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.
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Purpose The purpose of this study was to examine the validity of student ratings of instruction by analyzing their relationships with several variables, including gender, academic rank, specialty, teaching time, and teaching method, at a medical school.
Methods This study analyzed the student ratings of 297 courses at Ajou University School of Medicine in 2013. SPSS version 12.0 was used to analyze the data and statistics by t-test, analysis of variance, and Scheffe test.
Results There were no statistically significant differences in student ratings between gender, rank, and specialty. However, student ratings were significantly influenced by teaching times and methods (p<0.05). Student ratings were high for teaching times of 10 hours or more and small-group learning, compared with lectures. There was relatively mean differences in students ratings by teaching times, specialty and rank, although the difference in ratings was not statistically significant.
Conclusion Student ratings can be classified by teaching time and method for summative purposes. To apply student ratings to the evaluation of the performance of faculty, further studies are needed to analyze the variables that influence student ratings.
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Course quality management based on monitoring by students at a medical school Sanghee Yeo Korean Journal of Medical Education.2018; 30(2): 141. CrossRef
Potential bias factors that affect the course evaluation of students in preclinical courses Su Jin Chae, Miran Kim, Ki Hong Chang, Yoon-Sok Chung Korean Journal of Medical Education.2017; 29(2): 73. CrossRef
Investigating the Requirements of Good Teaching from Medical Students’ Perspectives Son-Hwan Choi, Hyo-Jin Ahn Korean Medical Education Review.2016; 18(3): 156. CrossRef
Evaluation in medical education Tai Young Yoon Korean Journal of Medical Education.2015; 27(1): 1. CrossRef
PURPOSE The purpose of this study was to analyze the differences in perception between the students and faculty on course evaluation by the students and to pursue the improving of the course evaluation system. METHODS: This study targeted 61 faculty and 88 students of the School of Medicine at A University. A questionnaire survey was administered. RESULTS: Both the students and faculty members agreed with the need of a course evaluation system, but there were differences in perception between the two groups in terms of efficiency and factors affecting evaluation results. CONCLUSION: The department in charge of course evaluations of the school of medicine should review the differences in perception between students and faculty and use the reviewed content to improve the present course evaluation system.
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Course quality management based on monitoring by students at a medical school Sanghee Yeo Korean Journal of Medical Education.2018; 30(2): 141. CrossRef
Structured Assessment to Evaluate a Family Medicine Clerkship Program Eun Ju Park, Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Beesung Kam, Sun Yong Baek, Yun-Jin Kim, Jae Seok Woo, Jeong-Gyu Lee, Dong-Wook Jeong, Young-Hye Cho, Yu-Hyeon Yi, Young Jin Tak Korean Medical Education Review.2017; 19(1): 47. CrossRef
Factors that influence student ratings of instruction Su Jin Chae, Yun Hoon Choung, Yoon Sok Chung Korean Journal of Medical Education.2015; 27(1): 19. CrossRef
The Importance of Nonverbal Communication Skills Su Jin Chae Korean Journal of Medical Education.2010; 22(2): 149. CrossRef
Perception of Medical Students on Real-Time Class Evaluation Using Mobile Phone Survey System A-Ra Cho, Soo-Jung Lee, Sang-Heon Yoon, Nam-Jin Yoo, Sun Kim, Joo-Hyun Park Korean Journal of Medical Education.2010; 22(1): 15. CrossRef
A Trend Study of Student' Consistent Responses to Course Evaluation Su-Jin Chae, Ki-Young Lim Korean Journal of Medical Education.2009; 21(3): 307. CrossRef
Experience and Consideration on Online Course Evaluation by Medical Students So Dug Lim, Jongmin Lee, Hyung Seok ParK, Jae-Ran Yu, Kyung Yung Lee, In Sook Sohn, Ran Lee Korean Journal of Medical Education.2008; 20(4): 367. CrossRef
PURPOSE Following the first in 1990, the use of course evaluations(CE) by medical schools across the Republic of Korea has grown steadily since 1997. The purpose of this study was to investigate these CE programs and to make general recommendations for further implementation.
METHODS A questionnaire survey was conducted by mail. From June 20 to September 22, 2006, data was obtained from 38 of the 41(93%) medical schools in the country. Of those who responded, 27 schools also sent their CE forms as requested.
RESULTS There was little difference among the 38 medical schools in the main body, methods, frequency, grades, systems of evaluation, and types of survey. Evaluation criteria such as instructor effectiveness, course management efficiency, and student satisfaction showed high frequency, whereas issues concerning learning objectives and workload were less common. In contrast, the stated purposes of employing CE varied from school to school. While 92% of the respondents regarded improvement to the quality of instruction as the goal of their programs, 32% indicated that CE results also factored in administrative decisions concerning promotion, tenure, and salary increases.
CONCLUSION In addition to embracing the expanding role and influence of CE in Korean medical education, schools must proactively enact measures to enhance further implementation. First, evaluation criteria should be better formulated to increase the consistency, reliability, and validity of CE results. Next, to promote efficiency, the scheduling and methodology of CE administration should carefully consider the medical curriculum. Finally, professional attitudes should be fostered to recognize the value of CE as a tool for raising educational standards overall.
