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 students 2007 –192 students Evaluation 1-5, agree strongly/disagree strongly- too easy/too difficult-less 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 % lectures

STUDENTS 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 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 students 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