faculty evaluation
Recently Published Documents


TOTAL DOCUMENTS

358
(FIVE YEARS 43)

H-INDEX

15
(FIVE YEARS 1)

Author(s):  
Frederick F. Patacsil ◽  
◽  
Paulo V. Cenas ◽  
Bobby F. Roaring ◽  
Jennifer M. Parrone ◽  
...  

Evaluating faculty members' performance is a very complex area to study. In addition, predicting the performance of these faculty members is a very difficult and challenging task. However, the core of education is teaching and learning, and teaching-learning works to its fullest when there are effective teachers. Measuring the effectiveness of faculty members is done based on the student evaluation of faculty. This research aims to develop a model to predict the performance of the faculty members using associative rule based on the existing evaluation form used by PSU to evaluate faculty members. The model is designed to utilize the knowledge of text analytics rule capabilities that will provide great support for the decision-making of Pangasinan State University in the Philippines. The result reveals that the term good is still the top one terms occurred for all campuses followed by teaching. The results indicated that teacher/faculty members on all campuses are good teachers. Associating words reveal that "teaching good subject/topic," "explains simply" and other meaningful associated words can be utilized to evaluate the performance of the teacher. The results exposed not only the quantitative values of faculty evaluation it also exposed the qualitative opinion of the students in the performance of their faculty members. This study reveals important aspects of the faculty member's teaching performance in terms of words/association of words that will describe their teaching performance. The results can be utilized in coaching and mentoring faculty members to cope with their weaknesses. The proposed model can be utilized by Pangasinan State University to evaluate the faculty members in terms of their teaching performance by utilizing the comments/opinions of the students.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Danling Li

PurposeThis paper aims to examine how Hong Kong universities have responded to a newly included assessment element of socio-economic impact in a government-implemented research evaluation system – Research Assessment Exercise (RAE) 2020 – within the context of tightening audits and forceful knowledge economy objectives.Design/methodology/approachThis paper reports an institutional case study of the institutional-level response to the RAE 2020 impact requirement at a top-ranked comprehensive university in Hong Kong. A qualitative inquiry approach was adopted. The data sources mainly include university documents related to the RAE 2020 socio-economic impact policy, interview data with nine RAE-eligible academics at the case university, documents on the RAE exercises issued by the University Grants Committee (UGC) and field notes taken during the RAE information sessions.FindingsThe institutionalisation process of the RAE socio-economic impact agenda could be considered as establishing an indicator-oriented reward and recognition regime for knowledge transfer and knowledge exchange (KT/KE). Overall, two major institutional strategies were identified in operating the RAE 2020 impact agenda at the case university: (1) launching various policy initiatives: driven by the RAE-defined socio-economic impact; (2) incorporating socio-economic impact into faculty evaluation: premised upon the 16 KT performance indicators laid down by the UGC.Originality/valueThis article adds to the theoretical debate on the local reproduction of the global in studies of neoliberalism in higher education by describing a Hong Kong case study, supported by empirical data, of an actual university's responses to the newly included impact requirement in RAE 2020. More specifically, this study reveals that (1) the policy for socio-economic impact might be designed in a neutral or even benevolent manner, but has taken on a neoliberal and managerial dimension in its actual implementation; and (2) the neoliberal discourse underpinning the university's operation can be accounted for and explicated by the local factors embedded in the specific academic environment.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sheridan M. Finnie ◽  
Richard J. Brach ◽  
Christina A. Dawson ◽  
Samuel B. Epstein ◽  
Raghav K. Goyal ◽  
...  

Abstract Background To support the development of social medicine curricula that empower medical school graduates to redress health inequities, we conducted a mixed methods student and faculty evaluation of an expanded and innovative preclinical social medicine curriculum. Methods We implemented a longitudinal, interactive preclinical social medicine curriculum that was closely integrated with foundational science teaching then conducted a survey-based mixed methods student and faculty curriculum evaluation. Based on these results, we propose a novel conceptual roadmap for social medicine curriculum design. Results Student and faculty evaluations of an expanded and innovative longitudinal preclinical social medicine curriculum were strongly favorable. Both student and faculty respondents indicated a particular desire for deeper coverage of race and poverty among other social medicine domains. Qualitative student evaluations highlighted the importance of faculty champions to social medicine teaching as well as the educational impact of stories that exemplify the practical impact of the social determinants of health on specific patient experiences. Qualitative faculty evaluations pointed to the challenges of curriculum integration and the need for faculty career development in social medicine teaching. Conclusions Based on mixed methods student and faculty curriculum evaluation data, we propose a novel conceptual roadmap for the design of social medicine curricula at other institutions.


