Project description:Anonymous student evaluations of teaching (SETs) are used by colleges and universities to measure teaching effectiveness and to make decisions about faculty hiring, firing, re-appointment, promotion, tenure, and merit pay. Although numerous studies have found that SETs correlate with various teaching effectiveness irrelevant factors (TEIFs) such as subject, class size, and grading standards, it has been argued that such correlations are small and do not undermine the validity of SETs as measures of professors' teaching effectiveness. However, previous research has generally used inappropriate parametric statistics and effect sizes to examine and to evaluate the significance of TEIFs on personnel decisions. Accordingly, we examined the influence of quantitative vs. non-quantitative courses on SET ratings and SET based personnel decisions using 14,872 publicly posted class evaluations where each evaluation represents a summary of SET ratings provided by individual students responding in each class. In total, 325,538 individual student evaluations from a US mid-size university contributed to theses class evaluations. The results demonstrate that class subject (math vs. English) is strongly associated with SET ratings, has a substantial impact on professors being labeled satisfactory vs. unsatisfactory and excellent vs. non-excellent, and the impact varies substantially depending on the criteria used to classify professors as satisfactory vs. unsatisfactory. Professors teaching quantitative courses are far more likely not to receive tenure, promotion, and/or merit pay when their performance is evaluated against common standards.
Project description:Student evaluations of teaching (SETs) have become a widely used tool for assessing teaching in higher education. However, numerous investigations have shown that SETs are subject to multiple biases, one of which is particularly relevant, namely, the area of knowledge to which the subject belongs. This article aims to replicate the article by Uttl & Smibert (2017, https://doi.org/10.7717/peerj.3299) in a different educational context to verify whether the negative bias toward instructors who teach quantitative courses found by the authors in the US also appears in the Spanish university system. The study was conducted at the Business and Law School of the Universidad Pontificia Comillas, a private Spanish university, using two different samples. First, we analyzed undergraduate courses using a sample of 80,667 SETs in which 2,885 classes (defined as a single semester-long course taught by an individual instructor to a specific group of students), 488 instructors, and 322 different courses were evaluated over a time period of four academic years (2016/2017-2019/2020). Second, in the same period, 16,083 SETs corresponding to master's degree courses were analyzed, which involved the study of 871 classes, 275 instructors, and 155 different courses. All the data included in the analysis were obtained from official university surveys developed by a team of professionals specialized in teaching quality responsible for ensuring the reliability of the information. At the degree level, the results show that despite the considerable cultural and temporal difference between the samples, the results are very similar to those obtained by Uttl & Smibert (2017, https://doi.org/10.7717/peerj.3299); i.e., professors teaching quantitative courses are far more likely to obtain worse SETs than instructors in other areas. There are hardly any differences at the master's degree level, regardless of whether nearly 75% of master's degree instructors also teach at the undergraduate level. This leads us to three different conclusions. (1) Evidence suggests that the reason for these differences is not due to faculty teaching quantitative courses being less effective than faculty teaching in some other fields. Our results indicate that the same instructor is evaluated very differently depending on whether he or she teaches at the undergraduate or master's level. (2) It is essential to avoid comparisons of SETs between different areas of knowledge, at least at the undergraduate level. (3) A significant change in the use and interpretation of SETs is imperative, or its replacement by other evaluation mechanisms should be considered. If this does not occur, it is possible that in the future, there will be an adverse selection effect among professors of quantitative methods; i.e., only the worst professionals in quantitative methods will opt for teaching since the good professionals will prefer other jobs.
Project description:ContextThe COVID-19 pandemic has forced traditional teaching to be re-structured and delivered online.ObjectiveTo analyse medical students' perceptions about the benefits and difficulties of the remote teaching of Pathology during the COVID-19 pandemic.DesignA cross-sectional study was performed with an online survey applied to students from the third and fourth year of medical graduation, who attended the remote teaching of Pathology during the COVID-19 pandemic. Online teaching methods consisted of synchronous activities with live interactive lectures, case-based discussions and asynchronous activities with recorded lectures, tutorials and texts available on the online teaching platform. Students' perceptions about the remote teaching of Pathology were assessed through online survey.ResultsNinety students (47.4%) of 190 participants completed the questionnaire, 45 were male and 52 in the third year of medical graduation. Perceived conditions that facilitated Pathology learning included the use of the online teaching platform and time flexibility for study. Students regarded live interactive lectures as superior to traditional face-to-face lectures. Perceived conditions that hindered the implementation of the online teaching included difficulty separating study from home activities, lack of motivation and worsening of quality of life due to physical distancing from colleagues and the faculty. Overall, the remote teaching of Pathology was positively valued by 80% of the students.ConclusionOnline tools allowed the content of Pathology to be successfully delivered to the students during the COVID-19 pandemic. This experience may be a model for future teaching activities of Pathology in health science education.
