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首页> 外文期刊>Journal of Education and Health Promotion >Comparison between student rating, faculty self-rating and evaluation of faculty members by heads of respective academic departments in the school of medicine in Birjand University of Medical Sciences in Iran
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Comparison between student rating, faculty self-rating and evaluation of faculty members by heads of respective academic departments in the school of medicine in Birjand University of Medical Sciences in Iran

机译：伊朗比尔詹德医科大学医学院各学系主任对学生的评价，教职员工的自我评价和教职员工的评价之间的比较

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Introduction:University teachers are one of the main pillars of university and the quality of their performance must continuously and systematically be evaluated. This evaluation can be carried out in various ways. The aim of the present study was to survey and to compare the evaluation of faculty members in the medical school in Birjand University of Medical Sciences by three different sources: Student rating, self-assessment, and evaluation by head of related department.Materials and Methods:This descriptive analytical cross-sectional study was conducted in the academic year 2009-2010. Sampling was drawn from all students studying basic science and clinical training in the first and the second semesters. All heads of departments in basic science and clinical training and their faculty members took part in this study. Means of data collection were four different questionnaires designed in the education development center (EDC) and their validity and reliability had been verified by the center. These questionnaires were based on student rating, self-assessment, and evaluation of faculty members by heads of clinical and basic sciences academic departments. After the questionnaires were filled out, the obtained data was analyzed by Statistical Package for the Social Sciences (SPSS) software (version 13), independent t-test, and Pearson's correlation coefficient at the significant level of α = 0.05.Results:In the present study, 2417 students completed the questionnaires regarding 63 faculty members, 87 faculty members completed the self-assessment form, and for 60 faculty members, 48 members in clinical and 12 members in basic science, the questionnaires were completed by heads of respective departments. Mean and standard deviation of student evaluation, self-assessment, and teachers evaluation by heads of departments were 3.23 ± 0.38, 3.51 ± 0.33, and 3.60 ± 0.32, respectively, and the difference between student rating and self-assessment was significant (P = 0.02). In comparing between managers scores with students evaluation, no significant difference was observed (P = 0.68). Comparison between self-assessment and teachers scores by managers showed a significant difference (P = 0.04). Mean scores of faculty members in clinical training and in basic science were 3.23 ± 0.73 and 3.31 ± 0.69 on the part of students, respectively; thus, the difference was significant (P = 0.004).Conclusion:Since, the present study was inconsistent with similar previously carried out investigations, the observed difference among the three procedures was statically significant; hence, it can be suggested that student's scores of teachers evaluation, previously used as the only one of evaluation source is not enough and other sources such as assessment by the respective department heads, dean of faculty, and self-assessment must also be taken into consideration. This collection can definitely yield a more favorable evaluation of faculty members and feedback can be more acceptable to them and it will be more effective in improving their education.
机译：简介：大学教师是大学的主要支柱之一，必须持续，系统地评估其绩效。该评估可以以多种方式进行。本研究的目的是通过三种不同的来源来调查和比较伯恩德医科大学医学院医学院教职员工的评价：学生评价，自我评估以及相关部门负责人的评价。 ：这项描述性分析性横断面研究于2009-2010学年进行。从第一学期和第二学期学习基础科学和临床培训的所有学生中抽取样本。基础科学和临床培训部门的所有负责人及其教职人员均参加了这项研究。数据收集的方法是在教育发展中心（EDC）设计的四种不同的调查表，并且该中心已验证了它们的有效性和可靠性。这些调查表基于学生的评分，自我评估以及临床和基础科学学术部门负责人对教职员工的评估。问卷填写完毕后，通过社会科学统计软件包（SPSS）（版本13），独立t检验和Pearson相关系数在α= 0.05的显着水平上对获得的数据进行分析。在本研究中，有2417名学生完成了有关63名教职员工的问卷调查，87名教职员工完成了自我评估表，对于60名教职员工，48名临床医学会员和12名基础科学会员，问卷由各自部门的负责人填写。系主任对学生评价，自我评估和教师评估的均值和标准差分别为3.23±0.38、3.51±0.33和3.60±0.32，学生评分与自我评估之间的差异非常显着（P = 0.02）。在管理者得分与学生评估之间进行比较时，未观察到显着差异（P = 0.68）。管理者对自我评估和教师分数的比较显示出显着差异（P = 0.04）。学生在临床培训和基础科学方面的平均分数分别为3.23±0.73和3.31±0.69。结论：由于本研究与先前进行的类似研究不一致，因此三种方法之间观察到的差异具有静态显着性;因此，两者之间存在显着差异（P = 0.004）。因此，建议以前仅用作评估来源之一的学生的教师评估分数是不够的，还必须考虑其他来源，例如各个部门负责人的评估，教务长和自我评估。考虑。这些资料肯定可以对教职员工进行更有利的评估，并且反馈可以为他们所接受，并且可以更有效地改善他们的教育水平。

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