scholarly journals Evaluation of Overall Performance of Faculty Members by Using Self-Assessment Method

2020 ◽  
Vol 8 (02) ◽  
pp. 87-89
Author(s):  
Santosh Shah ◽  
Anand Kumar ◽  
Nabaraj Pokharel
Keyword(s):  
Faculty Development ◽  
Rating Scale ◽  
Faculty Evaluation ◽  
Faculty Members ◽  
Team Work ◽  
Academic Excellence ◽  
Basic Sciences ◽  
Self Assessment ◽  
Productivity Level ◽  
Medical College

INTRODUCTION The quality of teaching–learning process at medical college depends mainly of infrastructure that includes competent personnel, optimal teaching space and equipment in accordance with existing standards and norms.Faculty hence remains the cornerstone of overall academic performance of institution. Faculty evaluation and faculty development training strengthens further academic excellence. Self-assessment of their own teaching performance by faculties is highly efficient for further academic improvement and enhancement. MATERIAL AND METHODS A Cross sectional, prospective study was conducted among 134 faculty members of various departments at Universal Medical College and Teaching Hospital (UCMS), Bhairahawa in month of June 2019. Faculty from clinical, basic, dental and nursing sciences were included in this study. Assessment were done with standard questionnaire with 8 different variables was using the Likert scale. A semi-structured self-administered questionnaire was used for collection of data. All the respondents provided opinion regarding level of skill, level of dependability, skill in patient relation, commitment to organization, efficiency to organize work, overall quality deliver to workplace, productivity, level of team work by a 5 points rating scale. They were provided with questionnaire and they are asked to fill form with using self-assessment methods. Data were analyzed using Microsoft excel and represented as frequency and proportion. RESULTS A total of 134 lecturers from various faculties participated in this study. Majority of participants (40%) are from basic sciences. In this study majority of faculties assessed themselves as competent in regards of skill (12%), clinical faculties find themselves efficient in regard of organization of work schedule. Sixteen participants found themselves dependent on others in their work. When they were asked to rate their patient related skills, six members from basic sciences were unsatisfied while all the clinicians find that they meet the job requirement and expectations. All participants believe in team work and majority of them were committed towards the organization. CONCLUSION The self-assessment by faculty themselves is equally effective to plan faculty development programs for further improvement and enhancement.

scholarly journals Comparing Faculty Development Needs of Basic Sciences and Clinical Teachers During Major Curricular Reform at Prince Sattam Bin Abdulaziz Medical College in Saudi Arabia

2021 ◽  
Vol 13 (1) ◽  
pp. 31-41
Author(s):  
Amira Farghaly
Keyword(s):  
Faculty Development ◽  
Online Survey ◽  
Course Design ◽  
Clinical Teaching ◽  
Faculty Members ◽  
Multiple Choice Questions ◽  
Basic Sciences ◽  
Medical Teacher ◽  
Clinical Teachers ◽  
Medical Educators

The required competencies of the medical graduates are changing, and by turn those of medical educators are changing as well. The aim of this study was to compare the faculty development (FD) needs of basic sciences and clinical teachers at the College of Medicine, Prince Sattam Bin Abdulaziz University during reforming of the curriculum to an integrated student-centred curriculum. This study is a descriptive cross-sectional study that included an online survey for faculty members to assess their FD needs and priorities. The survey questionnaire included questions about the experience of faculty members in teaching in integrated curricula, motivators to share in FD activities, preferred formats of FD activities, self-perceived competencies and needs in different areas of medical education, and selfperceived current commitment to the 12 roles of medical educators. Comparison between the basic sciences and the clinical teachers’ perceived competencies, priorities and commitment to the roles of the medical teacher took place. Mann-Whitney U test was used to compare means. The results of the study showed that the highest self-perceived competencies of faculty members were in lecturing (mean = 4.25±0.99) and constructing multiple choice questions (mean = 4.25±0.92). Statistically significant differences were present between basic sciences and clinical teachers in designing integrated courses (p = 0.02) and clinical teaching (p = 0.03). Significant differences were also present in the perceived importance of certain topics in FD programmes, such as course design, blueprinting and simulation. The study concluded that there are differences between basic medical sciences and clinical teachers in the learning needs and the competencies, which should be taken into consideration during planning for FD activities.

scholarly journals Need Assessment for Faculty Development in Wah Medical College

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Khola Khan ◽  
Prof. Dr. Musarat Ramzan ◽  
Dr. Saleh Ahmed ◽  
Dr. Sadia Nadeem
Keyword(s):  
Faculty Development ◽  
Needs Assessment ◽  
Cross Sectional Study ◽  
Faculty Members ◽  
P Value ◽  
Development Programs ◽  
Review Of Literature ◽  
Education Department ◽  
Cross Sectional ◽  
Medical College

