You’re better than you think you are: A comparison of lecturer and student rated evaluations of teaching on a Professional Doctorate training programme
- Published
- Accepted
- Subject Areas
- Psychiatry and Psychology, Science and Medical Education
- Keywords
- Evaluation, Concordance, Trainee, Lecturer, Clinical Psychology
- Copyright
- © 2019 Patton
- Licence
- This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, reproduction and adaptation in any medium and for any purpose provided that it is properly attributed. For attribution, the original author(s), title, publication source (PeerJ Preprints) and either DOI or URL of the article must be cited.
- Cite this article
- 2019. You’re better than you think you are: A comparison of lecturer and student rated evaluations of teaching on a Professional Doctorate training programme. PeerJ Preprints 7:e27619v1 https://doi.org/10.7287/peerj.preprints.27619v1
Abstract
Student evaluation of teaching content and delivery has been undertaken at the University of Surrey for many years. Typically students complete Module Evaluation Questions (MEQs) at the end of each teaching module. Feedback from the MEQs is provided to teaching staff and this contributes towards individuals’ assessment of their appraisal targets, and to course convenors to help the ongoing development of course materials and staff development. Trainees attending the PsychD Clinical Psychology Doctorate programme complete a “Feedback on Learning” questionnaire (based on the standard university MEQ) on a weekly basis for each lecture they attended. While the evidence base for student assessment of leaning is well founded, the university does not at present seek to understand lecturers own reflection on their delivery of teaching. By determining differences and commonalities between educators and students experiences of teaching, it is hoped that we may identify areas for further staff development and training, and to facilitate regular reflection of teaching performance from staff.
Author Comment
This was a research project undertaken in part fulfilment of the requirements for the Graduate Certificate in Teaching and Learning