Availability of cookies during an academic course session affects evaluation of teaching
Objectives Results from end‐of‐course student evaluations of teaching (SETs) are taken seriously by faculties and form part of a decision base for the recruitment of academic staff, the distribution of funds and changes to curricula. However, there is some doubt as to whether these evaluation instru...
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Veröffentlicht in: | Medical education 2018-10, Vol.52 (10), p.1064-1072 |
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creator | Hessler, Michael Pöpping, Daniel M Hollstein, Hanna Ohlenburg, Hendrik Arnemann, Philip H Massoth, Christina Seidel, Laura M Zarbock, Alexander Wenk, Manuel |
description | Objectives
Results from end‐of‐course student evaluations of teaching (SETs) are taken seriously by faculties and form part of a decision base for the recruitment of academic staff, the distribution of funds and changes to curricula. However, there is some doubt as to whether these evaluation instruments accurately measure the quality of course content, teaching and knowledge transfer. We investigated whether the provision of chocolate cookies as a content‐unrelated intervention influences SET results.
Methods
We performed a randomised controlled trial in the setting of a curricular emergency medicine course. Participants were 118 third‐year medical students. Participants were randomly allocated into 20 groups, 10 of which had free access to 500 g of chocolate cookies during an emergency medicine course session (cookie group) and 10 of which did not (control group). All groups were taught by the same teachers. Educational content and course material were the same for both groups. After the course, all students were asked to complete a 38‐question evaluation form.
Results
A total of 112 students completed the evaluation form. The cookie group evaluated teachers significantly better than the control group (113.4 ± 4.9 versus 109.2 ± 7.3; p = 0.001, effect size 0.68). Course material was considered better (10.1 ± 2.3 versus 8.4 ± 2.8; p = 0.001, effect size 0.66) and summation scores evaluating the course overall were significantly higher (224.5 ± 12.5 versus 217.2 ± 16.1; p = 0.008, effect size 0.51) in the cookie group.
Conclusions
The provision of chocolate cookies had a significant effect on course evaluation. These findings question the validity of SETs and their use in making widespread decisions within a faculty.
Hessler et al. question the validity of Student Evaluations of Teaching after demonstrating that provision of chocolate cookies had a significant effect on course evaluation. |
doi_str_mv | 10.1111/medu.13627 |
format | Article |
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Results from end‐of‐course student evaluations of teaching (SETs) are taken seriously by faculties and form part of a decision base for the recruitment of academic staff, the distribution of funds and changes to curricula. However, there is some doubt as to whether these evaluation instruments accurately measure the quality of course content, teaching and knowledge transfer. We investigated whether the provision of chocolate cookies as a content‐unrelated intervention influences SET results.
Methods
We performed a randomised controlled trial in the setting of a curricular emergency medicine course. Participants were 118 third‐year medical students. Participants were randomly allocated into 20 groups, 10 of which had free access to 500 g of chocolate cookies during an emergency medicine course session (cookie group) and 10 of which did not (control group). All groups were taught by the same teachers. Educational content and course material were the same for both groups. After the course, all students were asked to complete a 38‐question evaluation form.
Results
A total of 112 students completed the evaluation form. The cookie group evaluated teachers significantly better than the control group (113.4 ± 4.9 versus 109.2 ± 7.3; p = 0.001, effect size 0.68). Course material was considered better (10.1 ± 2.3 versus 8.4 ± 2.8; p = 0.001, effect size 0.66) and summation scores evaluating the course overall were significantly higher (224.5 ± 12.5 versus 217.2 ± 16.1; p = 0.008, effect size 0.51) in the cookie group.
Conclusions
The provision of chocolate cookies had a significant effect on course evaluation. These findings question the validity of SETs and their use in making widespread decisions within a faculty.
