COMPARISON OF SELF-EVALUATED AND STUDENTS-REPORTED TEACHING EFFECTIVENESS OF MEDICAL TEACHERS: A CROSS SECTIONAL STUDY

TEACHING EFFECTIVENESS OF MEDICAL TEACHERS

  • Gul Shaikh Assistant Professor, Health Profession Education National University of Medical Sciences Rawalpindi, Pakistan.
  • Seema Gul Assistant Professor of Gynae, Watim Medical and Dental College, Rawalpindi
  • Manya Tahir Assistant Professor of Community Medicine, Watim Medical College, Rawalpindi
Keywords: Teachers evaluation, Self-assessment, 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.

Published
2020-10-01
How to Cite
Gul Shaikh, Seema Gul, & Manya Tahir. (2020). COMPARISON OF SELF-EVALUATED AND STUDENTS-REPORTED TEACHING EFFECTIVENESS OF MEDICAL TEACHERS: A CROSS SECTIONAL STUDY. Journal of University Medical & Dental College, 11(3), 17-24. https://doi.org/10.37723/jumdc.v11i3.409
Section
Original Articles