Document Type : Original Article
Authors
- . Mohammad Mehdi Hassanzadeh Taheri 1
- . Hamid Reza Ryasi 2
- . Mohammad Afshar 3
- . Mohammad Reza Mofatteh 4
1 Department of Anatomy, School of Medicine
2 Department of Neurology, Neurology Ward
3 Department of Anatomy, School of Medicine Medical Toxicology Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
4 Department of ENT, Vali-e-Asr Hospital, Birjand University of Medical Sciences, Birjand
Abstract
Introduction: University teachers are one of the main pillars of university and the quality of their
performance must continuously and systematically be evaluated. This evaluation can be carried
out in various ways. The aim of the present study was to survey and to compare the evaluation
of faculty members in the medical school in Birjand University of Medical Sciences by three
different sources: Student rating, self‑assessment, and evaluation by head of related department.
Materials and Methods: This descriptive analytical cross‑sectional study was conducted in the
academic year 2009‑2010. Sampling was drawn from all students studying basic science and
clinical training in the first and the second semesters. All heads of departments in basic science
and clinical training and their faculty members took part in this study. Means of data collection
were four different questionnaires designed in the education development center (EDC) and their
validity and reliability had been verified by the center. These questionnaires were based on student
rating, self‑assessment, and evaluation of faculty members by heads of clinical and basic sciences
academic departments. After the questionnaires were filled out, the obtained data was analyzed
by Statistical Package for the Social Sciences (SPSS) software (version 13), independent t‑test,
and Pearson’s correlation coefficient at the significant level of = 0.05. Results: In the present
study, 2417 students completed the questionnaires regarding 63 faculty members, 87 faculty
members completed the self‑assessment form, and for 60 faculty members, 48 members in clinical
and 12 members in basic science, the questionnaires were completed by heads of respective
departments. Mean and standard deviation of student evaluation, self‑assessment, and teachers
evaluation by heads of departments were 3.23 ± 0.38, 3.51 ± 0.33, and 3.60 ± 0.32, respectively,
and the difference between student rating and
self‑assessment was significant (P = 0.02). In
comparing between managers scores with
students evaluation, no significant difference
was observed (P = 0.68). Comparison
between self‑assessment and teachers
scores by managers showed a significant
difference (P = 0.04). Mean scores of faculty
members in clinical training and in basic
science were 3.23 ± 0.73 and 3.31 ± 0.69
on the part of students, respectively; thus,
the difference was significant (P = 0.004).
Conclusion: Since, the present study wasinconsistent with similar previously carried out investigations, the observed difference among
the three procedures was statically significant; hence, it can be suggested that student’s scores
of teachers evaluation, previously used as the only one of evaluation source is not enough and
other sources such as assessment by the respective department heads, dean of faculty, and
self‑assessment must also be taken into consideration. This collection can definitely yield a more
favorable evaluation of faculty members and feedback can be more acceptable to them and it
will be more effective in improving their education.
Keywords
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