[Comparison of student assessment of educational performance of the faculty with the teacher's self assessment in kerman University of Medical Sciences]

Investigation of the opinions of individuals involved in education [faculty and student] makes the assessment of the faculty, educational performance more valid and help us improve quality as an objective of evaluation. A method to decrease subjectivity in evaluation of teachers by student is self assessment, especially when evaluation aims to find shortages and help to improve education. This survey is to compare the self assessment of the faculty with student assessment about the faculty teaching method. To do this descriptive-analytical study, two questionnaires with ten questions in four categories designed in EDC were randomly distributed among 600 students and 160 faculty members teaching theory lessons. 1530 questionnaires were returned by students and 137 questionnaires by the faculty members. Data were analyzed using t and, Man-Whitney U tests and Spearman's, correlation confident. The mean of self assessment score of the faculty was more than mean of student evaluation score about their teachers [4.28 +/- 0.49 vs 3.39 +/- 0.51, P<0.0001]. There was a significant although poor relationship between students and teachers assessment on evaluation by student [r = 0.25, P<0.05] and discipline [r = 0.25, P<0.05]. But there was no significant relationship between teaching method and scientific level of the faculty [P>0.5]. In this survey, the scores the faculty members considered for themselves were higher than the scores the students assigned to them and the faculty's satisfaction on teaching methods and scientific performance is different from what the students considered. In this way presenting an appropriate evaluating system, using various methods of evaluation and giving proper feedback to the faculty is necessary

[Evaluation of holding procedure of elementary teaching methodology workshops based on the views of the faculty of Kerman University of Medical Sciences participating in the workshops]

Teaching Methodology workshop aimed at development of education, therefore, it must offer best developed methods of teaching. To determine the quality of the teaching methodology workshops held in Kerman University of Medical Sciences based on the views of the participators. The views of all 171 faculty members participated in six teaching methodology workshops were evaluated using the questionnaire approved by The Ministry of Health and Medical Education. The questionnaire consisted of two sections: demographic features and statements on the views based on a 5 Likert scale [from strongly agree to strongly disagree]. Its validity was 0.9, measured by the views of experts. 67.3 percent of the participators were male and assistant professors 62.6%. 69.5% of the participants were strongly agreed or agreed upon the statements. The most agreement was on "sequential planning of aims" [84%], then "giving introductory information in the beginning" [81%], "sequential outline" [82%], respectively. The least agreement was found on "the facilities". [40.4%], "enough time allocated to individual and group discussion" [47.4%]. A significant difference was observed between the views based on different workshop sessions [P<0.05] so that evaluation results of the 5[th] and 6[th] workshop were better than the 1[st] and 2[nd] results. The success of a workshops depends on planning and facilities to some extent. The teaching methodology workshop holding to improve teaching abilities, should have acceptable characteristics to be efficient. According to the findings, the planning of the workshops was appropriate but facilities have to be improved. Designating more discussion and using more appropriate educational methods is also necessary

Preliminary assessment of the validity and reliability of the evaluation questionnairesby the students regarding teaching methods of the faculty members of KermanUniversity of Medical Sciences in 2002-2003

Teachers' performance evaluation is one of the most important tools in the education process. It is used to determine weaknesses and strengths of education so that by reinforcing the strong points we can improve the education quality. To determine the validity and reliability of practical and theoretical teaching evaluation questionnaires regarding the faculty by the students in Kerman University of Medical Sciences. The validity and reliability of the existing EDC questionnaires were reevaluated. At first, the content validity and weight of each item were calculated using the faculty members' views, then the internal consistency of the questionnaires was determined by alpha chronbach. Theoretical and practical teaching methods categories including six and seven items showed the highest validity [0.95 and 0.97 respectively]. The evaluation category in questionnaire on the theoretical courses indicated the lowest validity [0.69]. The questionnaires having 0.91 and 0.97 reliability were considered proper for teacher evaluation according to the students. The results of this research showed that only one item should be omitted because of the absence of the suitable content validity. However to final confirmation of validity and reliability, it is better to use construct validity and test re-test methods, respectively

[ attitudes of Kerman university of medical sciences interns toward the adequacy of received trainings in achieving the approved educational goals in obstetricsand gynecology ward]

Students as the major part of education are one of the best sources of information in each educationalsystem. One of the uses of this source of information is studying the achievement of educational goals.To determine the adequacy rate of presented trainings in achieving educational goals of Obstetrics and Gynecology ward from the point of view of interns.All interns of Kerman University of Medical Sciences in 2005- 2006 including 93 ones were enrolled into thestudy. Data gathering was done by using a questionnaire including the subjects of training materials in Obstetrics and Gynecology ward. Participants were asked to determine the adequacy of presented trainings for each subject.From 93 interns, 63.7% were female, 71.1% were single and 52.2% have started their medical educationprogram before 2000. Mean age of participants was 25.7 +/- 2 years. From all, 46.6% have seen the approved program ofObstetrics and Gynecology ward and 52.9% asserted that they had been informed of the educational goals at the beginningof the course. The highest adequacy rates were obtained for determining gestational age and estimated delivery datebased on LMP [90.7%], fetal heart rate controlling [87.3%] and prenatal cares [81.6%], while the lowest adequacy rateswere related to inserting and removing Norplant [respectively 16.8% and 16.2%] and inserting IUD [19.8%]. Mean totalpercentage of training adequacy in two domains of diagnosis and therapeutic activities and emergency activities showed nosignificant difference based on age, year of enrolling, marital statue and sex. Mean total score of training adequacy indiagnostic and therapeutic domain including 31 cases was 55.8 +/- 14.3 and in emergency activities including 8 cases, it was 51.23 +/- 2.1 that shows a significant difference [P= 0.002].From the point of view of studied interns, based on the approved educational goals, presented trainings in Obstetrics and Gynecology ward had not been adequate. Therefore improving the quality of clinical training and its continuous evaluation in order to make it compatible with educational goals and changing needs of community is necessary