Maximizing Feedback and Reducing Survey Length: A Retrospective Cohort Study of Student Evaluation of Teaching

Objective Asking students to answer 30 + questions in an optional student evaluation of teaching (SET) increases the likelihood that instructors may not receive critical feedback due to survey fatigue. A considerable body of educational research on how to incentivize student completion of SETs offers a variety of suggestions to combat fatigue, perceptions of value, and other issues. Methods This retrospective cohort study from January 2021 to March 2024 investigates the impact of a shortened, 4-question mandatory SET on response rates and qualitative feedback within a Clinical and Translational Science (CTS) program. Unadjusted linear mixed-effects regression models assessed the relationships of SET type (optional SET vs experimental SET) and SET response outcomes. Results Over the course of the study, 844 students completed optional (N = 473) and experimental (N = 371) SETs. Requiring SET completion to access assessments increased both participation (Estimate 62.43, 95% CI: 52.41-72.45; P < .001) and qualitative responses (Est. 43.65, 95% CI: 32.24-55.05; P < .001). Relative to the optional SET, the experimental SET was associated with more blank qualitative responses (Est. 7.28, 95% CI: 4.70-9.86; P < .001) and a higher total word count (Est. 989.59, 95% CI: 513.78-1465.40; P < .001). Course satisfaction scores did not differ significantly between survey types (Est. 0.05, 95% CI: −0.13-0.22; P = .60). Conclusion This study's findings demonstrate that short, mandatory, learning management system-integrated SETs effectively increase qualitative feedback and can offer a feasible model for institutions aiming to gather actionable items to inform course design and delivery.