Purpose The promotion of educators is challenged by the lack of accepted standards to evaluate the quality and impact of educational activities. Traditionally, promotion is related to research productivity. This study developed an evaluation tool for educational performance of medical school faculty using educator portfolios (EPs).
Methods Design principles and quantitative items for EPs were developed in a consensus workshop. These principles were tested in a simulation and revised based on feedback. The changes of total educational activities following introduction of the system were analyzed.
Results A total of 71% faculty members answered the simulation of the system and the score distributed widely (mean±standard deviation, 65.43±68.64). The introduction of new system significantly increased the total educational activities, especially in assistant professors.
Conclusion The authors offer comprehensive and practical tool for enhancing educational participation of faculty members. Further research for development of qualitative evaluation systems is needed.
Citations
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A proposal to address faculty recruitment challenges in regional medical schools: incorporating clinical performance into scholarly evaluation Ji Young Lee, Heesung Song Journal of Medicine and Life Science.2025;[Epub] CrossRef
Enhancing Faculty Satisfaction and Performance in Higher Education: The Transformative Role of HR and Technology Integration Alice Alakoum, Elvira Nica, Mohammad Abiad Proceedings of the International Conference on Business Excellence.2024; 18(1): 2951. CrossRef
Evaluation of medical school faculty members’ educational performance in Korea in 2022 through analysis of the promotion regulations: a mixed methods study Hye Won Jang, Janghee Park Journal of Educational Evaluation for Health Professions.2023; 20: 7. CrossRef
Current Status and Performance Evaluation Systems of Faculty in Korean Medical Schools Eunbae B. Yang, Tae Seon Lee, Myung Ja Cho Korean Medical Education Review.2019; 21(1): 41. CrossRef
PURPOSE The purpose of this study is to develop a course to teach through problem-based learning the use of antibiotics during an internal medicine clerkship, and to evaluate the responses of students to it.
METHODS The course was designed to teach third-year medical students how to prescribe antibiotics to be given to real patients. A qualitative evaluation for the modified problem-based learning was performed by tutor's observation and focus group interview, and a quantitative evaluation by questionnaires before and after the course.
RESULTS Seventy-nine students experienced the modified problem-based learning during the infectious disease section of an internal medicine clerkship. Most students participated actively and gave a positive evaluation expressing a need for problem-based learning on prescribing antibiotics. The course significantly increased the students' self-confidence in both approaching patients and prescribing antibiotics.
CONCLUSION Modified problem-based learning is a useful educational tool in clinical clerkship.
Citations
Citations to this article as recorded by
Overview of Antibiotic Use in Korea Baek-Nam Kim Infection & Chemotherapy.2012; 44(4): 250. CrossRef
Relationships between Cognitive and Learning Styles of Premedical Students Sowon Ahn, Mira Kim, Ducksun Ahn Korean Journal of Medical Education.2010; 22(1): 7. CrossRef
Integrating Problem-Based Learning into Clinical Clerkship: A Pilot Study Kyong-Jee Kim, Chagnwon Kee Korean Journal of Medical Education.1970; 21(4): 385. CrossRef
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