Showing 9 results for Educational Evaluation
Ashraf Adhami, Ali Akbar Haghdoost, Sadif Darvishmoqadam, Mohammad Reza Shakibi, Esmat Nouhi,
Volume 1, Issue 2 (12-2000)
Abstract
Background: To improve the quality of education, evaluating clinical and theoretical teaching and giving feedbacks to the teachers to obviate the drawbacks is of important value. Evaluation results are reliable if the gathered data are correct and precise and it can be achieved only if there are precise tools to gather data. This study was performed to prepare valid forms to evaluate theoretical and clinical teaching. An appropriate weight has been allocated to each item. Method: Separate checklists were designed for students, in order to evaluate theoretical and clinical teaching. Also special forms were developed for teacher evaluations by heads of departments and school deans .School deans ,on the other hand, completed special checklists to evaluate vice-deans and head of departments. Using the expert’s attitudes, the validity was calculated by Delphi method and the weight of different items was calculated by trim mean. Findings: The questionnaire had different categories including discipline, teaching method, scientific level and evaluation. The longest forms had 17 items (theoretical and practical teaching). The highest validity coefficient was 0.9 0.07 and the lowest was 0.83 0.03. The most important item in theoretical teaching was scientific level of teachers and in clinical teaching, it was on time attendance. Conclusion. Designing checklist for assessment of achievement in educational objectives is very essential and it must be precise and correct. The item must be checked because of changing educational context.
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.
Mohammad Hossein Yarmohammadian, Farahnaz Sadoughi, Asghar Ehteshami, Mohammad Hossein Salarianzade, Mahtab Kasayi Esfahani,
Volume 10, Issue 5 (2-2011)
Abstract
Introduction: Educational evaluation is one of the main elements of educational systems. It also has a particular role in different educational standards such as ISO 10015. It seems that oral and written examinations are not enough for an effective evaluation of instructions. In order to accomplish an efficient educational evaluation, an evaluation model was designed for educational assessment of modular courses so that, it could assess the most effective factors on education. Methods: After developing the first draft of the proposed model, it was developed and improved using Delphi technique and then implemented in 11 modular educational programs for managers and administrators of selected hospitals and vice chancellors for logistics of medical universities. Finally, it was introduced as the proposed model. Findings: The proposed model included 9 evaluation domain and consisted of 134 factors as follows: daily evaluation of the class by learners (10 factors), daily evaluation of educational and welfare facilities by learners (12 factors), final course evaluation by learners (30 factors), course evaluation by teacher (20 factors), learners' evaluation of the effects of education in practice (7 factors), evaluation of educational resources (6 factors), learners’ evaluation of the content (16 factors), and learners' self evaluation of educational efficiency (13 factors). Conclusion: In order to facilitate the achievement of educational objectives, educational system should make use of appropriate evaluation methods. Therefore, the above mentioned model was presented as a method for evaluation of modular education and development of educational systems.
Maryam Avizhgan, Elaheh Farzanfar, Mohammad Reza Najafi, Behzad Shams, Vahid Ashoorion,
Volume 10, Issue 5 (2-2011)
Abstract
Introduction: Ambulatory education has a great role in improving the abilities of medical students to encounter with common cases and according to Ministry regulations half of clinical education should be conducted in ambulatory seting.. This study is aimed at measuring quality of ambulatory education in Al-Zahra hospital, Isfahan, Iran. It can help to increase educational quality by recognition releif of current chalenges. Method: This study is a descriptive, cross sectional research. It was conducted by designing a questionnaire and completing it by 180 clerkship students and interns. The questionnire consist of six areas: attending physicians’ teaching quality, residents’ quality of teaching, physical environment and facilities, patients’ affair, intern presence in ambulatory setting and duration of ambulatory teaching. The validity of the questionnaire was confirmed by educational experts and its reliability was measured through a pilot study (α=0.92). Findings: The conclusions in group of interns were as following: The mean score of attending physicians’ teaching quality, residents’ quality of teaching, physical environment and facilities, patients’ affair, intern presence in ambulatory setting and duration of ambulatory teaching were: 55.2, 52, 54, 61.5, 62.7 out of 100, respectively. Coresponding of scores for was 42.3, 42.7, 45.2, 56.6, 36.1, respectively. By the way, in both groups, interns and clerkship students, the mean suitable number of patients refer to clinics with the best educational output was estimated about 10 persons per day. Discusion: In conclusion, to improve ambulatory education, attending physicians should come to clinics on time and stay for longer duration than past. In addition, physical environment and facilities of clinics should be modified according to number of stagers and interns.
