Volume 4, Issue 1 ( Journal of Clinical and Basic Research (JCBR) 2020)
jcbr 2020, 4(1): 6-13 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Golsha R, Sheykholeslami A S, Charnaei T, safarnezhad Z. Educational Performance of Faculty Members from the Students and Faculty Members’ Point of View in Golestan University of Medical Sciences. jcbr 2020; 4 (1) :6-13
URL: http://jcbr.goums.ac.ir/article-1-205-en.html
URL: http://jcbr.goums.ac.ir/article-1-205-en.html
1- Infectious Diseases Research Center, Golestan University of Medical Sciences, Gorgan, Iran
2- Faculty of Medicine, Golestan University of Medical Sciences, Gorgan, Iran ,sheykholeslami@goums.ac.ir
3- Faculty of Medicine, Golestan University of Medical Sciences, Gorgan, Iran
2- Faculty of Medicine, Golestan University of Medical Sciences, Gorgan, Iran ,
3- Faculty of Medicine, Golestan University of Medical Sciences, Gorgan, Iran
Abstract: (4903 Views)
Background and objectives: Educational appraisal plays a pivotal role in determining and promoting the educational quality and ensuring its continuous improvement. The performance of faculty members, characterized as the major building blocks of universities, makes significant contribution to the output of an educational system. Thus, the current study sets out to compare the results of the faculty members’ self-assessment and the students’ assessment of their educational performance in Golestan University of Medical Sciences, Iran.
Methods: This¬ cross-sectional, descriptive-analytical study was performed in academic years 2011-14 on faculty members and students at school of medicine in Golestan University of Medical Sciences, Iran. Data were collected using two questionnaires. Mean scores of educational performance were compared using the Mann-Whitney test. The Kappa and ICC agreement coefficient were used to assess the agreement between the professors and the students’ views. All statistical analyses were performed in SPSS 18 at significance of 0.05.
Results: Overall, 191 completed questionnaires related to 49 professors were collected. In addition, 109 self-assessment questionnaires were collected from 48 faculty members. Of 191 professors, 34.6% were women, 65.4% were men, and 78.8% were assistant professors. In addition, the mean work experience was 12.3 ± 6.88 years. By comparing the highest and lowest self-assessment scores of the professors, of 191 professors, 31 (16.23%) assessed themselves with the highest score, which determined their strengths in explicit expression and full explanation of the content of the course, the perfect use of class time for educational activities, proper communication with colleagues, and responsibility for carrying out organizational tasks. Moreover, 25 (13.08%) of the professors assessed themselves with the lowest score mainly due to lack of research activities. A partially significant convergence was observed between the students and the faculty members’ assessment scores.
Conclusion: The convergence between the students’ ideas and that of the faculty members questions the practical value of evaluation programs and highlights the necessity to deliver the resulting outcome to the faculty members.
Methods: This¬ cross-sectional, descriptive-analytical study was performed in academic years 2011-14 on faculty members and students at school of medicine in Golestan University of Medical Sciences, Iran. Data were collected using two questionnaires. Mean scores of educational performance were compared using the Mann-Whitney test. The Kappa and ICC agreement coefficient were used to assess the agreement between the professors and the students’ views. All statistical analyses were performed in SPSS 18 at significance of 0.05.
Results: Overall, 191 completed questionnaires related to 49 professors were collected. In addition, 109 self-assessment questionnaires were collected from 48 faculty members. Of 191 professors, 34.6% were women, 65.4% were men, and 78.8% were assistant professors. In addition, the mean work experience was 12.3 ± 6.88 years. By comparing the highest and lowest self-assessment scores of the professors, of 191 professors, 31 (16.23%) assessed themselves with the highest score, which determined their strengths in explicit expression and full explanation of the content of the course, the perfect use of class time for educational activities, proper communication with colleagues, and responsibility for carrying out organizational tasks. Moreover, 25 (13.08%) of the professors assessed themselves with the lowest score mainly due to lack of research activities. A partially significant convergence was observed between the students and the faculty members’ assessment scores.
Conclusion: The convergence between the students’ ideas and that of the faculty members questions the practical value of evaluation programs and highlights the necessity to deliver the resulting outcome to the faculty members.
Article Type: Research |
Subject:
Basic medical sciences
References
1. Bazargan A. Educational evaluation (Concepts, patterns, and operational process). Tehran: Samt. 2002:1-29. [Persian] [Google Scholar]
2. Pazargadi M, Khatibian M, Ashk Torab T. Evaluating performance of nusruing school teachers. Ir J Med Educ. 2008; 8(2): 27-213. [Persian] [Google Scholar]
3. Aghamolaei T, Abedini S. Comparison of self and students' evaluation of faculty members in school of Health of Hormozgan University of Medical Sciences. Iranian Journal of Medical Education. 2008;7(2):191-9. .[Persian] [View at Publisher] [Google Scholar]
4. Airasian PW, Gullickson AR. Teacher Self-Evaluation Tool Kit. Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218 (hardcover: ISBN-0-8039-6516-8,).; 1997. [Google Scholar]
5. Greenwood GE, Bridges Jr CM, Ware WB, McLean JE. Student evaluation of college teaching behaviors instrument: a factor analysis. The Journal of Higher Education. 1973;44(8):596-604.. [View at Publisher] [DOI] [Google Scholar]
6. McAllister B. Using all your legs: how student evaluations can fit into a holistic teaching assessment program.[cited 2006 Jul 2]. Available from: http. trc. virginia. edu/Publications/Teaching_Concerns/Fall_1999/T C_Fall_1999_McAllis.