Hessler et al. question the validity of Student Evaluations of Teaching after demonstrating that provision of chocolate cookies had a significant effect on course evaluation.</description><identifier>ISSN: 0308-0110</identifier><identifier>EISSN: 1365-2923</identifier><identifier>DOI: 10.1111/medu.13627</identifier><identifier>PMID: 29956364</identifier><language>eng</language><publisher>England: Wiley Subscription Services, Inc</publisher><subject>Clinical trials ; Curriculum ; Emergency Medicine - education ; Faculty, Medical - statistics & numerical data ; Gifts ; Humans ; Medical education ; Medical schools ; Medical students ; Snacks ; Students ; Students, Medical - psychology ; Surveys and Questionnaires ; Teacher evaluations ; Teaching</subject><ispartof>Medical education, 2018-10, Vol.52 (10), p.1064-1072</ispartof><rights>2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education</rights><rights>2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.</rights><rights>Copyright © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3937-1d52ffc1be7239fbab541a9de6a7ec0cd9d4f11145cd4dd8176e6d1a996c32493</citedby><cites>FETCH-LOGICAL-c3937-1d52ffc1be7239fbab541a9de6a7ec0cd9d4f11145cd4dd8176e6d1a996c32493</cites><orcidid>0000-0002-8680-9569 ; 0000-0001-7978-1978</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fmedu.13627$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fmedu.13627$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,45574,45575</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/29956364$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Hessler, Michael</creatorcontrib><creatorcontrib>Pöpping, Daniel M</creatorcontrib><creatorcontrib>Hollstein, Hanna</creatorcontrib><creatorcontrib>Ohlenburg, Hendrik</creatorcontrib><creatorcontrib>Arnemann, Philip H</creatorcontrib><creatorcontrib>Massoth, Christina</creatorcontrib><creatorcontrib>Seidel, Laura M</creatorcontrib><creatorcontrib>Zarbock, Alexander</creatorcontrib><creatorcontrib>Wenk, Manuel</creatorcontrib><title>Availability of cookies during an academic course session affects evaluation of teaching</title><title>Medical education</title><addtitle>Med Educ</addtitle><description>Objectives
Results from end‐of‐course student evaluations of teaching (SETs) are taken seriously by faculties and form part of a decision base for the recruitment of academic staff, the distribution of funds and changes to curricula. However, there is some doubt as to whether these evaluation instruments accurately measure the quality of course content, teaching and knowledge transfer. We investigated whether the provision of chocolate cookies as a content‐unrelated intervention influences SET results.
Methods
We performed a randomised controlled trial in the setting of a curricular emergency medicine course. Participants were 118 third‐year medical students. Participants were randomly allocated into 20 groups, 10 of which had free access to 500 g of chocolate cookies during an emergency medicine course session (cookie group) and 10 of which did not (control group). All groups were taught by the same teachers. Educational content and course material were the same for both groups. After the course, all students were asked to complete a 38‐question evaluation form.
Results
A total of 112 students completed the evaluation form. The cookie group evaluated teachers significantly better than the control group (113.4 ± 4.9 versus 109.2 ± 7.3; p = 0.001, effect size 0.68). Course material was considered better (10.1 ± 2.3 versus 8.4 ± 2.8; p = 0.001, effect size 0.66) and summation scores evaluating the course overall were significantly higher (224.5 ± 12.5 versus 217.2 ± 16.1; p = 0.008, effect size 0.51) in the cookie group.
Conclusions
The provision of chocolate cookies had a significant effect on course evaluation. These findings question the validity of SETs and their use in making widespread decisions within a faculty.
Hessler et al. question the validity of Student Evaluations of Teaching after demonstrating that provision of chocolate cookies had a significant effect on course evaluation.</description><subject>Clinical trials</subject><subject>Curriculum</subject><subject>Emergency Medicine - education</subject><subject>Faculty, Medical - statistics & numerical data</subject><subject>Gifts</subject><subject>Humans</subject><subject>Medical education</subject><subject>Medical schools</subject><subject>Medical students</subject><subject>Snacks</subject><subject>Students</subject><subject>Students, Medical - psychology</subject><subject>Surveys and Questionnaires</subject><subject>Teacher evaluations</subject><subject>Teaching</subject><issn>0308-0110</issn><issn>1365-2923</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kEtLAzEUhYMotlY3_gAZcCPC1DzmlWWp9QEVNxbchUxyo6nzqJOZSv-9aae6cGE2F06-e7jnIHRO8Jj4d1OC7saEJTQ9QEM_45Byyg7REDOchZgQPEAnzi0xxmkcZcdoQDmPE5ZEQ_Q6WUtbyNwWtt0EtQlUXX9YcIHuGlu9BbIKpJIaSqv8V9c4CBw4Z2uvGwOqdQGsZdHJdiv5_Rakevebp-jIyMLB2X6O0OJu9jJ9COfP94_TyTxUjLM0JDqmxiiSQ0oZN7nM44hIriGRKSisNNeR8SGjWOlI64ykCSTaEzxRjEacjdBV77tq6s8OXCtK6xQUhayg7pygOKEZo5nPO0KXf9ClT1T56wQlhGLK2Y667inV1M41YMSqsaVsNoJgse1bbPsWu749fLG37HIv_6I_BXuA9MCXLWDzj5V4mt0uetNvJrKLMQ</recordid><startdate>201810</startdate><enddate>201810</enddate><creator>Hessler, Michael</creator><creator>Pöpping, Daniel M</creator><creator>Hollstein, Hanna</creator><creator>Ohlenburg, Hendrik</creator><creator>Arnemann, Philip H</creator><creator>Massoth, Christina</creator><creator>Seidel, Laura M</creator><creator>Zarbock, Alexander</creator><creator>Wenk, Manuel</creator><general>Wiley Subscription Services, Inc</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>K9.