Strides in Development of Medical Education

Document Type : Original Article


1 Associate Professor, Patient Safety Research Center, Urmia University of Medical Sciences, Urmia, Iran

2 Ms in Medical Education, Iran University of Medical Sciences, Tehran, Iran

3 Associate professor, Research Center for Health, Safety and Environment, Health Education and Promotion Department, Alborz University of Medical Sciences, Karaj, Iran


Background Assisting teachers to modify and improve their method of teaching is among the main goals of teachers’ evaluations. The current study aimed to psychometrically evaluate the teaching performance evaluation questionnaire in Urmia University of Medical Sciences, Urmia, Iran. Methods The original 28-item scale was scored based on a Likert scale obtained from former studies and was translated into Persian after obtaining permission from the designer. Then, the impact item score, content validity index (CVI), and content validity ratio (CVR) of the questionnaire were assessed by 11 experts, and its structural validity was also evaluated using exploratory factor analysis. The reliability of the scale was also assessed by its internal consistency and test-retest reliability. Results The reference version included 28 items, 23 of which were translated into Persian based on the impact factor 1.5, CVI > 0.59, and CVR > 0.70. Based on the exploratory factor analysis, the final version of the questionnaire included 23 items, and 3 factors were extracted. The scale could predict 51% of the total changes. Conclusions Results of the current study indicated refined structure factor and good reliability for the psychometric adequacy of the teaching performance evaluation questionnaire. The results of the current study can be used by universities as well as other educational institutes to evaluate teachers’ adequacy.


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