ABSTRACT
Background: Faculty members are the main pillars of universities, and their performance has a vital role in the efficiency of universities. In the current era of the Covid-19 pandemic, students' traditional evaluation method is not sufficient, and 360-degree evaluation is recommended, or multi-rater feedback is a means of providing evaluation from various stakeholders. The aim of this study was to compare the evaluation of faculty members' teaching effectiveness in Larestan Medical School by 360 degrees and the evaluation done by the students in 2020 during the Covid-19 pandemic. Methods: This descriptive-analytic study compared the 360 degree evaluation and the students' ratings on faculty members' performance at Larestan University of Medical Sciences during 2020 -2021. The statistical population consisted of all full-time professors (N=28) selected by census method and students (N=280) chosen by random cluster sampling. The materials used were six valid and reliable questionnaires filled out by students, an expert in evaluation, heads of departments, deputies, peers, and self-assessment of faculty members. Data were analyzed through SPSS software (version 23) using the Friedman test (P<0.001). Results: The results showed a significant difference between the 360-degree evaluation and students' ratings (P=0.05). According to the students' attitudes, there was a significant difference between the mean scores of the faculty members' communication skills and instructional skills (P<0.001). In addition, according to the head of departments, peers, an expert in the evaluation and self-assessment of faculty members, there was a positive and significant correlation between these two evaluations. However, there was no correlation between the heads of departments' views and those of the deputies for education (P<0.001). Conclusion: Given the views of different participants in this study and the dimensions of assessment of faculty members, it seems that 360-degree assessment is more realistic and fair to be done in universities. In general, it is suggested that professors, in order to better understand their strengths and weaknesses, should pay more attention to all stakeholders' views in 360-degree evaluation to improve the quantity and quality of education. © 2023 Authors. All rights reserved.
ABSTRACT
Background: Information about the refugees' experiences in the health care system is needed to improve the quality of health care delivered. This study aimed to investigate the experiences of Communication Apprehension (CA) and Fear of Physician (FoP) in the Afghan refugee women referred to the Iranian health care clinics during the COVID-19 pandemic in the year 2020 in Rafsanjan, Iran. Materials and Methods: In this descriptive cross-sectional study, conducted between March-July 2020, two hundred forty Afghan women in Rafsanjan, Iran, were selected using convenience sampling. Data collection included the demographic, Personal Report of Communication Apprehension (PRCA-24: score range of 24-120), and Fear of Physician (FoP: score range of 5-20) questionnaires. Data were analyzed using an Independent t-test, as well as ANOVA, Chi-square, and Fisher exact tests. The significance level was p<0.05. Results: The mean age of the participants was 28.81 ± 7.21 years old, and their ages ranged from 16 to 60;further, 97.9% of them were married. Based on the results, the overall mean score of PRCA was 67.07±15.68. Moderate to severe communication apprehension was revealed in 199 participants (82.9%), while 235 participants (97.9%) had moderate to severe fear of physician. Conclusion: Although many factors could contribute to CA and FoP, as the COVID pandemic had just spread and fear of this unknown virus was at its very peak during this study, the researchers assume that the high rate of CA and FoP level could be related to the COVID pandemic. It is suggested that educational workshops should be held for medical care providers to prevent further communication problems. © The Author(s) 2021;All rights reserved.