تبيين مزايا و معايب روش هاي مختلف ارزشيابي اساتيد از ديدگاه اساتيد دانشگاه علوم پزشكي كرمان

Explaining of the pros and cons of different sources of academic evaluation from the viewpoints of Medical University Academics

زمينه و هدف: ارتقا كيفيت آموزشي امروزه از اركان يك سيستم آموزش عالي معتبر تلقي مي شود و مطمينا ارزشيابي و پايش كيفيت تدريس اساتيد براي رسيدن به اين هدف بسيار مهم است. اما پژوهش هاي مختلف نشان داده ارزشيابي اساتيد يكي از جنجال برانگيز ترين مباحث آموزش پزشكي است و نياز به تامل و تحقيق بيشتر دارد. در اين ميان تجربيات اساتيد كه هدف اين ارزشيابي مي باشند، بسيار سودمند است. روش كار: مطالعه حاضر بصورت كيفي، به روش فنومنولوژي انجام شد. براي جمع آوري اطلاعات از اساتيد علاقمند دعوت شد كه در 4 گروه بحث متمركز، 8-6 نفره شركت كنند. سوالات به صورت باز و ساختار نيافته بود. اساتيد روشهاي مختلف ارزشيابي را پيشنهاد كردند و در مورد مزايا و معايب هر كدام توضيح دادند. با نظر مجري گروه متمركز مبني بر رسيدن به اشباع اطلاعاتي، بحث پايان مي يافت. يافته ها: اطلاعات حاصله به روش آناليز موضوعي مورد تجزيه و تحليل قرار گرفت. در مجموع 9 روش مختلف شامل هفت روش ذهني (پرسش از دانشجو، رييس دانشكده، مدير گروه، همكار، خود ارزيابي، ارزيابي دوطرفه، ارزيابي شخص ثالث) و دو روش عيني (نمرات دانشجويان و خروجي استاد) مطرح شد و معايب و مزاياي هر روش به تفصيل مورد بررسي قرار گرفت و راههاي كم كردن خطا در هر روش پيشنهاد شد. نتيجه گيري: براي ارزشيابي اساتيد بهتر است تركيب مناسبي از چند منبع اطلاعاتي با توجه به شرايط موجود و كاستي هاي هركدام بكار برده شود تا نتايج عادلانه تري بدست آيد.

Background & Objectives: Nowadays, improvement of teaching quality is one of the basics for a credible higher education system and without doubt evaluation and monitoring of teaching quality are important for reaching this goal. However, different studies have shown that academic evaluation is one of the most controversial topics in Medical Education and deserves more research and attention. Meanwhile, the experience of academics, as the subjects of these assessments, can be very helpful. Methods: The current study is a qualitative (phenomenology) study. Interested academics were invited to participate in 4 focus groups, each including 6 to 8 participants. Open, unstructured questions were asked. Participants suggested different methods of academic assessment and commented on the pros and cons of each. The focus group discussions ended when the conductors felt data saturation has been met. Results: Data were analyzed through theme analysis method. A total of nine different data sources including seven subjective sources (asking from students, head of faculty, head of department, and colleagues as well as self-assessment, two-way assessment and assessment by a third party) and two objective ones (students’ scoring and the academics’ output) were mentioned and their pros and cons were explored thoroughly and the methods for increasing data quality from each source were also proposed. Conclusion: In order to acquire more fair results, academic assessment should rather be done through an appropriate combination of different information sources and by considering the current situation and the shortcomings of each source. Key Words: Faculty Evaluation, Qualitative Research, Pros, Cons