The Use of the Course Experience Questionnaire as a Monitoring Evaluation Tool in a Problem-based Medical Programme

This paper reports on the use of the Course Experience Questionnaire (CEQ) as an instrument to monitor the medical programme at the University of Sydney and in particular to measure improvements in teaching quality with the introduction of the new graduate-entry problem-based programme. In addition,...

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Bibliographic Details
Published in:Assessment and evaluation in higher education 2002-08, Vol.27 (4), p.339-352
Main Authors: Lyon, Patricia M., Hendry, Graham D.
Format: Article
Language:English
Subjects:
Course evaluation
Course Experience Questionnaire (CEQ)
Educational assessment
Educational Quality
Evaluation methods
Health care
Higher education
Higher education programs
Learning
Medical education
Monitoring
Monitoring systems
Philosophy
Problem based learning
Problem solving
Program effectiveness
Program evaluation
Program improvement
Questionnaires
Student attitudes
Student evaluation of teacher performance
Students
Teacher Effectiveness
Teaching
Teaching Methods
University of Sydney. Faculty of Medicine
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Summary:This paper reports on the use of the Course Experience Questionnaire (CEQ) as an instrument to monitor the medical programme at the University of Sydney and in particular to measure improvements in teaching quality with the introduction of the new graduate-entry problem-based programme. In addition, it raises the more general issue of interpretation of CEQ results in courses designed around problembased learning (PBL). Students' perceptions of teaching quality were sought using a whole class questionnaire survey and small group interviews. Students in the new programme rated their course more highly than did students in the old programme with respect to good teaching, appropriate assessment, generic skills and overall satisfaction. These improvements did not hold with respect to the clarity of goals and standards, nor for perceptions of an appropriate workload. The results are interpreted in context and it is argued that particular items in the CEQ do not reflect the educational philosophy or the instructional processes of PBL programmes.
ISSN:0260-2938
1469-297X
DOI:10.1080/0260293022000001355