Internal Assessment of Performance of Medical Major Instruction in Admission Years 1994 to 1998


Zahra Hosseini Nejad 1 , * , Seyed Ali Mohammad Arabzadeh 1 , Nematolah Mousapour 1

1 Iran

How to Cite: Hosseini Nejad Z , Arabzadeh S A M, Mousapour N. Internal Assessment of Performance of Medical Major Instruction in Admission Years 1994 to 1998, Strides Dev Med Educ. 2007 ; 3(2):e58242.


Strides in Development of Medical Education: 3 (2); e58242
Published Online: January 10, 2007
Article Type: Research Article
Received: July 18, 2017
Accepted: October 23, 2006




Background: Comprehensive evaluation of educational systems involves the evaluation of programs and performances of the whole administrative system as well as schools and educational departments. In accreditation model, a recently emerged model, internal evaluation is the first step and it ensures the internal quality of universities.

Objective: To determine the educational statue of educational groups in Kerman School of Medicine from 1994-1998 through internal evaluation as the first step of accreditation.

Method: In this descriptive study, educational performance indicator including drop out rate, waste rate, survival rate, average of study duration and rejection rate of Kerman Medical students admitted from 1994-98 (n= 486) were determined by using Report Cards of Students.

Results: From all studied subjects, 250 students were female and 239 were male. The waste rate of the total examined students was 3.7%, the rejection rate was 3.5%, Average of study duration was 15.25 semesters, drop out rate was 0.8% and promotion rate was 96.5%. The rejection rates of the non-quota and quota students were respectively 2.5%, 7.7%. The minimum rejection rate (3%) was in year 1996 and the maximum rejection rate (3.9%) was in year 1994. The maximum rejection rates were related to the second semester of the first year in admitted students of 1995(16.3%), 1996(12%) and 1998(10.4%). In all academic years, the maximum failure rates were for basic sciences and specialized courses (6.7%).

Conclusion: Since the maximum rejection rate in all three studied years is related to the second semester of first year and the maximum failure rate was found for basic sciences and specialized courses, it is necessary that educational authorities as well as the educational programmers review the lesson arrangement and contents of these courses.


Internal evaluation performance Medical instruction Medical student

© 2007, Medical Education Development Center. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License ( which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.


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