Yadollah Jannati, Mohammad Ali Afzali, Nasrin Khaki, Narges Amiri Nojedeh,
Volume 11, Issue 5 (12-2011)
Abstract
Introduction : Continuous evaluation of Islamic Thoughts courses and revising the course delivery methods are necessary to make the courses more efficient to meet the needs of the youth, and to transmit the Islamic values to the students. Due to the necessity of curriculum evaluation, this study aimed at determining the students’ attitude about the Islamic Thought courses.
Methods: In a descriptive study, the population of students studying in Mazandaran University of Medical Sciences in 2008-2009 was involved. Through census sampling, 549 students who had enrolled in Islamic Thoughts courses I and II, took part in the study and filled out a researcher made questionnaire. To analyze the data, in addition to descriptive statistics, chi-square, Kruskal Wallis, and Mann-Whitney U tests were employed to compare subjects’ viewpoints based on qualitative variables (nominative and ordinal).
Results: The mean age of participants was 20.79 ± 2.59, and 68.9% (378) of the subjects were female. Findings indicated that 87.3% (479) of the students were satisfied with the Islamic Thoughts books, the related instructors, their positive effects on the students, and the university educational planning for these courses. Also, there was no significant difference between students’ opinions regarding their gender and study major.
Conclusion : In spite of positive viewpoints of students toward various aspects of these courses, the negative points should also be acknowledged to eliminate the defects. Since students’ needs are changing, the books and educational methods should be also revised accordingly.
Shahnaz Kohan, Farideh Bahman Janbeh, Soheila Ehsanpour, Gholnoosh Ahmadi, Mahshid Abdishahshahani,
Volume 15, Issue 0 (11-2015)
Abstract
Introduction: Evaluation is one of the most common ways of improving educational systems. This qualitative study investigated students and graduates’ viewpoints on the compulsory specialized courses syllabus in reproductive health PhD program. Methods: In this qualitative study with conventional content analysis approach, the data were gathered from 7 graduates and 16 PhD candidates of reproductive health through individual semi-structured interviews and evaluation of specialized courses and curriculum content analysis questionnaire in 2013-2014 academic years. Results: Three main categories were extracted from participants’ descriptions of compulsory specialized courses syllabus as well as the content analysis of reproductive health PhD curriculum: the necessity of curriculum conformity to the mission of reproductive health, reinforcement of the society-oriented and clinical nature of specialized courses, and the revision of specialized courses' offering order. Conclusion: Examination of the main categories indicates that it is necessary to revise the curriculum of reproductive health PhD program. It is suggested that specialized courses should be revisited and developed in order to fulfill the mission of this field. It is also essential that the society-oriented and clinical nature of the courses be reinforced.
Zeinab Hemati, Alireza Irajpour, Maryam Allahbakhshian, Maryam Varzeshnejad, Mahshid Abdishahshahani,
Volume 18, Issue 0 (4-2018)
Abstract
Introduction: Since neonatal nursing MSc program has not been evaluated systematically, it requires systematic and coherent evaluation for qualitative and quantitative improvement. Therefore, the purpose of this study was to evaluate the neonatal intensive care nursing MSc program based on CIPP model in Isfahan University of Medical Sciences.
