30 research outputs found
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
Student–Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status
The balance between teaching and research in Dutch and English universities in the context of university governance reforms
Are the Effects of Student–Faculty Interaction Dependent on Academic Major? An Examination Using Multilevel Modeling
Linking teaching and research in the field of public health: the Bulgarian experience Vinculando ensino e pesquisa na área de saúde pública: a experiência búlgara
We describe our perception of the link between teaching and research at South West University (SWU) in Blagoevgrad, Bulgaria. This analysis is based on a reflection of the existing curricula and research infrastructure at the Faculty of Public Health and Sports (FPHS) and a literature review of currently explored concepts and definitions connected to linking teaching and research. The research was conducted from April to December 2011 and was financed by the university. On the basis of our review we have proposed a framework for integrating teaching, research, and practice for the FPHS. We describe the key prerequisites for linking research and teaching and its clinical representation in Bachelor and Master's degree programs with the aim of encouraging critical thinking and clinical problem-solving skills in students and teachers.<br>O texto descreve nossa percepção do vĂnculo entre ensino e pesquisa na South West University (SWU) em Blagoevgrad, Bulgaria. Essa análise Ă© baseada em uma reflexĂŁo sobre o currĂculo e infraestrutura de pesquisa existentes na Faculdade de SaĂşde PĂşblica e Esportes (Faculty of Public Health and Sports - FPHS) e em uma revisĂŁo da literatura referente aos conceitos e definições atualmente explorados na conexĂŁo entre ensino e pesquisa. A pesquisa foi conduzida entre abril e dezembro de 2011, e foi financiada pela universidade. Com base na revisĂŁo, foi feita umaa proposta para integração de ensino, pesquisa e prática na FPHS. SĂŁo descritos os prĂ©-requisitos essenciais para vincular ensino e pesquisa e sua representação clĂnica em programas de graduação e pĂłs-graduação no nĂvel de Mestrado, com o objetivo de incentivar o pensamento crĂtico e as habilidades de resolução de problemas clĂnicos em estudantes e docentes