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    Interpreting course evaluation results: insights from thinkaloud interviews with medical students

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    Authors
    Billings-Gagliardi, Susan
    Barrett, Susan V.
    Mazor, Kathleen M.
    UMass Chan Affiliations
    Department of Cell Biology
    Meyers Primary Care Institute
    Document Type
    Journal Article
    Publication Date
    2004-10-06
    Keywords
    Adult
    Attitude of Health Personnel
    Curriculum
    Data Collection
    Education, Medical, Undergraduate
    Evaluation Studies as Topic
    Faculty, Medical
    Female
    Humans
    Interviews as Topic
    Male
    Professional Competence
    Science
    Students, Medical
    Health Services Research
    Medical Education
    Primary Care
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    Link to Full Text
    http://dx.doi.org/10.1111/j.1365-2929.2004.01953.x
    Abstract
    PURPOSE: To determine whether some of the fundamental assumptions that frequently underlie interpretation of course evaluation results are justified by investigating what medical students are thinking as they complete a typical basic science course evaluation. METHODS: A total of 24 students participated in thinkaloud cognitive interviews, voicing their thoughts while completing a typical evaluation instrument that included items on overall course design, educational materials and methods, and faculty teaching. Students' responses were organised to consider how they interpreted questions, formed judgements and selected response options. Major themes relevant to the meaningful interpretation of course evaluation data were identified. RESULTS: Medical students understood educational terms such as 'independent learning' in different ways from both one another and common usage. When formulating responses, students' judgements were sometimes based on unique or unexpected criteria, and they described editing their judgements by considering factors such as effort or caring on the part of teaching faculty. Students tended to avoid using the lower end of the rating scale, used the highest rating option selectively, but chose the second highest category indiscriminately. CONCLUSIONS: These results call into question fundamental assumptions that frequently underlie interpretation of course evaluation results, such as whether students understand the intended meanings of terms used in items; whether faculty members who receive the same rating are perceived similarly; whether ratings actually reflect teaching effectiveness, and whether 'positive' ratings reflect positive opinions. This study also demonstrates how thinkaloud interviews can be used in validity studies, providing information to supplement statistical and psychometric analyses.
    Source
    Med Educ. 2004 Oct;38(10):1061-70. Link to article on publisher's site
    DOI
    10.1111/j.1365-2929.2004.01953.x
    Permanent Link to this Item
    http://hdl.handle.net/20.500.14038/36961
    PubMed ID
    15461651
    Related Resources
    Link to Article in PubMed
    ae974a485f413a2113503eed53cd6c53
    10.1111/j.1365-2929.2004.01953.x
    Scopus Count
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