Acting on evaluation: Twelve tips from a national conference on student evaluations

Abstract

Institutions in higher education routinely collect evaluation data from students on a wide range of issues relating to the quality of their learning experience. However, it has been recognized that often this data is under utilized in enhancing teaching quality and that there problems in ‘closing the loop’ which are common across higher education programmes including medicine. This paper reports on the outcomes of a national workshop held at University College London intended to gather good practice ideas and innovations on how to effectively use collected evaluation data from students. A range of strategies was generated by participants including centralization of systems, the need for flexible and spontaneous approaches, a culture of student participation and staff and student dialogue. The outcomes from the workshop are set out as 12 top-tips and are intended to be workable ideas to support the practice of medical teachers and those responsible for quality assurance processes in ‘closing the loop’.

Notes

Notes

1. Service Increment for Teaching (SIFT) is funding to supplement teaching on clinical placements.

Additional information

Notes on contributors

Ann Griffin

Dr ANN GRIFFIN ANN, is involved in undergraduate and postgraduate education and works clinically as a general practitioner in North London. She has embarked on a research doctorate and is particularly interested in the students’ voice, evaluation and quality in medical education.

Vivien Cook

VIV COOK, Senior Education Adviser in the Centre for Medical Education, a staff developer with research interests in the non-formal learning of novice teachers in medical education. Also contributes to institutional quality enhancement including development of processes for students’ evaluation of teaching, and recently, guidelines for feedback on assessment.