. Shahnam Sedigh Maroufi; . Parisa Moradimajd; . Maryam Jalali; . Ghobad Ramezani; . Somayeh Alizadeh
Volume 11, Issue 5 , June 2021, , Pages 1-5
Abstract
BACKGROUND: Medical education has special features due to the need various areas oflearning. The present study was conducted to provide a complete picture of the evaluation systemin ...
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BACKGROUND: Medical education has special features due to the need various areas oflearning. The present study was conducted to provide a complete picture of the evaluation systemin Iran University of Medical Sciences for improving the evaluation system and medical sciencesexaminations.MATERIALS AND METHODS: The research was cross‑sectional study that conducted throughself‑reporting of educational departments, a comprehensive review of the student evaluation systemin the affiliated faculties of Iran University of Medical Sciences from 2017 to 2018. Educationalmembers and heads of nine faculties and 80 departments participated in this study. The researchtool was a researcher‑made questionnaire, include two parts: (1) 10 general questions about theactivities of the educational groups regarding the student evaluation system and (2) 20 questionsabout the types and quality of examinations.RESULTS: From 80 questionnaires, 71 were completed by the managers of the departments. Theresults showed that 62% of the faculty members in the educational departments in the last 2 years didnot participate in the workshop on the methods of evaluation and making tests. 56% of the facultieshave a reference for continuous monitoring of students’ assessment and evaluation, and in 87% ofthe cases, the content is given in accordance with the objectives. The use of logbooks was morecommon (28%) than other methods to assess practical skills.CONCLUSION: Empower faculty members on the use of various tools, strengthening the supervisionof formative evaluation and use of medical education graduates to promote evaluation methodsseems necessary.
