Ratings Of Instruction Research Articles

The effect of instructor fluency on students' perceptions of instructors, confidence in learning, and actual learning.

Students' judgments of their own learning are often misled by perceptions of fluency-the ease with which information is presented during learning. Lectures represent important learning experiences that contain variations in fluency, but have not been extensively studied. In the current study, students watched a 22-min videotaped lecture that was delivered by the same instructor in either a fluent (strong, confident, and deliberate) manner, or in a disfluent (uncertain, hesitant, and disengaged) manner. Students then predicted their score on an upcoming test on the information, rated the instructor on traditional evaluation measures, and took a multiple-choice test on the information immediately (Experiment 1), after 10 min (Experiment 2), or after 1 day (Experiment 3). The fluent instructor was rated significantly higher than the disfluent instructor, but test scores did not consistently differ between the 2 conditions. Though students did not indicate higher confidence overall in learning from a fluent instructor, Experiment 3 found that when participants base their confidence on the instructor, those in the fluent condition were more likely to be overconfident. These findings indicate that instructor fluency leads to higher ratings of instructors and can lead to higher confidence, but it does not necessarily lead to better learning. (PsycINFO Database Record

Testing the impact of career motivation on knowledge gained versus skills learned for a sample of personal/home care aide trainees

Purpose – The purpose of this paper is to distinguish knowledge gained vs skills learned as two learning-related training criteria; and to then test the impact of two career motivation variables, home care intent and stepping stone, for explaining these training criteria beyond controlled-for variables. Design/methodology/approach – The research used a sample of 720 personal/home care aides (P/HCAs) who filled out pre-training and post-training surveys. Training consisted of 25 modules, lasting approximately 100 hours on various P/HCA knowledge bases, with training sessions generally five to six hours/day, four to five days/week over a three to four week period. Factor analyses, correlation, and hierarchical regression analyses were used to test the hypotheses. Findings – Results showed that these two learning outcomes, knowledge gained vs skills learned, could be differentiated and reliably measured. Subsequent hierarchical regression analyses showed additional discriminant validity for these two learning outcomes. For the two measured career motivation variables, home care intent and stepping stone, home care intent was positively related to both learning outcomes but stepping stone only had a significant positive impact on skills learned. Training delivery was significantly related only to knowledge gained, while instructor rating was significantly related only to skills learned. Originality/value – A unique sample of P/HCA trainees was utilized to test for this previously untested learning outcome distinction. As the population ages and demand increases for P/HCAs, additional training and studies evaluating such training will be needed.

Response Rate and Teaching Effectiveness in Institutional Student Evaluation of Teaching: A Multiple Linear Regression Study

<p>It is important to consider the question of whether teacher-, course-, and student-related factors affect student ratings of instructors in Student Evaluation of Teaching (SET) in English Language Teaching (ELT). This paper reports on a statistical analysis of SET in two large EFL programmes at a university setting in the Sultanate of Oman. I carried out a multiple regression analysis to address the research questions of whether instructor sex, class size, course type and percent participation would affect teaching effectiveness scores, and whether or not response rate can be predicted by instructor sex, class size and course type. The study utilizes a dataset of over 2000 student ratings obtained from an SET survey covering the period from Fall 2011 through to Spring 2014in these two programmes. Results indicated that the modeled predictors showed extremely low bias towards both teaching quality scores and response rate. Although the effect sizes of these results are extremely small, they are still significant due to the large sample size (comprising over 2000). The findings also suggest that contrary to common parlance in some quarters claiming students’ unreliable ratings, this analysis has shown that students can judge teaching effectiveness and do not allow other teacher-, course- and student-related factors to bias their responses. The study’s significance stems from the fact that it adds to instructional evaluation in ELT, a field characterized by a clear lack of research on SET.</p>

Evaluating the Psychometric Properties of the Teamwork KSA Test

The Teamwork KSA Test has been a welcome addition to the practitioner's selection toolkit as well as a useful measure for teamwork researchers. We analyzed the psychometric properties of the Teamwork KSA Test and recognized correlates of the construct using three samples of working individuals recruited through a university (N = 241, N = 230, N = 332) and found slim evidence for a factor structure of the underlying constructs. Furthermore, classical reliability estimates did not meet traditional psychometric standards. Total TKSA scores predicted self‐ratings and instructor ratings of teamwork in two of the samples; effect sizes were small.

