To sum up
Assuring and maintaining quality in health professions education is complex involving multiple agencies, institutions and individuals. Policy and practice agendas in education and health emphasise the need for continuous monitoring, review and evaluation of all processes from management systems through to day-to-day teaching activities. All teachers will be involved in some data-gathering and evaluation activities and many play a central role in gathering and using feedback from learners, peers and others to improve their teaching. The reflective teacher also uses opportunities for self-reflection and review to improve the quality of learning and teaching.
- Quality assurance and evaluation activities are key to improving learning and teaching
- Student feedback is central to improving quality, but is not the only method or indicator
- Teachers can use a mix of formal survey questionnaires and informal feedback to improve their teaching and enhance learning
- Peer evaluation or review is a useful teaching improvement tool
- Evaluation is part of the ‘plan – do – reflect – review’ cycle of the reflective practitioner