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Improving student-faculty feedback: a medical student perspective

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Title: Improving student-faculty feedback: a medical student perspective
Authors: Hamid, O
George, N
Kothari, V
Item Type: Journal Article
Abstract: Student-to-faculty feedback is an important tool in allowing the medical school to elicit student perception of the curriculum. Our medical school, Imperial College London, uses Student Online Learning Evaluation (SOLE) for this purpose. This is an anonymised online questionnaire that asks questions based on the Likert scale with an opportunity to give specific written feedback.1 Students are invited to complete this questionnaire at different stages of the curriculum, such as after lectures, or in later years, after specific clinical placements. Although not compulsory, students are strongly encouraged to submit responses, and it is stressed that their comments will be used to shape the course in future years. Having used SOLE over many years to put forward our views regarding the curriculum, we have found that the questionnaires are too detailed, which deters students from completing them. In addition, feedback received is frequently biased: faculty tend to receive a skewed picture as SOLE is often only completed by those who have had bad experiences with the curriculum. Although these responses are taken seriously and evaluated, they are not representative of what was experienced by the cohort as a whole.
Issue Date: 12-Mar-2019
Date of Acceptance: 4-Feb-2019
URI: http://hdl.handle.net/10044/1/67406
DOI: 10.2147/AMEP.S183232
ISSN: 1179-7258
Publisher: Dove Medical Press
Start Page: 125
End Page: 126
Journal / Book Title: Advances in Medical Education and Practice
Volume: 10
Copyright Statement: © 2019 Hamid 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)
Keywords: 1302 Curriculum and Pedagogy
Publication Status: Published
Online Publication Date: 2019-03-12
Appears in Collections:Central Faculty



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