Learning from evalution:a descriptive, Student-informed approach

摘要

RefLective learning has received increasing attention recently, along with expectations that newly qualified doctors will recognise the importance of appraisal in identifying learning needs, and are able to use and evaluate different teaching techniques in communicating information to colleagues.Despite such expectations, the meaningful engagement of students in the thoughtful evaluation of teaching is difficult. Time is limited and students are often sceptical about whether opinionswill be heard. Standard questionnaires are not necessarily taken seriously, and students express uncertainty about how to perform evaluations.