Transcript STUDENT FEEDBACK: TEACHING YOUR TEACHER Dr Cristina

STUDENT FEEDBACK:
TEACHING YOUR TEACHER
Dr Cristina Stefan
Pediatric oncologist
May 2007
Hematology module
MBCHB IV
2006 and 2007
CLASSROOM ASSESMENT
TECHNIQUES
 Classroom evaluation
 Classroom research
2 FUNDAMENTAL
QUESTIONS
 1. How well are students learning?
 2.How effectively are teachers teaching?
HEMATOLOGY MODULE
MBCHB IV
 2006- 171 students
 2007 –192 students
 Evaluation 1-5, agree strongly/disagree
strongly- too easy/too difficult-less <40% to
>80%
 Comments
RESULTS
 Highest score –”outcomes available for the
module”
_”responsibility rests with me
to achieve the results” score : 4
 Lowest score- “feedback promptly” score<3
 Outcome in this module was average to
achieve-78%
 70% attended between 80-100% lectures
STUDENT’S COMMENTS
Negative:
 -no feedback (or late)
 -announcement of marks-very late
 -clinical block in the middle of the module
Positive:
 Helpful study guide
 Nice module
 Well organized
OUR RESULTS
 2006 –1 student failed
 2007-1 student failed
 Could we do it differently?
 Could we achieve better results?
 Did we enjoy it as much as they did?
 Could we /they have FUN?
FURTHER COMMENTS
 Should this questionnaire be the same for all
disciplines?
 Audit of the feedback-when , how often?
 When should changes be implemented?
 Do we give them feedback about their
feedback?
TWO WAY
COMMUNICATION
 Open communication
 Clear communication
 Direct communication
 Ask your students-early informal feedback,
one minute response, class committees,
students reflection
TWO WAY FEEDBACK
 Teachers share results with students
 Ask for suggestions
 What would they do?
 What can they do to contribute to a better
learning environment?
 Use feedback to develop dialogue
 Feedback creates the chance to express
interests
ASK YOUR STUDENTS
 Early informal feedback
 One-minute response
 Class committees
 Reflect
TEACH THE TEACHER
 Do it yourself
 Self-evaluation
 DO WE NEED TO LEARN HOW TO
TEACH?
FINAL SUGGESTION
 Getting a student’s point of view can be one
of the best guides for how to organize your
next lesson
To teach
Is to
Touch a life
Forever