Centralized online course evaluations conducted by the Faculty of Medicine in the University of Ruhuna, Sri Lanka

Abstract

Course evaluation is an integral part in higher education system. A course evaluation is a paper or electronic questionnaire, which requires a written or response answer to a series of questions in order to evaluate a given course. It is recommended by the University Grants Commission as a best practice to be internalized, that facilitates a better understanding on how well teaching / learning needs are met by the students. The course evaluations allow a faculty to develop an action plan for course improvement as needed and to implement course changes and student concerns (Schiekirka, Feufel, Herrmann-Lingen & Raupach, 2015). Ongoing course evaluation is a key component of quality improvement in higher education. The literature recommends a comprehensive approach in evaluating curricular, teaching / learning, assessments, learning environment and student support (Abrahams & Friedman, 1996). However, there remain a number of challenges in implementing the course evaluation process. The most critical fact is maintaining acceptable response rates. According to the literature acceptable response rate is 50% (Goodman, Anson & Belcheir, 2015). The MBBS degree programme in the Faculty of Medicine, University of Ruhuna consist of 15 different subjects involving 15 departments, running for 5-year degree programme. The course evaluation in the faculty implemented centrally through Internal Quality Assurance Cell (IQAC) since 2020. This paper aims to share how the Faculty of Medicine internalized course evaluation and improve the course based on the feedback received from the students.