“What Did You Learn?” - An Alternative Narrative Approach to Student Evaluations of Teaching
Objective In medical education, student evaluations of teaching (SETs) are commonly used as part of the quality assurance system. There are, however, concerns about the usefulness of traditional questionnaire-based SETs, as they have been found to correlate with factors unrelated to teaching quality...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2025-05-01
|
| Series: | Journal of Medical Education and Curricular Development |
| Online Access: | https://doi.org/10.1177/23821205251332816 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850205931353145344 |
|---|---|
| author | Gunnar Tschudi Bondevik Eivind Alexander Valestrand Monika Kvernenes |
| author_facet | Gunnar Tschudi Bondevik Eivind Alexander Valestrand Monika Kvernenes |
| author_sort | Gunnar Tschudi Bondevik |
| collection | DOAJ |
| description | Objective In medical education, student evaluations of teaching (SETs) are commonly used as part of the quality assurance system. There are, however, concerns about the usefulness of traditional questionnaire-based SETs, as they have been found to correlate with factors unrelated to teaching quality. This article explores potential benefits of using an alternative method, shifting the students’ focus from evaluating the teaching to examining perceived learning outcomes. Methods In 2023, we invited third and sixth year medical students at the University of Bergen, Norway, to write a reflection on their learning outcomes after completing a four days communication course and a two days consultation course, respectively. The 179 narratives were analysed qualitatively with a focus on what students chose to highlight, and how their reflections shed light on the quality of teaching. We also invited four teachers to read the students’ texts and report back on the usefulness of this approach to SETs. Results Based on systematic text condensation we found that student narratives provided insights into learning activities, learning environment, learning outcomes and learning to be a doctor. The teachers advocated that producing the narratives might be beneficial for the students’ learning. They also valued the change in focus from teaching to learning, and the comprehensive information this approach to SET provided. Conclusions Our findings suggest that, although the narrative approach to SETs is time-consuming, it provides the teachers with insight into the effectiveness of their teaching. Moreover, asking students to reflect on their learning outcomes may also benefit students. |
| format | Article |
| id | doaj-art-d4536ea654bd47a68c48eee8dfe4896e |
| institution | OA Journals |
| issn | 2382-1205 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | Journal of Medical Education and Curricular Development |
| spelling | doaj-art-d4536ea654bd47a68c48eee8dfe4896e2025-08-20T02:10:59ZengSAGE PublishingJournal of Medical Education and Curricular Development2382-12052025-05-011210.1177/23821205251332816“What Did You Learn?” - An Alternative Narrative Approach to Student Evaluations of TeachingGunnar Tschudi Bondevik0Eivind Alexander Valestrand1Monika Kvernenes2 Department of Global Public Health and Primary Care, University of Bergen & NORCE Norwegian Research Centre, Bergen, Norway Center for Medical Education, Faculty of Medicine, , Bergen, Norway Center for Medical Education & Department of Clinical Medicine, Faculty of Medicine, , Bergen, NorwayObjective In medical education, student evaluations of teaching (SETs) are commonly used as part of the quality assurance system. There are, however, concerns about the usefulness of traditional questionnaire-based SETs, as they have been found to correlate with factors unrelated to teaching quality. This article explores potential benefits of using an alternative method, shifting the students’ focus from evaluating the teaching to examining perceived learning outcomes. Methods In 2023, we invited third and sixth year medical students at the University of Bergen, Norway, to write a reflection on their learning outcomes after completing a four days communication course and a two days consultation course, respectively. The 179 narratives were analysed qualitatively with a focus on what students chose to highlight, and how their reflections shed light on the quality of teaching. We also invited four teachers to read the students’ texts and report back on the usefulness of this approach to SETs. Results Based on systematic text condensation we found that student narratives provided insights into learning activities, learning environment, learning outcomes and learning to be a doctor. The teachers advocated that producing the narratives might be beneficial for the students’ learning. They also valued the change in focus from teaching to learning, and the comprehensive information this approach to SET provided. Conclusions Our findings suggest that, although the narrative approach to SETs is time-consuming, it provides the teachers with insight into the effectiveness of their teaching. Moreover, asking students to reflect on their learning outcomes may also benefit students.https://doi.org/10.1177/23821205251332816 |
| spellingShingle | Gunnar Tschudi Bondevik Eivind Alexander Valestrand Monika Kvernenes “What Did You Learn?” - An Alternative Narrative Approach to Student Evaluations of Teaching Journal of Medical Education and Curricular Development |
| title | “What Did You Learn?” - An Alternative Narrative Approach to Student Evaluations of Teaching |
| title_full | “What Did You Learn?” - An Alternative Narrative Approach to Student Evaluations of Teaching |
| title_fullStr | “What Did You Learn?” - An Alternative Narrative Approach to Student Evaluations of Teaching |
| title_full_unstemmed | “What Did You Learn?” - An Alternative Narrative Approach to Student Evaluations of Teaching |
| title_short | “What Did You Learn?” - An Alternative Narrative Approach to Student Evaluations of Teaching |
| title_sort | what did you learn an alternative narrative approach to student evaluations of teaching |
| url | https://doi.org/10.1177/23821205251332816 |
| work_keys_str_mv | AT gunnartschudibondevik whatdidyoulearnanalternativenarrativeapproachtostudentevaluationsofteaching AT eivindalexandervalestrand whatdidyoulearnanalternativenarrativeapproachtostudentevaluationsofteaching AT monikakvernenes whatdidyoulearnanalternativenarrativeapproachtostudentevaluationsofteaching |