Enhancing Learning and Teaching Through Student Feedback in Medical and Health Sciences

By Chenicheri Sid Nair and Patricie Mertova

Student feedback has appeared in the forefront of higher education quality, in particular the issues of effectiveness and the use of student feedback to improve higher education teaching and learning, and other areas of student tertiary experience. Despite this, little academic literature has focussed on the experiences of academics, higher education leaders and managers. The final title in the Chandos Learning and Teaching Series to focus on student feedback, Enhancing Learning and Teaching through Student Feedback in the Medical and Health Sciences expands on topics covered in the previous publications, focussing on the medical and health science disciplines. This edited title includes contributions from experts in higher education quality, and student feedback from a range of countries, such as Australia, Europe, Canada, the USA, the UK, South East Asia and India. The book is concerned with the practices of evaluation and higher education quality in medical and health science disciplines, with particular focus on student feedback. The book begins by giving a discipline-specific overview of student feedback in medical and health sciences, before moving on to take a global perspective. The penultimate chapter considers the accountability of student evaluations in health and medical sciences, before a conclusion summarises the practices of student feedback and accountability in medical and health sciences, and suggests future improvements.

• Links student feedback in medical and health science disciplines to establishing a better understanding of its forms, purposes and effectiveness in learning
• Provides international perspectives on student feedback in medical and health sciences
• Compares student feedback with key examples of best practices and approaches to enhancing learning/teaching through student feedback in the medical and health sciences

• Language: English
• Publisher: Elsevier Science
• Release date: Nov 11, 2014
• ISBN: 9781780634333

Book preview

Enhancing Teaching and Learning

Student Feedback in Medical and Health Sciences

First Edition

Chenicheri Sid Nair

Patricie Mertova

Table of Contents

Cover image

Title page

Copyright page

List of figures and tables

Preface

Author biographies

1: Evaluating Student Experiences of Medical Education in the Joint Medical Programme: a Case Study of a Unique Dual University Programme

Abstract

Acknowledgements

Introduction

Evaluating the learning experience in the JMP: initial cohort 2008–2011

The instruments, their purpose and reflection on performance

Qualitative instruments

Reflections on performance, years 1–3

Closing the loop for students

Issues of dependability, credibility, and trustworthiness

Conclusions

2: Using Student Feedback to Enhance Teaching and Learning in an Undergraduate Medical Curriculum: the University of Hong Kong Experience

Abstract

Introduction

Feedback to and from students in medical education settings

Example: HKU iClass

Example: feedback to students on their performance from tutor and from peers

Example: feedback from students to tutor

Feedback in clinical teaching environments

Example: recorded consultation review as feedback to students

Example: student reflective writing as feedback to community-based clinical teachers

Feedback through course evaluation

HKU Student Learning Experience Questionnaire (HKUSLEQ)

Staff-Student Consultation Meetings (SSCM)

Focus group interviews

Faculty-co-ordinated paper questionnaires

Mechanisms for reviewing student evaluations for enhancement of teaching and learning

Faculty Teaching and Learning Quality Committee (FTLQC)

Quality Assurance Sub-committee of the MBBS Curriculum Committee

Conclusion

3: Feedback as Conceptualised and Practised in South East Asia

Abstract

Introduction

Feedback on the learning process

How feedback is conceptualised

How feedback is carried out

Improving current practice

Unhealthy practices related to the feedback provider

Unhealthy practices related to the feedback recipient

Feedback on the teaching process

Context

Feedback

Acting upon feedback

Conclusion

4: Enhancing Clinical Education with Student Feedback: a Thai Perspective

Abstract

Introduction

Medical education in Thailand

Use of student feedback in undergraduate medical education

Student feedback on teaching strategies

Student feedback on a medical curriculum

Student feedback on assessment

The use of resident feedback in postgraduate training

Conclusion

5: Student Feedback in Medical and Health Sciences: an Indian Perspective

Abstract

Acknowledgements

Use of student feedback for evaluation of faculty (SEF)

Common criticisms and perceptions of SEF

Key points on the utility of student feedback

Some background in Indian medical education

Cultural and contextual issues regarding use of student feedback in India

Current use of student feedback in medical and health professional education in India

Department of Physiology

College of Nursing

Utilisation of feedback

Manipal University Experience

Prospects of using student feedback effectively in India

Role of faculty development

Conclusion

6: Clerks’ and Residents’ Contributions to Building a Safe Educational Environment in a Medical Teaching Hospital: the Role of a System of Educational Quality Management (SEQM)

Abstract

Acknowledgements

Introduction

Determinants of the learning environment

Feedback system

Description of a System of Educational Quality Management (SEQM)

The development of a System for Educational Quality Management

Instruments used in the SEQM

Clerkship Evaluation

Baseline Measure

Pre-visit for accreditation

Internal Audit

Dutch Residency Educational Climate Test (D-RECT)

Teaching Evaluation System (SETQ)

Exit interviews

How can residents contribute to the improvement of the system?

Stimulation of participation

Strengths, weaknesses, opportunities, and threats of the SEQM and learners’ participation

Concluding remarks

7: Approaches to Student Feedback in the Health and Medical Sciences

Abstract

Introduction

Key trends, issues, and approaches

Concluding remarks

Index

Copyright

Chandos Publishing

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First published in 2014

ISBN 978 1 84334 752 1 (print)

ISBN 978 1 78063 433 3 (online)

Library of Congress Control Number: 2014949974

© The editor and contributors, 2014

British Library Cataloguing-in-Publication Data.

A catalogue record for this book is available from the British Library.

