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dc.contributor.advisorFischer, Melissa A.
dc.contributor.authorShea, Meghan E.
dc.contributor.authorGehlbach, Lorrie
dc.contributor.authorZanetti, Mary L.
dc.contributor.authorFischer, Melissa A.
dc.date2022-08-11T08:10:54.000
dc.date.accessioned2022-08-23T17:24:20Z
dc.date.available2022-08-23T17:24:20Z
dc.date.issued2010-05-01
dc.date.submitted2010-05-18
dc.identifier.doi10.13028/xazb-4e43
dc.identifier.urihttp://hdl.handle.net/20.500.14038/49169
dc.description<p>Medical student Meghan E. Shea participated in this study as part of the Senior Scholars research program.</p>
dc.description.abstractBackground: In the first and second years at the University of Massachusetts Medical school, students assess a faculty member’s lecture weeks to months after it was given. Students may not recall details of the lecture due to the delay. The timing of this feedback may impact the faculty member’s ability to institute change for their current students, as well as for the subsequent year’s students. Objective: The purpose of the pilot was to assess the feasibility and perceived usefulness of a specific method for obtaining immediate student feedback after every lecture, and providing this feedback to faculty within days after delivering a lecture. Methods: 34 second year students self-identified to participate after email solicitation to the whole class (140 students, yielding 24.2%). A questionnaire to solicit immediate post-lecture feedback was developed based on a sample from the published educational literature and reviewed by a student focus group. This group assessed time to complete the questionnaire, clarity of questions, and provided suggestions of unaddressed topics. For a two- week period, the self-identified students completed the questionnaire after each lecture. The questionnaire consisted of twenty questions using a 4-point likert scale plus three short answer questions. These questions were based on five components/elements of an effective lecture -- clarity, interaction, task orientation, enthusiasm, and organization. Completed questionnaires were sent by interoffice mail directly to the lecturer on the same day. Both students and faculty were asked to complete an online survey using Survey Monkey regarding their experience in this pilot evaluation process (data collection ongoing). Likert data from the questionnaire was entered into excel, and then analyzed using SPSS version 18. Data reported will focus on characteristics of the survey and process. Results: Data analysis is ongoing. The student response rate was on average 12 completed questionnaires for a given lecture with a range of 2 to 23. Conclusion: Preliminary data is currently being analyzed with a goal of informing and providing direction for the design and institution of a new feedback process. Such a process, where faculty receive timely student feedback, may enhance and improve teaching and learning during the pre-clinical years and promote an evolving curriculum. Presented as part of the Senior Scholars Program at the University of Massachusetts Medical School, May 3, 2010.
dc.language.isoen_US
dc.rightsCopyright is held by the author(s), with all rights reserved.
dc.subjectMedical Students
dc.subjectUndergraduate Education
dc.subjectEducational Measurement
dc.subjectTeaching
dc.subjectFeedback
dc.subjectLife Sciences
dc.subjectMedicine and Health Sciences
dc.titlePiloting Standardized Immediate Student Evaluation of Lectures in Pre-Clinical Years
dc.typePoster
dc.identifier.legacyfulltexthttps://escholarship.umassmed.edu/cgi/viewcontent.cgi?article=1109&amp;context=ssp&amp;unstamped=1
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/ssp/108
dc.identifier.contextkey1316439
refterms.dateFOA2022-08-25T04:20:17Z
html.description.abstract<p>Background: In the first and second years at the University of Massachusetts Medical school, students assess a faculty member’s lecture weeks to months after it was given. Students may not recall details of the lecture due to the delay. The timing of this feedback may impact the faculty member’s ability to institute change for their current students, as well as for the subsequent year’s students.</p> <p>Objective: The purpose of the pilot was to assess the feasibility and perceived usefulness of a specific method for obtaining immediate student feedback after every lecture, and providing this feedback to faculty within days after delivering a lecture.</p> <p>Methods: 34 second year students self-identified to participate after email solicitation to the whole class (140 students, yielding 24.2%). A questionnaire to solicit immediate post-lecture feedback was developed based on a sample from the published educational literature and reviewed by a student focus group. This group assessed time to complete the questionnaire, clarity of questions, and provided suggestions of unaddressed topics. For a two- week period, the self-identified students completed the questionnaire after each lecture. The questionnaire consisted of twenty questions using a 4-point likert scale plus three short answer questions. These questions were based on five components/elements of an effective lecture -- clarity, interaction, task orientation, enthusiasm, and organization. Completed questionnaires were sent by interoffice mail directly to the lecturer on the same day. Both students and faculty were asked to complete an online survey using Survey Monkey regarding their experience in this pilot evaluation process (data collection ongoing). Likert data from the questionnaire was entered into excel, and then analyzed using SPSS version 18. Data reported will focus on characteristics of the survey and process.</p> <p>Results: Data analysis is ongoing. The student response rate was on average 12 completed questionnaires for a given lecture with a range of 2 to 23.</p> <p>Conclusion: Preliminary data is currently being analyzed with a goal of informing and providing direction for the design and institution of a new feedback process. Such a process, where faculty receive timely student feedback, may enhance and improve teaching and learning during the pre-clinical years and promote an evolving curriculum.</p> <p>Presented as part of the Senior Scholars Program at the University of Massachusetts Medical School, May 3, 2010.</p>
dc.identifier.submissionpathssp/108
dc.contributor.departmentOffice of Undergraduate Medical Education


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