Little information is available regarding the effectiveness of various teaching methods and styles on student learning and satisfaction in allied health educational programs. We used the IDEA Center's course evaluation system to determine which teaching competencies were most predictive of students' satisfaction and progress on objectives. METHODS: At the conclusion of each quarter, all students in 13 different allied health programs were asked to complete standardized course evaluations. Students responded to 20 questions grouped into five teaching competencies. Student satisfaction was assessed using survey questions to rate course and instructor excellence. All questions used a 5- point Likert scale. RESULTS: There were 2,924 student evaluations returned (72.5% response). Teaching competencies predicted 62% of the variation in course satisfaction, 67% of the variation in teacher satisfaction, and 58% of the variation in progress on relevant objectives (p<0.001). Stimulating student interest was the strongest predictor of course satisfaction and progress on relevant objectives (p<0.001). Structuring classroom experiences was the strongest predictor of teacher satisfaction (p<0.001). CONCLUSION: By developing specific teaching competencies, instructors may improve student satisfaction and progress on relevant objectives. Educational institutions may also be able to utilize this information to create faculty developments plans in an effort to improve teaching and student satisfaction levels.
|Original language||English (US)|
|Number of pages||7|
|Journal||Journal of Allied Health|
|State||Published - Jun 1 2013|
ASJC Scopus subject areas
- Public Health, Environmental and Occupational Health