Context and setting When medical students complete evaluations on courses conducted over many weeks or months, they are asked to evaluate lectures that may have occurred weeks earlier and, as a result, may not be able to give feedback as effectively as they would immediately after a lecture took place. Why the idea was necessary The Pulmonary and Critical Care Division at our institution sought to improve the quality of its course on pulmonary physiology and pathophysiology. We needed student input about the quality of the lectures to inform these improvements. Concerned about the delay between delivery of the lectures and the traditional evaluation process, we designed a different method to solicit more timely and potentially useful feedback.
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