Improving Response Rates for Course and Instructor Evaluations Using a Global Approach

Research output: Contribution to journalArticle

Abstract

Obtaining sufficient survey responses to make course and instructor evaluation results meaningful is a challenge in many, if not most, health
professionstraining programs. This paper describes a series of policy changesthatsignificantly improved data quality at one college of veterinary
medicine located in the United States. The steps consisted of minimizing the number of items appearing on the instruments, providing students
adequate time and space for completion, clearly explaining the purpose and value of the evaluations, simplifying data collection, collecting
verbal feedback, and closing the loop with student participants by informing them of any changes that were made as a result of their feedback.
The steps outlined in this model may be easily extended to other health professions programs that involve cohort models, multi‑instructor
courses and limited resources with respect to time and people.
Original languageEnglish (US)
Pages (from-to)7-10
Number of pages4
JournalEducation in the Health Professions
Volume1
Issue number1
StatePublished - Oct 1 2018

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Cite this

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title = "Improving Response Rates for Course and Instructor Evaluations Using a Global Approach",
abstract = "Obtaining sufficient survey responses to make course and instructor evaluation results meaningful is a challenge in many, if not most, healthprofessionstraining programs. This paper describes a series of policy changesthatsignificantly improved data quality at one college of veterinarymedicine located in the United States. The steps consisted of minimizing the number of items appearing on the instruments, providing studentsadequate time and space for completion, clearly explaining the purpose and value of the evaluations, simplifying data collection, collectingverbal feedback, and closing the loop with student participants by informing them of any changes that were made as a result of their feedback.The steps outlined in this model may be easily extended to other health professions programs that involve cohort models, multi‑instructorcourses and limited resources with respect to time and people.",
author = "Erin Malone and {Root Kustritz}, {Margaret V} and Molgaard, {Laura K}",
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AB - Obtaining sufficient survey responses to make course and instructor evaluation results meaningful is a challenge in many, if not most, healthprofessionstraining programs. This paper describes a series of policy changesthatsignificantly improved data quality at one college of veterinarymedicine located in the United States. The steps consisted of minimizing the number of items appearing on the instruments, providing studentsadequate time and space for completion, clearly explaining the purpose and value of the evaluations, simplifying data collection, collectingverbal feedback, and closing the loop with student participants by informing them of any changes that were made as a result of their feedback.The steps outlined in this model may be easily extended to other health professions programs that involve cohort models, multi‑instructorcourses and limited resources with respect to time and people.

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