The Use of the Course Experience Questionnaire as a Monitoring Evaluation Tool in a Problem-based Medical Programme.
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| Title: | The Use of the Course Experience Questionnaire as a Monitoring Evaluation Tool in a Problem-based Medical Programme. |
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| Authors: | Lyon, Patricia M., Hendry, Graham D. |
| Source: | Assessment & Evaluation in Higher Education. Aug2002, Vol. 27 Issue 4, p339-352. 14p. 1 Graph. |
| Subject Terms: | *Problem-based learning, *Teaching |
| Geographic Terms: | New South Wales, Sydney (N.S.W.) |
| Abstract: | This paper reports on the use of the Course Experience Questionnaire (CEQ) as an instrument to monitor the medical programme at the University of Sydney and in particular to measure improvements in teaching quality with the introduction of the new graduate-entry problem-based programme. In addition, it raises the more general issue of interpretation of CEQ results in courses designed around problembased learning (PBL). Students' perceptions of teaching quality were sought using a whole class questionnaire survey and small group interviews. Students in the new programme rated their course more highly than did students in the old programme with respect to good teaching, appropriate assessment, generic skills and overall satisfaction. These improvements did not hold with respect to the clarity of goals and standards, nor for perceptions of an appropriate workload. The results are interpreted in context and it is argued that particular items in the CEQ do not reflect the educational philosophy or the instructional processes of PBL programmes. [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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 7067085 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Use of the Course Experience Questionnaire as a Monitoring Evaluation Tool in a Problem-based Medical Programme. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lyon%2C+Patricia+M%2E%22">Lyon, Patricia M.</searchLink><br /><searchLink fieldCode="AR" term="%22Hendry%2C+Graham+D%2E%22">Hendry, Graham D.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Assessment+%26+Evaluation+in+Higher+Education%22">Assessment & Evaluation in Higher Education</searchLink>. Aug2002, Vol. 27 Issue 4, p339-352. 14p. 1 Graph. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22New+South+Wales%22">New South Wales</searchLink><br /><searchLink fieldCode="DE" term="%22Sydney+%28N%2ES%2EW%2E%29%22">Sydney (N.S.W.)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper reports on the use of the Course Experience Questionnaire (CEQ) as an instrument to monitor the medical programme at the University of Sydney and in particular to measure improvements in teaching quality with the introduction of the new graduate-entry problem-based programme. In addition, it raises the more general issue of interpretation of CEQ results in courses designed around problembased learning (PBL). Students' perceptions of teaching quality were sought using a whole class questionnaire survey and small group interviews. Students in the new programme rated their course more highly than did students in the old programme with respect to good teaching, appropriate assessment, generic skills and overall satisfaction. These improvements did not hold with respect to the clarity of goals and standards, nor for perceptions of an appropriate workload. The results are interpreted in context and it is argued that particular items in the CEQ do not reflect the educational philosophy or the instructional processes of PBL programmes. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab 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=7067085 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/0260293022000001355 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 339 Subjects: – SubjectFull: Problem-based learning Type: general – SubjectFull: Teaching Type: general – SubjectFull: New South Wales Type: general – SubjectFull: Sydney (N.S.W.) Type: general Titles: – TitleFull: The Use of the Course Experience Questionnaire as a Monitoring Evaluation Tool in a Problem-based Medical Programme. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lyon, Patricia M. – PersonEntity: Name: NameFull: Hendry, Graham D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2002 Type: published Y: 2002 Identifiers: – Type: issn-print Value: 02602938 Numbering: – Type: volume Value: 27 – Type: issue Value: 4 Titles: – TitleFull: Assessment & Evaluation in Higher Education Type: main |
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