This document contains student evaluations of an instructor, Taulant Muka, MD, PhD, for a course on study design. Students rated Muka highly overall, praising his enthusiasm, accessibility, clear explanations, use of examples, and responsiveness to student questions. When asked to identify things the instructor did well, students commonly cited Muka's clear teaching style, interactive approach, and willingness to answer questions thoroughly. A few students suggested Muka could improve by slowing down his pace at times, more thoroughly explaining quiz answers, and allowing more time for student responses.

1. 1.Taulant Muka, MD, PhD Average Standard Deviation
Set high expectations. 3,75 0,78
Effectively managed the class discussion. 3,90 0,88
Was responsive to students' concerns. 4,30 0,74
Was accessible to students outside of class. 4,40 0,72
Provided quality feedback on your assignments and performance. 3,76 0,90
The teaching in this course facilitated learning. 3,95 0,83
Identify two or three things that the instructor did well and should continue in the future.
.
Evaluation Study Design (CC01) 2016
Response rate: 109% (126/116)
Scores were: low 1 □ □ □ □ □ 5 high

2. 8. Quizzes: very useful! Nice, logical structure in presentations
9. - very clear presented
10.
11. His way of teaching was great, he was enthousiastic and was very open for comments and questions. Also explanation of the
assignments was good.
12.
13. re-iterate definitions that we had to learn. Use compelling examples in his own line of work
14. Giving examples, repeating the difficult stuff
15.
16.
17. I love prof Muka, great teacher, with a great approach, clear and effective. I loved his young way of teaching. great to do many
exercises
18. Raised interesting questions pertaining to the basic concepts. It would have been harder to think about certain situations especially
when you are unfamiliar to the topics. He made it very mind stretching which is something that is difficult to do alone
19. examples were really good discussion with the students was helpful
20. give time to make exercises together fast answer on your question (by mail)
21. Very patient, willing to explain ten times if someone did not understand something, willing to spend every break to clear things for
students that they find difficult, very responsive to emails regarding students questions. LEctures were pretty inderesting and
exercises were very useful and helpful to understand the theory
22.
23. Sheets are really helpful Teaching is done very enthousiatically
24. Very nice and open person.
25. lectures good proper level of english provided many useful exercises
26. - Using assignments - Providing papers in advance
27. Should include more videos in his slides (as in the very first lecture).
28. Good preparation
29.
30. - dr. Muka respnded very quickly and elaborate when you sent him an e-mail - he was enthousiastic
31. 1. Explaining the stuff in a very easy but good way. 2. He was Always available for questions, even in the study week.
32. interactive courses, good examples, transmit his passion for science!
33. Friendly approach, relaxed lectures
34. Enthusiastic, open, easy to approach
35. Making questionnaires and quizzes during the lectures. Adding video material.
36. Interaction with students
37. Talk loudly, has a lot of knowledge
38. good management of the students in class
39. Enthusiastic and clearly trying to make the content more practical (and less boring) with video's etc.
1. He speaks clearly and is easy to understand. Friendly.
2. Good explanations, able to grab the classroom's attention
3.
4. for it being the first time with very little preparation time, Taulant performed very well
5.
6.
7. he interacted very well with the students
Identify two or three things that the instructor did well and should continue in the future.

3. 40. Good explanations and examples answer question well. Share his own research papers
41. - Was enthusiastic - was accessible and approachable
42. He has good teaching skills. He was interactive with audience. He gave papers for practicing for exam, and explained in detail what
we can expect in exam
43. - repeated course material as a built-up in following courses - used multiple examples to explain material better
44. He explained everything in a very clear and understandable way. He was very responsive on emails.
45.
46. 1. He ensured active participation of students by asking questions during lectures 2.Including Exercises was very helpful in
developing clear concepts on the subject
47. the structure was good quiz in between helpful and the exercises were connected to the material which helped in the exam
48. clear explanation very patient
49.
50. Great that he was teaching even though he heard only two weeks in advance that he was supposed to give this class. Liked the
quizes
51. the use of good examples
52. He explained very clearly during the lessons. He also answered quesions by email.
53. He answered questions by email. He explained clearly the contents during the lesons.
54. The lectures have been elaborated in a clear manner, most importantly understandable even from people who not necessarily have
knowledge on medicine and related fields.
55. It was really helpful that he emailed back so quickly if you had a question. He was really accessible and he explained the content of
the course really well.
56.
57. -Answering of questions during the lectures and via email -The explaining of subjects via examples -Clear and understandable
lectures
58. A lot of enthousiasm
59. Good job since it was his first time and he had only a few weeks to prepare!
60. He made the course very interactive. He was very responsive to students' questions.
61.
62. - Answering the questions - Explaining it twice when something was unclear
63. Everithing was great
64.
65. The professor referred to real life examples, which made the class more understandable.
66.
67.
68.
69.
70. - his quick response per e-mail - his patience to answer questions in lecture room

