Analysis of Faculty Teaching Performance Based on Student Feedback Using Fuzzy Mamdani Inference System

2021 ◽  
pp. 421-431
Author(s):  
Vedna Sharma ◽  
Sourabh Jain
Keyword(s):  
Student Feedback ◽  
Teaching Performance ◽  
Inference System ◽  
Faculty Teaching

A comparison of student feedback obtained through paper-based and web-based surveys of faculty teaching

2007 ◽  
Vol 38 (6) ◽  
pp. 1085-1101 ◽  
Author(s):  
Ali Ardalan ◽  
Roya Ardalan ◽  
Samuel Coppage ◽  
William Crouch
Keyword(s):  
Student Feedback ◽  
Web Based ◽  
Faculty Teaching

Redesign of the System for Evaluation of Teaching Qualities in Anesthesiology Residency Training (SETQ Smart)

2016 ◽  
Vol 125 (5) ◽  
pp. 1056-1065 ◽  
Author(s):  
Kiki M. J. M. H. Lombarts ◽  
Andrew Ferguson ◽  
Markus W. Hollmann ◽  
Bente Malling ◽  
Onyebuchi A. Arah ◽  
...  
Keyword(s):  
Residency Training ◽  
Clinical Teaching ◽  
Teaching Performance ◽  
Self Evaluation ◽  
Faculty Teaching ◽  
Multicenter Survey ◽  
Scale Scores ◽  
Global Ratings ◽  
Evaluation Of Teaching ◽  
Generalizability Analysis

Abstract Background Given the increasing international recognition of clinical teaching as a competency and regulation of residency training, evaluation of anesthesiology faculty teaching is needed. The System for Evaluating Teaching Qualities (SETQ) Smart questionnaires were developed for assessing teaching performance of faculty in residency training programs in different countries. This study investigated (1) the structure, (2) the psychometric qualities of the new tools, and (3) the number of residents’ evaluations needed per anesthesiology faculty to use the instruments reliably. Methods Two SETQ Smart questionnaires—for faculty self-evaluation and for resident evaluation of faculty—were developed. A multicenter survey was conducted among 399 anesthesiology faculty and 430 residents in six countries. Statistical analyses included exploratory factor analysis, reliability analysis using Cronbach α, item-total scale correlations, interscale correlations, comparison of composite scales to global ratings, and generalizability analysis to assess residents’ evaluations needed per faculty. Results In total, 240 residents completed 1,622 evaluations of 247 faculty. The SETQ Smart questionnaires revealed six teaching qualities consisting of 25 items. Cronbach α’s were very high (greater than 0.95) for the overall SETQ Smart questionnaires and high (greater than 0.80) for the separate teaching qualities. Interscale correlations were all within the acceptable range of moderate correlation. Overall, questionnaire and scale scores correlated moderately to highly with the global ratings. For reliable feedback to individual faculty, three to five resident evaluations are needed. Conclusions The first internationally piloted questionnaires for evaluating individual anesthesiology faculty teaching performance can be reliably, validly, and feasibly used for formative purposes in residency training.

Improvement of faculty teaching performance: Efficacy of resident evaluations

1996 ◽  
Vol 3 (1) ◽  
pp. 63-67 ◽  
Author(s):  
Richard H. Cohan ◽  
N. Reed Dunnick ◽  
Caroline E. Blane ◽  
James T. Fitzgerald
Keyword(s):  
Teaching Performance ◽  
Faculty Teaching

scholarly journals Analysis of Faculty Teaching using Multi-criteria Decision Making Approach

2018 ◽  
Vol 7 (2.28) ◽  
pp. 74
Author(s):  
Dhrubajyoti Ghosh ◽  
Anita Pal
Keyword(s):  
Decision Making ◽  
Vital Role ◽  
Student Feedback ◽  
Ranking Method ◽  
Multi Criteria Decision Making ◽  
Web Based ◽  
Faculty Teaching ◽  
Neutrosophic Logic ◽  
The Given

