Faculty Evaluations: Accounting for the “Unmeasurables”

2017 ◽  
Vol 28 (2) ◽  
pp. 2-4
Author(s):  
L. Allen Furr ◽  
J. Emmett Winn
Keyword(s):  
Faculty Evaluations

COVID-19 Effects on Communication Course and Faculty Evaluations

2021 ◽  
pp. 107769582110341
Author(s):  
H. Paul LeBlanc
Keyword(s):  
Online Learning ◽  
Research University ◽  
Student Evaluations Of Teaching ◽  
Communication Course ◽  
Faculty Evaluations ◽  
Face To Face ◽  
Course Effectiveness ◽  
Public Research University ◽  
Rapid Transition ◽  
Faculty Experience

Student evaluations of teaching (SETs) are utilized by universities as one component in assessing course effectiveness, despite evidence in the research regarding their validity. With the global COVID-19 pandemic, many universities rapidly transitioned teaching modalities from face-to-face to online learning, regardless of the faculty experience. This study investigates the effects on SETs of the rapid transition in teaching modalities for all sections of courses occurring during COVID-19 compared with all sections of courses taught within a Communication department at a large public research university over the past 8 years. The results indicate moderate effects from the rapid transition to online learning.

scholarly journals Test of Integrated Professional Skills: Objective Structured Clinical Examination/Simulation Hybrid Assessment of Obstetrics-Gynecology Residents' Skill Integration

2014 ◽  
Vol 6 (1) ◽  
pp. 117-122 ◽  
Author(s):  
Abigail Ford Winkel ◽  
Colleen Gillespie ◽  
Marissa T. Hiruma ◽  
Alice R. Goepfert ◽  
Sondra Zabar ◽  
...  
Keyword(s):  
Clinical Examination ◽  
Clinical Judgment ◽  
Standardized Patients ◽  
Performance Standard ◽  
Professional Skills ◽  
Faculty Evaluations ◽  
Technical Ability ◽  
Performance Based Assessment ◽  
Level Of Training ◽  
Learning Plans

Abstract Background Assessment of obstetrics-gynecology residents' ability to integrate clinical judgment, interpersonal skills, and technical ability in a uniform fashion is required to document achievement of benchmarks of competency. An observed structured clinical examination that incorporates simulation and bench models uses direct observation of performance to generate formative feedback and standardized evaluation. Methods The Test of Integrated Professional Skills (TIPS) is a 5-station performance-based assessment that uses standardized patients and complex scenarios involving ultrasonography, procedural skills, and evidence-based medicine. Standardized patients and faculty rated residents by using behaviorally anchored checklists. Mean scores reflecting performance in TIPS were compared across competency domains and by developmental level (using analysis of variance) and then compared to standard faculty clinical evaluations (using Spearman ρ). Participating faculty and residents were also asked to evaluate the usefulness of the TIPS. Results Twenty-four residents participated in the TIPS. Checklist items used to assess competency were sufficiently reliable, with Cronbach α estimates from 0.69 to 0.82. Performance improved with level of training, with wide variation in performance. Standard faculty evaluations did not correlate with TIPS performance. Several residents who were rated as average or above average by faculty performed poorly on the TIPS (> 1 SD below the mean). Both faculty and residents found the TIPS format useful, providing meaningful evaluation and opportunity for feedback. Conclusions A simulation-based observed structured clinical examination facilitates observation of a range of skills, including competencies that are difficult to observe and measure in a standardized way. Debriefing with faculty provides an important interface for identification of performance gaps and individualization of learning plans.

scholarly journals A Comparison of Students’ Self-Assessments With Faculty Evaluations of Their Communication Skills

2013 ◽  
Vol 77 (4) ◽  
pp. 72 ◽  
Author(s):  
Lisa M. Lundquist ◽  
Angela O. Shogbon ◽  
Kathryn M. Momary ◽  
Hannah K. Rogers
Keyword(s):  
Communication Skills ◽  
Faculty Evaluations ◽  
Self Assessments

scholarly journals From good to great: learners’ perceptions of the qualities of effective medical teachers and clinical supervisors in psychiatry

2019 ◽  
Vol 10 (3) ◽  
pp. e17-26 ◽  
Author(s):  
Sheila Harms ◽  
Bryce Bogie ◽  
Anne Lizius ◽  
Karen Saperson ◽  
Susan Jack ◽  
...  
Keyword(s):  
Qualitative Methodology ◽  
Medical Training ◽  
Faculty Evaluation ◽  
Personal Characteristics ◽  
Faculty Evaluations ◽  
Clinical Supervisors ◽  
Affective Factors ◽  
Educator Effectiveness ◽  
Medical Teachers ◽  
Narrative Comments