Project description:Due to the COVID-19 pandemic, many universities struggle to engage students while implementing a distance-based teaching/learning approach and to provide hands-on activities to students enrolled in STEM classes. Implementing service-focused activities that can be conducted by the students remotely can overcome these struggles. The goals of this study were to 1) implement citizen science activities focused on water quality using three commercially available low-cost test strips (2:1, 5:1, and 16:1) while teaching four undergraduate engineering courses at the University of Mississippi (UM) during a pandemic event, and 2) evaluate the acceptability and validate the results obtained. Eighty-five undergraduate students (citizen scientists) and five research scientists (control group) collected two water samples (with triplicates) after receiving detailed step-by-step written guidelines and video tutorials. One hundred twenty tap water samples were collected from private households across Lafayette County and its surrounding counties and multiple buildings on campus. Five laboratory fortified blank (LBF) samples were implemented to validate the results. While the academic background of the participants did not impact the results (p > 0.05), the results obtained using the different test strips were statistically different (p < 0.05). In fact, results obtained using the 2:1 and the 5:1 test strips were close to the LFBs, while, except for the higher concentration of Total Alkalinity (40 mg/L CaCO3), results obtained using the 16:1 test strips were significantly different than the LFBs. Results (in terms of pH, Nitrate, and Total Chlorine) obtained by the citizen scientists using the 2:1 and 5:1 test strips were consistent with those reported in the annual drinking water quality reports from UM and municipalities included in the investigated region. Overall, this activity was well received by the students. Approximately 75% of them agreed that this hands-on activity was a positive experience while struggling to attend face-to-face classes.
Project description:The COVID-19 pandemic has challenged the status quo of engineering education, especially in highly interactive, hands-on design classes. Here, we present an example of how we effectively adjusted an intensive hands-on, group project-based engineering course, Medical Device Design & Innovation, to a remote learning curriculum. We first describe the modifications we made. Drawing from student pre and post feedback surveys and our observations, we conclude that our adaptations were overall successful. Our experience may guide educators who are transitioning their engineering design courses to remote learning.
Project description:IntroductionSexuality is a multifaceted and makes up part of the lives of all individuals.AimTo evaluate the teaching of sexual health to students in the basic cycle of an undergraduate course in medicine.MethodsA descriptive, cross-sectional study was conducted using primary data on the teaching of sexual health in the first 4 years of the course. The students were contacted personally and given a self-administrated questionnaire on the teaching of sexual health. The questionnaire was based on studies conducted with physicians and medical students regarding their educational background in sexual health. The degree of satisfaction regarding the learning process was determined using a ten-point scale; on which, a score of 1 to 5 indicated dissatisfaction and of 6 to 10 satisfaction.Main outcome measuresThe main outcome measure was a self-administered questionnaire addressing the teaching of sexual health in the first 4 years and how this knowledge affected relationships with patients.ResultsA total of 216 students answered the questionnaire. Only 27.27% and 22% of the students in the first and second years, respectively, reported having classes related to sexual medicine, whereas 38.1% (third year) and 54.40% (fourth year) had such classes. Regarding satisfaction, the weighted mean was 4.55 and the modes were 5 and 6. In the evaluation of their expectations about learning sexual health, 46 (67.6%) reported feeling non-confident, 18 (26.5%) did not answer the question, and 4 (5.9%) reported feeling confident.ConclusionThis study revealed a gradual progression in the offer of content related to sexual medicine to students throughout the medicine course, with weighted means of 2.6 (first year), 2.82 (second year), 3.58 (third year), and 4.55 (fourth year). However, the findings indicate that the teaching of this subject remains deficient and students feel unsatisfied and unprepared for their future practice of medicine. Teixeira Santos AU, Fava Spessoto LC, Fácio FN. Sexual Health Teaching in Basic Science Courses Among Medical Students. Sex Med 2021;9:100309.
