Document Type : Original Article


1 Department of Anesthesia, Faculty of Allied Medicine, Iran University of Medical Sciences, Tehran, Iran

2 Department of Orthotics and Prosthetics, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran

3 Department of Medical Education, Center for Educational Research in Medical Science, School of Medicine, Iran University of Medical Sciences, Tehran, Iran

4 Medical Education Development Center, North Khorasan University of Medical Science, Bojnurd, Iran


BACKGROUND: Medical education has special features due to the need various areas of
learning. The present study was conducted to provide a complete picture of the evaluation system
in Iran University of Medical Sciences for improving the evaluation system and medical sciences
MATERIALS AND METHODS: The research was cross‑sectional study that conducted through
self‑reporting of educational departments, a comprehensive review of the student evaluation system
in the affiliated faculties of Iran University of Medical Sciences from 2017 to 2018. Educational
members and heads of nine faculties and 80 departments participated in this study. The research
tool was a researcher‑made questionnaire, include two parts: (1) 10 general questions about the
activities of the educational groups regarding the student evaluation system and (2) 20 questions
about the types and quality of examinations.
RESULTS: From 80 questionnaires, 71 were completed by the managers of the departments. The
results showed that 62% of the faculty members in the educational departments in the last 2 years did
not participate in the workshop on the methods of evaluation and making tests. 56% of the faculties
have a reference for continuous monitoring of students’ assessment and evaluation, and in 87% of
the cases, the content is given in accordance with the objectives. The use of logbooks was more
common (28%) than other methods to assess practical skills.
CONCLUSION: Empower faculty members on the use of various tools, strengthening the supervision
of formative evaluation and use of medical education graduates to promote evaluation methods
seems necessary.


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