Course and Instructor Characteristics Distinguishing Highest and Lowest Student Ratings of Instructors

Problem Statement : One way to delineate the main characteristics of effective teaching within the higher education system is to gather college students’ opinions of an effective instructor. Research based on students’ perceptions of efficient teaching revealed a series of teaching behaviors setting the distinction between good and poor teaching. However, studies also indicate differences across culture, and in Turkey, there has been little research on the topic. Purpose of Study : The goal of this study was to determine instructor and course characteristics and teaching dimensions that discriminate between instructors who received the highest and the lowest student ratings within a Turkish college setting, by incorporating both quantitative and qualitative methods. Method : A total of 23,814 students across different departments in the university rated 630 instructors on a scale developed to assess students’ perceptions of instructors’ performance. In addition, students were asked to respond to an open-ended question to provide their own impressions of each instructor. Then, students’ ratings were analyzed by means of discriminative functional analysis, and written statements provided by students were analyzed via content-analysis techniques by using a combination of manual and computer-assisted methods (NVivo 9). Findings and Results : According to the quantitative analyses, although course and instructor characteristics were weak in discriminating the groups, all teaching dimensions (relationships with students, effective teaching, exams and evaluation, contribution to generic skills, class interaction, and organization and planning) were very useful in discriminating the instructors who received the best and the poorest ratings. Also, qualitative analysis revealed 4 themes consistently distinguishing the two groups: lecturing, relationship with the students, knowledge and expertise, and exams and evaluation. Conclusions and Recommendations : This study replicates the existing literature on student perceptions of effective teaching, with a culturally different, large sample. It also adds support to the notion that there are teaching behaviors, such as lecturing skills, fair evaluations, respect and interest toward students, and demonstrating expertise, that help draw the distinction between good and poor teaching in the eyes of students and that could therefore assist the improvements efforts of teacher education. Keywords : Instructor effectiveness, poor teaching, college teaching, student evaluations Problem Statement : One way to delineate the main characteristics of effective teaching within the higher education system is to gather college students’ opinions of an effective instructor. Research based on students’ perceptions of efficient teaching revealed a series of teaching behaviors setting the distinction between good and poor teaching. However, studies also indicate differences across culture, and in Turkey, there has been little research on the topic. Purpose of Study : The goal of this study was to determine instructor and course characteristics and teaching dimensions that discriminate between instructors who received the highest and the lowest student ratings within a Turkish college setting, by incorporating both quantitative and qualitative methods. Method : A total of 23,814 students across different departments in the university rated 630 instructors on a scale developed to assess students’ perceptions of instructors’ performance. In addition, students were asked to respond to an open-ended question to provide their own impressions of each instructor. Then, students’ ratings were analyzed by means of discriminative functional analysis, and written statements provided by students were analyzed via content-analysis techniques by using a combination of manual and computer-assisted methods (NVivo 9). Findings and Results : According to the quantitative analyses, although course and instructor characteristics were weak in discriminating the groups, all teaching dimensions (relationships with students, effective teaching, exams and evaluation, contribution to generic skills, class interaction, and organization and planning) were very useful in discriminating the instructors who received the best and the poorest ratings. Also, qualitative analysis revealed 4 themes consistently distinguishing the two groups: lecturing, relationship with the students, knowledge and expertise, and exams and evaluation. Conclusions and Recommendations : This study replicates the existing literature on student perceptions of effective teaching, with a culturally different, large sample. It also adds support to the notion that there are teaching behaviors, such as lecturing skills, fair evaluations, respect and interest toward students, and demonstrating expertise, that help draw the distinction between good and poor teaching in the eyes of students and that could therefore assist the improvements efforts of teacher education. Keywords : Instructor effectiveness, poor teaching, college teaching, student evaluations

Effects of early postoperative rehabilitation on infants with congenital cardiac disease

differences between cohorts were demonstrated in student self-assessment of Documentation performance at midterm (p= 0.011), and Financial Resources performance at the midterm and final rating periods (p= 0.022 and p= 0.012, respectively). For Clinical Instructor (CI) ratings, there was a statistically significantly difference between cohorts at the final rating for Financial Resources performance (p= 0.044), indicating a higher CI rating for those students that participated in the CRB instruction. Faculty survey results demonstrated that theCBRapproach benefitted student learning, was not difficult to integrate into existing courses, and enhanced faculty learning. However, faculty had concerns regarding their comfort level with the material and whether it was replacing more clinically oriented content. Conclusion(s):The outcomes generally support the effectiveness of the CBR approach for integrating insurance policy, regulations, and documentation in a professional level physical therapist education program. Students learned to use regulatory and insurance policy information when making clinical decisions and participating faculty did not feel unduly burdenedby the integration of the this content into established case studies. Although the results are encouraging, further research is recommended. Implications: The project presents one method to effectively integrate insurance, regulations, and documentation content into a professional level physical therapist education program. It is hoped that newgraduate physical therapistswill have improved understanding and application of contemporary regulatory and insurance policy to provide efficient and effective patient care.

