Academic Course Evaluations in Health Sciences Can Be a Joke: A Cross-Sectional Examination of Whether Students Appreciate a Professor's Sense of Humor

Autor/in	White, Marney A.
Titel	Academic Course Evaluations in Health Sciences Can Be a Joke: A Cross-Sectional Examination of Whether Students Appreciate a Professor's Sense of Humor
Quelle	In: American Journal of Health Education, 50 (2019) 6, S.398-404 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (White, Marney A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
DOI	10.1080/19325037.2019.1675559
Schlagwörter	College Students; Course Evaluation; Teacher Student Relationship; College Faculty; Humor; Student Attitudes; Student Evaluation of Teacher Performance; Teacher Effectiveness; Teaching Methods; Attention; Learner Engagement; Stress Management; Health Education; Connecticut (New Haven) + Suchen Sie Ihr Suchwort? Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Humoristische Darstellung; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Aufmerksamkeit; Stressmanagement; Stressbewältigung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung
Abstract	Background: There is some evidence that humor can be used effectively in teaching, to maintain student interest in the material and potentially to reduce academic stress. Purpose: To examine the relationship between students' appreciation of a professor's use of humor and course evaluations. Methods: 128 undergraduate and graduate students completed course evaluations following enrollment in epidemiology and public health classes. Course evaluations included a single "custom question" that assessed perceived funniness of a joke. Primary outcomes were student ratings of the perceived funniness of a joke, student ratings of a professor's effectiveness, and student evaluations of the course overall. Results: Perceived funniness of a joke was positively and significantly associated with evaluations of the instructor and course overall. Discussion: The study supports the use of humor as a pedagogical technique, so long as the jokes are actually funny. Translation to Health Education Practice: Humor can be used as a teaching tool, especially to increase student attention and perhaps to reduce stress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01