When students' words hurt: 12 tips for helping faculty receive and respond constructively to student evaluations of teaching.
Med Educ Online
; 28(1): 2154768, 2023 Dec.
Article
in English
| MEDLINE | ID: covidwho-2151425
ABSTRACT
Student evaluations of curricular experiences and instructors are employed by institutions to obtain feedback and guide improvement. However, to be effective, evaluations must prompt faculty action. Unfortunately, evaluative comments that engender strong reactions may undermine the process by hindering innovation and improvement steps. The literature suggests that faculty interpret evaluation feedback as a judgment not just on their teaching ability but on their personal and professional identity. In this context, critical evaluations, even when constructively worded, can result in disappointment, hurt, and shame. The COVID pandemic has challenged institutions and faculty to repeatedly adapt curricula and educational practices, heightening concerns for faculty burnout. In this context, the risk of 'words that hurt' is higher than ever. This article offers guidance for faculty and institutions to support effective responses to critical feedback and ameliorate counterproductive effects of learner evaluations.
Keywords
Full text:
Available
Collection:
International databases
Database:
MEDLINE
Main subject:
COVID-19
Type of study:
Experimental Studies
/
Prognostic study
/
Qualitative research
Limits:
Humans
Language:
English
Journal:
Med Educ Online
Journal subject:
Education
Year:
2023
Document Type:
Article
Affiliation country:
10872981.2022.2154768
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