Faculty Feedback Program Evaluation in CIMS Multan, Pakistan

Shabbir, Ambreen; Raja, Hina Zafar; Qadri, Anjum Anwar; Qadri, Muhammad Hisaan Anjum

doi:10.7759/cureus.8612

Cited by 5 publications

(7 citation statements)

References 20 publications

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“…21 All these findings are in line with our study results where the mentors are willing to be role models for a positive behavior change in mentees but also impart meaning at work. This cordial relationship can therefore add to personal and professional development as well as emotional well being of mentees as has been recognized in a national study 22 .…”

Section: A H E a D O F P R I N Tmentioning

confidence: 81%

Reflection of mentors and mentees at initiation of Faculty Mentorship Program at Aga Khan University: A perspective

Rehman

Khan²,

Kayani³

et al. 2022

Pak J Med Sci

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Objectives: To explore perception of mentors and mentees about ‘Mentorship Program at Aga Khan University Medical College (AKU-MC) from a structured feedback form Methods: A retrospective study was conducted for evaluation of mentorship program at AKU-MC during the period from Jan 2019 to March, 2021. Responses on validated “Pre-intervention Probe Forms”, from forty-seven mentors and fourteen mentees inducted in the program were reviewed. Confidentiality and anonymity of data were deliberated. All replies to each question were entered in a separate worksheet to determine the frequency and percentage of answers. Responses conveying same message, but worded differently were then grouped. Results: All the mentees (n=14) responded positively to the question on the “understanding of the mentoring program. The mentees (n=12, 86%) recognized the potential of the program to transfer knowledge and skills, (n=11, 79%) supported its role for achievement of goals, (n=7, 50%), acknowledged its role in faculty relationships. The mentors expressed their enthusiasm to help the mentee’s in their professional development. They (n=20, 43%) offered support to set career goals, (n=29, 62%) proposed transfer of knowledge, skills, and experiences to achieve goals, (n=15, 32%) decided to be “role models”. Some (n=10, 21%) forecasted improved communication skills, (n=14, 30%) boosted leadership capabilities, (n=13, 28%) expected improved work performance, (n=15, 32%) opinioned that networking and leadership qualities will impact the growth of the mentee to meet the university’s expectations. Conclusion: Both mentors and mentees recognized the importance of the faculty mentorship program at AKU-MC for professional guidance, development and improvement in work performance. doi: https://doi.org/10.12669/pjms.38.6.5454 How to cite this:Rehman R, Khan F, Kayani N, Ali TS. Reflection of mentors and mentees at initiation of Faculty Mentorship Program at Aga Khan University: A perspective . Pak J Med Sci. 2022;38(6):---------. doi: https://doi.org/10.12669/pjms.38.6.5454 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Section: A H E a D O F P R I N Tmentioning

confidence: 81%

Reflection of mentors and mentees at initiation of Faculty Mentorship Program at Aga Khan University: A perspective

Rehman

Khan²,

Kayani³

et al. 2022

Pak J Med Sci

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“…Highlighting the option to post anonymously and assure students that 'negative' comment will have no impact on their future teaching or assessment is imperative. Providing guidance on how to formulate feedback to teachers may also empower students [14,19].…”

Section: Power Imbalance Between Student and Teachermentioning

confidence: 99%

“…When constructed well, online tools offer a simple, cost-effective method of collecting feedback from large groups of learners [9]. A study by Shabbir et al demonstrated a significant increase in the response rate with use of online form compared a paper evaluation form [14]. Online feedback is not a new approach but, to ensure evaluations are valid, responses must be collected at appropriate times, requested throughout teaching programmes, and returned with an adequate response rate [9,11].…”

Section: Introductionmentioning

confidence: 99%

An online discussion between students and teachers: a way forward for meaningful teacher feedback?

et al. 2021

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Background Student evaluation is an essential component in feedback processes in faculty and learner development. Ease of use and low cost have made paper evaluation forms a popular method within teaching programmes, but they are often seen as a formality, offering variable value towards the improvement of teaching. Students report poor motivation to engage with existing feedback tools whilst teachers describe receiving vague, contradicting, or irrelevant information. We believe that feedback for teachers needs to be a two-way process, similar to feedback for students, for it to be effective. An online feedback tool has been implemented for third-year medical students from Imperial College London to promote open discussion between teachers and students. The feedback tool is accessible throughout students’ clinical attachment with the option of maintaining anonymity. We aim to explore the benefits and challenges of this online feedback tool and assess its value as a method for teacher feedback. Methods Qualitative data was obtained from both volunteer third-year medical students of Imperial College London and Clinical Teaching Fellows using three focus groups and a questionnaire. Data was analysed through iterative coding and thematic analysis to provide over-arching analytical themes. Results Twenty-nine students trialled this feedback tool with 17 responding to the evaluative questionnaire. Four over-arching themes were identified: reasons for poor participation with traditional feedback tools; student motivators to engage with ‘open feedback’; evaluative benefits from open feedback; concerns and barriers with open feedback. Conclusion This feedback tool provides a platform for two-way feedback by encouraging open, transparent discussion between teachers and learners. It gives a unique insight into both teachers and peers’ perspectives. Students engage better when their responses are acknowledged by the teachers. We elaborate on the benefits and challenges of public open feedback and approaches to consider in addressing the self-censorship of critical comments.

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“…Institutions all over the world allocate resources to improve the faculty evaluation system; in Pakistan, most medical institutions have developed state-of-the-art systems to evaluate the quality of teaching with an intent to enhance the learning environment [6][7][8]. However, the inability of these evaluation systems to obtain real-time feed with assurance of complete anonymity for students might affect the quality of evaluation.…”

Section: Introductionmentioning

confidence: 99%

Anonymous Feedback: A Real-time Feedback to Capture Students’ Engagement in Learning Process

Shaheen¹,

Azam²,

Irshad³

2021

Advances in Social Science, Education and Humanities Research

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Faculty Feedback Program Evaluation in CIMS Multan, Pakistan

Abstract: Open Access Original Article

Cited by 5 publications

References 20 publications

Reflection of mentors and mentees at initiation of Faculty Mentorship Program at Aga Khan University: A perspective

Reflection of mentors and mentees at initiation of Faculty Mentorship Program at Aga Khan University: A perspective

An online discussion between students and teachers: a way forward for meaningful teacher feedback?

Anonymous Feedback: A Real-time Feedback to Capture Students’ Engagement in Learning Process

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