Evaluating the Trend in Assessment Score of the Faculty Members at Basic Sciences Courses, School of Medicine, Mashhad, (1392 - 1394 Hejri Shamsi, 2013 - 2015)

Ali Akbar Heidari, Maliheh Dadgar Moghaddam
2018 Razavi International Journal of Medicine  
A comprehensive and valid assessment system along with continuous assessing of this system are required to assign actual score to the faculty members' educational performance which is essential for any planning to improve the quality of teaching. This study aims to determine the trend in outcomes of assessing the faculty members of School of Medicine in Mashhad during a three-year period. Methods: The present descriptive study aims to evaluate the trend in assessment score changes of the
more » ... anges of the faculty members of School of Medicine in six academic semesters. The population under study was all the faculty members of school of medicine in Mashhad, who were selected based on the census. The questionnaire on the survey system was used to collect data. Descriptive indicator and repeated measures ANOVA were used for frequent assessments. The data were analyzed by SPSS software (ver.11.5). Results: Mean and standard deviation of the faculty members' assessment scores in each academic semester were reported as follows: the first semester of 92 (83.66 ± 6.15), the second semester of 92 (84.45 ± 5.92), the first semester of 93 (84.84 ± 6.03), the second semester of 93 (84.47 ± 6.65), the first semester of 94 (85.79 ± 5.67), the second semester of 94 (85.49 ± 5.05). The results showed there was no significant difference between the faculty members' assessment scores and their academic ranking, sex, promotion as well as lack of promotion during the years 1392 -1394. Meanwhile, it was revealed Doctor of Medicine degree or lack of it did not have any influence on rate of changes in assessment scores. Conclusions: Attempts to empower the faculty members in terms of education and teaching skills as well as apply appropriate tools and methods of assessment may relieve the monotony of assessment scores. U n C o r r e c t e d P r o o f
doi:10.5812/rijm.12520 fatcat:y25lu3acnjerflqmrl3qvotzm4