Background: The shift in postgraduate medical training towards a competency-based medical education framework has inspired research focused on medical educator competencies. This research has rarely considered the importance of the learning environment in terms of both setting and specialty-specific factors. The current study attempted to fill this gap by examining narrative comments from psychiatry faculty evaluations to understand learners’ perceptions of educator effectiveness.   Methods: Data consisted of psychiatry faculty evaluations completed in 2015-2016 by undergraduate and postgraduate learners (N= 324) from McMaster University. Evaluations were provided for medical teachers and clinical supervisors in classroom and clinical settings. Narrative comments were analyzed using descriptive qualitative methodology by three independent reviewers to answer: “What do undergraduate and postgraduate medical learners perceive about educator effectiveness in psychiatry?” Results: Narrative comments were provided on 270/324 (83%) faculty evaluation forms. Four themes and two sub-themes emerged from the qualitative analysis. Effective psychiatry educators demonstrated specific personal characteristics that aligned with previous research on educator effectiveness. Novel themes included the importance of relationships and affective factors, including learner security and inspiration through role modeling Conclusion: Contemporary discussions about educator effectiveness in psychiatry have excluded the dynamic, relational and affective components of the educational exchange highlighted in the current study. This may be an important focus for future educational research.

scholarly journals Medical Students' Perception of Residents as Teachers: Comparing Effectiveness of Residents and Faculty During Simulation Debriefings

2012 ◽  
Vol 4 (4) ◽  
pp. 486-489 ◽  
Author(s):  
Dylan D. Cooper ◽  
Adam B. Wilson ◽  
Gretchen N. Huffman ◽  
Aloysius J. Humbert
Keyword(s):  
Medical Students ◽  
Faculty Members ◽  
Dash Score ◽  
Indiana University ◽  
Faculty Evaluations ◽  
School Of Medicine ◽  
Case Type ◽  
Simulation Session ◽  
The Mean ◽  
Residents As Teachers

Abstract Background Simulation can enhance undergraduate medical education. However, the number of faculty facilitators needed for observation and debriefing can limit its use with medical students. The goal of this study was to compare the effectiveness of emergency medicine (EM) residents with that of EM faculty in facilitating postcase debriefings. Methods The EM clerkship at Indiana University School of Medicine requires medical students to complete one 2-hour mannequin-based simulation session. Groups of 5 to 6 students participated in 3 different simulation cases immediately followed by debriefings. Debriefings were led by either an EM faculty volunteer or EM resident volunteer. The Debriefing Assessment for Simulation in Healthcare (DASH) participant form was completed by students to evaluate each individual providing the debriefing. Results In total, 273 DASH forms were completed (132 EM faculty evaluations and 141 EM resident evaluations) for 7 faculty members and 9 residents providing the debriefing sessions. The mean total faculty DASH score was 32.42 and mean total resident DASH score was 32.09 out of a possible 35. There were no statistically significant differences between faculty and resident scores overall (P  =  .36) or by case type (Ptrauma  =  .11, Pmedical  =  .19, Ppediatrics  =  .48). Conclusions EM residents were perceived to be as effective as EM faculty in debriefing medical students in a mannequin-based simulation experience. The use of residents to observe and debrief students may allow additional simulations to be incorporated into undergraduate curricula and provide valuable teaching opportunities for residents.

scholarly journals The Associations Between Residents' Behavior and the Thomas-Kilmann Conflict MODE Instrument

2010 ◽  
Vol 2 (1) ◽  
pp. 118-125 ◽  
Author(s):  
Dotun Ogunyemi ◽  
Susie Fong ◽  
Geoff Elmore ◽  
Devra Korwin ◽  
Ricardo Azziz
Keyword(s):  
Medical Education ◽  
Communication Skills ◽  
Faculty Evaluation ◽  
Medical Knowledge ◽  
Problem Based Learning ◽  
Learning System ◽  
P Value ◽  
Faculty Evaluations ◽  
Positive Correlations ◽  
Knowledge Communication

Abstract Objective To assess if the Thomas-Kilmann Conflict MODE Instrument predicts residents’ performance. Study Design Nineteen residents were assessed on the Thomas-Kilmann conflict modes of competing, collaborating, compromising, accommodating, and avoiding. Residents were classified as contributors (n  =  6) if they had administrative duties or as concerning (n  =  6) if they were on remediation for academic performance and/or professionalism. Data were compared to faculty evaluations on the Accreditation Council for Graduate Medical Education (ACGME) competencies. P value of < .05 was considered significant. Results Contributors had significantly higher competing scores (58% versus 17%; P  =  .01), with lower accommodating (50% versus 81%; P 5 .01) and avoiding (32% versus 84%; P  =  .01) scores; while concerning residents had significantly lower collaborating scores (10% versus 31%; P  =  .01), with higher avoiding (90% versus 57%; P  =  .006) and accommodating (86% versus 65%; P  =  .03) scores. There were significant positive correlations between residents’ collaborating scores with faculty ACGME competency evaluations of medical knowledge, communication skills, problem-based learning, system-based practice, and professionalism. There were also positive significant correlations between compromising scores and faculty evaluations of problem-based learning and professionalism with negative significant correlations between avoiding scores and faculty evaluations of problem-based learning, communication skills and professionalism. Conclusions Residents who successfully execute administrative duties are likely to have a Thomas-Kilmann profile high in collaborating and competing but low in avoiding and accommodating. Residents who have problems adjusting are likely to have the opposite profile. The profile seems to predict faculty evaluation on the ACGME competencies.

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