| Case study of a framing effect in course evaluations. | |
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MedLine Citation:
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PMID: 22250678 Owner: NLM Status: In-Data-Review |
Abstract/OtherAbstract:
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Background: When new elements are included in the medical curriculum and the total time frame remains unchanged, established disciplines have to shorten their courses. This might bring about frustration among the teachers and students concerned, which in turn might affect how other courses are perceived. Findings: Two course evaluations, one before and one after a major change in the curriculum were compared. Comments were also analysed. We found that the students' and teachers' frustration influenced the students' evaluations of a new course in the philosophy of medicine and accordingly brought about an unintended message effect referred to as a framing effect. Conclusions: The results of this observational study indicate that a negative framing effect might influence course-evaluations. We suggest that this study might be used as a point of departure for further empirical studies about negative framing effects. |
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Authors:
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Niels Lynöe; Niklas Juth; Gert Helgesson |
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Publication Detail:
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Type: Journal Article |
Journal Detail:
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Title: Medical teacher Volume: 34 ISSN: 1466-187X ISO Abbreviation: Med Teach Publication Date: 2012 |
Date Detail:
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Created Date: 2012-01-18 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 7909593 Medline TA: Med Teach Country: England |
Other Details:
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Languages: eng Pagination: 68-70 Citation Subset: IM |
Affiliation:
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Karolinska Institutet , Sweden. |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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