Introduction: Faculty development (FD) is defined broadly as the range of activities that institutions use to assist faculty in their roles and fields including teaching, research and administration. And faculty is now expected to be more effective and creative in their teaching methods. Objectives: To determine the needs assessment for faculty development. Study Design: Cross sectional study. Place and duration of study: Wah Medical College, January- June 2019.  Methodology: A questionnaire was prepared after the review of literature. It had two parts; demographic profile and responses of the faculty on various aspects regarding needs assessment. Questionnaires were distributed to all the faculty members of college. Data was analyzed by SPSS and frequencies were calculated. T-test was used with p value of 0.05. Result: 90 faculty members responded back. Out of these 90, 34(37.8%) were in favor of 1 workshop per year. 59(65.6%)wanted half day workshop. 75(83.3%) members wanted workshops to be on weeks days. 66(73.3%) favored one-day workshops. 71(78.9%), 47(52.2%), 38(42.2%) don’t attend workshops due to lack of time, institutional support, trained facilitators respectively. Conclusion: We concluded that the Wah medical college faculty is in need of faculty development programs that should be conducted by the medical education department with in the college. The college should facilitate the faculty in the best possible way especially considering the limitations and responsibilities of the female faculty. 

The impact of a faculty development program: evaluation based on the self-assessment of medical educators from preclinical and clinical disciplines

2010 ◽  
Vol 34 (2) ◽  
pp. 35-40 ◽  
Author(s):  
Ozlem Sarikaya ◽  
Sibel Kalaca ◽  
Berrak Ç. Yeğen ◽  
Sanda Cali
Keyword(s):  
Faculty Development ◽  
Student Assessment ◽  
Development Program ◽  
Faculty Members ◽  
Assessment Tools ◽  
Structured Learning ◽  
Faculty Development Program ◽  
Self Assessment ◽  
Medical Educators ◽  
The Impact

Self-assessment tools have previously been used to assess the impact of a faculty development program on the teaching skills of medical educators. In this study, we aimed to assess the impact of a faculty development program on the teaching performances of faculty members in relation to their medical disciplines and academic positions. A faculty-training program consisted of “training skills” and “student assessment instruments” courses. The impact of the program was evaluated by self-reporting of faculty members (a total of 225 reports) 1–2 yr after the program. Both courses were found to be beneficial by nearly all of the attendants. Clinicians benefited more from some topics in the student assessment course and could apply the structured learning and assessment guides, structured oral examination, and objective structured clinical examination more efficiently than their peers from preclinical departments. In conclusion, the results demonstrated that the participants of the faculty development program modified their teaching activities according to the demands of their clinical practice. The correlations between the benefits and behavioral changes were statistically significant.

scholarly journals FACULTY PERSPECTIVE ABOUT DIFFICULTIES IN IMPLEMENTATION OF NEWLY INTRODUCED INTEGRATED CURRICULUM FOR BASIC SCIENCES IN KING EDWARD MEDICAL UNIVERSITY

2021 ◽  
Vol 71 (3) ◽  
pp. 1075-79
Author(s):  
Khalid Mahmood Cheema
Keyword(s):  
Integrated Curriculum ◽  
Quantitative Information ◽  
Faculty Members ◽  
Basic Sciences ◽  
Curricular Integration ◽  
Medical College ◽  
Collection Device ◽  
Negative Perceptions ◽  
Medical University ◽  
Depth Interviews

Objective: To explore the perceptions of basic sciences faculty about the integrated curriculum. Study Design: Sequential mixed method study. Place and Duration of Study: King Edward Medical University Lahore, from Oct to Dec 2017. Methodology: A 15-item survey was utilized as quantitative information collection device that gave the numerical depiction of the patterns, views or conclusions of the participants. In-depth interviews were done after survey as a tool of qualitative data collection to investigate beliefs and explore the attitudes. Results: All ninety three faculty members of basic sciences in medical college were contacted and survey response rate was 96.77% (90/93). 97% of faculty members had awareness about curricular integration; but majority (56%) had concerns about its appropriate implementation. Majority agreed that integration was beneficial for students‟ learning. They were satisfied with its design and relevance. Major considerations were correct implementation and lack of coaching in adopting new teaching methods and educational approaches. Conclusion: Curriculum integration is useful and essential in student‟s learning but training is necessary in its planning and execution. Current negative perceptions need to be addressed through further research.

Student and Instructor Perceptions: Emphasis on Cognitive and Affective Goals in a Freshman Seminar by Faculty and Student Affairs Professionals

NASPA Journal ◽  
1996 ◽  
Vol 34 (1) ◽  
Author(s):  
Anne Blackburst ◽  
Frances Pearson
Keyword(s):  
Student Affairs ◽  
Student Assessment ◽  
Student Affairs Professionals ◽  
Faculty Members ◽  
Student Affairs Administrators ◽  
Freshman Seminar ◽  
Freshman Orientation ◽  
Self Assessment ◽  
Affective Development ◽  
Orientation Course

The authors explore traditional assumptions about the relative emphasis faculty members and student affairs administrators place on cognitive and affective development in the classroom. Through use of the Instructor Self-Assessment Forms and the Student Assessment Form, both groups' perceptions of the extent to which faculty and student affairs administrators emphasized these goals in a freshman orientation course are examined.