4. 71. Gave answers to our questions. Waited for the answers he asked - we had time to think.
72. everything was great. Examples and explanation are strong side of prof Muka
73. Interactive with the students, Clearly explains the material
74. He was also an enthusiastic and passionate teacher. He was well prepared for every lesson.
75.
76. the way of presenting information daily exercises to accept the concepts and develop critical thinking
77.
78.
79.
80. His lecturing style was quite good. Although he seemed unorganized in the beginning which was due to the fact that he was asked
just two weeks in advance to give the course.
81. Being enthusiastic and passionate about the subject.
82. good explanations to questions enthousiastic
83.
84. Clear explanations Good tempo during the lecture
85. Group assignment was nice
86.
87. approach toward students explanation
88. examples engagement of the students
89. examples student interaction
90.
91.
92.
93.
94. explanation was very well
95.
96.
97.
98. enthousiasm strong knowledge of current literature
99.
100. giving the papers before the test so you get to know the subject
101. interacted with the class was very responsive
102. - lectures were clear - very accessible for questions
103.
104.
105. Explained very clear and was willing to explain again if it wasn't clear and answer any questions.

5. 106. He was very accessible in the week upto the exam by mail to ask questions. He explained things multiple times when
people didn't get it, this shows good patience.
107.
108.
109. took time to answer/ for concerns during the lectures Was enthousiastic
110. - Good teaching skills
111. Easily accessible for questions
112. Discussions were good Well accessible for questions
113. - Repetition of the core objectives with examples in articles - His teaching completed the expectations of the exam
114. keep being responsive as quick and accessible as you are to students, really appreciated.
115. It seems like he identify with students, and recall his dillemas when he was studing study design course, so he could really
approach us on our level.
116. -
117.
118. Kind
119. good approach
120.
121.
122. enthousiastic exercises continuously
123.
124. Prepared us well for the exam. Paid much attention to the exercises.
125.
.
Identify two or three things that the instructor should focus on to improve her/his classroom effectiveness.
1. None.
2. Elaborate on answers of the class exercises, be more clear about the planning/scheduling
3.
4. often he went to fast not always good to understand (accent) not always explaining answers should repeat what students say,
otherwise hard to hear
5.
6.
7. he read all the text from the slides and did not really add anything new to them
8. A bit more explanation on quizzes' answers. And maybe give a bit more time for students to let new information sink in.
9. - take more time for explanation, for example when the group gives a wrong answer on a question in the quiz
10.

6. 11. During the group presentation, I would like to hear a little more about his vision on the best study design for the assignments
12.
13. repeat asked questions or answers from the audience to improve interaction/attention from others audience members. If people ask
questions, go into detail more often and ask if they understood. If not, than the effort was not worthwile at all.
14. The answers out the classroom need to be repeated through the microphone, the quiz went really fast
15.
16.
17.
18. When allocate more time to going through the answers for the exercises or to integrate it with the lectures more
19.
20. sometimes it would be nice if there was a little bit more time to think about what he just said. If he asks a question and nobody
knows the answer it would be nice if he gives the answer himself. Sometimes he didn't and it wasn't always possible to think of the
answer yourself.
21. -
22. Better sheets, some things were wrong or still unclear
23. Less moving between class and group assignments, creates a lot of chaos
24. Be more prepared, but that was not your fault in this case but of NIHES. And provide the answers to the questions, dont say I also
didnt know that at the beginning.
25. checking to a larger extent at what stage students are, see if they keep up with the reading and exercises.
26. - If you want to go home (for instance on friday), do not let that influance your teaching. Sometimes it was just way too rushed - Try
to talk slower
27.
28. Sometimes he explained things very extensive, while it could be told in a shorter/less complicated way.
29.
30. - the quizzes went very fast and were not posted online. Also, the exam of last year was not discussed with the answers. I
understand that this could lead to too much background information, but if you don't know how you would answer correctly to the
answers of the quiz or the exam example, you don't know how to answer on the real exam - the presentations went very fast
31. 1. When there was a question from the audience, it was sometimes difficult to follow because he spoke not loud and did not repeat
the question. 2. His voice was sometimes too soft.
32. It would be more effective to take more time to present the parts which are more difficult to understand, especially towards the end -
the 2nd week. More exercises on the Biases part and Confounding would be really helpful, given as homework and to be discussed
together the next time.
33. The way of answering questions. Sometimes it felt like the questions were always pushed for later.
34. Bit fast every now and then, not clear about the assignments
35.
36.
37. sometimes he went to fast (during the presentation), more structure in the programme
38. ok

