| Popis: |
The purpose of this study was to increase student participation in written evaluation of teaching effectiveness in a team-taught course. Three consecutive academic years were evaluated (retrospective data: 1997–1998 and 1998–1999; prospective data: 1999–2000). Study interventions included providing student orientation, changing the timing of administration of tools for student assessment of teaching, and implementing a new tool with a structured, open-ended, written comment section. The rate of student participation was increased from 67.6% ± 14.8 to 86.6% ± 6.1 (p < 0.0005). The percentage of tools with written comments was significantly increased (16.4% ± 8.0 to 50.4% ± 14.2; p < 0.000005). The quality of written comments was improved with a structured comment section (83.5% versus 77.6% unstructured; p 0.05). In summary, student participation and the quality of written comments in evaluations can be improved with interventions focused at facilitating the ease of participation, orienting student... |