In order to maintain a good standardof any college, the institution should follow paper  based  approach  or  web-based approach  to  gather  student  feedback  on  faculty  teaching to maintain the qualities of the faculty. Students have very much concerned about their teachers who have played a vital role in their life in both outside or inside of the institutions which helps them to justify a teacher and it comes in form of their feedback. In this paper, we introduce a ranking method of the given feedback's factors of teacher's performances with the help of multi-criteria decision making approach using neutrosophic logic.  We  use  the  score   and  accuracy functions  and  the  hybrid  score-accuracy  functions  of single  valued  neutrosophic  numbers  (SVNNs)  and ranking  method  for  SVNNs. 

scholarly journals Faculty Teaching Performance: Perceptions of a Multi-Source Method for Evaluation

2016 ◽  
Vol 16 (3) ◽  
pp. 82-94 ◽  
Author(s):  
Adrian Renea Lyde ◽  
David C Grieshaber ◽  
George Byrns
Keyword(s):  
Student Evaluations ◽  
University Teaching ◽  
Primary Data ◽  
University Faculty ◽  
Teaching Performance ◽  
College And University ◽  
Source Method ◽  
Faculty Teaching ◽  
Policies And Procedures ◽  
Performance Perceptions

Evaluating college and university faculty teaching performance is necessary for multiple reasons, including assurance of student learning and informing administrative decision making. A holistic system of evaluating university teaching is needed due to several factors, including limitations of student evaluations and the complexity of assessing teaching performance. University faculty members were interviewed to determine their perceptions of the multi-source method of evaluating (MME) teaching performance after a revision of policies and procedures was approved. The MME is comprised of three primary data sources: student evaluations, instructor reflections describing attributes of their own teaching such as the teaching philosophy, and a formative external review. While the faculty perceived the MME as a useful tool, they believe it operates primarily to produce a summative product than work as a formative process, which counters the goal of the MME policy. A formative process would be supported by addressing several factors, including timing, accountability, and mentoring.

Teaching quality in neurosurgery: quantitating outcomes over time

2021 ◽  
pp. 1-10
Author(s):  
Raymund L. Yong ◽  
William Cheung ◽  
Raj K. Shrivastava ◽  
Joshua B. Bederson
Keyword(s):  
Training Program ◽  
Performance Improvement ◽  
Educational Outcomes ◽  
Evaluation System ◽  
Residency Training Program ◽  
Teaching Quality ◽  
The United States ◽  
Teaching Performance ◽  
Faculty Teaching ◽  
The Impact

OBJECTIVE High-quality neurosurgery resident training is essential to developing competent neurosurgeons. Validated formative tools to assess faculty teaching performance exist, but are not used widely among Accreditation Council for Graduate Medical Education (ACGME) residency programs in the United States. Furthermore, their longer-term impact on teaching performance improvement and educational outcomes remains unclear. The goal of this study was to assess the impact of implementing an evaluation system to provide faculty with feedback on teaching performance in a neurosurgery residency training program over a 4-year period. METHODS The authors performed a prospective cohort study in which a modified version of the System for Evaluation of Teaching Qualities (SETQ) instrument was administered to neurosurgical trainees in their department regularly every 6 months. The authors analyzed subscale score dynamics to identify the strongest correlates of faculty teaching performance improvement. ACGME program survey results and trainee performance on written board examinations were compared for the 3 years before and after SETQ implementation. RESULTS The overall response rate among trainees was 91.8%, with 1044 surveys completed for 41 faculty. Performance scores improved progressively from cycle 1 to cycle 6. The strongest correlate of overall performance was providing positive feedback to trainees. Compared to the 3 years prior, the 3 years following SETQ implementation saw significant increases in written board examination and ACGME resident survey scores compared to the national mean. CONCLUSIONS Implementation of SETQ was associated with significant improvements in faculty teaching performance as judged by trainees over a 4-year period, and guided curricular changes in the authors’ training program that resulted in improved educational outcomes.

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