Survey of practices in evaluating teaching in U.S. medical schools, 1978 and 1986

Lancaster, Carol; Ross, G R; Smith, Imogene K.

doi:10.1097/00001888-198812000-00005

Cited by 5 publications

(4 citation statements)

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“…Eğitimin kalitesini eğitilen kişiler (ör: Öğrenci, asistan gibi), aynı alandaki meslekdaşlar, Tıp Eğitimi Bilim Dalı'nın elemanları ve öğretim üyesinin kendisi değer-lendirebilir (3,4,16,19,24). ,…”

Section: Bi̇r Tip öğReti̇m üYesi̇ni̇n Verdi̇ği̇ Eği̇ti̇m-öğreti̇mi̇n Kali̇tesi̇ni̇unclassified

Tiptaki̇ Öğreti̇m Üyesi̇ni̇n Öğreti̇m Sorumluluğu

Bingöl¹

1999

Ankara Üniversitesi Tıp Fakültesi Mecmuası

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Section: Bi̇r Tip öğReti̇m üYesi̇ni̇n Verdi̇ği̇ Eği̇ti̇m-öğreti̇mi̇n Kali̇tesi̇ni̇unclassified

Tiptaki̇ Öğreti̇m Üyesi̇ni̇n Öğreti̇m Sorumluluğu

Bingöl¹

1999

Ankara Üniversitesi Tıp Fakültesi Mecmuası

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“…Table 1 summarizes the results of the papers on student evaluations. These have been very well studied in many settings including clinical teaching (Irby 1978;Irby & Rakestraw 1981;Gjerde & Coble 1982;Stritter & Baker 1982;Magill et al 1986;Fallon et al 1987;Irby et al 1987;Lancaster et al 1988;Ramsey et al 1988;Donnelly & Woolliscroft 1989;Lewis & Pace 1990;Martin & Carey 1990;Guyatt et al 1993;Rosendaal 1995). Student evaluations are reliable.…”

Section: I T E R a T U R E R E V I E W S U M M A R Ymentioning

confidence: 99%

Faculty evaluation in Departments of Family Medicine: do our universities measure up?

et al. 1998

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Family medicine programmes at Canadian universities have expanded dramatically over the past several years. The development of effective means of faculty evaluation is a real concern for these departments as they strive to maintain the high quality of their teaching programmes in the face of rapid change. The literature on faculty evaluation, including reviews and articles discussing the application of faculty evaluations, is reviewed. The current state of faculty evaluation at three Canadian family medicine department has also been surveyed. Student evaluations were found to be valid, accurate and well studied. They are not perfect, however, and require the use of additional methods such as peer review or video review in conjunction in order to provide a comprehensive evaluation of all areas of faculty activity. Faculty evaluation in family medicine teaching units and community-based settings has not been well studied. Our survey of faculty evaluation at three Canadian universities shows much room for improvement, particularly in community-based settings where evaluation is almost non-existent. Expanding the use of faculty evaluations for formative means and linking evaluation to faculty development opportunities are essential if improvements to the currently used systems are to be successful and accepted by faculty. Special consideration must be given to community-based settings where systems designed for use in larger university settings will need to be modified substantially before they can be used effectively. Further research is required in this area.

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“…Student assessments have proved to be a consistent, valid and useful source of information for feedback to improve teaching (Marsh, 1984;Marsh, Fleiner & Thomas, 1975;Wilson, 1986). The evaluation through students' opinion is the most used and studied in North America, Europe, Asia and Mexico (Lancaster, Ross & Smith, 1988;Luna & Torquemada, 2008;Stolnick, Rusell & Durkovich, 1975;Mullan, Wolf & Ertel, 1989). We have also carried out teaching self-assessment, consisting of judging own's teaching, from various instances and based on certain assumptions looking for specific objectives (Solabarrieta, 1996;Barbier, 1993;Rippey, 1981;Urrutia et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Comprehensive Assessment of Teaching Performance in Medical Education

Urrutia-Aguilar

Sánchez-Mendiola

Guevara‐Guzmán

et al. 2014

Procedia - Social and Behavioral Sciences

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Assessing teaching performance is important for students' learning. Objective: Assess teaching performance in a medical school, using three strategies. Method: 288 Teachers were studied. The three assessment strategies were: students' academic achievement measured with validated exams, teachers' evaluation by students' opinion (2,656 students) with a validated instrument, and a self-assessment tool. Results: There were significant differences (p≤0.001, ANOVA) among the three assessment strategies. Four different teacher categories were obtained using students' opinion. Conclusion: We identified highperformance teachers, those requiring faculty development and those who do not fulfill appropriately their teaching responsibilities.

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Survey of practices in evaluating teaching in U.S. medical schools, 1978 and 1986

Cited by 5 publications

References 0 publications

Tiptaki̇ Öğreti̇m Üyesi̇ni̇n Öğreti̇m Sorumluluğu

Tiptaki̇ Öğreti̇m Üyesi̇ni̇n Öğreti̇m Sorumluluğu

Faculty evaluation in Departments of Family Medicine: do our universities measure up?

Comprehensive Assessment of Teaching Performance in Medical Education

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