Roghayeh Gandomkar; Azim Mirzazadeh; Leyla Sadighpour; Mohammad Jalili; Mojgan Safari; Batool Amini
Volume 12, Supplement , July 2015, , Pages 111-118
Abstract
Background and Objective: One of the potential strategies for ensuring the quality of educational programs is adopting a systematic approach to its evaluation. Current evidence indicates the lack of high quality program evaluation activities in the field of medical education. The aim of this study was ...
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Background and Objective: One of the potential strategies for ensuring the quality of educational programs is adopting a systematic approach to its evaluation. Current evidence indicates the lack of high quality program evaluation activities in the field of medical education. The aim of this study was to review the current status of program evaluation activities in Tehran University of Medical Sciences, Tehran, Iran, and formulate guidelines to promote program evaluation activities at the University level.
Methods: A survey was conducted to investigate the current conditions of program evaluation using a questionnaire in 2012. Then, the comprehensive course evaluation guidelines, consisting of 22 items, were developed based on literature review, survey results, and experts’ opinions. Finally, each affiliated school developed its own evaluation plan. The evaluation taskforce reviewed evaluation plans using a checklist.
Results: Using one tool or resource, 9 schools (90%) conducted course evaluation at least once. The views of students, faculty, staff or alumni were used occasionally. Moreover, 4 schools (40%) reported the evaluation results. After reviewing 14 submitted course plans based on the checklist, 51 feedbacks were provided. Most and least feedbacks were related to evaluation design and implementation and evaluation infrastructure, respectively.
Conclusion: The process of developing guidelines and plans resulted in stakeholders reaching a common understanding of course evaluation, and in turn, creating evaluation capacity and more accountability.
Roghayeh Gandomkar; Batool Amini
Volume 12, Supplement , July 2015, , Pages 209-218
Abstract
Background & Objective: In recent years, with increasing awareness of limitations of traditional assessment methods in the measurement of learner capabilities, assessment methods have undergone many changes. This survey addresses the extent to which educational departments in Tehran University of ...
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Background & Objective: In recent years, with increasing awareness of limitations of traditional assessment methods in the measurement of learner capabilities, assessment methods have undergone many changes. This survey addresses the extent to which educational departments in Tehran University of Medical Sciences, Tehran, Iran, use various student assessment methods.
Methods: The present cross-sectional study was conducted using a researcher developed tool to gather information about student assessment methods in 2012. Based on Miller’s pyramid of assessment, common student assessment methods were classified into written and oral assessment, clinical reasoning assessment, clinical skills assessment, and workplace-based assessment. Study sample consisted of all educational departments. Sampling was performed using the census method, which determined the use or lack of use of each method of assessment at different educational levels. The data collected were analyzed using descriptive statistics.
Results: The response rate was 70.43%; 81 of 115 departments completed the questionnaire. The most frequently used methods by departments were written and oral exams. Among them, the multiple choice test was the most widely applied assessment method. Patient management problem (PMP) was the most broadly used method to assess clinical reasoning. Moreover, among clinical skills assessment, objective structured clinical examination (OSCE) was the most commonly applied method in medical clinical courses.
Conclusion: Graduates of medical universities must acquire capabilities far beyond the acquisition of theoretical knowledge, but assessment methods used by departments do not necessarily assess their capabilities. The results of this study emphasize the need for the revision of medical student assessment programs.
Sakineh Sharifian; Batool Amini; Salimeh Goharinezhad; Roghayeh Gandomkar
Volume 11, Issue 3 , November 2014, , Pages 367-377
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 ...
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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