Methods: As a CIPP-based educational evaluation, this descriptive cross-sectional study was performed in 2014 on 40 participants including one head of department, 7 faculty members of pediatric nursing department, 25 students and 7 graduates of NICU nursing MSc program at Isfahan University of Medical Sciences. Participants were selected by means of census method. The program was evaluated using a researcher-made CIPP-based questionnaire that consisted of context, input, process, and product dimensions. Experts’ opinion was used to verify face and content validity and Cronbach’s alpha coefficient was used to determine the questionnaire’s reliability. Data were analyzed in SPSS software.
Results: Findings showed that the mean scores of context (47/18±7/77), process (120/23±24/5) and product (59/85±17/16) were significantly higher than the average while the mean score of input (84/18±17/9) was lower (p=0. 003).
Conclusion: Results indicate that the input aspect of the neonatal intensive care nursing MSc program at Isfahan University of Medical Sciences is at an undesirable level. Therefore, it seems that improvement of the educational quality and revision of the program require greater emphasis on enhancing factors that might affect the input, especially curriculum and faculty members.
Ahmad ُُsedaghat, Roya Mohammadbigi,
Volume 19, Issue 0 (4-2019)
Abstract
Introduction: The first step in educational planning is identifying and prioritizing educational needs so that if this is done correctly, it will be easier and more effective to implement educational development processes. The purpose of this study was to determine the faculty members’ academic and educational abilities from their point of view in Hamadan University of Medical Sciences.
Methods: This cross-sectional study was performed in Hamadan University of Medical Sciences in 2016. The statistical population included all the faculty members of Hamadan University of Medical Sciences. 205 faculty members were selected by stratified random sampling. Data gathering tool was a researcher-made questionnaire. After confirming its validity and reliability, the faculty members expressed their views on academic and educational abilities in four domains based on a 5-point Likert scale of 1 to 5. Data were analyzed using one-sample t-test and Friedman ANOVA.
Results: According to the faculty members’ point of view, the priorities of academic and educational abilities were the skill of curriculum design (mean score = 4.10 ± 3), teaching and learning skill (mean score = 4.24 ± 2), educational evaluation skill (mean score = 4.31 ± 2) and counseling and communication skill (mean score = 4.53 ±2), respectively.
Conclusion: The results of this study indicated that curriculum design needs to be considered as a top priority for academic and educational abilities of faculty members, and special training courses should be provided to familiarize faculty members with the elements and components of curriculum design in Hamadan University of Medical Sciences.
Mehdi Haghighi, َahmad Akbari, Moslem Cherabin, Mohammad Karimi,
Volume 21, Issue 0 (4-2021)
Abstract
Introduction: Educational evaluation of faculty members is a continuous and multidimensional process to describe and promote the quality of various educational activities of professors. This study endeavored to investigate the educational evaluation system of professors in some universities of medical sciences in Iran.
Methods: This descriptive study with the comparative method of study was conducted through George Brady model. The population includes the top five universities of medical sciences in Iran based on QS rankings, including Tehran, Tarbiat Modares, Shahid Beheshti, Shiraz, and Isfahan. The sampling method is Census. The instrument was a questionnaire extracted from the guidelines of educational quality performance of faculty that taken from the regulations for the promotion of faculty members of universities approved in the academic year 2016.
Results: The important sources of information are students, colleagues, department heads, and faculty officials. Observance of discipline, scientific and educational ability, quality of teaching, interaction with students and colleagues, observance of rules and regulations are among the common axes of evaluation. Evaluation is used to change the employment status, annual promotion and promotion of professors. Evaluation feedback was provided with confidential letter to the professor. Low evaluation score hampers the Job promotion, annual promotion, change of employment status, full-time, and Medical office license.
Conclusion: An evaluation system needs to cover different areas of education, research, administration, and the functional goals of the university and follow a logical order. It seems that identifying the weaknesses of university and using quantitative and qualitative evaluation alongside using different sources and comparing with the evaluation systems of other universities to review will promote the quality of evaluation of professors.