A Case-Based Reasoning (CBR) Model for the Integration of Insurance Policy and Regulations in Professional Physical Therapist Education

Background and Purpose. The evolving health care environment brought about by health care reform and constantly changing insurance and regulatory requirements poses a great challenge for today's physical therapists (PTs). Because professional level PT students are expected to integrate these requirements into patient management, educational programs should explore ways to enhance student learning in these areas. The purpose of this manuscript was to describe a case-based reasoning (CBR) approach to integrating insurance, regulations, and documentation content into a professional level PT education program, assess the outcome on students’ clinical performance, and report faculty perceptions of the curricular changes. Method/Model Description and Evaluation. Faculty in a professional level PT education program developed a CBR instructional method to integrate insurance, regulatory, and documentation content throughout the curriculum. The goals for the curriculum change were to have thirdyear students begin their internships with the ability to analyze and apply appropriate insurance and regulatory policies to all patient cases, appreciate how policies affect patient management and access, and effectively document in the medical record. In addition to adding didactic material and interactive learning experiences, faculty modified existing cases used in clinical management courses. This modification resulted in students experiencing progressively more complex clinical cases layered with insurance and regulatory challenges. Outcomes. To determine the effectiveness of the CBR method, student performance was measured using 2 domains (financial management, documentation) of the Clinical Performance Instrument (CPI) during the student terminal clinical internship for 2 cohorts of students. The first cohort included all PT students for the 2 years prior to the implementation of CBR experiences, while the second cohort included 2 years of PT students who participated in CBR learning. Significant statistical differences between cohorts were demonstrated in student self-assessment of documentation performance at midterm (P = .011) and financial resources performance at the midterm and final rating periods (P = .022 and P = .012, respectively). For clinical instructor (CI) ratings, there was a statistically significantly difference between cohorts at the final rating for financial resources performance (P = .044), indicating a higher CI rating for those students that participated in the CBR instruction. Participating faculty survey results demonstrated that the CBR approach benefitted student learning, was not difficult to integrate into existing course learning experiences, and enhanced faculty learning. However, participating faculty had concerns regarding their own comfort level with the material and whether it was replacing more clinically oriented content. Discussion and Conclusion. The outcomes generally support the effectiveness of the CBR approach for integrating insurance policy, regulations, and documentation in a professional level PT education program. Students learn to use regulation and insurance policy information when making clinical decisions and participating faculty did not feel unduly burdened by the integration of this content into established case studies. Although the results are encouraging, further research is recommended.

The Effect of Immersion Scheduling on Academic Performance and Students’ Ratings of Instructors

During the past decades, little research has investigated the effects of immersion scheduling on the psychology classroom. Therefore, we sought to compare academic performance of students in 2-week immersion psychology courses to that of students in traditional 16-week courses. In Study 1, students who received instruction in a 2-week immersion course significantly outperformed their cohorts in a traditional 16-week course. In order to address potential limitations in the first study, in Study 2, we controlled for individual differences variables (e.g., cumulative grade point average), and results indicated significantly higher academic performance for students in the 2-week immersion course. In both studies, students in the immersion courses consistently evaluated the courses and their instructors significantly higher than those students in the 16-week courses. In light of our results and in contrast to critics, immersion courses may be useful and effective when teaching psychology.

Expectancy theory outcomes and student evaluations of teaching

As student evaluation of teaching (SET) instruments are increasingly administered online, research has found that the response rates have dropped significantly. Validity concerns have necessitated research that explores student motivation for completing SETs. This study uses Vroom's [(1964). Work and motivation (3rd ed.). New York, NY: John Wiley & Sons] expectancy theory to frame student focus group responses regarding their motivations for completing and not completing paper and online SETs. Results show that students consider the following outcomes when deciding whether to complete SETs: (a) course improvement, (b) appropriate instructor tenure and promotion, (c) accurate instructor ratings are available to students, (d) spending reasonable amount of time on SETs, (e) retaining anonymity, (f) avoiding social scrutiny, (g) earning points and releasing grades, and (h) being a good university citizen. Results show that the lower online response rate is largely due to students’ differing feelings of obligation in the 2 formats. Students also noted that in certain situations, students often answer SETs insincerely.

