ABSTRACT
The evaluation of teaching quality and practice is increasingly important in higher education and usually done via student surveys (quantitative data) alone. Much less attention is given to teachers' self-evaluations of teaching practice (qualitative data). This emphasis on quantitative over qualitative data can result in incomplete and biased measures of teaching quality, and inappropriate changes to educational practice, which may, in turn, negatively impact outcomes, experiences and university micro-cultures. In this paper, we present a case study of an international residential masters module, in rapid transition to online delivery during the COVID-19 pandemic, to demonstrate: 1) how developmental evaluation (DEval) can be used for rigorous critique of teaching practice in conjunction with student satisfaction data;and 2) how qualitative reflections on teaching practice can be transformed into justifiable evaluative evidence, using DEval theory and techniques. Our DEval approach, theorised and enacted using the community of inquiry framework, increased the teachers' skills and confidence to plan and continually evaluate teaching-learning enhancements. We discuss the implications and benefits of DEval for teachers and universities when used to assess teaching quality. In addition, we expand on existing knowledge to provide clarification on the purposes and appearances of all levels of evaluation in higher education. Practitioner Notes 1. It is beneficial for universities and their staff to increase evaluation skills, knowledge and practice. 2. Developmental evaluation theory and techniques can help transform teachers' reflections and critiques of their practice into justifiable evaluative evidence, thus increasing the rigor, and subsequent use, of this rich form of data. 3. Developmental evaluation, as described in this paper, can help to build teachers' skills and confidence in planning and evaluation for ongoing, transformative enhancements to teaching-learning. 4. Using developmental evaluation, teachers self-evaluations can be used in conjunction with student satisfaction data to address some of the current challenges of using student surveys as the primary data source in university assessment of teaching quality. © 2023, University of Wollongong. All rights reserved.
ABSTRACT
During the COVID 19 pandemic there was an urgent need to reduce footfall in oncology clinics worldwide, in order to protect vulnerable patients and staff, whilst maintaining continuity of care. Telehealth was rapidly implemented in many countries, both phone and video based, with little time for training or attention to optimising the patient experience. Early feedback in Australia revealed many areas of patient satisfaction, but also significant technical and communication issues, along with concerns about the inability to perform physical examinations. Phone consultations were also perceived by patients to be inferior to video-based interactions [1]. The Pam McLean Centre was approached by Australian medical and nursing organisations to develop training in the optimal use of video-based telehealth for supporting breast cancer patients. This was rolled out via a Zoom platform, and included an actor trained to play the role of an Advanced Breast Cancer Patient receiving bad news. Content drew upon our previous experience in face-to-face workshop settings (e.g., use of the SPIKES protocol [2], supplemented by insights from performance and film technique. Methods to convey information with clarity and empathy were a particular focus, as video can inhibit the display and interpretation of non-verbal cues [3]. Discussion of the impact upon clinicians of telehealth, including “Zoom fatigue”, were also facilitated. Feedback from Australian clinicians emphasised the value of this form of teaching, and the workshops were adapted to international participants, and rolled out under the sponsorship of ESO/ABC Alliance. The cultural context of Breaking Bad News was a major discussion point, and the ways in which telehealth could be harnessed in a sustainable manner to reduce barriers of distance for ABC patients, whilst enhancing patient safety.