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Related Experiment Videos

Pharmacy students' perceptions of a teaching evaluation process.

Christopher K Surratt1, Shane P Desselle

  • 1Mylan School of Pharmacy, Duquesne University, Pittsburgh, PA 15282, USA. surratt@duq.edu

American Journal of Pharmaceutical Education
|April 13, 2007
PubMed
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Pharmacy students find the Teaching Effectiveness Questionnaire (TEQ) useful for evaluating teaching, but believe it could be improved to better impact subsequent instruction. Their feedback highlights a need for enhanced teaching evaluation methods.

Area of Science:

  • Pharmacy Education
  • Educational Assessment
  • Higher Education Pedagogy

Background:

  • Student evaluations of teaching are a common method for assessing instructional quality in higher education.
  • The Teaching Effectiveness Questionnaire (TEQ) is utilized at Duquesne University for PharmD students to evaluate teaching.
  • Understanding student perceptions of evaluation tools is crucial for refining educational feedback mechanisms.

Purpose of the Study:

  • To evaluate the perceived usefulness of the Teaching Effectiveness Questionnaire (TEQ) among Doctor of Pharmacy (PharmD) students.
  • To explore PharmD students' views on the current instrument for student evaluation of teaching.
  • To identify potential areas for improvement in the TEQ based on student feedback.

Main Methods:

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  • A survey instrument employing Likert-type scales was administered to PharmD students.
  • The survey collected data on student perceptions, behaviors, and self-reported biases regarding the TEQ.
  • Quantitative analysis of survey responses was used to assess student opinions on the evaluation tool.

    • Main Results:

    • PharmD students consider student evaluation of teaching both appropriate and necessary.
    • A discrepancy was noted, with students indicating that highly-rated faculty were not always the most effective teachers.
    • While willing to complete the TEQ, students expressed frustration regarding the perceived lack of impact on subsequent teaching quality.

    Conclusions:

    • The current TEQ system for student evaluation of teaching is acknowledged as useful but has limitations in its capacity to drive teaching improvements.
    • Further research is warranted to explore other facets of pharmacy students' roles as evaluators of teaching.
    • Investigating alternative or supplementary methods for student evaluation of teaching may enhance its effectiveness.