Judith Litvin (Daniels), Lewis Katz School of Medicine at Temple University
Karen Lin, Lewis Katz School of Medicine at Temple University
Sophia Perrotta, Lewis Katz School of Medicine at Temple University
Denise Salerno, Lewis Katz School of Medicine at Temple University
Purpose
Medical student course and faculty evaluations gather valuable feedback on curriculum clarity, teaching effectiveness, and faculty performance to improve education, refine programs, support faculty development, and inform promotion decisions. However, response rates are often low, ranging from 40% to 70%, influenced by perceived relevance, and administration methods. Students expressed dissatisfaction with the process and evaluations were often filled out in haste with no comments or comments such as “I am only filling this out because I have to.”
Methods
To improve student satisfaction, the quality of evaluations, and to mirror the importance of teamwork, we changed from individual to a team-based completion. In 2024-25 a new approach was implemented involving a didactic on professionalism and constructive feedback, team evaluations during dedicated class time, and a requirement for submissions before final exam grades were released.
Results
100% of first- and second-year student teams completed evaluations in a timely manner. Second-year medical students, who completed evaluations as individuals during their first year and as teams in their second year, were surveyed. Survey data revealed that 90% (n=110) preferred team-based evaluations, citing reduced stress and more balanced feedback. Students agreed/strongly agreed with
- Completing evaluations as a team allows for more constructive feedback’ (82%),
- Completing evaluations as a team promotes the concept of teamwork and collaboration (86%),
- Everyone on our team contributes to the evaluation (72%),
- LKSOM should continue the team approach to completion of evaluations (88%) and
- Completing the evaluations as a team is my professional responsibility (86%).
Conclusions
Team evaluations were praised for moderating extreme opinions but concerns about uneven contributions and workload distribution were raised. Collecting evaluations from students in teams yielded more professional and constructive feedback, compared to individual student responses. This team-based evaluation process also supports professional development of teamwork and collaboration as evidenced in the data presented.