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The Factors Affecting the Tenured Faculty Member Evaluation Score from the Perspective of Students of Jahrom University of Medical Sciences in 2016 | Abstract

Journal of Research in Medical and Dental Science
eISSN No. 2347-2367 pISSN No. 2347-2545

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The Factors Affecting the Tenured Faculty Member Evaluation Score from the Perspective of Students of Jahrom University of Medical Sciences in 2016

Author(s): Pejman Hamedi-Asl, Shiva Saleh, Hamed Hojati, Navid Kalani

Abstract

One of the most commonly used methods in most countries, including Iran, to determine the success rate of a professor in achieving educational goals is the evaluation of professors from the perspective of students. Since the identification of the strengths and weaknesses of this type of evaluation from the viewpoint of professors and students plays an important role in improving the quality of education, the present study aimed to determine the factors affecting the professor evaluation score from the perspective of students in Jahrom University of Medical Sciences in 2016. The present research was a cross-sectional descriptive study in which 287 students of Different fields studying at Jahrom University of Medical Sciences in 2016 were selected as the sample. The required data were collected using a demographics form and a standard questionnaire on the factors affecting the students' opinions about the evaluation of professors. The data were analyzed using descriptive statistics (percentage and mean) and inferential statistics (Mann-Whitney U test) in SPSS-21. The results of Mann-Whitney U test showed that there is a significant difference between male and female students about the importance of teaching skills in the professor evaluation (p=0.001). Female students obtained higher scores than males in this regard. In addition, a significant difference was observed between students of different semesters about the importance of individual characteristics, teaching skills, communication skills, and educational rules in the evaluation of professors (p<0.05). The highest score on the quadruple domain was observed in students of the eighth semester. The results also indicated that there is a significant difference between students of different educational levels in terms of the importance of individual characteristics in the evaluation of professors (p<0.05). The highest score on the importance of individual characteristics in the evaluation of professors was related to master students. However, there was no significant difference between single and married students and also students of Different fields about the importance of the quadruple domains in the evaluation of professors (p>0.05). The most important domains affecting students’ evaluation of professors included teaching skills (4.07±0.56), communication skills (3.84±0.68), educational rules (3.81±0.78), and individual characteristics (3.33±0.78), respectively. According to the study results, 75.46% of students believed that teaching skills are the most important domain affecting the evaluation of professors. Communication skills (67.99%), educational rules (63.92%), and individual characteristics (49.58%) ranked second to fourth. The study findings showed that teaching skills are the most important factor for students in the evaluation of professors, and communication skills, educational rules, and individual characteristics are other important factors in this regard. To achieve better and more realistic results in evaluations, it is recommended to correct and improve the evaluation tools and processes. Since teaching skills are the most important domain in the evaluation of professors, it is necessary for professors to broaden and update their knowledge and information by participating in workshops and seminars and studying the resources.

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