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Student-centred Course Evaluation in a Four-year, Problem Based Medical Programme: issues in collection and management of feedback.

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Title: Student-centred Course Evaluation in a Four-year, Problem Based Medical Programme: issues in collection and management of feedback.
Authors: Hendry, Graham D., Cumming, Robert G., Lyon, Patricia M., Gordon, Jill
Source: Assessment & Evaluation in Higher Education. Aug2001, Vol. 26 Issue 4, p327-339. 13p. 2 Diagrams, 1 Chart.
Subject Terms: *Higher education, *Curriculum, Medicine
Geographic Terms: New South Wales, Sydney (N.S.W.)
Company/Entity: University of Sydney
Abstract: Increasingly, evaluation is seen primarily as means of achieving quality improvement in higher education. The student-centred, open evaluation system in the medical programme at the University of Sydney has been developed with the fundamental aim of maintaining and improving programme quality. Students' potential concerns about their learning experiences are actively sought through a variety of qualitative and quantitative collection methods. Feedback is divided into three types: individual, group and year. Methods of data collection are described for each type of feedback and issues involved in managing feedback are discussed. Frequencies are reported for categories of individual student feedback in 1998 and 1999, classified according to whether comments were positive or negative. To effectively support improvement in course quality, an evaluation system must be based on a clear educational rationale, use a variety of methods and be managed with a sensitivity to the needs of students and teachers. [ABSTRACT FROM AUTHOR]
Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Assessment+%26+Evaluation+in+Higher+Education%22">Assessment & Evaluation in Higher Education</searchLink>. Aug2001, Vol. 26 Issue 4, p327-339. 13p. 2 Diagrams, 1 Chart.
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  Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Medicine%22">Medicine</searchLink>
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  Data: Increasingly, evaluation is seen primarily as means of achieving quality improvement in higher education. The student-centred, open evaluation system in the medical programme at the University of Sydney has been developed with the fundamental aim of maintaining and improving programme quality. Students' potential concerns about their learning experiences are actively sought through a variety of qualitative and quantitative collection methods. Feedback is divided into three types: individual, group and year. Methods of data collection are described for each type of feedback and issues involved in managing feedback are discussed. Frequencies are reported for categories of individual student feedback in 1998 and 1999, classified according to whether comments were positive or negative. To effectively support improvement in course quality, an evaluation system must be based on a clear educational rationale, use a variety of methods and be managed with a sensitivity to the needs of students and teachers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=4742800
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