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Related Experiment Videos

Faculty and resident preference for two different forms of lecture evaluation.

Hytham M Imseis1, Shelley L Galvin

  • 1Department of Obstetrics and Gynecology, Mountain Area Health Education Center, Asheville, NC, USA.

American Journal of Obstetrics and Gynecology
|November 18, 2004
PubMed
Summary

Faculty preferred a checklist lecture evaluation form over a rating scale for obstetrics and gynecology residency lectures, finding it more conducive to implementing changes.

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Area of Science:

  • Medical Education
  • Obstetrics and Gynecology Residency Training

Background:

  • Effective evaluation of core curriculum lectures is crucial for resident education.
  • Developing appropriate feedback mechanisms for faculty is essential for improving teaching quality.

Purpose of the Study:

  • To compare the utility of two distinct lecture evaluation forms for obstetrics and gynecology (OB/GYN) residency core curriculum lectures.
  • To assess resident and faculty preferences for different feedback formats.

Main Methods:

  • Residents evaluated faculty lectures using a 10-question, 5-point rating scale form and a multiple-option checklist form.
  • Each evaluation form was used for four months, with faculty receiving feedback from both.
  • Post-study surveys were administered to faculty and residents to gauge their preferences.

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Main Results:

  • A total of 384 rating scale and 398 checklist evaluations were completed.
  • Residents favored the rating scale form (67%), while faculty preferred the checklist form (62%).
  • Faculty were significantly more likely to plan lecture format changes based on checklist feedback (75% vs. 25%, P = .031).

Conclusions:

  • The checklist lecture evaluation form, despite lacking structured positive feedback, was preferred by faculty.
  • Checklist feedback may be more effective in prompting faculty to modify their lecture delivery and content.