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Assessing and Evaluating Anatomy Instruction: Strategies for Anatomy Educators

Effective instruction is crucial to student learning in anatomy education. While anatomy teaching contexts have expanded and accreditation standards have become more focused on student learning, teaching evaluation practices have not changed. Across the US, higher education institutions have come to rely primarily or solely on students’ ratings of instruction to evaluate teaching. While more than 80 years of research has demonstrated that end‐of‐term student ratings provide results that accurately and reliably reflect students’ collective perceptions of the learning environments created by their instructors, researchers have long recommended that students’ perception data not be the only source of evidence used in the evaluation of teaching effectiveness. Students’ ratings are important and should not be excluded, but they should never be the only source of information used to evaluate teaching. Anatomy faculty do have options. In this session, we will discuss actions faculty can take to use student ratings data for formative assessment (i.e., improvement before evaluation by administrators or colleagues), as well as strategies that can be used to corroborate (or contradict) student ratings used in promotion or reappointment processes. Faculty participants in this session will learn about strategies for controlling the narrative about their teaching through systematic interpretation, targeted responses to ratings, and collection of additional evidence of teaching effectiveness from other sources. Administrators and peers will realize that they have the power to to ensure that student ratings data are used appropriately in evaluative contexts.