Heckman Katherine M, Kim Renaid B, Lee Anderson, Chang Emma, Matusko Niki, Reddy Rishindra M, Hughes David T, Sandhu Gurjit
University of Michigan Medical School, Ann Arbor, Michigan.
University of Michigan Medical School, Ann Arbor, Michigan.
J Surg Res. 2018 Sep;229:164-168. doi: 10.1016/j.jss.2018.02.062. Epub 2018 Apr 25.
Medical student evaluations of faculty are increasingly incorporated into promotion and tenure decisions, making it imperative to understand learner perceptions of quality teaching. Prior work has shown that students value faculty responsiveness in the form of feedback, but faculty and students differ in their perceptions of what constitutes sufficient feedback. The innovative minute feedback system (MFS) can quantify responsiveness to students' feedback requests. This study assessed how feedback provision via MFS impacts teaching quality scores.
This retrospective observational study compared average faculty teaching quality scores with faculty's percentage response to student feedback requests via the MFS. The data were generated from the core surgical clerkship for third-year medical students at the University of Michigan Medical School. The relationship between average teaching quality scores and response percentage was assessed by weighted regression analysis.
Two hundred thirty-seven medical students requested feedback via MFS, and 104 faculty were evaluated on teaching quality. The mean faculty feedback response percentage was 55.78%. The mean teaching quality score was 4.27 on a scale of 1 to 5. Teaching quality score was significantly correlated with response percentage (P < 0.001); for every 10% increase in response percentage, average teaching quality score improved by 0.075. Average teaching quality score was not significantly associated with response time (P = 0.158), gender (P = 0.407), or surgical service (P = 0.498).
Medical students consider responsiveness to feedback requests an important component of quality teaching. Furthermore, faculty development focused on efficient and practical feedback strategies may have the added benefit of improving their teaching quality.
医学生对教师的评价越来越多地被纳入晋升和终身教职的决策中，因此了解学习者对优质教学的看法变得至关重要。先前的研究表明，学生重视教师以反馈形式表现出的响应能力，但教师和学生对什么构成充分反馈的看法存在差异。创新的分钟反馈系统（MFS）可以量化对学生反馈请求的响应能力。本研究评估了通过MFS提供反馈如何影响教学质量评分。
这项回顾性观察研究将教师的平均教学质量评分与教师通过MFS对学生反馈请求的回应百分比进行了比较。数据来自密歇根大学医学院三年级医学生的核心外科实习。通过加权回归分析评估平均教学质量评分与回应百分比之间的关系。
237名医学生通过MFS请求反馈，对104名教师的教学质量进行了评估。教师反馈回应的平均百分比为55.78%。教学质量评分在1至5分的量表上平均为4.27分。教学质量评分与回应百分比显著相关（P < 0.001）；回应百分比每增加10%，平均教学质量评分提高0.075。平均教学质量评分与回应时间（P = 0.158）、性别（P = 0.407）或外科服务（P = 0.498）均无显著关联。
医学生认为对反馈请求的响应能力是优质教学的重要组成部分。此外，专注于高效实用反馈策略的教师发展可能会带来提高教学质量的额外好处。
