Document Type : Original Article
Authors
- Roghayeh Gandomkar 1
- Azim Mirzazadeh 2
- Leyla Sadighpour 3
- Mohammad Jalili 4
- Mojgan Safari 5
- Batool Amini 6
1 Ph.D. Student in Medical Education, Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran
2 Specialist in Internal Medicine, Associate Professor, Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran
3 Prosthodontist, Associate Professor, Department of Prosthodontics, Tehran University of Medical Sciences, Tehran, Iran
4 Specialist in Emergency Medicine, Associate Professor, Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran
5 Education Studies and Development Center, Tehran University of Medical Sciences, Tehran, Iran
6 General Practitioner, Education Studies and Development Center, Iran University of Medical Sciences, Tehran, Iran
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 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.
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