Designing and evaluation of the teaching quality assessment form from the point of view of the Lorestan University of Medical Sciences students - 2010
Volume 2, Issue 5, Autumn 2012, Pages 1-7
. Aziz Kamran, . Mohammed Zibaei, . Kamal Mirkaimi, . Hussein Shahnazi
Abstract Introduction: Education is basically one of the Universities’ and faculties’ leading missions and
duties; its promoted quality will also lead to an elevated educational quality in the University. Teacher
assessment can be mentioned as essential for the success of the quality promotion process. This
article deals with the designing and evaluation of a teaching quality evaluation form for teachers,
from the Lorestan University of Medical Science students’ point of view. Methods: A two-stage,
cross-sectional study was conducted on 290 Lorestan University of Medical Science students.
First, evaluation priorities were extracted using the Delphi technique in the fifth section, including
teaching skills, communication skills, principles of training, and skills assessment. In the second
stage, as the priority and importance of each item was evaluated in the fourth Lickert option,
sampling was done in few stages. The study instrument was a questionnaire, which included six
areas. The first part of the questionnaire was made up of the demographic characteristics and the
second part included five evaluation areas that were obtained from the student. The collected data
were analyzed using statistical software SPSS-16 and chi-square test, Kruskal-Wallis test. Results:
In the areas of teaching skills, mastery of the course, individual characteristics, self-confidence,
communication skills, intimate relationship with students, educational principles, rules respecting
the beginning and end time of class, skill assessment, and an accurate comprehensive examination
at the end of the semester by the students, were chosen as the most important factors. There
were significant differences in the majority of expressed comments between the genders and
academic status (P < 0.05). Conclusion: Students can properly diagnose the essential factors
in teachers’ evaluation, but in item prioritizing they may be partly affected by some factors such
as gender, academic status, semester, and academic course.