Designing a novel sheet to evaluate theoretical teaching quality of faculty members based on viewpoints of stakeholders and charles E. Glassick's scholarship principles

AUTHORS

Shahin Raoufi 1 , Ali Seikhian 2 , * , Farzad Ebrahimzade 3 , Mohammad Javad Tarahi 3 , Parvaneh Ahmadi 4

1 Instructor Department of Nursing, Lorestan University of Medical Sciences, Khorramabad, Iran.

2 Assistant Professor Department of Immunology, Lorestan University of Medical Sciences, Khorramabad, Iran.

3 Instructor Department of Biostatistics, Lorestan University of Medical Sciences, Khorramabad, Iran.

4 Member of Teacher Evaluation Office, Lorestan University of Medical Sciences, Khorramabad, Iran.

How to Cite: Raoufi S, Seikhian A, Ebrahimzade F, Tarahi M J, Ahmadi P. Designing a novel sheet to evaluate theoretical teaching quality of faculty members based on viewpoints of stakeholders and charles E. Glassick's scholarship principles, Hormozgan Med J. 2010 ; 14(3):e88560.

ARTICLE INFORMATION

Hormozgan Medical Journal: 14 (3); e88560
Published Online: May 25, 2010
Article Type: Research Article
Received: December 23, 2009
Accepted: May 25, 2010

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Abstract

Introduction: Faculty's theoretical teaching quality is one of the main affecting factors in
their academic performance evaluation and it is very important to evaluate it by an
appropriate tool. Therefore, we decided to identify the best criteria (evaluation items) for
designing a new improved tool by considering the viewpoints of all stakeholders based on
E. Glassick's principles of scholarship.
Methods: This research was a cross-sectional study which included all teachers, 420
students and 3 managerial staff of educational system of Lorestan university of medical
sciences. Data collection tool was a two-part questionnaire for gathering demographic
characteristics and included 22 items of the previously used evaluation form A. The
attitude of stakeholders was assessed in Likert scale. SPSS was used for data analysis.
Results: Based on the results, necessity of evaluation of teaching quality of faculty
members by students was confirmed by 42% of the participants. Based on the viewpoints
of the participants, proficiency on teaching subject, on time attendance at classroom,
programmed usage of class time and exemplification of teaching subject by applied
examples are the most important items in assessment of teaching quality.
Conclusion: Majority of stakeholders were agreed with the appropriateness of faculties'
teaching quality evaluation by students, but they agreed with the weakness and omission
of some items of evaluation sheet. By choosing the best items of the current evaluation
sheet and modifying them based on Glassick's principles of scholarship, a new
questionnaire including 16 items was designed to evaluate the theoretical teaching quality
of faculties.

Keywords

Evaluation – Faculty - Teaching

© 2010, Hormozgan Medical Journal. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.

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