Tuesday, 18 March 2014

Evaluating Teaching - Quantity and Quality (Methods and Examples) + comparison with traditional research metrics

(Illustration and documentation of the presentation material at this AMEE 2014 TeL symposium, some pictures of the event, link to archived video of symposium (which includes over an hour of interactive Q and A with the panel), audience engagement statistics (quantitative), as well as audience comments (qualitative). Further elaboration on the content presented in this symposium has been submitted as article to Medical Teacher)

(Illustration and documentation of the presentation material for this TeL interactive roundtable discussion with the audience at 11th APMEC 2014, including panelists slides, some pictures of the event, online audience viewership (quantitative), audience questions posed, as well as post event reflective comments by each panelist. This is part of a process to make teaching not only scholarly, but a piece of scholarship, with public dissemination of the teaching material, a continuing attempt to measure the impact of teaching, documented self reflection on teaching, and invitations for peer review through the website, and other platforms through symposia and conference presentations, and peer reviewed publications)

eScholarship which also highlights article

(Feedback above from Professor Ann King, Hong Kong)

original above, with revised table below (Apr 27, 2014)


"one of 20 to 30 people in the world with the expert knowledge to judge whether the articles cited the relevant literature, represented it accurately, addressed important issues in the field, and made an original contribution to knowledge" (Hugh Gusterson on the academic peer review process, see website above)

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