Project description:In response to the Covid-19 pandemic, medical educators have transformed pre-clerkship anatomy curricula into online formats. The purpose of this study was to evaluate the effectiveness and student perceptions of an online near-peer anatomy curriculum. The classes of 2022 and 2023 completed identical foundational anatomy curricula in-person, whereas the class of 2024 completed an adapted curriculum for remote online learning. Quantitative and qualitative responses were used to compare attitudes between instructional methods. Assessment scores and evaluation survey responses were collected from the classes of 2022 (n = 185), 2023 (n = 184), and 2024 (n = 183). Mean assessment scores (±SD) for the classes of 2022, 2023, and 2024 were 93.64% (±5.86), 93.75% (±4.09), and 92.04% (±4.83), respectively. Post hoc group comparisons showed the class of 2024 scored significantly lower than the two previous classes [2022: (H(1) = 18.58, P < 0.001), 2023: (H(1) = 18.65, P < 0.001)]. Mean survey results concerning curriculum quality were 4.06/5.00 for the class of 2023 and 3.57/5.0 for the class of 2024 (t(365) = 2.67, P = 0.008). Considering a small effect size (η2 = 0.034), there was no meaningful difference in student assessment scores. A potential drawback of online near-peer anatomy teaching remains in student perceptions of course quality; qualitative feedback suggested technological limitations and perceptions of online course instructors were partly responsible for lower student satisfaction. Following the Covid-19 pandemic, medical educators should incorporate the lessons learned from this unique educational inflection point to improve curricula moving forward.
Project description:ProblemIn March 2020, medical students at the University of Washington School of Medicine were removed from clinical settings in response to the COVID-19 pandemic. As subinternships are required for graduation and an important way to prepare for internship, a virtual subinternship was created to include practical elements of in-person learning and to address limited teaching faculty from COVID-19 inpatient surges.ApproachA virtual, interactive subinternship was developed with case-based teaching sessions, communication and critical literature evaluation skill building, professional development, and creation of independent learning plans. Near-peer teachers (NPTs) were selected from graduating senior medical students who matched into internal medicine. In addition to teaching topics from the Clerkship Directors of Internal Medicine curriculum, NPTs engaged in course development, recruited teaching faculty, gathered feedback, and facilitated small groups. Participating students completed pre- and post-course surveys.OutcomesThe 10 students (100%) enrolled in the course who completed both surveys indicated significant improvement in mean scores across 4 domains: evaluating medical literature (3.1/5 to 4.5/5; +1.4, P < .001); developing individual learning plans (3.6/5 to 4.7/5; +1.1, P = .001); perceived ability to efficiently evaluate patients with common internal medicine concerns (3.7/5 to 4.6/5; +0.9, P = .004); and formulating initial diagnostic and therapeutic plans (3.6/5 to 4.6/5; +1.0, P < .001). Themes extracted from open-ended responses included initial skepticism of an online format, the course exceeding expectations, and feeling prepared for internship.Next stepsAlthough a virtual subinternship lacks direct patient care, students reported improvement in all 4 domains studied. Future courses would benefit from greater use of simulation and role-playing scenarios for practical skills. The experience with NPTs was encouraging, aiding in the success of the subinternship. The role of NPTs should be cultivated to fill gaps in content delivery and enhance the development of students as educators.
Project description:Due to COVID-19 outbreaks worldwide, the academic institutions have been enforced to entirely cancel face-to-face teaching including laboratories and other learning experiences as a mitigation step against the risk posed by the Coronavirus. Accordingly, various measures by the higher education providers have been initiated to implement social isolation strategies, and online teaching is followed with rapid curriculum transformation. The online delivery is more convenient, as it can provide vibrant and dynamic teaching and learning environment. However, due to time constraint, the curriculum transformation is anticipated to occur rapidly without sufficient preparation. Therefore, in this study, the concept of the emergency remote teaching (ERT) including its application and evaluation is thoroughly discussed. The application of the ERT in the Middle East College Oman has been considered as case study. This study draws on CIPP evaluation model to assess the effectiveness of the adopted model, and qualitative data were collected online taking random samples of students and educators. Besides, interview and questionnaire responses, experiences, beliefs, and challenges encountered by the educators and students on the emergency remote teaching were used and analyzed. In addition, students’ weekly attendance segregated with session modes, levels and module nature were considered to evaluate the students’ participation to the online classes. The collected information were analyzed, and based on the analysis outcomes, recommendations were forwarded to serve as an input for future strategies and policies and to improve the performance of teaching learning activities during similar circumstances.
Project description:This study aimed to explore the impact of anxiety and functional impairment measures on a sample of undergraduate psychology students. Learning performance was evaluated during the emergency remote teaching during the first wave and in the post-vaccination period of the COVID-19 pandemic in Brazil. Data modeling revealed that psychometric indicators of severe anxiety and severe functional impairment predicted students with lower learning performance in pairs of pre- and post-test multiple-choice questions. This is the first study to highlight the association between measures of generalized anxiety and functional impairment having a deleterious impact on students' learning performance. This manuscript highlights that educational policies should be designed to deal with students' mental health under stressful situations.