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APPENDIX B

LOGISTICS FOR STUDENT CONTRIBUTION TO THE INSTITUTIONAL SELF-
STUDY

There are a variety of ways to collect and report representative student opinion in the
accreditation survey process. The student review process should be coordinated by a small
steering committee, preferably selected by the student body. This could include members of the
student council, class officers, and representatives to the student organisations. Methods used to
solicit input from students should ensure that there is broad and representative response. To
accomplish this goal, the steering committee should develop and disseminate a concise
questionnaire to each student class. When reporting results of the questionnaire, it is helpful to
cite the percentage of the student body responding, by class. This is the preferred method of
sampling and analysis.

In addition to conducting a survey of student opinion via a questionnaire, the leaders of the
student analysis may also choose to hold class meetings to discuss student concerns or request
each class to submit reports delineating problems or areas that require attention. If this method is
used, information on the number of participants should be provided.

Once data have been collected, a small working group should analyse and summarise the data
and prepare the student study document. Student input should be organised into a written report
that is forwarded to the dean's office at least three or four months before the survey visit, in time
for inclusion in the mailing to surveyors and the CAAM-HP Secretariat.

The following guidelines are suggested for preparing written background materials:

1. Begin the student analysis with a description of the method(s) used to collect data or
gather student perceptions. Include the response rate to any questionnaire (by class) and,
if relevant, the number of students who participated in discussions or focus groups.

2. Summarise the results of the data collection in a concise narrative. Highlight areas where
the school is doing well and areas that need improvement. Stick to factually supported
and consensus issues as much as possible.

3. Include the "raw" data (responses in individual questionnaire items) in tabular or chart
(e.g., histogram) form as an appendix to the report.

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Administration awareness of student problems 1 2 3 4 5 4. Adequacy of counselling about careers (if applicable) 1 2 3 4 5 10. Appropriateness of teaching methods 1 2 3 4 5 37. Confidentiality of student personal counselling 1 2 3 4 5 13. Adequacy of student study space 1 2 3 4 5 26. Quality of clinical instruction 1 2 3 4 5 36. Availability of student personal counselling 1 2 3 4 5 11. Access to the school administration 1 2 3 4 5 3. Educational activities aimed at preventing student mistreatment 1 2 3 4 5 29. Adequacy of student health insurance 1 2 3 4 5 19. Accessibility of library 1 2 3 4 5 23. Policies for addressing student mistreatment 1 2 3 4 5 28. Quality of library 1 2 3 4 5 24. Adequacy of disability insurance 1 2 3 4 5 20. Adequacy of student personal counselling 1 2 3 4 5 12. Effectiveness of methods for evaluating clinical skills 1 2 3 4 5 40. Adequacy of academic counselling 1 2 3 4 5 7. Faculty availability 1 2 3 4 5 2. Timeliness of feedback about performance in courses and/or clinical attachments 1 2 3 4 5 39. Availability of student health services 1 2 3 4 5 17. Availability of tutorial help 1 2 3 4 5 8. Adequacy of financial aid administrative services 1 2 3 4 5 15. Adequacy of immunisation and screening for communicable diseases 12345 Library And Learning Resources 22. Appropriateness of evaluation methods 1 2 3 4 5 38. Role of students on key school committees 12345 Student Support 5. Availability of counselling about careers and residency application (if applicable) 1 2 3 4 5 9. Comparability of educational experiences at alternative clinical sites 12345 . Confidentiality of student records 1 2 3 4 5 32. Quality of basic science instruction 1 2 3 4 5 35. Adequacy of debt counselling 12345 Student Health 16.APPENDIX C SAMPLE QUESTIONNAIRE FOR STUDENT ANALYSIS Please circle the number indicating your level of satisfaction: 1=Very satisfied | 2=Satisfied | 3=No opinion/indifferent | 4=Dissatisfied | 5=Very dissatisfied Student-Faculty-Administration Relationships 1. Availability of academic counselling 1 2 3 4 5 6. Appropriateness of policies and procedures for disciplinary action 1 2 3 4 5 31. Quality of the educational programme as a whole 1 2 3 4 5 34. Adequacy of computer-learning resources 12345 Learning Environment 25. Availability of financial aid administrative services 1 2 3 4 5 14. Accessibility of student health services 1 2 3 4 5 18. Adequacy of student relaxation space 1 2 3 4 5 27. Availability of student records for review and challenge 12345 Educational Programme 33. Adequacy of education about prevention and exposure to infectious diseases 1 2 3 4 5 21. Appropriateness of student advancement and graduation policies 1 2 3 4 5 30.

