A clinical correlations course at the University of Arizona, in which the students evaluate multiple lecturers in multiple content areas, provided the opportunity to demonstrate the reliability and validity of student evaluations. Changes in faculty performance over 2 consecutive years were observed. (Author/MLW)

Systematic ratings of the faculty by residents in a psychiatric training program can be useful in identifying academic resources because residents are in a unique position to provide a measure of who in the faculty has special skills that may otherwise go unnoticed. (Author/LBH)

Evaluations have been designed, carried out, analyzed, and reported independently by students at the Tulane University School of Medicine for over 25 years. The organizational model, methods, and procedures used are described. (LBH)

Responses of one university's preceptors to a questionnaire were compared with students' ratings. Higher teaching ability ratings were given to those in group practice and nonurban practice and to those delegating more responsibility to students and using medication lists. Suggestions for preceptor selection and further research are given. (MSE)

Specific issues addressed included student ability to identify differences in faculty teaching effectiveness, the consistency of student ratings obtained immediately following each lecture with those obtained at the conclusion of the course, and the relationship between individual faculty ratings and overall ratings of a psychopathology course.…

The use of reciprocal peer teaching (RPT) was evaluated by first-year medical students participating in gross anatomy laboratory sessions at the University of Ottawa. In RPT each student in turn served as a teacher of his peers. The students compared RPT with staff teaching. (Author/MLW)

Responses of an unbiased random sample of students were compared with the responses of a self-selected sample for the evaluations of two medical school courses. When responses were investigated across items, the patterns of differences between the random and voluntary samples appeared to be unique to each class. (Author/MLW)

Equivalent random groups of medical students rated an anatomy course at one of three times: immediately before or after the final examination, or by mail after receiving grades. The effects of course achievement and timing on favorableness of rating were examined using analysis of variance. Results indicated a significant achievement effect, but…

A seminar in quality of care analysis was developed to: (1) familiarize health administration students with methods for measuring the quality of health care; (2) sensitize students to complexities of the medical care process; and (3) provide a setting where students interact directly with physicians in dealing with a common problem. (Editor/LBH)

A study examined how lecturers received the results of statistical analyses of student evaluations and found that most had not correctly interpreted the analysis, half wanted to improve performance, and 20 percent requested specific guidance. It was concluded that the detailed analysis results should be accompanied by individual discussions. (MSE)

The faculty of the human behavior course at the University of Vermont College of Medicine, when evaluated by their students, received high ratings. It is hypothesized that the success of these teachers comes from their ability to create an atmosphere that encourages student participation in discussion groups regardless of topic. (MLW)

The results of two studies of medical school teaching evaluation methods, conducted eight years apart, are compared. The studies focused on policy, practice, and interpretation of student ratings. (MSE)

A total of 120 medical schools responded to a survey about their use of written student evaluations of faculty, anonymity policy, and use of the evaluations in faculty promotion, tenure, and salary decisions. Most currently use a system of regular, anonymous evaluation by students, and its continuation is recommended. (MSE)

Videotape and lecture methods of teaching administration of the mental status examination in second year medical school were compared. No clear difference was found in results among the different teaching methods, and students tended to prefer whichever method they were exposed to. (MSE)

An accelerated B.S.-M.D. program called the Honors Program in Medicine (HPM) at the University of Miami is described. HPM and traditional program students were surveyed about accelerated medical education. Both HPM and traditional students were satisfied with their own preparation for medical school. (Author/MLW)