The Support, Strategy and Development of Teaching Evaluation

By Susan Thomas and Tessa Dunseath.

Published by Journal of the World Universities Forum

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Article: Print $US10.00
Article: Electronic $US5.00

The development of the teaching evaluation has been a longitudinal action research approach. Step-by-step measures and strategies were taken by the Medical Education Unit (MEU) to improve the quality of teaching and validate the evaluation documentation. These measures formed part of the accreditation of the medical curriculum. The main objectives of the teaching evaluation are to provide a forum for students to provide feedback on the quality of the teaching provided within the School of Medicine and enable tutors to receive feedback on their performance. Evaluation also provides a medium for tutors to identify areas of need regarding their Continuing Professional Development (CPD). In 2007, the MEU looked at all aspects of course evaluation and student experiences by using Pendleton’s feedback tool and a Likert-scale. In 2009, evaluation questionnaires were created in Optical Mark Reader (OMR) format through Form and Label Integrated Printing System (FLIPS) software. In 2011, standard operating procedures were created for disseminating the feedback to staff. To conclude, this presentation will focus on the development of the teaching evaluation and the measures taken by the MEU to improve the quality of the evaluation process that has made a positive impact on the School.

Keywords: Course Evaluation, Continuing Professional Development, Student Experiences, Feedback, Quality of Teaching, Medical Education, Peer Review, Sample Evaluation Questionnaire

Journal of the World Universities Forum, Volume 5, Issue 2, pp.21-34. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.985MB).

Susan Thomas

Lead Coordinator, School of Medicine Education Unit, Jeffrey Cheah School of Medicine and Health Sciences, Monash University Sunway Campus, Petaling Jaya, Selangor, Malaysia

Susan Thomas is currently the Lead Coordinator of the School of Medicine Education Unit, Monash University. She completed MSc in Communication and is pursuing her Ph.D studies in Health Care Management at University Malaya. She holds dual teaching qualifications from UK and Malaysia and is a member of Qualitative Research Association of Malaysia. She has broad experience in teaching, designing and moderating examination papers as well as heading Business programmes for international campuses for more than 14 years. She has also published research papers in management, medical education and public health. Her current research projects include peer review of teaching, student evaluation of teaching and health care management.

Prof. Tessa Dunseath

Head, School of Medicine Education Unit, Jeffrey Cheah School of Medicine and Health Sciences, Michigan State University, Dubai, United Arab Emirates

Dr. Tessa Dunseath is the Executive Director, Michigan State University. With a Doctorate in Education and Fellowship of the Higher Education Academy in the UK, she holds dual teaching qualifications in both healthcare and the humanities. She has broad experience in inter-professional clinical skills teaching, and the establishment of new skills centres both in the UK and internationally. She holds a number of international posts including chairs and memberships of several professional organisations. Dr. Dunseath’s academic interests include medical law, training teachers in higher education and the design and implementation of courses in healthcare. Current projects include: providing effective feedback through peer review and student evaluation, developing innovative teaching methodologies in healthcare education, developing culturally sensitive resources for use in teaching and assessment, investigating medical students’ learning styles and the impact of presentation skills on learning retention.


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