Ashraf Adhami; Hamed Reihani; Zahra Fattahi; Nouzar Nakhaie; Tayebeh Fasihi Harandi
Volume 2, Issue 1 , July 2005, , Pages 25-32
Abstract
Background: Investigation of the opinions of individuals involved in education (faculty and student) makes the assessment of the faculty educational performance more valid and helpusimprove quality as an objective of evaluation A method to decrease subjectivity in evaluation of teachers by student is ...
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Background: Investigation of the opinions of individuals involved in education (faculty and student) makes the assessment of the faculty educational performance more valid and helpusimprove quality as an objective of evaluation A method to decrease subjectivity in evaluation of teachers by student is self – assessment especially when evaluation aims to find shortages & help to improve education Objective: This survey is to compare the self – assessment of the faculty with student assessment about the faculty teaching method Methods: To do this descriptiveanalytical study two questionnaires with ten questions in four categories designed in EDC were randomly distributed among 600 students and 160 faculty members teaching theory lessons 1530 questionnaires were returned by students and 137 questionnaires by the faculty members Data were analyzed using t and ManWhitney U tests and Spearmans correlation confident Results: The mean of self – assessment score of the faculty was more than mean of student evaluation score about their teachers (428 ± 049 vs 339 ± 051 P < 00001) There was a significant although poor relationship between students and teachers assessment on evaluation by student (r = 025 P
Esmat Nouhi; Hamed Reihani; Nozar Nakheii
Volume 1, Issue 1 , July 2004, , Pages 10-16
Abstract
Background: Learning needs assessment is the first step in educational program development Objective: The aims of this study were to identify the priorities of educational needs and to clarify the correspondence between educational needs and contents of two retraining programs held in Kerman Medical ...
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Background: Learning needs assessment is the first step in educational program development Objective: The aims of this study were to identify the priorities of educational needs and to clarify the correspondence between educational needs and contents of two retraining programs held in Kerman Medical Educational development center from the point of view participating physiciansMethods: This crosssectional study was carried out on 100 physicians (50 pediatricians & 50 psychiatrists) participating in psychiatry and pediatric retraining programs Subjects were asked about their learning needs on more than 20 clinical topics and the correspondence between learning needs and retraining program content before and after the program respectively Results: In both groups 22% were female and 78% were male Mean age and work experience were 34 and 7 years respectively In psychiatrists group the maximum mean scores were attained for “substance abuse related disorders” (443) in learning needs and “addiction definitions factors and prevention” (436) in correspondence between needs and program content The minimum mean scores were related to “stress disorders” (348) in learning needs and “etiology” (307) in correspondence between needs and program content In pediatricians group the maximum mean score was attained for “acute respiratory infection” in both learning needs (432) and correspondence between needs and program content (443) The minimum mean scores were related to “leishmaniosis” (316) in learning needs and “metabolic disorders” (324) in correspondence between needs and program content In both groups there was a significant correlation between learning needs and correspondence of needs and program content (P
