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El. knyga: Enhancing Learning and Teaching Through Student Feedback in Medical and Health Sciences

Edited by (University of Oxford, UK), Edited by (Executive Dean and Dean Learning, Teaching and Student Experience, Victorian Institute of Technology (VIT), Australia)
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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

Daugiau informacijos

Enhancing Learning and Teaching through Student Feedback in the Medical and Health Sciences expands on topics covered in previous Chandos Learning and Teaching publications, focusing on the medical and health science disciplines.
List of figures and tables
ix
Preface xi
Author biographies xiii
1 Evaluating Student Experiences of Medical Education in the Joint Medical Programme: a Case Study of a Unique Dual University Programme
1(20)
Robyn Smyth
Ian Symonds
Cathryn McCormack
Introduction
1(3)
Evaluating the learning experience in the JMP: initial cohort 2008--2011
4(4)
The instruments, their purpose and reflection on performance
8(1)
Qualitative instruments
8(5)
Reflections on performance, years 1--3
13(2)
Closing the loop for students
15(1)
Issues of dependability, credibility, and trustworthiness
16(2)
Conclusions
18(1)
References
18(1)
Acknowledgements
19(2)
2 Using Student Feedback to Enhance Teaching and Learning in an Undergraduate Medical Curriculum: the University of Hong Kong Experience
21(22)
Julie Y Chen
Weng Yee Chin
Introduction
22(2)
Feedback to and from students in medical education settings
24(1)
Example: HKU iClass
25(1)
Example: feedback to students on their performance from tutor and from peers
26(2)
Example: feedback from students to tutor
28(1)
Feedback in clinical teaching environments
29(1)
Example: recorded consultation review as feedback to students
29(1)
Example: student reflective writing as feedback to community-based clinical teachers
30(1)
Feedback through course evaluation
31(3)
HKU Student Learning Experience Questionnaire (HKUSLEQ)
34(2)
Staff-Student Consultation Meetings (SSCM)
36(1)
Focus group interviews
36(1)
Faculty-co-ordinated paper questionnaires
36(1)
Mechanisms for reviewing student evaluations for enhancement of teaching and learning
37(1)
Faculty Teaching and Learning Quality Committee (FTLQC)
38(1)
Quality Assurance Sub-committee of the MBBS Curriculum Committee
39(1)
Conclusion
40(1)
References
40(3)
3 Feedback as Conceptualised and Practised in South East Asia
43(18)
Gominda Ponnamperuma
Introduction
44(1)
Feedback on the learning process
45(1)
How feedback is conceptualised
45(4)
How feedback is carried out
49(2)
Improving current practice
51(1)
Unhealthy practices related to the feedback provider
51(2)
Unhealthy practices related to the feedback recipient
53(1)
Feedback on the teaching process
53(1)
Context
53(2)
Feedback
55(1)
Acting upon feedback
55(2)
Conclusion
57(1)
References
57(4)
4 Enhancing Clinical Education with Student Feedback: a Thai Perspective
61(16)
Cherdsak Iramaneerat
Introduction
61(2)
Medical education in Thailand
63(2)
Use of student feedback in undergraduate medical education
65(1)
Student feedback on teaching strategies
66(4)
Student feedback on a medical curriculum
70(1)
Student feedback on assessment
71(2)
The use of resident feedback in postgraduate training
73(1)
Conclusion
74(1)
References
74(3)
5 Student Feedback in Medical and Health Sciences: an Indian Perspective
77(16)
Rita Sood
Tejinder Singh
Use of student feedback for evaluation of faculty (SEF)
77(1)
Common criticisms and perceptions of SEF
78(1)
Key points on the utility of student feedback
79(1)
Some background in Indian medical education
80(1)
Cultural and contextual issues regarding use of student feedback in India
81(1)
Current use of student feedback in medical and health professional education in India
81(1)
Department of Physiology
82(2)
College of Nursing
84(1)
Utilisation of feedback
84(1)
Manipal University Experience
85(1)
Prospects of using student feedback effectively in India
86(1)
Role of faculty development
87(1)
Conclusion
87(1)
Acknowledgements
87(1)
References
88(5)
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)
93(30)
Monica van de Ridder
Abbreviations
94(1)
Introduction
94(2)
Determinants of the learning environment
96(1)
Feedback system
97(1)
Description of a System of Educational Quality Management (SEQM)
98(2)
The development of a System for Educational Quality Management
100(3)
Instruments used in the SEQM
103(1)
Clerkship Evaluation
103(1)
Baseline Measure
104(1)
Pre-visit for accreditation
105(1)
Internal Audit
106(1)
Dutch Residency Educational Climate Test (D-RECT)
107(1)
Teaching Evaluation System (SETQ)
108(1)
Exit interviews
108(1)
How can residents contribute to the improvement of the system?
109(2)
Stimulation of participation
111(1)
Strengths, weaknesses, opportunities, and threats of the SEQM and learners' participation
112(5)
Concluding remarks
117(1)
Acknowledgements
117(1)
References
117(4)
Notes
121(2)
7 Approaches to Student Feedback in the Health and Medical Sciences
123(6)
Chenlcheri Sid Nair
Patricie Mertova
Introduction
123(1)
Key trends, issues, and approaches
124(2)
Concluding remarks
126(1)
References
127(2)
Index 129
Professor Sid Nair is currently Executive Dean and Dean Learning, Teaching and Student Experience at the Victorian Institute of Technology (VIT), Australia where he is responsible for the learning, teaching, student experience and quality matters of the Institution.

Previous to this appointment at VIT, Sid was the Executive Director of the Tertiary Education Commission (TEC), Mauritius, the apex regulatory body where he was responsible for the formulation and execution of strategies, policies and procedures in the higher education sector in Mauritius.

Prior to joining TEC, he was Professor of Higher Education Development at the Centre for Education Futures (CEF), University of Western Australia. His role was to build the capacity of academics in the digital delivery of their teaching. His career path also had him as Interim Director and Quality Advisor (Evaluations and Research) at the Centre for Higher Education Quality (CHEQ) at Monash University, Australia where he headed the evaluation unit at Monash University. In this capacity he restructured the evaluation framework at the university. The approach to evaluations at Monash has been noted in the first round of the Australian Universities Quality Agency (AUQA) audits and is part of the good practice database.

His research work lies in the areas of quality in the higher education system, classroom and school environments, and the implementation of improvements from stakeholder feedback. He has extensive lecturing experience in the applied sciences in Canada, Singapore and Australia. He is an international consultant in quality and evaluations in higher education. Dr Patricie Mertova is currently a Research Fellow in the Department of Education, University of Oxford, England. She was previously a Research Officer at the University of Queensland, and, prior to that, a Research Fellow in the Centre for the Advancement of Learning and Teaching (CALT) and the Centre for Higher Education Quality (CHEQ), Monash University, Australia. She has recently completed her PhD focusing on the academic voice in higher education quality. She has research expertise in the areas of higher education and higher education quality. Her background is also in the areas of linguistics, translation, cross-cultural communication and foreign languages.
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