A Multiyear Analysis of Team-Based Learning in a Pharmacotherapeutics Course

To evaluate the impact of team-based learning (TBL) in a pharmacotherapeutics course on pharmacy students' ratings of faculty instructors and the course, and to assess students' performance after implementation of team-taught TBL. Teaching methodology in a pharmacotherapeutics course was changed from a lecture with recitation approach in 2 semesters of a 6 credit-hour course to a TBL framework in a 3-semester 3+4+5 credit hour course. The distribution of faculty of instruction was changed from 4 faculty members per week to 1 faculty per 1-credit-hour module. TBL consisted of preclass study preparation, readiness assurance (Individual Readiness Assessment Test and Group Readiness Assessment Test), and in-class application exercises requiring simultaneous team responses. Retrospective analysis of student ratings of faculty and instructional methods was conducted for the 2 years pre-TBL and 4 years during TBL. Final course grades were evaluated during the same time period. Student ratings showed progressive improvements over 4 years after the introduction of team-based learning. When aggregated, ratings in the "excellent teacher" category were unchanged with TBL compared to pre-TBL. Improvements in faculty instructor approaches to teaching were noted during TBL. Group grades were consistently higher than individual grades, and aggregate course grades were similar to those prior to TBL implementation. Implementation of TBL in a pharmacotherapeutics course series demonstrated the value of team performance over individual performance, indicated positive student perceptions of teaching approaches by course faculty, and resulted in comparable student performance in final course grades compared to the previous teaching method.

Validity of the selection procedure for air traffic controllers

The job of an air traffic controller (ATCO) is highly specific. The German Aerospace Center (DLR) conducts a multi-stage selection procedure for ATCO applicants of the German Air Navigation Service Provider (DFS). A validation study based on 476 ab initio ATCO trainees was conducted. Predictors included cognitive ability tests, low-fidelity ATC simulations, team exercises, English language tests, and interview ratings. These were related to criteria such as performance in theoretical and practical examinations, performance ratings of instructors, exam repetition, and training success. The training success rate of 81% was satisfactory and best predicted by cognitive ability tests and the interview. Examination performance was best predicted by cognitive ability complimented by simulation tests, and the interview. Early stages of training were better predicted compared to later ones. The prediction of exam repetitions included cognitive ability tests and ATC simulations. Ratings of instructors were predicted by tests from almost all selection tests.

Board 315 - Research Abstract Simulation-Based Educational Assessments as Surrogates for Patient-Related Outcomes

Introduction/Background Simulation-based assessments could serve as surrogates for workplace based assessments in medical education, decreasing the potential for patient harm and conserving resources by demonstrating learner competence in a safe training environment. While over reliance on surrogates should be avoided, once the necessary links are established educators and researchers can use the surrogate simulation-based measures during day-to-day operations and initial investigations while reserving use of patient-related outcomes for selected situations. Our objective in conducting this review was to synthesize studies evaluating technology enhanced simulation-based outcomes (defined as skills) as surrogates for patient-related outcomes (defined as provider behaviors and patient effects) in healthcare education. Methods We systematically searched key databases through February 26, 2013. Included studies involved assessment of health professionals using technology enhanced simulation and reported associations of these scores with scores from assessments during real patient care (e.g., workplace-based assessments). We distinguished patient-related outcomes of process behaviors (e.g., instructor ratings of performance), time behaviors (e.g., procedure time) and effects on patients (e.g., complications). Working independently and in duplicate, we extracted data on participants, topics, validity evidence, study quality and magnitude of correlation. We pooled correlations using random effects meta-analysis. Results We identified 33 studies with 1,203 participants including postgraduate physicians, practicing physicians, medical students, dentists and nurses. Topics included laparoscopic surgery, anesthesiology and bedside procedures. Pooled correlations with simulation-based outcomes were 0.51 (95% CI, 0.38-0.62; N=27 studies) for process behaviors, 0.44 (95% CI, 0.15-0.66; N=7) for time behaviors and 0.24 (95% CI, -0.02 to 0.47; N=5) for patient effects. Most reported validity evidence was favorable, though incomplete. Three tools (OSATS, GOALS, and FLS), each evaluated in multiple studies, demonstrated large pooled correlations and favorable validity evidence. Conclusion Simulation-based assessments typically correlate positively with patient-related outcomes. While surrogates are imperfect, some tools with established validity evidence may replace workplace based assessment for select procedural skills. Our findings have implications for improving research practices when establishing simulation-based outcomes as surrogates in competency-based curricula (e.g., ACGME milestones). Disclosures None.

