Presentation on theme: "Office of Educational Development and Evaluation (OEDE) UCSD School of Medicine Student Orientation Evaluation Process August 2007 Babbi J. Winegarden,"— Presentation transcript:
Office of Educational Development and Evaluation (OEDE) UCSD School of Medicine Student Orientation Evaluation Process August 2007 Babbi J. Winegarden, Ph.D. Assistant Dean for Educational Development and Evaluation Website: OEDE
OEDE: What we do… website: Evaluations (On-line) All courses in years 1-3 Faculty in years 1-3, Residents in year 3 Students in years 1-3 (mostly year 3 but some in 1 st and 2 nd year courses) Year 4 – just beginning Educational (Faculty) Development Faculty seminars (lecturing, small group facilitation, precepting, etc.)
OEDE Staff: Who we are… Who does what Contact all of us at Student Representatives for OEDE 1 st year rep will be chosen in Fall quarter 2 nd year rep is Matt Gonzales Reps assist with Review of questions, # of evaluations, s, and any other concerns or helpful guidance We are located in MTF 162B…
Accessing OEDE info from the Web Portal portal.ucsd.edu/webportal/index.cfm?c=M S%201&curpage=forum&forum=99 portal.ucsd.edu/webportal/index.cfm?c=M S%201&curpage=forum&forum=99
How are evaluations used here at UCSD SOM? Curriculum Committees Course Directors review course, faculty and student performance Dean’s letters for students Faculty self-review Student self-review The School of Medicine reviews all evaluations as part of our quality review process.
Are Evaluations Required? Course, Faculty and Student – Yes Others – No – we usually conduct some sort of raffle for you as incentive for these
What we need from you… 90% completion rate Student Handbook, page 44 Student Responsibilities for Course Evaluation Evaluations are a course requirement 90% completion rate per quarter is expected See Associate Dean for UGME if fall below this Timely completion of evaluations Let us know if something in an evaluation is incorrect We have a very quick response to concerns/issues
Professional and Constructive Feedback What would you want to read about yourself if the evaluation was about you? What is constructive feedback? A communication that gives the person information about his/her performance with the aim of developing and/or enhancing that performance. Based on facts, and, Must be something the person can do something about De-identify in extreme circumstances
Random Sampling… We conduct random sampling to lessen the number of evaluations activated per student Exceptions Small groups/labs usually 100% Final course evaluations usually 100%
Logging in to: You received an from CoursEval just prior to this session, indicating that you have an evaluation to complete. This is the evaluation of your Orientation week experience. In the you will find a box with a login button, your username and password. Please change your password upon entering CoursEval for the first time. Should you forget your password in the future, you can always use the “Problem logging in?” option from the Log In screen. Future s will not contain your password information for security purposes.
Menu Bar ( Open Orientation evaluation) Change password under Other menu option Contact Site Administrator Surveys Available, Incomplete and complete evaluations/surveys Reports Directors’ Reports…mostly 3 rd year Help Use site features: Faculty/Student Portal
Miscellaneous concepts… Save progress vs. submit Students requested to be able to complete evaluations as soon as possible after an event – good reliability for us Be sure to save progress if you are completing evaluations this way Evals of faculty (small groups/labs, etc) Sometimes direct assignment, sometimes pick list Each evaluation will have instructions Give us feedback anytime… Questions?
CourseEvaluationBlocksCountSamplingStart DateActive DateEnd Date Submit Start SOM 202A SBS: Dr/Pt Relationship Facilitator Eval of StudentSOM 202A x12 100% 9/6/ /2/200711/9/2007 Eval of Faculty (Lecturer)SOM 202A0.6 60% 9/6/ /18/200711/8/2007 Eval of Faculty (Small Group Facilitator) Week x12 (midcourse feedback)1 100% 9/6/ /14/200710/4/2007 Week x % 10/11/ /18/200711/8/2007 Eval of Course (Overall) 1 100% 11/14/ /25/200711/14/2007 Total SOM 202A SBS: Dr./Pt. Relationship Evaluations:3.6 SOM 204 Cell Biology & Biochemistry Eval of Course (Overall) 1 100% 12/12/ /30/200712/12/2007 Eval of Faculty (Clinical Correlates)( CC )1 100% 9/10/ /30/200712/5/2007 Eval of Faculty (Laboratory)( LAB )1 100% 9/4/ /2/200711/7/2007 Eval of Faculty (Elective Lab)( EL )1 100% 9/11/ /2/200711/6/2007 Eval of Faculty (Lecturer) Cellular & Molecular ( C )0.6 60% 9/4/ /2/200711/6/2007 Biochem & Disease ( B )0.6 60% 9/4/ /2/200711/7/2007 Laboratory ( LL )0.6 60% 9/4/ /2/200711/5/2007 Immunology ( I )0.6 60% 9/17/ /2/200711/5/2007 Genetics in Medicine ( G )0.6 60% 11/26/ /30/200712/10/2007 Eval of Faculty (Reading Workshop)( READ )1 100% 9/12/ /2/200711/7/2007 Total SOM 204 Cell Biology & Biochemistry Evaluations:8 SOM 217A Principles of Pharmacology Eval of Course (Overall) 1 100% 12/14/ /30/200712/14/2007 Eval of Faculty (Lecturer) % 11/26/ /30/200712/6/2007 Eval of Faculty (Conference Facilitator) Pharmacodynamics x % 12/7/ /30/200712/10/2007 Pharmacokinetics x % 12/7/ /30/200712/10/2007 Total SOM 217A Principles of Pharmacology Evaluations:3.6 Total Fall 2007 MS I Evaluations:15.2 Fall 2007 MS 1 Evaluations 3 courses and approximately 15.2 evaluations to complete OEDE 1 st year student representative has not been chosen yet Student rep works with OEDE re: content and number of evaluations as well as the process by which the evaluations are reviewed Student Reps on each of the curriculum committees
What is Constructive Feedback? A communication that gives the person information about his/her performance with the aim of developing and/or enhancing that performance. Based on facts, and, Must be something the person can do something about
General Guidelines for Providing Constructive Feedback It is descriptive rather than evaluative Describe what you observed…stay clear of personal judgments Vague, focused on the person, and based on opinions or feelings Should never be given in anger or be judgmental It is specific rather than general “Better testing.”…vs “The tests did not seem to be representative of the material covered.” It focuses on the facts and/or behaviors rather than on the person “Clearly not a detailed-oriented person!”…vs “Syllabus needs to be proofread.” It requires an awareness of the needs of both the receiver and the giver of feedback “That presentation you just gave was useless and a waste of my time”…vs “I would have liked to have heard about…in your presentation” It is directed toward an issue or behavior which the receiver can do something about “Voice is too soft and doesn’t carry” vs. “Using a microphone might be beneficial.” It is well thought out before being offered…