Student evaluations of teaching and the development of a comprehensive measure of teaching effectiveness for medical schools

Faculty as Teachers: Career Development for the Clinician-Educator

Clinician-Educators are the primary faculty in academic anesthesiology departments. These individuals assist with the departmental mission of clinical care and of education. Despite the critical role of the clinician-educator, academic advancement for these individuals has been difficult with the criteria for promotion continuing to evolve. The problem lies in the documentation of clinical and educational excellence in a means that a promotion committee may understand. Faculty development and advanced degrees in education have been helpful with the success of programs remaining unclear.

Mapping the learning styles of medical students in Brazil

BACKGROUND

Medical education has evolved based on the application of pedagogical actions that place the student as the protagonist of the learning process through the use of active teaching methodologies. Within this context, higher education teachers should use strategies that focus on the student and his/her context and avoid traditional teaching methods. Specifically in medical schools, there is an even greater challenge since the teaching methods of medical curricula differ from those used in previous schooling. Consequently, students acquire their own style of processing information that is often incompatible with the profile of medical schools. This may be one of the factors responsible for the lack of motivation among undergraduates.

OBJECTIVE

The aim of this study was to characterize the learning styles of students enrolled in a Brazilian medical school using the Felder-Soloman Index of Learning Styles (ILS).

METHODS

This was a cross-sectional, descriptive, quantitative study that included students from the 1st to the 6th year of a Brazilian medical school. The students participating in this study voluntarily answered 44 questions about learning styles of the Felder-Silverman instrument validated in Brazil. The instrument was divided so that each domain consisted of 11 questions with two response options in which only one could be selected. For each domain, a score (1 point) was assigned to the selected option (a, b) of the question and the learning style category was determined as the difference between these values. For data collection and tabulation, we used the Learning Syle Platform (EdA Platform) developed based on Felder's studies since this system processes information about the dimension analyzed, the preferred style, and the most striking characteristics of each style.

RESULTS

The results showed that sensing was the preferred learning style of the students, followed by the sequential and visual styles. It was not possible to determine whether gender or age influences the choice of learning methods because of the homogeneity of the results.

CONCLUSIONS

The present data will enable teachers of the institution involved in this study to plan pedagogical actions that improve the students' self-awareness, as well as their teaching-learning skills, by choosing the most adequate active methodologies for the medical education programs considering the individuality of each student and class.

Mission Critical: Reimagining Promotion for Clinician-Educators

Academic clinician-educators who teach health professions trainees and lead educational programs have been penalized by the mismatch between their daily contributions to the academic mission and traditional promotion criteria focused on peer-reviewed publications and external reputation. Despite two decades of incremental approaches, inconsistency and inequity persist in the promotion process for clinician-educators. The authors propose five steps to mark a new approach to academic advancement for clinician-educators: (1) elevate the scholarly approach to teaching over peer-reviewed publications; (2) allow clinician-educators to identify an area of focus; (3) broaden the evidence for educational excellence; (4) prioritize internal referees; and (5) increase clinician-educator representation on promotion committees. Achieving meaningful change requires transforming entrenched traditions and policies at multiple levels. Changes that advance equity are necessary to retain academic faculty members who train the next generation of health professionals.

A triangulation model for assessment of change in classroom behavior of medical teachers participating in faculty development program on lecturing skills

BACKGROUND & AIMS

We utilized a triangulation method of a faculty development program's (FDP) evaluation comprising short-course workshops on classroom behaviors and lecturing skills of basic sciences faculty in a medical school.

METHODS & RESULTS

This study utilized data from the pre and post evaluation of classroom lectures by an expert observer. Course participants were observed before the inception of a 4-month FDP and after 6-months of program completion. Findings at 6-month post-FDP interval were supplemented with students' and participant's self-evaluation. Expert evaluation of 15 participants showed that more participants were summarizing lectures at the end of their class (p = 0.021), utilizing more than one teaching tool (p  =  0.008) and showing a well-structured flow of information (p = 0.013). Among the students, majority (95.5%, n  =  728) agreed on "teachers were well-prepared for the lecture", however, a low number (66.1%, n  =  504) agreed on "teachers were able to make the lecture interesting". On self-evaluation (n =  12), majority of the participants (91.7%, n  =  11) thought these FDP workshops had a positive impact on their role as a teacher.

CONCLUSIONS

Gathering feedback from multiple sources can provide a more holistic insight into the impact of an FDP and can provide a robust framework for setting up future FDP targets.

A literature review of the research on students’ evaluation of teaching in higher education

Students’ evaluation of teaching is a teaching quality evaluation method and teacher performance evaluation tool commonly used in Chinese and foreign universities, and it is also a controversial hot issue in the field of teaching evaluation. At present, the research results of students’ evaluation of teaching in higher education are relatively rich, mainly focusing on reliability, validity and its influencing factors, construction of index system, problems in practical application and improvement strategies. The purpose of this article is to study the relevant research results of the current Chinese and foreign academic circles, in order to provide useful inspiration for the construction of the index system and practical application of the ideological and political theory course evaluation and teaching of Chinese college students.