ABSTRACT
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
Subject(s)
Humans , Students, Medical , Educational Measurement , Self-Evaluation Programs , Faculty , Surveys and QuestionnairesABSTRACT
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
ABSTRACT
Faculty members are one of the major parts of universities whose performance has a key role in outcomes of educational systems. With continuous evaluation of faculty members, part of which done by students, real performance of faculty members with all its shortcomingsand positive points would be determined and consequently it helps improving the quality ofeducational activities.To determine the process of alterations in the quality of educational performance infaculty members of Kerman University of Medical Sciences. This correlation study was done on all faculty members of Kerman University ofMedical Sciences during 2001-2006 who had been evaluated 8 times through gettingstudents' opinion. Data related to the quality of educational performance were gathered through the obtained scores in students' evaluation and data related to research activities were gathered through research activity scores assigned for annual promotion of faculty members. According to the obtained results, during the study period, the average annual increase in educational performance was 0.06 that is statistically significant [p=0.0001], but alteration in research activities during the studied period was not significant. There was no significant relation between educational performance and research activity and also demographic features of subjects such as academic rank, educational degree and job experience, while educational degree and academic rank showed significant relations with research activity score [p= 0.001, p= 0.003 respectively].The present study shows an improvement in educational performance during the recent years that is probably due to continuous evaluations. Lack of significant relation between the quality of educational performance and research activity requires planning programs for bridging these two domains
ABSTRACT
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
ABSTRACT
Background: Dental and oral diseases are among the most important health problems of the country. Therefore, the training of dutiful, interested and skilled dentists is one of the educational priorities of Ministry of Health, Treatment and Medical Education. Attention to the quality of training programs related to the community health services is of a great importance
Objective: To evaluate Kerman dentistry students' satisfaction with their discipline
Methods: This descriptive - cross sectional study was performed on dentistry students of Kerman Dentistry School. In order to gather data a researcher - made questionnaire was used. Data analysis was done through Mann.Whitney U test and Spearman's correlation coefficient
Results: In this study, 55.7% of subjects were male and the rest were female. From all subjects, 74.3% showed a great interest, 17.1 a moderate interest and the rest little interest in their field of study. In regard to discipline satisfaction, 8.6% intended to quit their study while 75.7% showed complete satisfaction. The most effective reasons of discipline satisfaction were the possibility of giving service to people [76%], good social statue [65.7%] and being interested in discipline [65.6%]
Conclusion: The majority of subjects were satisfied with their discipline and showed an increasing interest. As one of the important educational factors is being interested and satisfied with disciplin, this point should be considered as a priority in the planning of educational programs