</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0002-8680-9569</orcidid><orcidid>https://orcid.org/0000-0001-7978-1978</orcidid></search><sort><creationdate>201810</creationdate><title>Availability of cookies during an academic course session affects evaluation of teaching</title><author>Hessler, Michael ; Pöpping, Daniel M ; Hollstein, Hanna ; Ohlenburg, Hendrik ; Arnemann, Philip H ; Massoth, Christina ; Seidel, Laura M ; Zarbock, Alexander ; Wenk, Manuel</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3937-1d52ffc1be7239fbab541a9de6a7ec0cd9d4f11145cd4dd8176e6d1a996c32493</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Clinical trials</topic><topic>Curriculum</topic><topic>Emergency Medicine - education</topic><topic>Faculty, Medical - statistics & numerical data</topic><topic>Gifts</topic><topic>Humans</topic><topic>Medical education</topic><topic>Medical schools</topic><topic>Medical students</topic><topic>Snacks</topic><topic>Students</topic><topic>Students, Medical - psychology</topic><topic>Surveys and Questionnaires</topic><topic>Teacher evaluations</topic><topic>Teaching</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Hessler, Michael</creatorcontrib><creatorcontrib>Pöpping, Daniel M</creatorcontrib><creatorcontrib>Hollstein, Hanna</creatorcontrib><creatorcontrib>Ohlenburg, Hendrik</creatorcontrib><creatorcontrib>Arnemann, Philip H</creatorcontrib><creatorcontrib>Massoth, Christina</creatorcontrib><creatorcontrib>Seidel, Laura M</creatorcontrib><creatorcontrib>Zarbock, Alexander</creatorcontrib><creatorcontrib>Wenk, Manuel</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>MEDLINE - Academic</collection><jtitle>Medical education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Hessler, Michael</au><au>Pöpping, Daniel M</au><au>Hollstein, Hanna</au><au>Ohlenburg, Hendrik</au><au>Arnemann, Philip H</au><au>Massoth, Christina</au><au>Seidel, Laura M</au><au>Zarbock, Alexander</au><au>Wenk, Manuel</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Availability of cookies during an academic course session affects evaluation of teaching</atitle><jtitle>Medical education</jtitle><addtitle>Med Educ</addtitle><date>2018-10</date><risdate>2018</risdate><volume>52</volume><issue>10</issue><spage>1064</spage><epage>1072</epage><pages>1064-1072</pages><issn>0308-0110</issn><eissn>1365-2923</eissn><abstract>Objectives
Results from end‐of‐course student evaluations of teaching (SETs) are taken seriously by faculties and form part of a decision base for the recruitment of academic staff, the distribution of funds and changes to curricula. However, there is some doubt as to whether these evaluation instruments accurately measure the quality of course content, teaching and knowledge transfer. We investigated whether the provision of chocolate cookies as a content‐unrelated intervention influences SET results.
Methods
We performed a randomised controlled trial in the setting of a curricular emergency medicine course. Participants were 118 third‐year medical students. Participants were randomly allocated into 20 groups, 10 of which had free access to 500 g of chocolate cookies during an emergency medicine course session (cookie group) and 10 of which did not (control group). All groups were taught by the same teachers. Educational content and course material were the same for both groups. After the course, all students were asked to complete a 38‐question evaluation form.
Results
A total of 112 students completed the evaluation form. The cookie group evaluated teachers significantly better than the control group (113.4 ± 4.9 versus 109.2 ± 7.3; p = 0.001, effect size 0.68). Course material was considered better (10.1 ± 2.3 versus 8.4 ± 2.8; p = 0.001, effect size 0.66) and summation scores evaluating the course overall were significantly higher (224.5 ± 12.5 versus 217.2 ± 16.1; p = 0.008, effect size 0.51) in the cookie group.
Conclusions
The provision of chocolate cookies had a significant effect on course evaluation. These findings question the validity of SETs and their use in making widespread decisions within a faculty.
Hessler et al. question the validity of Student Evaluations of Teaching after demonstrating that provision of chocolate cookies had a significant effect on course evaluation.</abstract><cop>England</cop><pub>Wiley Subscription Services, Inc</pub><pmid>29956364</pmid><doi>10.1111/medu.13627</doi><tpages>9</tpages><orcidid>https://orcid.org/0000-0002-8680-9569</orcidid><orcidid>https://orcid.org/0000-0001-7978-1978</orcidid><oa>free_for_read</oa></addata></record> |
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source | MEDLINE; Wiley Journals; EBSCOhost Education Source |
subjects | Clinical trials Curriculum Emergency Medicine - education Faculty, Medical - statistics & numerical data Gifts Humans Medical education Medical schools Medical students Snacks Students Students, Medical - psychology Surveys and Questionnaires Teacher evaluations Teaching |
title | Availability of cookies during an academic course session affects evaluation of teaching |
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