Medical students’ perceptions of teaching evaluations

Students’ views on the block evaluation process: A descriptive analysis

“…Although student feedback is generally considered to be valuable, limited data addressing students’ perceptions about teaching evaluations are available from developing countries. Students in developing countries tend to be submissive, and remain unaware of their rights as stakeholders in the education process (Iqbal & Khizar 2009 :69). Most importantly, according to the researcher’s knowledge, at the college where this study was conducted, students are requested to evaluate teaching at the end of every block and no research study has been conducted to elicit their views about this process since its inception.…”

Anonymous Feedback: A Real-time Feedback to Capture Students’ Engagement in Learning Process

“…Institutions all over the world allocate resources to improve the faculty evaluation system; in Pakistan, most medical institutions have developed state-of-the-art systems to evaluate the quality of teaching with an intent to enhance the learning environment [6][7][8]. However, the inability of these evaluation systems to obtain real-time feed with assurance of complete anonymity for students might affect the quality of evaluation.…”

Eliciting the learners' perspective

“…We start with programme evaluation, and two papers that describe very different approaches. Iqbal and Khizar report a study from Islamabad, a survey of students’ views about the purposes of evaluation, which, in their medical school, has the traditional and familiar format of an end‐of‐term questionnaire, with some interesting results 2 . The setting is one in which ‘Students...tend to be submissive and still not aware of their rights as stakeholders in the education process’, reminding us that much of what we do in education (and perhaps take for granted) is culturally grounded.…”