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Related Experiment Video

Updated: Feb 25, 2026

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

Improving evaluation at two medical schools.

Sarah Schiekirka-Schwake¹, Katharina Dreiling², Katharina Pyka³

¹Division of Medical Education Research and Curriculum Development, Study Deanery of Göttingen Medical School, Germany.

The Clinical Teacher

|August 4, 2017

Summary

A novel teaching evaluation tool offers valuable feedback for medical educators. However, successful implementation requires clear communication and student motivation through established feedback loops.

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Area of Science:

Medical Education
Health Professions Education

Background:

Student evaluations of teaching provide crucial feedback for educators and program coordinators.
A novel evaluation tool was developed to assess teacher performance and student learning outcomes.
The tool was piloted at two German medical schools to gather perceptions on its utility and implementation.

Purpose of the Study:

To assess student and teacher perceptions of a novel teaching evaluation tool.
To evaluate the implementation process of the new tool in German medical schools.
To identify areas for improvement in the evaluation tool and its deployment.

Main Methods:

Qualitative data collection through focus group discussions and one-to-one interviews with medical students and teachers.
Implementation of a revised feedback report format at one institution.
Surveys administered to teachers regarding their perceptions of the adjusted evaluation tool and its benefits.

Main Results:

Teachers valued the individual feedback and its potential for improving teaching but desired better preparatory communication.
Students were uncertain about the added value compared to traditional methods and expressed concerns about time commitment and frequency.
Students emphasized the importance of receiving feedback on how their input influences teaching improvements.

Conclusions:

The novel evaluation tool shows potential for individual teacher development, but suboptimal implementation, primarily due to communication gaps, hindered its success.
Establishing clear feedback loops, outlining the aims and consequences of evaluations, is crucial for motivating student participation.
Future implementations should prioritize transparent communication and demonstrate the impact of student feedback to enhance engagement.