When students’ words hurt: 12 tips for helping faculty receive and respond constructively to student evaluations of teaching
ABSTRACTStudent 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..
| Medienart: |
E-Artikel |
|---|
| Erscheinungsjahr: |
2023 |
|---|---|
| Erschienen: |
2023 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:28 |
|---|---|
| Enthalten in: |
Medical Education Online - 28(2023), 1 |
| Sprache: |
Englisch |
|---|
| Beteiligte Personen: |
Susannah Cornes [VerfasserIn] |
|---|
| Links: |
doi.org [kostenfrei] |
|---|
| Themen: |
Faculty development |
|---|
| doi: |
10.1080/10872981.2022.2154768 |
|---|
| funding: |
|
|---|---|
| Förderinstitution / Projekttitel: |
|
| PPN (Katalog-ID): |
DOAJ026143232 |
|---|
| LEADER | 01000caa a22002652 4500 | ||
|---|---|---|---|
| 001 | DOAJ026143232 | ||
| 003 | DE-627 | ||
| 005 | 20240414142240.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 230226s2023 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1080/10872981.2022.2154768 |2 doi | |
| 035 | |a (DE-627)DOAJ026143232 | ||
| 035 | |a (DE-599)DOAJ7639be541bdf4a1d98d5df139fff2917 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 050 | 0 | |a LC8-6691 | |
| 050 | 0 | |a R5-920 | |
| 100 | 0 | |a Susannah Cornes |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a When students’ words hurt: 12 tips for helping faculty receive and respond constructively to student evaluations of teaching |
| 264 | 1 | |c 2023 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a ABSTRACTStudent 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. | ||
| 650 | 4 | |a Student evaluations of teaching | |
| 650 | 4 | |a feedback | |
| 650 | 4 | |a growth mindset | |
| 650 | 4 | |a faculty teaching improvement | |
| 650 | 4 | |a faculty development | |
| 653 | 0 | |a Special aspects of education | |
| 653 | 0 | |a Medicine (General) | |
| 700 | 0 | |a Dario Torre |e verfasserin |4 aut | |
| 700 | 0 | |a Tracy B. Fulton |e verfasserin |4 aut | |
| 700 | 0 | |a Sandra Oza |e verfasserin |4 aut | |
| 700 | 0 | |a Arianne Teherani |e verfasserin |4 aut | |
| 700 | 0 | |a H. Carrie Chen |e verfasserin |4 aut | |
| 773 | 0 | 8 | |i In |t Medical Education Online |d Taylor & Francis Group, 2003 |g 28(2023), 1 |w (DE-627)DOAJ000042579 |x 10872981 |7 nnns |
| 773 | 1 | 8 | |g volume:28 |g year:2023 |g number:1 |
| 856 | 4 | 0 | |u https://doi.org/10.1080/10872981.2022.2154768 |z kostenfrei |
| 856 | 4 | 0 | |u https://doaj.org/article/7639be541bdf4a1d98d5df139fff2917 |z kostenfrei |
| 856 | 4 | 0 | |u https://www.tandfonline.com/doi/10.1080/10872981.2022.2154768 |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/1087-2981 |y Journal toc |z kostenfrei |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a GBV_DOAJ | ||
| 951 | |a AR | ||
| 952 | |d 28 |j 2023 |e 1 | ||