7. Shakournia A, Torabpour M, Elhampour H. Correlation between student evaluation of teaching and students' grades. Iranian journal of medical education. 2006;6(1):51-8. .[Persian] [View at Publisher] [Google Scholar]
8. Aultman LP. An unexpected benefit of formative student evaluations. College teaching. 2006;54(3):251-85. [View at Publisher] [DOI] [Google Scholar]
9. Chen Y, Hoshower LB. Student evaluation of teaching effectiveness: An assessment of student perception and motivation. Assessment & evaluation in higher education. 2003;28(1):71-88. [View at Publisher] [DOI] [Google Scholar]
10. Bardes CL, Hayes JG. Are the teachers teaching? Measuring the educational activities of clinical faculty. Academic medicine: journal of the Association of American Medical Colleges. 1995;70(2):111-4. [DOI] [Google Scholar]
11. Copeland HL, Hewson MG. Developing and testing an instrument to measure the effectiveness of clinical teaching in an academic medical center. Academic Medicine. 2000;75(2):161-6. [View at Publisher] [DOI] [Google Scholar]
12. Wright D, Gregory L. Portfolios as a component of faculty assessment. Radiol Sci Educ. 1995;21(1):44-9. [Google Scholar]
13. Aleamoni LM. Student rating myths versus research facts from 1924 to 1998. Journal of personnel evaluation in education. 1999;13(2):153-66. [View at Publisher] [DOI] [Google Scholar]
14. Schiekirka S, Raupach T. A systematic review of factors influencing student ratings in undergraduate medical education course evaluations. BMC medical education. 2015;15(1):30. [View at Publisher] [DOI] [Google Scholar]
15. Shakournia A, Elhampour H, DashtBozorgi B. Ten year trends in faculty members' evaluation results in Jondi Shapour University of Medical Sciences. Iranian Journal of Medical Education. 2008;7(2):309-16. .[Persian] [View at Publisher] [Google Scholar]
16. Ranjbar M VK, Mahmoodi M. A survey of the viewpoints of faculty members and students of Mazandaran University of Medical Sciences about the evaluation of professors by students in 2005. Journal of Mazandaran University of Medical Sciences. 2007;16(56):10.[Persian] [Google Scholar]
17. Joshi R, Ling FW, Jaeger J. Assessment of a 360-degree instrument to evaluate residents' competency in interpersonal and communication skills. Academic Medicine. 2004;79(5):458-63. [View at Publisher] [DOI] [Google Scholar]
18. Aghamirzayi T, Salehi Omran E, Rahimpour Kami B. Effective Factors on Student Evaluation of Faculty Members Performance. Education Strategies in Medical Sciences. 2014;7(1):57-62. .[Persian] [View at Publisher] [Google Scholar]
19. Aliasgharpour M, Monjamed Z, Bahrani N. Factors affecting students' evaluation of teachers: Comparing viewpoints of teachers and students. Iranian Journal of Medical Education. 2010;10(2):186-95.[Persian] [View at Publisher] [Google Scholar]
20. Rafiei M, Mosayebi G, Nezam Am. Results Of Six Years Professors'evaluation In Arak University Of Medical Sciences. Arak Medical University Journal, 2010, 12(4, Supp 1): 52-62 [Persian] [View at Publisher] [Google Scholar]
21. Maroofi Y, Kiamanesh A, Ali Asgari M, Mehrehmmadi M. Assessing quality of teaching in higher education: reviewing some perspectives. Journal of Curriculum Studies, First Year. 2007;5:81-112.[Persian] [Google Scholar]
22. Asghari N, HosseiniTeshnizi S, Abedini S, Razmara A, Naderi N. Comparative evaluation of teaching by scholar and teacher self-assessment. Hormozgan Medical Journal. 2010;14(3):246-53. .[Persian] [View at Publisher] [Google Scholar]
23. Mahdavi S, Zare S, Naeimi N. Comparison between student evaluation and faculty self-evaluation of instructional performance. Research in Medical Education. 2014;6(2):51-8. .[Persian] [View at Publisher] [DOI] [Google Scholar]
24. Abdolsamadi HR, Dalband M, Davoodi P, Bakhtiari B, Ahmadimotamayel F, Moghimbeigi A. Comparison of Self-evaluation and Students' Evaluation of Hamadan Dental School Faculty Members. Iranian Journal of Medical Education. 2012;12(2):101-9. .[Persian] [View at Publisher] [Google Scholar]
25. ZIAEI M, Miri M, Hajiabadi M, Azarkar Gh, Eshbak P. Academic Staff And Students'impressions On Academic Evaluation Of Students In Birjand University Of Medical Sciences And Health Services. J Birjand Univ Med Sci. 2006, 13(4): 9-15 [persian]. [View at Publisher] [Google Scholar]
26. Jafari H, Vahidshahi K, Kosarian M, Mahmoudi M. Comparison between the results of academic staff self assessment and those made by the students, Faculty of Medicine, Mazandaran University of Medical Sciences, 2006. Journal of Mazandaran University of Medical Sciences. 2007;17(57):67-74.[Persian] [View at Publisher] [Google Scholar]
27. Allaei M, Jalilian N, Purnajaf A, A'azami A, Mehdizadeh F. Comparative study of the students' self-assessment and evaluation of professors' training performance in Ilam University of Medical Sciences. J Ilam Univ Med Sci. 2011;18:50-5.[Persian] [Google Scholar]
28. Haji Aghajani S. Nursing college professors' opinions about evaluation effect on their teaching approaches in shahid Beheshti University. J of Isfahan University of Medical Sciences springedition1998.;1(36):8.[Persian] [Google Scholar]
29. Shakournia A, Motlagh ME, Malayeri A, Jahanmardi A, Keyamanesh A. Assessment of professors' opinions of Ahwaz Medical University (Doctoral dissertation, MA Thesis 2000.[Persian] [Google Scholar]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).