Using a modified nominal group technique as a curriculum evaluation tool

Alison Dobbie; Martin Rhodes; James W. Tysinger; Joshua Freeman

Using a modified nominal group technique as a curriculum evaluation tool

Alison Dobbie, Martin Rhodes, James W. Tysinger, Joshua Freeman

Department of Family & Community Medicine

Research output: Contribution to journal › Article › peer-review

62 Scopus citations

Abstract

The modified nominal group technique (NGT) is a useful and practical course evaluation tool that complements existing methods such as evaluation forms, surveys, pretests and posttests, focus groups, and interviews. The NGT's unique contribution to the evaluation process is the semi-quantitative, rank-ordered feedback data obtained on learners' perceptions of a course's strengths and weaknesses. In this paper, we demonstrate through a worked example how to use a modified NGT as a course evaluation tool in medical education.

Original language	English (US)
Pages (from-to)	402-406
Number of pages	5
Journal	Family medicine
Volume	36
Issue number	6
State	Published - Jun 2004

ASJC Scopus subject areas

Family Practice

Cite this

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Using a modified nominal group technique as a curriculum evaluation tool

Abstract

ASJC Scopus subject areas

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