Contextual adaptation of the Personnel Evaluation Standards for assessing faculty evaluation systems in developing countries: the case of Iran

<p>Abstract</p> <p>Background</p> <p>Faculty evaluations can identify needs to be addressed in effective development programs. Generic evaluation models exist, but these require adaptation to a particular context of interest. We report on one approach to such adaptation in the context of medical education in Iran, which is integrated into the delivery and management of healthcare services nationwide.</p> <p>Methods</p> <p>Using a triangulation design, interviews with senior faculty leaders were conducted to identify relevant areas for faculty evaluation. We then adapted the published checklist of the Personnel Evaluation Standards to fit the Iranian medical universities' context by considering faculty members' diverse roles. Then the adapted instrument was administered to faculty at twelve medical schools in Iran.</p> <p>Results</p> <p>The interviews revealed poor linkages between existing forms of development and evaluation, imbalance between the faculty work components and evaluated areas, inappropriate feedback and use of information in decision making. The principles of Personnel Evaluation Standards addressed almost all of these concerns and were used to assess the existing faculty evaluation system and also adapted to evaluate the core faculty roles. The survey response rate was 74%. Responses showed that the four principles in all faculty members' roles were met <it>occasionally </it>to <it>frequently</it>. Evaluation of teaching and research had the highest mean scores, while clinical and healthcare services, institutional administration, and self-development had the lowest mean scores. There were statistically significant differences between small medium and large medical schools (p < 0.000).</p> <p>Conclusion</p> <p>The adapted Personnel Evaluation Standards appears to be valid and applicable for monitoring and continuous improvement of a faculty evaluation system in the context of medical universities in Iran. The approach developed here provides a more balanced assessment of multiple faculty roles, including educational, clinical and healthcare services. In order to address identified deficiencies, the evaluation system should recognize, document, and uniformly reward those activities that are vital to the academic mission. Inclusion of personal developmental concerns in the evaluation discussion is essential for evaluation systems.</p

Evaluating teaching effectiveness in nursing education:An Iranian perspective

BACKGROUND: The main objective of this study was to determine the perceptions of Iranian nurse educators and students regarding the evaluation of teaching effectiveness in university-based programs. METHODS: An exploratory descriptive design was employed. 143 nurse educators in nursing faculties from the three universities in Tehran, 40 undergraduate, and 30 graduate students from Tehran University composed the study sample. In addition, deans from the three nursing faculties were interviewed. A researcher-developed questionnaire was used to determine the perceptions of both faculty and students about evaluating the teaching effectiveness of nurse educators, and an interview guide was employed to elicit the views of deans of faculties of nursing regarding evaluation policies and procedures. Data were analyzed using parametric and nonparametric statistics to identify similarities and differences in perceptions within the Iranian nurse educator group and the student group, and between these two groups of respondents. RESULTS: While faculty evaluation has always been a major part of university based nursing programs, faculty evaluation must be approached more analytically, objectively, and comprehensively to ensure that all nursing educators receive the fairest treatment possible and that the teaching-learning process is enhanced. CONCLUSION: Educators and students stressed that systematic and continuous evaluation as well as staff development should be the primary goals for the faculty evaluation process. The ultimate goals is the improvement of teaching by nurse educators

Advancing a Conceptual Model of Evidence-Based Practice Implementation in Public Service Sectors

Implementation science is a quickly growing discipline. Lessons learned from business and medical settings are being applied but it is unclear how well they translate to settings with different historical origins and customs (e.g., public mental health, social service, alcohol/drug sectors). The purpose of this paper is to propose a multi-level, four phase model of the implementation process (i.e., Exploration, Adoption/Preparation, Implementation, Sustainment), derived from extant literature, and apply it to public sector services. We highlight features of the model likely to be particularly important in each phase, while considering the outer and inner contexts (i.e., levels) of public sector service systems

Students\u2019 Evaluation of Teaching Effectiveness: Satisfaction and Related Factors

The relationship between students\u2019 attitude towards teaching evaluation and the success of a teaching evaluation procedure has been frequently investigated in education sciences. Nevertheless, accurate studies of the factors driving the rating are relatively rare. The present paper deals with the determinants of students\u2019 satisfaction and teachers\u2019 evaluation. Students\u2019 satisfaction and the clarity of lectures were analysed using a 15-item evaluation questionnaire based on a 4-point Likert scale, 9-dichotomous observations in addition to student, teacher, and course characteristics. The data were collected three weeks before the end of each term from all the classes in business and economics taught during the academic year 2006/2007 at the University of Modena and Reggio Emilia. The chosen collection method was an internet survey, i.e., the questionnaires were filled by students via internet on voluntary participation base. The study was carried out for students seeking a degree in economics. Note that such a degree represents an interesting case study due to the presence of a variety of subjects, including history, sociology, mathematics, statistics, economics, business, law, and foreign languages. Switching from the traditional in-class paper survey to the internet survey: (i) increased the number of evaluated courses and (ii) decreased the number of participating students. In order to reduce the sample size effect on the variables referred to teacher and class, we considered evaluations for classes with more than five responding students. The total sample size turned out to be of n=4111 responding students. Almost all evaluation items showed a positive impact on both student satisfaction and clarity of teacher\u2019s presentation. Instructors teaching foreign languages proved to be clearer than those in other subjects. When clarity of teacher\u2019s presentation was considered as a response, the hypothesis of the same-sex-preference appeared to be supported by data. The class size exhibited a nonlinear relationship with students\u2019 satisfaction, where the medium size was found to be optimal. Schools and subjects impacted differently on the dependent variables