Comparison of opinions and profiles of late or non-responding medical students with initial responders to a course evaluation questionnaire

Abstract

This study examined whether students requiring prompting to evaluate an educational module differed from initial responders in their rating of the experience and their profile (academic ability, age and gender). At the end of a 4th year induction Module, medical students completed an evaluation questionnaire. Those who did not respond were followed-up. Fifty-nine percent responded immediately, 34% after first or second prompts (late responders) and 7% were non-responders. Late responders rated the module significantly lower than initial responders. Late and non-responders were academically weaker than initial responders, but were similar in age and gender. Academically weaker students in the non- or late responders groups, may be less willing to reflect on their experience, and may require new strategies to encourage a response.

Notes

Notes on contributors

JOY R. RUDLAND BSc, MPhil, ILTM. As a lecturer in Medical Education at Dundee University, Joy was closely involved with academic standards, and conducted this study as part of this interest. She is now the Director of Educational Development and Support at the University of Otago Medical School.

MARTIN, J. PIPPARD, BSc, MB ChB, FRCP, FRCPath. At the time of the study Martin was convenor for Phase 3 of the Dundee medical and responsible for academic standards in this phase of the course. He is currently the Medical School's Teaching Dean and Professor of Haematology.

SARAH, C. RENNIE, MB ChB, BMSc, MRCSEd. At the time of this study Sarah was a basic surgical trainee in Dundee with an interest in medical education. She is now completing a PhD on surgical decision making in the Department of Surgery, University of Otago.