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ASSESSMENT/EVALUATION
Year : 2001  |  Volume : 14  |  Issue : 2  |  Page : 267-276

Application of ``VITALS'': Visual Indicators of Teaching and Learning Success in Reporting Student Evaluations of Clinical Teachers


1 A rabian Gulf University, Bahrain
2 University of I llinois, Chicago, USA
3 Royal College of Surgeons, Ireland

Correspondence Address:
Hossam Hamdy
Dean, College of Medicine and Medical Sciences, Arabian Gulf University, PO Box 22979
Bahrain
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Source of Support: None, Conflict of Interest: None


Context: A t the College of Medicine and Medical Sciences, A rabian Gulf University, Bahrain, a system has been introduced in which clerk ship students evaluate clinical faculty using Visual Indicators of Teaching and L earning Success ( V ITA L S ). Objective: To describe the use of VITA L S in reporting student feedback on teaching and learning effectiveness of clinical faculty in the clerkship. Design: Descriptive study. Subjects: A total of 210 clerk ship students evaluated 76 clinical tutors over a period of 3 years. Feedback was also obtained from seven programme managers and one supportive staff member. Method: Nine indicators of effective clinical teaching were identi; ed through a literature search. Students individually reported on clinical faculty teaching capabilities using a 5-point, L ik ert-type scale. Cumulative reports of students' feedback on clinical faculty teaching were prepared using opposing bar graphs, reͿ ecting perceived areas of strength or weakness in each teacher's performance. Results: A total of 1450 evaluation forms were completed by 180 of 210 students ( 85.7% ). VITA L S graph representations of students' perceptions of clinical tutors were communicated to each clinical tutor at the end of each clerk ship and academic year. Twenty-one students out of 53 who gave written comments were related to V ITA L S. They reͿ ected a positive view of VITA L S as a process or tool of faculty evaluation. Clinical faculty ( 18 ), programme managers ( 7 ) and supporting staff ( 1 ) gave comments indicating acceptance of the system. Conclusion: This preliminary study suggests that V ITA L S could be an effective tool for improving clinical teaching. It is acceptable to students, faculty and managers of educational programmes. The database reͿ ecting their teaching and educational pro; les were used to provide clinical faculty with constructive feedback.


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