Students' Knowledge of Faculty Evaluation in Tehran University of Medical Sciences, Iran: Expectations, Challenges, Solutions

AUTHORS

Sakineh Sharifian 1 , Batool Amini 2 , * , Salime Goharinezhad 3 , Roghayeh Gandomkar 4

1 Ph.D. Student in Health in Disasters and Emergencies, Department of Health in Disasters and Emergencies, Medical Education Research Center, Iran University of Medical Sciences, Tehran, Iran, Iran

2 General Practitioner, Medical Education Research Center, Iran University of Medical Sciences, Tehran, Iran, Iran

3 Ph.D. Student in Health Services Management, Department of Health Services Management, Medical Education Research Center, Iran University of Medical Sciences, Tehran, Iran, Iran

4 Ph.D. Student in Medical Education, Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran, Iran

How to Cite: Sharifian S, Amini B , Goharinezhad S, Gandomkar R . Students' Knowledge of Faculty Evaluation in Tehran University of Medical Sciences, Iran: Expectations, Challenges, Solutions, Strides Dev Med Educ. 2014 ; 11(3):e60129.

ARTICLE INFORMATION

Strides in Development of Medical Education: 11 (3); e60129
Published Online: September 28, 2014
Article Type: Research Article
Received: August 13, 2017
Accepted: June 18, 2014

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Abstract

Background & Objective: Evaluation of faculty members' teaching activities by student is one of the commonly used methods the use of which has increased accordingly over time. Therefore, dynamic and meaningful participation of the students in the process is imperative. The purpose of this study is to understand the knowledge of students of the evaluation process and its challenges, and their solutions.
Methods: This qualitative study was performed in 3 schools of Tehran University of Medical Sciences, Iran, in 2012. The opinions of student were collected during 3 focus group discussions with the participation of 19 students. Participants were selected based on purposive sampling from among the student advisory committee. All group discussions were recorded, and then, transcribed. Data were analyzed by content analysis. For credibility and authentication of data, the peer monitoring and review method was used. 
Results: Major themes include the input challenges with 2 subthemes (barriers to participation, and factors affecting evaluation), the process challenges with 2 subthemes (the evaluation time, and students preferred format for evaluation) and the impact challenges with 2 subthemes (publication of results, and reward and punishment evaluation systems).
Conclusion: The perceptions and awareness of students about the evaluation process and its application is important in the increasing of participation and their seriousness in answering questions. Thus, in order to reduce bias in the evaluation process, it is recommended that suitable and timely information be given to students and faculty members, courses be performed to familiarize them with the concept and application of evaluation, and the evaluation questionnaires be revised.
 

Keywords

Student Faculty evaluation Perception

© 2014, Medical Education Development Center. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.

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