A weighted evaluation study of clinical teacher performance at five hospitals in the UK
File(s)
Published version
Author(s)
Sam, Amir H
Fung, Chee Yeen
Barth, Janina
Raupach, Tobias
Type
Journal Article
Abstract
Introduction: Evaluation of individual teachers in undergraduate medical education helps clinical teaching fellows identify their own strengths and weaknesses; in addition, evaluation data can be used to guide career decisions. In order for evaluation results to adequately reflect true teaching performance, a range of parameters should be considered when designing data collection tools.
Methods: Clinical teaching fellows at five London teaching hospitals were evaluated by third-year students they had supervised during a ten-week clinical attachment. The questionnaire addressed (1) general teaching skills and (2) student learning outcomes measured via comparative self-assessments. Teachers were ranked using different algorithms with various weights assigned to these two factors.
Results: A total of 133 students evaluated 14 teaching fellows. Overall, ratings on teaching skills were largely favourable while the perceived increase in student performance was modest. Considerable variability across teachers was observed for both factors. Teacher rankings were strongly influenced by the weighting algorithm used. Depending on the algorithm, one teacher was assigned any rank between #2 and #10.
Conclusions: Both parts of the questionnaire address different outcomes and thus highlight specific strengths and weaknesses of individual teachers. Programme directors need to carefully consider the weight assigned to individual components of teacher evaluations so as to ensure a fair appraisal of teacher performance.
Methods: Clinical teaching fellows at five London teaching hospitals were evaluated by third-year students they had supervised during a ten-week clinical attachment. The questionnaire addressed (1) general teaching skills and (2) student learning outcomes measured via comparative self-assessments. Teachers were ranked using different algorithms with various weights assigned to these two factors.
Results: A total of 133 students evaluated 14 teaching fellows. Overall, ratings on teaching skills were largely favourable while the perceived increase in student performance was modest. Considerable variability across teachers was observed for both factors. Teacher rankings were strongly influenced by the weighting algorithm used. Depending on the algorithm, one teacher was assigned any rank between #2 and #10.
Conclusions: Both parts of the questionnaire address different outcomes and thus highlight specific strengths and weaknesses of individual teachers. Programme directors need to carefully consider the weight assigned to individual components of teacher evaluations so as to ensure a fair appraisal of teacher performance.
Date Issued
2021-08-26
Date Acceptance
2021-08-03
Citation
Advances in Medical Education and Practice, 2021, 2021 (12), pp.957-963
ISSN
1179-7258
Publisher
Dove Medical Press
Start Page
957
End Page
963
Journal / Book Title
Advances in Medical Education and Practice
Volume
2021
Issue
12
Copyright Statement
© 2021 Sam et al. This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php
and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/). By accessing the work
you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For
permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php)
and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/). By accessing the work
you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For
permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php)
Identifier
https://www.dovepress.com/a-weighted-evaluation-study-of-clinical-teacher-performance-at-five-ho-peer-reviewed-fulltext-article-AMEP
Subjects
Social Sciences
Education, Scientific Disciplines
Education & Educational Research
clinical teaching
evaluation
learning outcome
undergraduate medical education
MEDICAL-EDUCATION
SELF-ASSESSMENTS
OUTCOMES
QUALITY
clinical teaching
evaluation
learning outcome
undergraduate medical education
1302 Curriculum and Pedagogy
Publication Status
Published
Date Publish Online
2021-08-26