3=No opinion/indifferent. Economy and Society 12345 12345 Writing in the Disciplines 12345 12345 Cell Biology 12345 12345 Introduction to Medical Practice 12345 12345 Health Care Concepts 12345 12345 Basic Haematology & Reticuloendothelial System 12345 12345 The Respiratory System 12345 12345 Neuroscience 1 12345 12345 First Year Courses* Organisation of Course Schedule/Workload Fundamentals of Disease and Treatment 12345 12345 Introduction to Embryology & Histology 12345 12345 Introduction to Molecular Medicine 12345 12345 Musculoskeletal System (Locomotor) 12345 12345 Caribbean Civilization 12345 12345 Law. 4=Fair.For Dental Students only Please circle the number indicating your level of satisfaction: 1=Excellent. Economy and Society 12345 12345 Writing in the Disciplines 12345 12345 Cell Biology 12345 12345 Introduction to Medical Practice (Unit 1) 12345 12345 Health Care Concepts 12345 12345 Basic Haematology & Reticuloendothelial System 12345 12345 The Respiratory System 12345 12345 Neuroscience I 12345 12345 Second Year Courses* Quality of Teaching Quality of Course The Cardiovascular System 12345 12345 The Digestive System 12345 12345 Health and the Environment 12345 12345 The Endocrine System & Skin 12345 12345 Introduction to Medical Practice (Unit 2) 12345 12345 Neuroscience II 12345 12345 Second Year Courses* Organisation of Course Schedule/Workload The Cardiovascular System 12345 12345 The Digestive System 12345 12345 Health and the Environment 12345 12345 The Endocrine System & Skin 12345 12345 Introduction to Medical Practice (Unit 2) 12345 12345 Neuroscience II 12345 12345 ALL ANSWERS SAME as before . 5=Poor First Year Courses* Quality of Teaching Quality of Course Fundamentals of Disease and Treatment 12345 12345 Introduction to Embryology & Histology 12345 12345 Introduction to Molecular Medicine 12345 12345 Musculoskeletal System (Locomotor) 12345 12345 Caribbean Civilization 12345 12345 Law. 2=Good. Governance. Governance.

Lectures were very organized.Best first and second year courses (and why): Health and Environment . Worst first and second year courses (and why): Cardiovascular and Digestive System: More individual sessions with the lecturer was required and the class sizes for such courses with such difficulty doesn’t facilitate student learning . lecturers clearly outlined the objectives of the course and these were followed.

3=No opinion/indifferent. 4=Fair.Please circle the number indicating your level of satisfaction: 1=Excellent. 5=Poor Third Year Courses* Quality of Quality of Lecturer Lectures/Conferences Teaching Clinical Haemotology & Reticuloendothelial System 12345 12345 The Genito-Urinary System 12345 12345 Human Nutrition 12345 12345 Health Services Management 12345 12345 Understanding Research 12345 12345 Oral and Dental Anatomy 12345 12345 Oral Histology & Embryology 12345 12345 Oral Physiology & Biochemistry 12345 12345 Head & Neck Anatomy 12345 12345 Oral & Maxillofacial Pathology 12345 12345 Oral Medicine 12345 12345 Dental Materials Science 12345 12345 Occlusion 12345 12345 Core Radiology 12345 12345 Diagnostic Imaging 12345 12345 Removable Prosthodontics 12345 12345 Pain Management 12345 12345 Dental Practice 12345 12345 Dental Ethics 12345 12345 Dental Jurisprudence 12345 12345 Caribbean Sign Language 12345 12345 Sign Language for Medicine & Dentistry 12345 12345 Third Year Courses* Quality/Adequacy of Overall Quality Feedback Clinical Haemotology & Reticuloendothelial System 12345 12345 The Genito-Urinary System 12345 12345 Human Nutrition 12345 12345 Health Services Management 12345 12345 Understanding Research 12345 12345 Oral and Dental Anatomy 12345 12345 Oral Histology & Embryology 12345 12345 Oral Physiology & Biochemistry 12345 12345 Head & Neck Anatomy 12345 12345 Oral & Maxillofacial Pathology 12345 12345 Oral Medicine 12345 12345 Dental Materials Science 12345 12345 Occlusion 12345 12345 Core Radiology 12345 12345 Diagnostic Imaging 12345 12345 Removable Prosthodontics 12345 12345 Pain Management 12345 12345 Dental Practice 12345 12345 Dental Ethics 12345 12345 Dental Jurisprudence 12345 12345 . 2=Good.

