Giving Feedback | Self-Evaluations | Peer-Evaluations | FAQs
Giving Feedback
In order for these evaluations to be the most useful to directors and faculty, they should be approached with thoughtfulness and honesty. The anonymity of these evaluations is strictly maintained so as to provide students with the opportunity to openly provide constructive feedback regarding modules and teaching.
Giving Useful Feedback
Evaluations are designed to provide students with an opportunity to give feedback as to the strengths of a particular module/clerkship or faculty member's teaching style. Additionally, students should feel free to give suggestions for improving modules and teaching effectiveness.
Examples of useful comments made in the past include:
■ "Excellent at explaining material"
■ "Very knowledgeable and has a fun way of sharing his knowledge base with students"
■ "Provides a relaxed atmosphere conducive for learning"
■ "Needs to more clearly define expectations for students"
■ "Needs to give more timely, specific feedback"
Feedback That is Not Useful
The more specific students can be about comments, the more useful they will be to faculty. Vague and general comments are less helpful because they do not allow a faculty member or module director to replicate or change specific teaching behaviors or module qualities.
Examples of less useful, vague/general comments include:
■ "Good teacher."
■ "Worthless as an attending."
Historically, students have approached evaluations constructively and respectfully. However, there have been incidents of unprofessional comments made. It is the School of Medicine policy that such comments are removed from evaluation reports. Information containing foul language and/or comments regarding a faculty member's personality or appearance are generally classified as unprofessional unless they reflect constructive feedback regarding a faculty member's professional behavior.
Examples of unprofessional comments made in the past include:
■ "Needs to buy some decent clothes"
■ "Needs a personality transplant"
■ "Nice legs"
■ "What an @#$*&%@$!
Medical students are asked to evaluate modules/clerkships and faculty several times a year. This information is used by faculty and directors to improve modules/clerkships and teaching. Students often have questions about these evaluations and their use. The following FAQ section has been designed to address some of these issues. If you have questions or concerns that are not addressed here, you may submit a question below.
In order to provide you with more information for consideration in improving your teaching and in seeking tenure and promotion, ES is offering self-evaluation reports. Research indicates that faculty who receive comparative analyses of their self ratings to student ratings, improve in areas that are discrepant. If you are interested in this data, you may complete and submit the Self Evaluation Form. This data will be analyzed and compared with student (and peer, if applicable) ratings you received for the module(s) you taught.
In order to provide you with more information for consideration in improving your teaching and in seeking promotion and tenure, ES is offering peer-evaluation reports. If you are interested in this data, you may have your module director or a designee complete and submit the Peer Evaluation Form. This data will be analyzed and compared with student (and self, if applicable) ratings you received for the module(s) you taught.
Are evaluations anonymous?
YES! The evaluation system has been designed so that no identifying information can be connected to a specific evaluation form. In order to ensure that all students have participated in the evaluation process, One45 is able to track student compliance but individual student comments or evaluations are not viewable. This process exists to keep a record of students who have completed evaluations. Those who have not completed the evaluation process will not receive their module grade until they have participated.
Why are these evaluations important?
Student feedback plays a significant role in improving modules and teaching effectiveness in the School of Medicine. Therefore, approaching them with thoughtfulness and openness is very important so that feedback can be the most useful to module/clerkship directors and faculty.
What kinds of changes can be made to modules and teaching based on these evaluations?
Changes regarding module organization and content can and have been made as a result of student feedback. Module/clerkship directors take student feedback into serious consideration when reviewing and designing their modules. Individual faculty can use feedback to identify strengths in their teaching methods and to identify those areas where they may need improvement. For example, they may use the student ratings and comments to improve handouts, exams, teaching style, and lecture organization.