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Course quality management based on monitoring by students at a medical school Sanghee Yeo Korean Journal of Medical Education.2018; 30(2): 141. CrossRef
Potential bias factors that affect the course evaluation of students in preclinical courses Su Jin Chae, Miran Kim, Ki Hong Chang, Yoon-Sok Chung Korean Journal of Medical Education.2017; 29(2): 73. CrossRef
Individual class evaluation and effective teaching characteristics in integrated curricula Jung Eun Hwang, Na Jin Kim, Meiying Song, Yinji Cui, Eun Ju Kim, In Ae Park, Hye In Lee, Hye Jin Gong, Su Young Kim BMC Medical Education.2017;[Epub] CrossRef
Structured Assessment to Evaluate a Family Medicine Clerkship Program Eun Ju Park, Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Beesung Kam, Sun Yong Baek, Yun-Jin Kim, Jae Seok Woo, Jeong-Gyu Lee, Dong-Wook Jeong, Young-Hye Cho, Yu-Hyeon Yi, Young Jin Tak Korean Medical Education Review.2017; 19(1): 47. CrossRef
Factors that influence student ratings of instruction Su Jin Chae, Yun Hoon Choung, Yoon Sok Chung Korean Journal of Medical Education.2015; 27(1): 19. CrossRef
Developing and Testing an Evaluation Tool to Measure Clinical Teaching Eun-Jung Im Korean Journal of Medical Education.2011; 23(1): 49. CrossRef
Analysis on Teaching Evaluation of Clinical Clerkship at Korean Medical Schools Eun-Jung Im, Bong-Hyun Chang Korean Journal of Medical Education.2011; 23(2): 119. CrossRef
Perception of Medical Students on Real-Time Class Evaluation Using Mobile Phone Survey System A-Ra Cho, Soo-Jung Lee, Sang-Heon Yoon, Nam-Jin Yoo, Sun Kim, Joo-Hyun Park Korean Journal of Medical Education.2010; 22(1): 15. CrossRef
A Trend Study of Student' Consistent Responses to Course Evaluation Su-Jin Chae, Ki-Young Lim Korean Journal of Medical Education.2009; 21(3): 307. CrossRef
Experience and Consideration on Online Course Evaluation by Medical Students So Dug Lim, Jongmin Lee, Hyung Seok ParK, Jae-Ran Yu, Kyung Yung Lee, In Sook Sohn, Ran Lee Korean Journal of Medical Education.2008; 20(4): 367. CrossRef
A Comparison of Student and Faculty Perspectives on Course Evaluation in a Medical School Su-Jin Chae, Ki-Young Lim Korean Journal of Medical Education.2008; 20(2): 163. CrossRef
Faculty evaluation in medical schools is a necessary procedure to improve the quality of the faculty and ultimately of the educational program. This article emphasizes an establishment of baseline strategies on designing the faculty evaluation programs prior to the development of basic guidelines to evaluate individual faculty activities. We propose, in this article, three baseline strategies in developing a faculty evaluation program. First, all of elements of faculty activities should be closely assessed, equally measured and balanced in light of the medical school's needs. From this point of view, clinical services should be assessed separately from the public service category because clinical services are special duties of clinical faculties in medical schools.
Faculty track system including clinical track is one of the effective strategy to evaluate the activities of clinical faculties. Second, determining criteria should be developed with the understanding that they will clearly define the concepts of minimum requirements Third, for a more pertinent and effective faculty evaluation, various qualitative as well as quantitative methods must be used.
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Faculty Development for Medical Faculty: Importance and Strategies Do-Hwan Kim Korean Medical Education Review.2023; 25(1): 3. 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
Influences of faculty evaluating system on educational performance of medical school faculty Hong Bin Kim, Sun Jung Myung, Hyeong Gon Yu, Ji Young Chang, Chan Soo Shin Korean Journal of Medical Education.2016; 28(3): 289. CrossRef
The author developed a simplified self-evaluation rating scale with 10 check points to assist the individual faculty members in medical colleges in assessment of their educational competence with ease and to strengthen their teaching ability for better pedagogical practice. Number of the developed items were minimized to 10 points to meet the simplicity and comparative weighing of individual components, with which they can be easily implemented.
The purpose of this study is to discuss the evaluation system of teaching ability of medical college faculty members. Reviewing of books and journals ha s been carried out by the authors so that the problems and methods of faculty evaluation may be discussed. The practical Korean data on the faculty evaluation system were collected by the department of faculty affairs of each college in March 1998.
Faculty evaluation can be divided into two dimensions-dynamic and static dimensions. The methods vary according to evaluators, such as self evaluation, student evaluation, peer evaluation and administrator evaluation. On the bases of the object or the time of evaluation, it can be divided into formative or summative evaluation. According to the methold of data collection, it also can be divided into literature evaluation, observation evaluation and site visiting evaluation as well.
The authorities of medical colleges used to give much more weight on the research activities rather than on teaching abilities. This kind of idea has been pushed faculty members to stress on research activities not on teaching abilities.
Some inportant problems detected in this study are the narrow evaluation scope of aculty teaching activities, the not well established rationale of the evaluation, the underdevelopment of evaluation items, and the rigidity of the related authority. The introduction of a faculty track system is recommended as a desirable arrangement to develop the evaluation system in Korea.
Citations
Citations to this article as recorded by
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
Influences of faculty evaluating system on educational performance of medical school faculty Hong Bin Kim, Sun Jung Myung, Hyeong Gon Yu, Ji Young Chang, Chan Soo Shin Korean Journal of Medical Education.2016; 28(3): 289. CrossRef
Developing and Testing an Evaluation Tool to Measure Clinical Teaching Eun-Jung Im Korean Journal of Medical Education.2011; 23(1): 49. CrossRef
Status of Clerkship Education and Its Evaluation in Korean Medical Schools Eunbae Yang, Duk-Joon Suh, Yunseong Lee, Sookon Lee, Seokhwa Kim, Eunil Lee, Guetae Chae, Yeonju Jo, Ducksun Ahn Korean Journal of Medical Education.2007; 19(2): 111. CrossRef
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