Showing 3 results for Internal Efficiency
Zahra Hosseini Nejad, Nematollah Mousapour,
Volume 4, Issue 1 (6-2004)
Abstract
Introduction. Iran's universities don't have a compiled, scientific and internalized evaluation system to evaluate their quality and make their goals and performances recognized. Being accountable to items such as, drop out rate, waste rate, survival rate, average study rate and rejection rate is possible by assessment of internal efficiency of educational system. This study tried to determine some of the internal efficiency indicators for medical education system in Kerman University of Medical Sciences Methods. Through a cross-sectional descriptive study, in order to identify internal efficiency indicators, 101 medical students (accepted in 1993) were investigated from their registration up to their graduation time in the year 1993. The needed information was collected from their educational files, then the data were analyzed by SPSS software. Results. The waste rate of students was 4.4%, 0.7%, 2.2% and 6.5% for male, female, non-quota and quota students, respectively. On average, male, female, non-quota and quota students had been studying for 17.63, 17.56, 17.31, and 18.41 semesters, respectively. The maximum rejection rate was in the first semester of 1993 and the maximum failure rate was for basic sciences and specialized courses with 5.6% of rate. Conclusion. The significant difference in efficiency between quota students and non-quota students shows that, giving just some quota to organizations is not enough and some measures must also be taken. It is recommended to provide them with some programs and facilities such as, orientation sessions, educational counseling and complementary educational programs.
Ali Reza Yousefi, Mohammadhossein Yarmohammadian, Mitra Dadman,
Volume 7, Issue 2 (3-2008)
Abstract
Introduction: Internal efficiency indicators will be able to present the quality of higher education, quantitati-vely through assessing the interaction between inputs, processes, and outputs. This could be used as a compiled, scientific, and institutionalized evaluation system in universities. This study was carried out to compile internal efficiency indicators in Medical Sciences Universities. Methods: In a descriptive study, at first all performance indicators were collected and categorized through literَAutre review. Then, a checklist including 8 areas and 152 indicators was developed based on instruct-tional design studies and using theoretical definition model and focus group discussion. The checklist was delivered to 50 educational experts in Isfahan University of Medical Sciences who were selected purpose-fully. Data was analyzed by SPSS software using frequency distribution tables. Results: In experts' viewpoints, all 152 indicators in 8 compiled areas had four essential criteria of an indicator including possibility of planning, evaluation, measurement, and quality promotion, and were assessed as desirable. They were identified appropriate for the evaluation of internal efficiency in universi-ties of medical sciences. Conclusion: In accordance with the country's political, social, and cultural situations, internal efficiency evaluation indicators, introduced in this study, could be used as a tool for comparing present and optimal situation in universities. More over, they can be used for the evaluation and accreditation of medical universities and help the managers to promote educational quality.
Mehdi Mohammadi, Reza Naseri Jahromi, Hajar Moeini Shahraki, Nafise Mehrabaniyan,
Volume 13, Issue 3 (6-2013)
Abstract
Introduction: Educating efficient doctors has always been a concern for medical schools. Therefore, it is necessary to study the educational programs and do revision and quality improvements accordingly. This study was performed to evaluate the internal efficiency and external effectiveness of the general medicine curriculum in Shahid Sadughi University of medical sciences.
Methods: This study was a descriptive survey research done in 2012 in Shahid Sadughi University of Medical Sciences (Yazd, Iran). The population included all general medicine graduates from 2007 to 2012, all undergraduate medical students passing their fourth to seventh academic year, and all faculty members of the medical school. Seventy faculty members and 40 graduates were selected using convenient sampling method, and 200 students through simple random method. Internal quality of curriculum was analyzed by Kuchakpoor questionnaire based on Akker's curriculum classification. External effectiveness of curriculum was analyzed by a researcher-made questionnaire designed to cover knowledge, skill, and attitude aspects. Data were analyzed through standard t and MANOVA.
Results: Internal efficiency of all elements of the general medicine curriculum was less than the desirable level (third quartile: Q3) and more than acceptable level (second quartile: Q2) from the students’, graduates’ and faculty members’ viewpoints. External effectiveness of curriculum regarding graduate knowledge and attitude was at a desirable level, while the graduate skills were not at desirable level. In all of elements of the curriculum, faculty members gave the highest internal efficiency averages and graduates had the lowest.
Conclusion: Review and revision of general medicine curriculum is necessary to promote internal efficiency and external effectiveness from average level to desired level.