All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording or otherwise) without the prior written permission of the publishers. This publication may not be lent, resold, hired out or otherwise disposed of by way of trade in any form of binding or cover other than that in which it is published without the prior consent of the publishers. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages.

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List of figures and tables

Figures

Tables

Preface

Chenicheri Sid Nair; Patricie Mertova

Evaluation in higher education is aimed at reviewing whether an action or a process, particularly in the area of teaching and learning (but also other aspects of university life), has fulfilled the aims and outcomes originally envisaged. This book is the third and last in a series on utilising student feedback in disciplines and how feedback has or can be used to enhance the quality of teaching and learning in higher education. It follows on from a book entitled Enhancing Teaching and Learning Through Student Feedback in Social Sciences.

This volume, focussing specifically on student feedback in medical and health sciences, will provide insights into the process of evaluation and the design of evaluation within medical and health science disciplines (with a primary focus on medical education) that are currently utilised in a number of countries around the world. Most importantly, the book is aimed at showing the reader that student feedback has a place within medical and health sciences and in higher education more generally.

This volume introduces student feedback in medical and health science disciplines and draws upon international perspectives within the higher education setting. A majority of the contributors are practitioners in medical and health science disciplines and some specialise more generally in medical and health science education; however, all the chapters show contributors’ perspectives on the subject and provide insights into the practices within the contributors’ institutions and approaches utilised both in their higher education systems and within their particular cultural contexts.

The book is comprised of seven chapters. The first six chapters delve into the practices, views, and approaches to student feedback in higher education systems around the world. Contributions in this book come from Hong Kong, India, Thailand, Sri Lanka, the Netherlands, and Australia. The final chapter draws upon the information presented in this volume and sketches out the current trends and issues, and the future of student feedback in medical and health sciences. There is a common theme running through the majority of chapters – the value of utilising student feedback as part of quality enhancement approaches within the discipline. The main argument in this book is that such feedback is essential in improving teaching and learning strategies, the environment in which they take place, and also learning outcomes. Whilst the importance of student feedback is not disputed, it is argued in a number of cultural contexts (whether in South East Asia or the Netherlands) that the general environment often does not allow, or does not give sufficient space for, providing truly honest feedback. In this context, the authors highlight the significance of developing ‘safe’ learning environments, in which students feel free to provide feedback. Also evident is the infancy of the use of student feedback in many parts of the world, with the realisation that such feedback is critical in enhancing the quality of medical and health science programmes.

Author biographies

Chapter 1

Associate Professor Robyn Smyth is the director of learning and teaching support at the University of Southern Queensland, where she supervises teams providing professional development and student support for online, face-to-face, and blended curricula.

She has completed a doctorate investigating large-scale educational change and has leveraged that work in her practice as an academic developer working in the higher education sector for almost two decades. Her practice specialises in curriculum design in the distance and online modes, including rich media technology in higher education for student-centred pedagogies.

Robyn is an active researcher using and investigating practice, theory, and pedagogy in higher education. Her interests lie in rich media, including practice and pedagogy of m-learning, higher degree supervision, and professional development. Core research interests include using technology to support curriculum design in complex contexts, and the potential for rich media and synchronous communication tools to support student learning. Principally, her research is focussed on innovative pedagogy and managing educational change which supports innovation.

Ian Symonds is dean of the Joint Medical Program (NSW) and head of the School of Medicine and Public Health at Newcastle University. He graduated from Nottingham University in the UK and completed his postgraduate training in Obstetrics and Gynaecology in Nottingham and Birmingham. After moving to Newcastle in 2004 to take up the chair of Obstetrics and Gynaecology, he became co-chair of the curriculum implementation committee that established the JMP with the UNE. He is the censor for the Royal Australian and New Zealand College of OBGYN as well as working for the AMC in the assessment of international medical graduates.

He has edited or co-authored three undergraduate textbooks on obstetrics and gynaecology, researched and published on medical education, and holds a master’s degree in clinical education.

Cathryn McCormack is a lecturer (teaching and learning) at Southern Cross University, where she supports staff in applying for teaching awards and grants, and developing their scholarship of teaching and learning.

She has been central to projects to develop student surveys at two different universities, and through these projects has developed skills and experience in qualitative and quantitative survey validation processes. Her passion lies in qualitative survey validation processes, and in particular how undertaking cognitive interviews can lead to better understanding of the basis for variation in student responses.

Her research interests are in evidence of teaching performance, situating student feedback within a larger portfolio of evidence, and how academic developers can best assist academics to reflect on the portfolio in order to improve teaching. She is currently undertaking a Ph.D investigating how academics learn to teach.

Chapter 2

Dr Julie Chen BSc, MD, FCFPC graduated from Dalhousie University, Canada, and completed her postgraduate training at the University of Toronto before becoming a fellow of the College of Family Physicians of Canada. She is currently head of undergraduate education in the Department of Family Medicine and Primary Care at the University of Hong Kong, with a joint appointment at the Institute of Medical and Health Sciences Education. In addition to teaching, she has played a leading role in the development, implementation, and evaluation of new initiatives in the medical curriculum. These include: an expanded family medicine curriculum; the ‘Professionalism in Practice’ programme to encourage early learning of professionalism, and a compulsory medical humanities programme which extends through all years of medical school. In recognition of her work in medical education, she was the recipient of a faculty teaching award in 2012.

Dr Weng-Yee Chin MBBS, FRACGP is a graduate of the University of Western Australia and a fellow of the Royal Australian College of General Practitioners. She worked as a private general practitioner in Sydney