Journal of Educational Evaluation for Health Professions

Research Article

Smartphone-based evaluations of clinical placements—a useful complement to web-based evaluation tools: Jesper Hessius, Jakob Johansson; J Educ Eval Health Prof. 2015;12:55. Published online November 30, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.55

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Purpose
Web-based questionnaires are currently the standard method for course evaluations. The high rate of smartphone adoption in Sweden makes possible a range of new uses, including course evaluation. This study examines the potential advantages and disadvantages of using a smartphone app as a complement to web-based course evaluation systems.
Methods
An iPhone app for course evaluations was developed and interfaced to an existing web-based tool. Evaluations submitted using the app were compared with those submitted using the web between August 2012 and June 2013, at the Faculty of Medicine at Uppsala University, Sweden.
Results
At the time of the study, 49% of the students were judged to own iPhones. Over the course of the study, 3,340 evaluations were submitted, of which 22.8% were submitted using the app. The median of mean scores in the submitted evaluations was 4.50 for the app (with an interquartile range of 3.70-5.20) and 4.60 (3.70-5.20) for the web (P= 0.24). The proportion of evaluations that included a free-text comment was 50.5% for the app and 49.9% for the web (P= 0.80).
Conclusion
An app introduced as a complement to a web-based course evaluation system met with rapid adoption. We found no difference in the frequency of free-text comments or in the evaluation scores. Apps appear to be promising tools for course evaluations. web-based course evaluation system met with rapid adoption. We found no difference in the frequency of free-text comments or in the evaluation scores. Apps appear to be promising tools for course evaluations.

Citations

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Brief Report

Evaluation of a Team-Based Learning Tutor Training Workshop on Research and Publication Ethics by Faculty and Staff Participants: Young-Su Ju; J Educ Eval Health Prof. 2009;6:5. Published online December 20, 2010; DOI: https://doi.org/10.3352/jeehp.2009.6.5

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Abstract PDF

A team-based Learning (TBL) tutor training workshop on research and publication ethics was offered to 8 faculty members and 3 staff at Hallym University in 2009. To investigate the effect of the workshop and any attitude changes, a questionnaire survey was performed after the 8-hr course. Questions in four categories-general course content, change in attitudes toward research and publication ethics, the TBL format, and an open-ended question about the course--were included. Participants responded positively to all items on general course content. There was a positive change in attitude on research and publication ethics. Participants also responded positively to six items on team-based learning. The overall positive response to the workshop on research and publication ethics suggested the effectiveness of this kind of TBL tutor training course for university faculty and staff.

Citations

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Faculty Development Effectiveness: Insights from a Program Evaluation
Anupma Wadhwa, Lopamudra Das, Savithiri Ratnapalan
Journal of Biomedical Education.2014; 2014: 1. CrossRef
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Academic Medicine.2012; 87(3): 292. CrossRef

Research Article

Students' Evaluation of a Team-based Course on Research and Publication Ethics: Attitude Change in Medical School Graduate Students: Soo Young Kim; J Educ Eval Health Prof. 2008;5:3. Published online December 22, 2008; DOI: https://doi.org/10.3352/jeehp.2008.5.3

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128 Download
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Abstract PDF

In response to a growing need for students to appreciate ethical issues in medical research and publication, a brief team-based learning (TBL) course was presented to graduate students in the medical school of Hallym University in October and November 2007. To gather information as a basis for improving the course, questionnaires were distributed to 19 students and the feedback was evaluated. The questionnaire consisted of four categories: general course content (7 items), changes in attitudes toward research and publication ethics (6 items), the TBL format (6 items), and an open-ended question about the class (1 item). The most positive response had to do with the importance of the material. Students reported that their knowledge about ethical issues increased, and they expressed satisfaction regarding the communication with their tutors within the TBL format. Most students showed positive responses to the subject as well as to TBL. Since this was the first trial offering of this material in the graduate program at this medical school, it may have been novel to the students. The attitude change and the knowledge acquisition reported by students reflect a very positive outcome of this class. After adjustments to improve weaknesses, such as the short time allocation and students??lack of prior background, the outcomes of this TBL course on research and publication ethics provide a good basis for its continuation.

Citations

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Team-based Learning: Enhancing Academic Performance of Psychology Students
Nadia Rania, Stefania Rebora, Laura Migliorini
Procedia - Social and Behavioral Sciences.2015; 174: 946. CrossRef
Team-Based Learning Instruction for Responsible Conduct of Research Positively Impacts Ethical Decision-Making
Wayne T. McCormack, Cynthia W. Garvan
Accountability in Research.2014; 21(1): 34. CrossRef
Team-Based Learning in Pharmacy Education
William Ofstad, Lane J. Brunner
American Journal of Pharmaceutical Education.2013; 77(4): 70. CrossRef
Perspective
Paul Haidet, Ruth E. Levine, Dean X. Parmelee, Sheila Crow, Frances Kennedy, P. Adam Kelly, Linda Perkowski, Larry Michaelsen, Boyd F. Richards
Academic Medicine.2012; 87(3): 292. CrossRef
Evaluation of a Team-Based Learning Tutor Training Workshop on Research and Publication Ethics by Faculty and Staff Participants
Young-Su Ju
Journal of Educational Evaluation for Health Professions.2010; 6: 5. CrossRef

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