labs were available but not enough time to practice hands on with the material. the information was not presented in a digestable format. frequent class activity. . Worst third year course (and why): Dental material science.enabled student participation. more discussion of material between lecturers and students.Caribbean Sign Language 12345 12345 Sign Language for Medicine & Dentistry 12345 12345 Best third year course (and why): Understanding research: Lectures and sessions were organized. information was a bit rushed to learn in very short period of time. smaller group sessions.

Well planned. 3=No opinion/indifferent. lecturer discusses information regarding the course in detail. . lecture followed by practice sessions. Frequent quizzes and feedback. 5=Poor Fourth Year Courses* Quality of Quality of Lecturer Teaching Lectures/Conferences Amalgam Restorations 12345 12345 Composite Restorations 12345 12345 Coronal Restorations 12345 12345 Dental Public Health 12345 12345 Periodontology 12345 12345 Forensic Dentistry 12345 12345 Orthodontics 12345 12345 Dental & Medical Emergencies 12345 12345 Exodontia 12345 12345 Endodontics 12345 12345 Clinical Dental Pharmacology 12345 12345 Surgical Techniques 12345 12345 Special Needs Dentistry 12345 12345 Implant Prosthodontics 12345 12345 Fixed Prosthodontics 12345 12345 Dental Practice Management 12345 12345 Dental Auxiliary Utilization 12345 12345 Clinical Preparation 12345 12345 Fourth Year Courses* Quality/Adequacy of Overall Quality Feedback Amalgam Restorations 12345 12345 Composite Restorations 12345 12345 Coronal Restorations 12345 12345 Dental Public Health 12345 12345 Periodontology 12345 12345 Forensic Dentistry 12345 12345 Orthodontics 12345 12345 Dental & Medical Emergencies 12345 12345 Exodontia 12345 12345 Endodontics 12345 12345 Clinical Dental Pharmacology 12345 12345 Surgical Techniques 12345 12345 Special Needs Dentistry 12345 12345 Implant Prosthodontics 12345 12345 Fixed Prosthodontics 12345 12345 Dental Practice Management 12345 12345 Dental Auxiliary Utilization 12345 12345 Clinical Preparation 12345 12345 Best fourth year course (and why): Periodontology. 4=Fair.Please circle the number indicating your level of satisfaction: 1=Excellent.Class sessions were very organized. 2=Good.

Lacked organisation . certain important aspects that would be more familiar to the lecturer wasn’t really brought forward.Worst fourth year course (and why): Fixed Prosthodontics –was mostly self study.

5=Poor Fifth Year Courses/Rotations* Organisation of Schedule/Workload Courses/Rotation Ethics. 2=Good. 3=No opinion/indifferent.Please circle the number indicating your level of satisfaction: 1=Excellent. Law and Jurisprudence 12345 12345 Restorative Dentistry 12345 12345 Child Dental Health 12345 12345 Oral and Maxillofacial Surgery 12345 12345 Sixth Year Interns/Rotations* Organisation of Rotation Schedule/Workload 12345 Polyclinic Rotation 12345 12345 Arima Outreach Clinic 12345 12345 Emergency Rotation 12345 12345 Oral and Maxillofacial Surgery Rotation 12345 12345 Case Presentations 12345 12345 LMC/UWI Distance Learning 12345 *Add or modify titles to fit your curriculum. 4=Fair. NOT SURE!!! DOUBT WE DID THESE Best rotation (and why): Worst rotation (and why): .