Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Shahidi S, Sabri M, Avizhgan M. Development, Implementation, Monitoring and Evaluation of Performance Improvement Components of Isfahan Medical School Departments. Iranian Journal of Medical Education 2020; 20 :1-11
URL: http://ijme.mui.ac.ir/article-1-4966-en.html
URL: http://ijme.mui.ac.ir/article-1-4966-en.html
Isfahan University of Medical Sciences , maryamavizhgan@gmail.com
Abstract: (94879 Views)
Introduction: Departments are the major sub-system of university and quality improvement of the universities rides on the quality improvement of the departments. The researchers developed, implemented, and evaluated the appropriate components based on the results of self-assessment and external evaluation of institutional accreditation.
Methods: In a case study on 32 departments of Medical Schools, based on accreditation standards, department promotion components were identified. The components were prioritized in terms of importance, measurability and viability with proper scale and weighted by the experts with a focus group. The components' validity was determined by the expert opinion and implemented in the departments after training. A valid and reliable instrument was developed for monitoring and evaluating the fulfillment of the components.
Results: The components of improvement in the department performance including formulation and implementation of the operational plan, website, training areas, faculty members' viewpoints about the department leader, faculty management viewpoints on department accountability, along with a gudline for measuring these components were reached. The mean of the components was 79%. The lowest achievement was related to the component of school participation in the activities of the department and timely presentation of the operational plan (72%) as well as the achievement highest was observance of clinical education standards (92%).
Conclusion: Promotion of website, operational plan, areas of education, increased faculty participation, increased order in the formation of department councils, and increased department accountability were the main results of this study. Evaluation of the department was done on the basis of the realization of the interventions as a chief factor for promoting the executive guarantee. Due to the continuous follow-up and direct supervision of the Faculty Board, the results revealed that the components were in a favorable condition.
Methods: In a case study on 32 departments of Medical Schools, based on accreditation standards, department promotion components were identified. The components were prioritized in terms of importance, measurability and viability with proper scale and weighted by the experts with a focus group. The components' validity was determined by the expert opinion and implemented in the departments after training. A valid and reliable instrument was developed for monitoring and evaluating the fulfillment of the components.
Results: The components of improvement in the department performance including formulation and implementation of the operational plan, website, training areas, faculty members' viewpoints about the department leader, faculty management viewpoints on department accountability, along with a gudline for measuring these components were reached. The mean of the components was 79%. The lowest achievement was related to the component of school participation in the activities of the department and timely presentation of the operational plan (72%) as well as the achievement highest was observance of clinical education standards (92%).
Conclusion: Promotion of website, operational plan, areas of education, increased faculty participation, increased order in the formation of department councils, and increased department accountability were the main results of this study. Evaluation of the department was done on the basis of the realization of the interventions as a chief factor for promoting the executive guarantee. Due to the continuous follow-up and direct supervision of the Faculty Board, the results revealed that the components were in a favorable condition.
Type of Study: Original research article |
Subject:
Educational Management
Received: 2019/08/26 | Accepted: 2019/12/29 | Published: 2020/04/29 | ePublished: 2020/04/29
Received: 2019/08/26 | Accepted: 2019/12/29 | Published: 2020/04/29 | ePublished: 2020/04/29
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
