom activities. Student performance was assessed via a standardized online final exam. Feedback from students was collected using online surveys. Student performance was compared to the in-person radiology clerkship. Results: One hundred and eleven medical students were enrolled in the virtual radiology clerkship. Final exam scores were similar to the in-person clerkship. Students indicated that small group homeroom activities had the highest overall satisfaction. Students recognized enthusiastic teachers regardless of class format. Exceptional course content and organization were also noted. Course weaknesses included didactic lecture content which was repetitive or too advanced, the limited opportunity to build personal connections with faculty, and scheduling conflicts with other competing school activities. Conclusion: A completely virtual radiology core clerkship can be a successful educational experience for medical students during a time when remote learning is required. A small group learning environment is most successful for student engagement. Personal connections between faculty and students can be challenging in a virtual course.

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Section: Discussionsupporting

confidence: 87%

Medical Student Education Roadblock Due to COVID-19: Virtual Radiology Core Clerkship to the Rescue

et al. 2020

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“…This is possibly because trainees had a better understanding of what was expected of a senior medical student or that they spent more time with students. Previously, residents have been identified as comparable lecturers to faculty members but this is the first study to document their role in clinical electives [16]. Across specialties, there is a movement to formalize programs related to residents as teachers in order to develop residents’ teaching skills in an evidence-based manner [17,18].…”

Section: Discussionmentioning

confidence: 99%

The Challenge with Clinical Radiology Electives: Student and Faculty Perspectives Identify Areas for Improvement

et al. 2019

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Purpose To determine medical students' and radiologists’ attitude toward radiology electives at a distributed medical school and identify specific areas for improvement. Methods During a single academic year, both students and faculty preceptors were surveyed anonymously following a senior radiology elective. The survey was based on an established theoretical framework for studying the educational environment which takes into account domains: (1) goal orientation, (2) organization/regulation, and (3) relationships. Mann-Whitney tests were performed to determine if there was any difference between the overall satisfaction of students and preceptors, responses from the different elective sites and students’ ratings of the domains. Statistical significance was set at P < .05. Thematic analysis was performed on the narrative comments to identify specific challenges. Results The response rate was 82.0% for students (95/116) and 19.5% (31/159) for radiologists. There was no difference in responses based on elective site. Overall, the elective was viewed positively by both groups however students rated their experience as significantly better than their preceptors ( P = .0012). Students viewed the relationships domain more positively than both the other two (goal orientation, P = .0001; organization/regulation, P = .0038). Thematic analysis identified that the student challenges were lack of autonomy, structured teaching, and preceptor continuity and the preceptor challenges were ambiguous learning objectives/expectations and insufficient resources. Conclusions The radiology elective challenges identified in this study provide educators with specific areas to target when updating radiology electives. A better elective experience may improve students' radiology knowledge and attitude towards the specialty as well as radiologists’ interest in teaching.

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“…The feedback questionnaire or statements should be elaborated in cooperation with the students and the lecturers, to find the interesting focus for both sides. Other possibilities could be discussed like emotional adjectives instead of statements (Belch and Law, 2018) or targeting on factors which are motivating for students to follow the lecture like interactiveness, fun/engaging, or practical importance (Jen et al, 2016). This underlines the statements of Malik and Malik, that it is of great importance to integrate the students in the evaluation processes (Malik and Malik, 2012).…”

Section: Discussionmentioning

confidence: 99%

Immediate feedback of lectures by smartphones

Peroz¹,

Donandt²

2019

MedEdPublish

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Introduction:Lectures are essential formats in dental curriculum. An immediate feedback at the end of a lecture could motivate students and lecturers for improvement. Feasibility and acceptance of a smartphone-based feedback (SBF) were evaluated. Methods:Google forms with six statements and rating scales from total agreement to strongly disagreement were linked with QR-codes. Thirty-eight dental students of the 4 th clinical semester evaluated 8 lectures. Their answers were given immediately and could be discussed. This feedback was compared to the online evaluation at the end of semester. Four lecturers and the participating students answered an evaluation questionnaire about the SBF. Results:One student had technical problems. The acceptance was excellent for students and good for lecturers. Lecturers and students could imagine to evaluate all lectures by SBF. Students are more motivated to discuss the feedback than lecturers. The students are more motivated to use SBF than the online evaluation at the end of semester. Discussion:The feedback statements should be revised in cooperation with students. The required time for the feedback are about 5 minutes, so it could be possible to integrate SBF in selected lectures. The discussion of the evaluation could be compromising for lecturers. SBF gives an individualized feedback and could improve the quality of education. Conclusions:A no cost, immediate, SBF is feasible to integrate in lectures.

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Lecture Evaluations by Medical Students: Concepts That Correlate With Scores

Cited by 17 publications

References 21 publications

Medical Student Education Roadblock Due to COVID-19: Virtual Radiology Core Clerkship to the Rescue

Medical Student Education Roadblock Due to COVID-19: Virtual Radiology Core Clerkship to the Rescue

The Challenge with Clinical Radiology Electives: Student and Faculty Perspectives Identify Areas for Improvement

Immediate feedback of lectures by smartphones

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