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BASTANI, PEIVAND, AMINI, MITRA, TAHER NEJAD, KEYGHOBAD, SHAARBAFCHI ZADEH, NASRIN. (1392). Faculty members’ viewpoints about the present and the ideal teacher evaluation system in Tehran University of Medical Sciences. سامانه مدیریت نشریات علمی, 1(4), 140-147.
PEIVAND BASTANI; MITRA AMINI; KEYGHOBAD TAHER NEJAD; NASRIN SHAARBAFCHI ZADEH. "Faculty members’ viewpoints about the present and the ideal teacher evaluation system in Tehran University of Medical Sciences". سامانه مدیریت نشریات علمی, 1, 4, 1392, 140-147.
BASTANI, PEIVAND, AMINI, MITRA, TAHER NEJAD, KEYGHOBAD, SHAARBAFCHI ZADEH, NASRIN. (1392). 'Faculty members’ viewpoints about the present and the ideal teacher evaluation system in Tehran University of Medical Sciences', سامانه مدیریت نشریات علمی, 1(4), pp. 140-147.
BASTANI, PEIVAND, AMINI, MITRA, TAHER NEJAD, KEYGHOBAD, SHAARBAFCHI ZADEH, NASRIN. Faculty members’ viewpoints about the present and the ideal teacher evaluation system in Tehran University of Medical Sciences. سامانه مدیریت نشریات علمی, 1392; 1(4): 140-147.

Faculty members’ viewpoints about the present and the ideal teacher evaluation system in Tehran University of Medical Sciences

Journal of Advances in Medical Education & Professionalism
مقاله 7، دوره 1، شماره 4، دی 2013، صفحه 140-147    اصل مقاله (403.48 K)
نویسندگان
PEIVAND BASTANI1؛ MITRA AMINI* 2؛ KEYGHOBAD TAHER NEJAD3؛ NASRIN SHAARBAFCHI ZADEH4
1Clinical Sciences Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
2Quality improvement in Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
3Baghiat Allah University of Medical Sciences, Tehran, Iran
4Health Management and Economics Research Center, School of Health Management and Information Sciences, Tehran University of Medical Sciences, Tehran, Iran
چکیده
Introduction: This study was conducted to determine the most importantstrengths and weaknesses of the present evaluation system in Tehran University of Medical Sciences and achieve the main factors to improve this system.Method: It was a mixed method study design in two separate and sequential phases. The first phase was a qualitative step applying a document analysis method to interpret the present situation and the second was a quantitative phase applying a three dimensional questionnaire to collect teachers’ viewpoints for improving the system.Results: The findings indicated that the present system had 3 strengths versus 7 weaknesses. The quantitative phase demonstrated that the comprehensive and mixed evaluation method was preferred as the best method of evaluation, followed by self evaluation, students` output and students’ evaluation of teachers. Other findings showed that %95.7 of faculty members were in favor of “using the result for correcting teachers’ practice”. %88.4 of the participants found “secret feedback of evaluation results” and %86.3 the students` comments as the best options. %95.8 mentioned that transmitting the concepts by teachers as the most appropriate question.Conclusion: It seems that the mixed method evaluation is the only way ending in complete feedback of teaching quality and matches 360 degree evaluation. So it is important to correct and review the students’ forms along with designing other tools for assessing managers, peers and colleagues and also designing log books and observation sheets, etc. to achieve a comprehensive and mixed package of evaluation.Keywords: Teacher evaluation, Medical faculty, Mixed evaluation method
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