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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Published on: June 21, 2010

Assessing effective teaching: what medical students value when developing evaluation instruments.

Jeffrey E Pettit¹, Rick D Axelson, Kristi J Ferguson

¹Dr. Pettit is education consultant, Office of Consultation and Research in Medical Education, Carver College of Medicine, University of Iowa, Iowa City, Iowa. Dr. Axelson is assistant professor, Department of Family Medicine, and consultant for program evaluation, Office of Consultation and Research in Medical Education, Carver College of Medicine, University of Iowa, Iowa City, Iowa. Dr. Ferguson is professor, Department of Internal Medicine, and director, Office of Consultation and Research in Medical Education, Carver College of Medicine, University of Iowa, Iowa City, Iowa. Dr. Rosenbaum is professor, Department of Family Medicine, and consultant for faculty development, Office of Consultation and Research in Medical Education, Carver College of Medicine, University of Iowa, Iowa City, Iowa.

Academic Medicine : Journal of the Association of American Medical Colleges

|August 8, 2014

Summary

Medical students identified key teaching criteria, including content, environment, and personal attributes. These findings can enhance medical teacher evaluation tools.

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Area of Science:

Medical Education
Health Professions Education

Background:

Medical students' perspectives are crucial for refining teaching evaluation.
Developing effective assessment tools requires understanding student-valued criteria.

Purpose of the Study:

To identify criteria medical students value and use for assessing teaching skills.
To inform the development of robust medical teacher evaluation instruments.

Main Methods:

Fourth-year medical students designed and utilized evaluation instruments.
Thematic analysis of 36 student-created instruments by faculty experts.
Synthesis and coding of data to identify common themes and descriptors.

Main Results:

Four major themes emerged: content, learning environment, teacher attributes, and teaching methods.
Thirty-two distinct descriptors were identified across instruments.
Thirteen descriptors appeared in over 50% of the evaluations, with Likert scales and open comments being common rating systems.

Conclusions:

Fourth-year medical students provide valuable insights for evaluating teaching.
Descriptors identified in over 50% of instruments can be integrated into effective medical teacher evaluation tools.