The trend of changes in the evaluation scores of faculty members from administrators&amp;rsquo; and students&amp;rsquo; perspectives at the medical school over 10 years

Yamani, Nikoo; Changiz, Tahereh; Feizi, Awat; Kamali, Farahnaz

doi:10.2147/amep.s157986

Cited by 2 publications

(3 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teacher evaluation can have different functions (7). One of the most tangible goals and applications of teacher evaluation is its role in managerial decisions.…”

Section: Contextmentioning

confidence: 99%

See 1 more Smart Citation

Clinical Teacher Evaluation Methods in Medical Education: A Systematic Review

Seyedin¹,

Moslehi²,

Asadzadeh³

et al. 2023

J Med Edu

View full text Add to dashboard Cite

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.

show abstract

“…Teacher evaluation can have different functions (7). One of the most tangible goals and applications of teacher evaluation is its role in managerial decisions.…”

Section: Contextmentioning

confidence: 99%

“…A good evaluation of the teacher also gives them enough information about how they work; thus, they know whether they have done a good and valuable job. A good evaluation, in addition to reassuring the teacher, leads to increased job satisfaction among teachers (1,(7)(8)(9).…”

Section: Contextmentioning

confidence: 99%

Clinical Teacher Evaluation Methods in Medical Education: A Systematic Review

Seyedin¹,

Moslehi²,

Asadzadeh³

et al. 2023

J Med Edu

View full text Add to dashboard Cite

show abstract

“…In higher education study programs, student ratings of the courses are often used to evaluate lecturers teaching quality and should become an extensive practice worldwide. [1][2][3][4][5] They serve to provide relevant feedback to the instructors in order to improve the quality of their teaching. Assessing the quality of lectures is also useful for faculty development program initiatives.…”

Section: Introductionmentioning

confidence: 99%

Quality of Pharmacotherapy Lectures and Instructor Teaching Skills of the Pharm D Program in India: A Nationwide Survey

Bhagavathula¹,

Bandari²,

Fialová³

2021

IJPER

View full text Add to dashboard Cite

Objectives: The present study aimed to evaluate the quality of pharmacotherapy (PT) lectures provided to PharmD students and to assess the teaching skills of the instructors. Materials and Methods:A cross-sectional study was conducted using a self-administered Instructional Skills Questionnaire (ISQ) instrument containing 39 items which was distributed to 1000 PharmD students who completed the PT courses during their third and fourth years of the PharmD program in India during the 2017/2018 academic year. Results: A total of 695 students completed the survey (response rate of 69.5%). The mean age (±standard deviation) was 21.9 ± 1.57) years, females 63% who completed their PT course during third-(49.1%) and fourth years (50.9%) of the PharmD program. The student participants indicated that their PT lecturer dedicated an average of 5.29 ± 3.39 hr/week to classroom teaching and 2.70 ± 3.29 hr to bedside teaching. Only a limited number of PharmD students agreed that their instructor explained the subject clearly (27.8%), gave PT summaries (32%), made the lectures enjoyable (33.8%) and discussed important topics (38.7%) with them. Overall, more than half (58%) of the students rated their quality of PT lectures as "average," and only 28.3% of the PharmD students agreed that they achieved PT learning outcomes. Conclusion: Our study revealed that most student participants rated the quality of PT lectures as "average" resulting in sub-optimal achievement of their learning outcomes. PharmD programs should continue to review the quality of PT lectures and incorporate advanced pedagogical practices to improve PT instructor teaching skills.

show abstract

The trend of changes in the evaluation scores of faculty members from administrators’ and students’ perspectives at the medical school over 10 years

Cited by 2 publications

References 9 publications

Clinical Teacher Evaluation Methods in Medical Education: A Systematic Review

Clinical Teacher Evaluation Methods in Medical Education: A Systematic Review

Quality of Pharmacotherapy Lectures and Instructor Teaching Skills of the Pharm D Program in India: A Nationwide Survey

Contact Info

Product

Resources

About