Computer-Mediated Word-of-Mouth Communication: The Influence of Mixed Reviews on Student Perceptions of Instructors and Courses

The purpose of this experiment was to test the influence of mixed reviews appearing as computer-mediated word-of-mouth communication (WOM) on student perceptions of instructors (attractiveness and credibility) and attitudes toward learning course content (affective learning and state motivation). Using the heuristic-systematic processing model, it was hypothesized that students who received positive valence computer-mediated WOM about an instructor would perceive the instructor as more credible and attractive and would report greater levels of affective learning and state motivation to learn than students who received negative information, mixed-valence information, or no information (control). It was further hypothesized that students who received mixed-valence information would not differ significantly in their ratings of instructors or courses when compared to the control group. Both hypotheses were supported. Results are discussed in light of the heuristic-systematic processing model. The implications for instructional communication and online rating systems are addressed.

Assessment training effects on student assessment skills and task performance in a technology-facilitated peer assessment

This study examines the impact of an assessment training module on student assessment skills and task performance in a technology-facilitated peer assessment. Seventy-eight undergraduate students participated in the study. The participants completed an assessment training exercise, prior to engaging in peer-assessment activities. During the training, students reviewed learning concepts, discussed marking criteria, graded example projects and compared their evaluations with the instructor’s evaluation. Data were collected in the form of initial and final versions of students’ projects, students’ scoring of example projects before and after the assessment training, and written feedback that students provided on peer projects. Results of data analysis indicate that the assessment training led to a significant decrease in the discrepancy between student ratings and instructor rating of example projects. In addition, the degree of student vs. instructor discrepancy was highly predictive of the quality of feedback that students provided to their peers and the effectiveness of revisions that they made to their own projects upon receiving peer feedback. Smaller discrepancies in ratings were associated with provision of higher quality peer feedback during peer assessment, as well as better revision of initial projects after peer assessment.

Assessing OER impact across organisations and learners: experiences from the Bridge to Success project

Open courses have received a lot of attention in the last two years; however, the question of whether they serve learners has yet to be determined. This paper explores the challenges and potential in assessing the impact of open educational initiatives, particularly those that produce and share Open Educational Resources (OER). We use a collaborative international project as a case study to explore this issue. Bridge to Success was supported as part of the Next Generation Learning Challenges (NGLC) programme to work with a range of community colleges and other organisations in the US through monitored pilots. The project adapted existing course materials in mathematics and learning/personal development skills and released these as OER. A range of approaches were then used to assess the impact of the materials across a diverse set of users, combining data gathered from interviews and questionnaires with both educators and learners and from instructor rating of performance and related student results. This approach allows different indicators of performance to be brought together and so demonstrate the value of OER. However, our findings also highlight tensions between applying robust research methodologies in situations of open use with diverse stakeholders. We provide reflections and suggestions for ways forward in addressing the particular characteristics of openness and how they affect research, and how the multiple perspectives on what constitutes impact can be addressed.

Instructor Rating Markets

We describe the design of Instructor Rating Markets (IRMs) where human participants interact through intelligent automated market-makers in order to provide dynamic collective feedback to instructors on the progress of their classes. The markets are among the first to enable the empirical study of prediction markets where traders can affect the very outcomes they are trading on. More than 200 students across the Rensselaer campus participated in markets for ten classes in the Fall 2010 semester. In this paper, we describe how we designed these markets in order to elicit useful information, and analyze data from the deployment. We show that market prices convey useful information on future instructor ratings and contain significantly more information than do past ratings. The bulk of useful information contained in the price of a particular class is provided by students who are in that class, showing that the markets are serving to disseminate insider information. At the same time, we find little evidence of attempted manipulation by raters. The markets are also a laboratory for comparing different market designs and the resulting price dynamics, and we show how they can be used to compare market making algorithms.