7. 39. Of course part of preparation, but personalize the slides so the slides and the story aren't literally the same, because then there is
no need to listen anymore because it is sufficient to read the slides. Also, make sure that the slides and the live examples are in line
to prevent confusion.
40. None
41. - chaotic in regards to organizational aspects (like explaining the group assignment rules and exercises) - calculation errors on
presentation sheets and examples on the board
42. Just to be more interactive, and he will be great. Better learning material (presentations were not enough for exam)
43. - sometimes the courses were a bit chaotic; where at times of difficult information we would go through it very fast and at times stick
during class with a fairly comprehensive question/remark - please repeat the questions during class - few slides with type/calculation
errors should be corrected
44. He should make the class a bit more interactive.
45.
46. 1. It would be helpful to include quiz to improve the learning. 2. Script could be made more interactive by putting more examples.
47. not go so fast, especially in the more difficult parts ex. immortal bias was a bit random check the slides for mistakes
48. In the test he asked something about a immortal bias; although this was shortly mentioned during class, I am pretty sure it is not
explained in his slides. Point is that important stuff should always be mentioned on the slides. System with the exercises was not
working. I feel like no one really made them and the explaining of the exercises was rather short. Maybe next time it would be better
to go over one of the exercises more extensively and just provide the other answers on the instructure website.
49.
50. Sometimes too fast.
51. due to the lack of statistic knowledge of the group is was sometimes hard to understand the questions in which we had to calculate
things
52.
53.
54.
55. Sometimes he went to quick during class which made it a bit chaotic. He also talks quite fast. I think it's better if he talked a bit
slower and gave us more time to read the sheets and to write down our notes.
56.
57. -Mistakes in the lecture sheets, which during studying of the sheets sometines led to confusion. -The discussion of the exercises
could sometimes be a little inclear (but they were given by PhD cancidates, not mr Muka)
58. Think of examples before the lesson, so less mistakes are made in the example and the students won't get confused. Try to stick to
some key learning points for one lesson per day. Now it was too much information on one day so we got confused. Because we got
into time trouble, the teacher tried to finish things very fast and this prevented him from explaining things well.
59. The teacher could make their lectures a bit more consistent. For example whether confounding is a bias or not - otherwise it can be
confusing for the students.
60. The lecture was mixed with the exercise section several times and that made me lose focus.
61.
62. Try to explain the answers of the quiz better/not to fast

8. 63.
64.
65.
66. Muka must be careful with being too firm in his statements, since sometimes those were not totally right.
67.
68.
69.
70. - some of the slides are a bit too simple
71.
72. no one thing
73. A longer explanation of the key issues, Presentations can have more details
74.
75.
76.
77.
78.
79.
80. There should be more personal teaching with regards to the exercises. Although I'm not sure whether there is enough staff available
to realize that. I would have expected more feedback on the assignment. We only got general feedback on it. After all I want to
improve and thats not possible without adequate feedback.
81. Sometimes he goes to quick so you can not understand it.
82. A bit better outline of the program some answers to the questions/exercises were not very clear/ some exercises were more useful
than others
83.
84. Sometimes he literally read the slides Sometimes the exercises weren't clear
85. Spend more time on each slide during presentation
86.
87. loosing too much time on finding classroom to practice some exercises, then ending in not practicing them at all.
88. loosing too much time to find classroom in order to practice examples
89. less time to find classrooms for exercises
90.
91.
92.
93.
94.
95.
96.

9. 97.
98. speak slowly organize (i realize it was on short notice)
99.
100. maybe sometimes try to make it more interactive
101. not change from lecture to assignment in groups back to lecture, this is very chaotic maybe start earlier
102. - When you present a question in a lecture and you want to make your lecture more interactive, you must give students
more time to read and think of the question. The same for examples of articles with a lot of text on the slides, that is quite time
consuming. I liked the examples, but perhaps it would be better if he would summarize the content and after that propose the
question. - dividing the groups for the group assignment, just let the first person in the group raise his/her hand and let others of that
group find that person themselves, saves a lot of time and effort.
103.
104.
105. Sometimes he talked too fast and went through his lectures too fast.
106. It might be good to try to stimulate more discussion during lecture, so aks students more questions. Sometimes there was
too much theory and talking in one lecture. Maybe mix it up with some exercises.
107.
108.
109. Creating better overview of the content Clearer answers to excersises
110. - Explain each exercise instead of giving the answer and moving further
111. Better structure of exercises
112.
113. - Repeating questions during class - Cutting discussions when less relevant for lecture (or continuing this during the break)
and spending more time on the difficult parts of the lecture
114.
115. More dynamic, more questions and more interactivness
116. -
117.
118. More logica's structure
119.
120.
121.
122. clear introduction of the courses speak slowly
123.
124. Be clear on who received the bonus points. Try to pick students if no one volunteers to answer questions.
125.
126. .