Improving Response Rates for Course and Instructor Evaluations Using a Global Approach

Abstract

Obtaining sufficient survey responses to make course and instructor evaluation results meaningful is a challenge in many, if not most, health professions training programs. This paper describes a series of policy changes that significantly improved data quality at one college of veterinary medicine located in the United States. The steps consisted of minimizing the number of items appearing on the instruments, providing students adequate time and space for completion, clearly explaining the purpose and value of the evaluations, simplifying data collection, collecting verbal feedback, and closing the loop with student participants by informing them of any changes that were made as a result of their feedback. The steps outlined in this model may be easily extended to other health professions programs that involve cohort models, multi‑instructor courses and limited resources with respect to time and people.