2021 ◽  
Vol 32 (1) ◽  
pp. 16-17
Author(s):  
Emily K. Faulconer
Keyword(s):  

Author(s):  
Benedicte Skjold-Ødegaard ◽  
Hege Langli Ersdal ◽  
Jörg Assmus ◽  
Kjetil Soreide

Abstract Background Gender bias may represent a threat to resident assessment during surgical training, and there have been concerns that women might be disadvantaged. There is a lack of studies investigating gender differences in ‘entry-level’ real-life procedures, such as laparoscopic appendectomy. We aimed to explore potential gender disparities in self-evaluation and faculty evaluation of a basic surgical procedure performed by junior surgical residents in general surgery. Methods A structured training program in laparoscopic appendectomy was implemented before undertaking evaluation of real-life consecutive laparoscopic appendectomies by junior residents in general surgery. Resident and faculty gender-pairs were assessed. Intraclass correlation coefficient (ICC) was calculated using a single-rater, consistency, 2-way mixed-effects model. Results A total of 165 paired sessions were completed to evaluate resident–faculty scores for the procedure. Overall, 19 residents participated (43% women) and 26 faculty (42% women) were involved. The overall correlation between faculty and residents was good (ICC > 0.8). The female–female pairs scored higher for most steps, achieving excellent (ICC ≥ 0.9) for several steps and for overall performance. Female residents were more likely to give a higher self-evaluated score on own performance particularly if evaluated by a female faculty. Also, female trainees had highest correlation-score with male faculty. Conclusions This study found higher performance scores in female surgical residents evaluated during real-time laparoscopic appendectomy. No negative gender bias toward women was demonstrated. Better insight into the dynamics of gender-based interaction and dynamics in both training, feedback and influence on evaluation during training is needed when evaluating surgical training programs.


2021 ◽  
Author(s):  
Sumeet R Gopwani ◽  
Erin Adams ◽  
Alexandra Rooney ◽  
Eleni Tousimis ◽  
Katherine Ramsey ◽  
...  

BACKGROUND Resident reading and information seeking behavior is limited by time constraints, and comfort accessing and assessing evidence based resources. Educational technology interventions, as the preferred method for millennial leaners, can reduce these barriers. We implemented an educational web tool, consisting of peer-reviewed articles, local and national protocols and policies, built into the daily workflow of a university based anesthesiology department. We hypothesized that this web tool would increase resource utilization, and overall perceptions of the educational environment. OBJECTIVE To demonstrate that an educational web tool designed and built into the daily workflow of an academic anesthesia department for trainees will significantly decrease barriers to resource utilization and improve faculty-trainee teaching interactions and the perceptions of the educational environment. METHODS Following IRB approval, a longitudinal cohort survey study was conducted to assess trainee resource utilization, faculty evaluation of trainees’ resource utilization, and trainee and faculty perceptions about the educational environment. The survey study was conducted in a pre-/post- fashion three months prior to web tool implementation, and three months following implementation. Data were de-identified, and analyzed unpaired using students t-test for continuous data, and chi-squared test for ordinal data. RESULTS Survey response rates were greater then 50% in all groups. Trainees showed a significant improvement in utilization of peer-reviewed articles (pre-implementation mean 8.67, post-implementation mean 18.27; P=.02), national guidelines (pre-implementation mean 2.3, post-implementation mean 6.14; P=.001) and local policies and protocols (pre-implementation mean 2.23, post-implementation mean 6.95; P=.015). There was significant improvement in faculty-trainee educational interactions. Faculty assessment of trainee resource utilization significantly improved across all resource categories. Subgroups amongst trainees and faculty showed similar trends towards improvement. CONCLUSIONS Learning technology interventions significantly decrease the barriers to resource utilization, particularly among millennial learners. Further investigation has been undertaken to assess how this may impact learning, knowledge retention, and patient outcomes. CLINICALTRIAL MedStar Georgetown University IRB exemption granted.


Sign in / Sign up

Export Citation Format

Share Document