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Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

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Bringing Feedback in From the Outback via a Generic and Preference-Sensitive Instrument for Course Quality

Mette K Kaltoft¹, Jesper B Nielsen, Glenn Salkeld

¹Research Unit for General Practice, Department of Public Health, University of Southern Denmark, Odense, Denmark.

JMIR Research Protocols

|February 28, 2015

Summary

This study introduces a new student course assessment method in health professions education, integrating feedback into assignments to improve engagement and response rates. The MyCourseQuality (MCQ-10D) instrument personalizes evaluation, aiming for more valid and informative student feedback.

Keywords:

Internet course assessment course evaluation medical education nursing education personalization student feedback

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Area of Science:

Medical Education
Health Professions Education
Educational Assessment

Background:

Traditional student feedback methods in health professions schools often yield low response rates and biased results.
Existing approaches are typically optional add-ons, detached from the core educational experience.
There's a need for more integrated and valid methods to capture student perspectives on course quality.

Purpose of the Study:

To pilot an innovative, integrated approach to student course assessment in health professions education.
To design an assessment that is a weighted, non-graded component of course assignments, making it integral to the educational experience.
To enhance the validity and informativeness of student feedback by increasing engagement and responsiveness.

Main Methods:

Development of a ten-item, two-part Internet instrument, MyCourseQuality (MCQ-10D), based on a review of existing tools.
MCQ-10D features dual personalization: students weight criteria importance (Part 1) and rate the course (Part 2).
Completion of both parts contributes 10% to the course grade; results are compared with standard anonymous feedback forms.

Main Results:

Piloting will assess organizational feasibility, acceptability, and impact on provider behavior and student engagement.
The study will identify priorities for course improvement at individual and group levels based on personalized feedback.
Comparison between MCQ-10D results and standard feedback questionnaires will be conducted.

Conclusions:

A protocol for piloting a student-centered, dually personalized course quality instrument is presented.
The instrument is designed to be an integral part of the course, not a separate feedback exercise.
The potential for summative application of this formative measure requires further investigation.