[ study of reliability and validity of the teacher evaluation form and factors affecting student's evaluation of teachers]

Background and Objective: Evaluation is an essential process for educational institutions, and one of the most common methods of evaluation of teachers is evaluation by students. Students are the real customers in the educational process; therefore, their judgments should be important variables in determining teaching status of teachers. According to customer-centric principles, the consumer's satisfaction must be met. This study assessed the validation of the current teacher evaluation form in theoretical courses

Methods: This was a cross-sectional study investigating the validity and reliability of the teacher evaluation form that is completed by students, and identifying some factors affecting student evaluations. To determine content validity of the teacher evaluation form, 20 expert teachers were selected proportional to the number of teachers of each school of the Hamadan University of Medical Sciences. To assess the reliability coefficient of the form, 189 students were selected from different schools by proportional random sampling

Results: According to the results, questions such as rate of adherence to the determined topics, providing practical application of teaching materials, and the efficacy of determined assignments did not have the necessary validity score. However, the results indicated that validity of the questionnaire was acceptable. In the present study, the Spearmen-Brown correlation coefficient indicated that the teacher evaluation form did not have an acceptable reliability [r = 0.456, P < 0.001]

Conclusion: The current teacher evaluation form has an acceptable content validity, but it does not seem reliable

Comparison of the effect of two educational methods on academic advisors' knowledge attitude and practice in Hamadan University of Medical Sciences

According to the educational policy and regulation, offering academic advising tothe students is one of the essential faculty members' responsibilities and medical universities mustguide the students during their education in order to prevent any academic problems and barriersand improve academic achievement. To Compare the effect of two educational methods on academic advisors' knowledge,attitude and practice. Eighty-seven advisors participated in this experimental study. The participants wererandomly divided into two groups. The first group [N=43] receiving self-learning educationalmaterials participated in a one-day workshop. The second group only received self-learningeducational materials. A reliable and valid questionnaire was distributed to gather data. The findings indicated the knowledge of the advisors about advising and counselling inthe first group [x =14.77, SD=3.1] was higher than the advisors in the second group [x =11.54,SD=2.76], so that a significant difference was observed between the two groups [P<0.001]. Butattitude and practice of the advisors in the two groups showed no significant difference. According to this study, holding planned workshops, role playing method and groupdiscussion work will cause active and dynamic learning rather than receiving self-learningmaterials. This research findings can help plan advisors education