Clinical Teacher Evaluation Methods in Medical Education: A Systematic Review

Abstract

Context: Evaluating systems is one of the essential items affecting faculty member performance. Using an appropriate evaluating system is essential for performing different proper roles for faculty members. Objective: This study aimed to systematically review the models, tools, and challenges of evaluating the performance of clinical faculty members. Methods: This systematic review investigated eight international and four national electronic databases in 2019. Descriptive and thematic analyses were done to extract the most relevant information about the models, tools, and challenges of evaluating the performance of clinical faculty members. Results: In total, 15163 articles were identified, of which 25 met the inclusion criteria. The findings were demonstrated in four main categories of the model of evaluating the performance of clinical faculty members, education, data gathering tools, and challenges of evaluating the performance of clinical faculty members. The main subthemes for evaluating the performance of the clinical faculty member model were systems, structure, indicators, and process. Conclusions: This study recommends policymakers and educational managers to design an appropriate evaluating tool. Further research should be conducted to develop a practical system for solving the mentioned challenges.

Professional Identity and Self-Regulated Learning: The Mediating Role of Intrinsic Motivation and the Moderating Role of Sense of School Belonging

“…Motivation is a critical component of SRL and students intrinsic motivation has been recognized as an significant predictor of academic success, persistence, and determination (Kaplan & Flum, 2009). Intrinsic motivation is malleable and can be influenced by various factors (Brissette & Howes, 2010), including the process of identity formation. Research has found a positive correlation between intrinsic motivation and professional identity, indicating that students with intrinsic motivation are more likely to engage in deep learning and form their professional identity (Wasityastuti et al, 2018).…”