Course Evaluation Questionnaire Research Articles

How has medical student learning changed with the pivot to online delivery of ophthalmology in the pandemic?

This study aimed to measure stakeholder satisfaction with our usual delivery format, which previously relied on a blend of didactic lectures and clinical skills sessions compared to a revised format, which had more emphasis on online learning. We hypothesised that the online flipped classroom (OFC) would facilitate delivery of content in the wake of the pandemic, and result in improved levels of student satisfaction and knowledge gain. Non randomised intervention study. Group 1 = Traditional delivery (TD) and Group 2 = OFC group. A validated course evaluation questionnaire (CEQ) compared perspectives of teaching faculty (n = 5) and students with the traditional delivery (TD) of the 4th year ophthalmology clinical attachment and an OFC approach (TD n = 129 v OFC n = 114). The OFC group (n = 114; response rate = 24.6%) reported significantly reduced satisfaction with staff motivation of students and provision of feedback, compared to TD (n = 129; response rate = 17.8%). OFC students also felt it was harder to determine what standard of work was expected and found the course less beneficial at helping develop problem-solving skills. Students were dissatisfied with the level of choice afforded by the OFC, specifically how they would learn and assessment options. No significant difference in exam score was observed between the TD and OFC groups. For faculty (n = 5), there was no evidence of a difference between OFC and TD. Students indicated a preference for the TD compared to the OFC approach. However, both delivery approaches led to comparable student performances as determined by MCQ examination.

Understanding Digital Health Technologies Using Mind Maps.

The purpose of this project was to explore digital health technologies in the healthcare environment through the use of concept and mind mapping tools in a graduate level informatics practicum course. This descriptive course evaluation project was conducted at a large university school of nursing during the 2019-2020 academic year and included a convenience sample of 163 doctor of nursing practice students. Students completed four major deliverables exploring digital health technologies and data sources using mind maps. Project goals were evaluated using detailed rubrics and data from a course evaluation questionnaire (CEQ) then analyzed using descriptive statistics. Comments from the CEQ and reflection documents were reviewed for themes and validated by two experts. The variety and creativity of the mind maps along with student comments indicated their ability to apply critical thinking skills to the specific content and technologies being examined. Overall CEQ mean scores were high (M = 4.35), indicating that the mind mapping deliverables were logical, relevant, appropriate, and meaningful to learning. Nurse educators and healthcare professionals should consider using mind mapping techniques because this venue allows for expanded understanding of the complexities of the healthcare environment and integration of related digital health technologies. The recent pandemic highlighted the necessity for new technologies to continue providing patient care services. Mind maps are a fast and economical tool for understanding and prioritizing the needs of an organization as well as a unique teaching strategy to promote critical thinking and sharing of ideas related to digital health technologies.

The New OCQ (Online Course Questionnaire): A New Instrument for Evaluating Online Courses at Memorial University

This report discusses the development and pilot-test of the New Online Course Questionnaire (New OCQ), a new instrument for evaluating online courses at Memorial University. At the present time Memorial University uses the Course Evaluation Questionnaire (CEQ) in their on-site and online courses. The CEQ was never intended to evaluate materials preparation, teaching or learning in an Internet-based course. A new course evaluation instrument for Memorial’s online courses is needed. Instead of starting from scratch, one instrument was selected for adoption and revision after a literature review of current instruments in use. Following interviews with faculty and students, the New Online Course Questionnaire (the New OCQ) is proposed to serve as an acceptable instrument for evaluating online courses offered by Memorial University.

A Systematic Analysis of Quality of Teaching Surveys

All tertiary institutions in Australia use the same Course Evaluation Questionnaire (CEQ) however for the internal evaluation of teaching they use their own surveys. This paper is the first attempt to perform an analysis of the internal Quality of Teaching Surveys (QTS) used in all Australian Universities by investigating how they compare; across Universities and to the CEQ. We categorize the questions on each survey into one of 18 different possible types and use this classification of the questions to define a measure of the similarity of these surveys to each other and to the CEQ. By the use of an agglomerative cluster analysis we then establish groupings of these institutions on the basis of the similarity of their questionnaires as well as groupings of question types by frequency of use.

An evaluation of the 'short form' course experience questionnaire with medical students.

In this study we have validated the Course Evaluation Questionnaire (CEQ) as an instrument for use with undergraduate medical students. We have demonstrated satisfactory construct validity and reliability for the inventory. The CEQ is an appropriate instrument for course evaluation in medical education.

The Evaluation of Instruction at the Israel Institute of Technology

Information is reported upon the factorial validity of a Hebrew version of the Illinois Course Evaluation Questionnaire (CEQ) that was administered in 80 courses given in various science and engineering departments of Technion—Israel Institute of Technology. Reasonable correspondence was attained between the empirical factor structure and that afforded by intuitive or logical item groupings.

THE RELATIONSHIP BETWEEN CEQ RATINGS AND INSTRUCTOR'S RANK, CLASS SIZE, AND COURSE LEVEL

A study was conducted to determine if the tendency for faculty members of higher rank to receive the highest ratings on the Illinois Course Evaluation Questionnaire (CEQ) remained when variables such as class size and course level were taken into account. The relationship between CEQ ratings and instructor's rank, class size, and level of course was examined by means of multivariate analysis of variance (MANOVA). Dependent variables were the six subscales of the CEQ. As hypothesized there were no significant differences in ratings assigned by students in small (1‐20 students), medium (21‐40 students), and large (over 40 students) classes, or received by teaching assistants, instructors, and assistant, associate, and full professors. Highly significant differences, however, were found in ratings assigned by students in freshman, sophomore, junior, senior, and graduate level courses. In addition, significant size by level and size by rank interaction effects were found. Discriminant functions computed for effects found to be significant yielded information concerning the extent and direction of these significant differences.

A STUDENT COURSE EVALUATION QUESTIONNAIRE

A student course evaluation questionnaire, based upon 50 items and used at 13 different institutions, is described.