Student perceptions and instructional evaluations: A multivariate analysis of online and face-to-face classroom settings

This study examined students' evaluations of faculty performance in traditional and online classes. The study design builds upon prior research that addressed socially relevant factors such as classroom environments, students' learning goals, expected, and received grades, and more importantly, students' ratings of instructors' performance. The sample consists of data from a population of humanities and social sciences faculty from a medium-sized southwest undergraduate university who taught both online and traditional classes during the semester periods Fall 2010 to Spring 2012. In a traditional setting, the evaluation factors (develops rapport with students, stimulates students, challenges student learning, provides timely feedback, and teaches fundamentals), and the external factors--(course level taught and gender)--were found to significantly contribute to faculty summary scores. In an online class, students consistently rank female instructors better. However, the evaluation criteria--develops student rapport, stimulates students, provides timely feedback, and teaches fundamentals (though not `challenges and involves students in their learning')--mirrored the same affects observed in the traditional classroom evaluations. The finding that "teaches fundamentals" received the largest standardized beta-coefficient in both classrooms further confirms earlier research that university students perceive course mastery as a major indicator of instructor performance regardless of gender or rank. However, the results indicate that students' perceptions are different when attending a traditional versus online classroom setting. This infers that synchronous and asynchronous settings require different teaching styles and different evaluation criteria.

Psychometric Testing of an Instrument Measuring Core Competencies of Nursing Students

Assessing the core competencies of nursing students provides information about students' learning outcomes for educational evaluation and improvement. The aim of this study was to develop the Nursing Students Core Competencies scale to measure 8 core competencies of nursing students in Taiwan. The study employed factor analysis and Mokken scaling analysis for psychometric testing of this instrument between a group of nursing graduates and their evaluators. The results indicated that the Nursing Students Core Competencies scale has demonstrated evidence of internal consistency, structural validity, unidimensionality, and a hierarchy of items for students' self-assessment and instructor's rating. The use of Mokken scaling analysis extends the knowledge of developing competence assessment tools; it can be used to reveal the domains or items of competency nursing students perceive that are easy or difficult, providing information for curricular design.

Exploring graduate and undergraduate course evaluations administered on paper and online: a case study

The purpose of this study was to analyse the students’ evaluations of the course and instructor for all statistics courses offered during fall semester 2009 at a large university in the southern United States. Data were collected and analysed for course evaluations administered both online and on paper to students in both undergraduate and graduate courses. Unlike most previous studies on this subject, class section rather than student was treated as the unit of analysis. It was of specific interest to verify prior research findings that evaluation surveys administered online would not result in lower course and instructor ratings and lower response rates. The results showed that there is not sufficient evidence within the collected data to conclude that either course and instructor ratings or response rates are lower for evaluations administered online (online evaluations) than they are for evaluations administered on paper (paper evaluations). Of secondary interest was whether class ratings would be associated with students’ attendance and a comparison of variability among answers for undergraduate vs. graduate students. It was observed that class and teacher ratings were not related to students’ attendance and individual students did not tend to give the same answer for every question on their survey.

The influence of personality and ability on undergraduate teamwork and team performance

The ability to work effectively on a team is highly valued by employers, and collaboration among students can lead to intrinsic motivation, increased persistence, and greater transferability of skills. Moreover, innovation often arises from multidisciplinary teamwork. The influence of personality and ability on undergraduate teamwork and performance is not comprehensively understood. An investigation was undertaken to explore correlations between team outcomes, personality measures and ability in an undergraduate population. Team outcomes included various self-, peer- and instructor ratings of skills, performance, and experience. Personality measures and ability involved the Five-Factor Model personality traits and GPA. Personality, GPA, and teamwork survey data, as well as instructor evaluations were collected from upper division team project courses in engineering, business, political science, and industrial design at a large public university. Characteristics of a multidisciplinary student team project were briefly examined. Personality, in terms of extraversion scores, was positively correlated with instructors’ assessment of team performance in terms of oral and written presentation scores, which is consistent with prior research. Other correlations to instructor-, students’ self- and peer-ratings were revealed and merit further study. The findings in this study can be used to understand important influences on successful teamwork, teamwork instruction and intervention and to understand the design of effective curricula in this area moving forward.Electronic supplementary materialThe online version of this article (doi:10.1186/2193-1801-2-16) contains supplementary material, which is available to authorized users.