SBA MCQs for the MRCS Part A

2012 ◽  
Author(s):  
Sri G. Thrumurthy ◽  
Tania Samantha De Silva ◽  
Zia Moinuddin ◽  
Stuart Enoch
Keyword(s):  
Clinical Case ◽  
Multiple Choice ◽  
Surgical Anatomy ◽  
Surgical Patients ◽  
Multiple Choice Questions ◽  
Basic Sciences ◽  
Self Assessment ◽  
High Level ◽  
Factual Recall ◽  
Selection Of

Specifically designed to help candidates revise for the MRCS exam, this book features 350 Single Best Answer multiple choice questions, covering the whole syllabus. Containing everything candidates need to pass the MRCS Part A SBA section of the exam, it focuses intensively on the application of basic sciences (applied surgical anatomy, physiology, and pathology) to the management of surgical patients. The high level of detail included within the questions and their explanations allows effective self-assessment of knowledge and quick identification of key areas requiring further attention. Varying approaches to Single Best Answer multiple choice questions are used, giving effective exam practice and guidance through revision and exam technique. This includes clinical case questions, 'positively-worded' questions, requiring selection of the most appropriate of relatively correct answers; 'two-step' or 'double-jump' questions, requiring several cognitive steps to arrive at the correct answer; as well as 'factual recall' questions, prompting basic recall of facts.

Rater variation in pragmatic assessment: The impact of the linguistic background on peer-assessment and self-assessment

2020 ◽  
Vol 16 (1) ◽  
pp. 67-85
Author(s):  
Sunni L. Sonnenburg-Winkler ◽  
Zohreh R. Eslami ◽  
Ali Derakhshan
Keyword(s):  
English Language Learners ◽  
Speech Acts ◽  
English Language ◽  
Rating Scale ◽  
Peer Assessment ◽  
Self Assessment ◽  
Native Languages ◽  
Social Rules ◽  
Language Background ◽  
The Impact

AbstractThe present study investigates variability among raters from different linguistic backgrounds, who evaluated the pragmatic performance of English language learners with varying native languages (L1s) by using both self- and peer-assessments. To this end, written discourse completion task (WDCT) samples of requesting speech acts from 10 participants were collected. Thereafter, the participants were asked to assess their peers’ WDCTs before assessing their own samples using the same rating scale. The raters were further asked to provide an explanation for their rating decisions. Findings indicate that there may indeed be a link between a rater’s language background and their scoring patterns, although the results regarding peer- and self-assessment are mixed. There are both similarities and differences in the participants’ use of pragmatic norms and social rules in evaluating appropriateness.

scholarly journals Evaluation of the Severity of Major Depression Using a Voice Index for Emotional Arousal

Sensors ◽  
2020 ◽  
Vol 20 (18) ◽  
pp. 5041
Author(s):  
Shuji Shinohara ◽  
Hiroyuki Toda ◽  
Mitsuteru Nakamura ◽  
Yasuhiro Omiya ◽  
Masakazu Higuchi ◽  
...  
Keyword(s):  
Rating Scale ◽  
Area Under The Curve ◽  
Emotional Arousal ◽  
Arousal Level ◽  
National Defense ◽  
College Hospital ◽  
Medical College ◽  
National Defense Medical College ◽  
Significant Difference ◽  
The Relationship

Recently, the relationship between emotional arousal and depression has been studied. Focusing on this relationship, we first developed an arousal level voice index (ALVI) to measure arousal levels using the Interactive Emotional Dyadic Motion Capture database. Then, we calculated ALVI from the voices of depressed patients from two hospitals (Ginza Taimei Clinic (H1) and National Defense Medical College hospital (H2)) and compared them with the severity of depression as measured by the Hamilton Rating Scale for Depression (HAM-D). Depending on the HAM-D score, the datasets were classified into a no depression (HAM-D < 8) and a depression group (HAM-D ≥ 8) for each hospital. A comparison of the mean ALVI between the groups was performed using the Wilcoxon rank-sum test and a significant difference at the level of 10% (p = 0.094) at H1 and 1% (p = 0.0038) at H2 was determined. The area under the curve (AUC) of the receiver operating characteristic was 0.66 when categorizing between the two groups for H1, and the AUC for H2 was 0.70. The relationship between arousal level and depression severity was indirectly suggested via the ALVI.

Producing a Radio Show About Psychological Science

2011 ◽  
Vol 39 (1) ◽  
pp. 42-44 ◽  
Author(s):  
Emily Stark ◽  
Daniel Sachau ◽  
Dawn N. Albertson
Keyword(s):  
Faculty Development ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Learning Resource ◽  
The Public ◽  
Psychological Science

The authors describe the development of a campus-based radio show about psychological science. The authors’ goals in creating the show were to inform the public about the science of psychology and to create a teaching and learning resource for faculty members and students. The show, Psychological Frontiers, airs twice a week and consists of 2-minute summaries of research and theory. Issues related to show format, medium, and script writing are discussed. The authors also present ways in which they have used this show as an activity in their courses as well as for faculty development.

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