COMPARISON OF SELF-EVALUATED AND STUDENTS-REPORTED TEACHING EFFECTIVENESS OF MEDICAL TEACHERS: A CROSS SECTIONAL STUDY
TEACHING EFFECTIVENESS OF MEDICAL TEACHERS
Abstract
ABSTRACT
BACKGROUND & OBJECTIVE: Opinions regarding student’s evaluation of faculty performance and use of formal feedback from students and/or lack of self-evaluation to improve their performance ranges widely. Keeping this under consideration, the present study was conducted to compare self-evaluated and students-reported teaching effectiveness of medical teachers.
METHODOLOGY: A cross sectional study was conducted in Islamic international Medical college Rawalpindi, of three months duration (10th September to 10th December, 2018), on a sample of one hundred medical students and twenty medical teachers. Teaching effectiveness was assessed using “Self-assessment Instrument for Teacher Evaluation (SITE)” and students rated “Evaluation of teaching performance (CEID)” questionnaires.
RESULTS: Teachers rated their teaching more effective with a mean score (M=111) than students (M= 109). The result was significant statistically.
CONCLUSION: Self-evaluated teaching effectiveness was rated higher than students reported teaching effectiveness.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution 4.0 International License.