Volume 12, Issue 2 (2024)
Health Educ Health Promot 2024, 12(2): 331-340 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Karimi Z, Arasteh H, Ghaffari R, Abbasian H, Abdollahi B. Designing a Comprehensive Model for Evaluating the Performance of Clinical Faculty Members. Health Educ Health Promot 2024; 12 (2) :331-340
URL: http://hehp.modares.ac.ir/article-5-74110-en.html
URL: http://hehp.modares.ac.ir/article-5-74110-en.html
1- Department of Educational Administration, Faculty of Management, Kharazmi University, Tehran, Iran
2- Medical Education Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
2- Medical Education Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
Abstract: (338 Views)
Aims: One of the ways to improve the quality of education is to create a suitable and efficient mechanism to evaluate the performance of clinical academic faculty members; Therefore, the present study was conducted with the aim of designing a comprehensive model for evaluating the performance of clinical academic faculty members of schools of medical sciences.
Participants & Methods: The current study was a qualitative research employing descriptive-exploratory method and carried out in Tabriz in 2023. The used components were identified based on document review and semi-structured interview tools. In order to review the documents and analyze the interviews, three levels of open, central and selective coding were used. In order to comprehensively identify the main components and sub-components of the comprehensive performance evaluation model, in addition to reviewing the studies conducted in this field, a semi-structured interview was conducted with 15 experts in the field.
Findings: 8 main themes and 28 sub-themes were identified. Professional commitment, professional development, professional skills, research skills component, personality characteristics component, teaching and educational activities, consulting services and social-political activities were the main themes.
Conclusion: The performance evaluation of clinical academic faculty members is an effective process to identify strengths and weaknesses and is the basis for the participation of academic faculty members to improve quality in university development planning.
Participants & Methods: The current study was a qualitative research employing descriptive-exploratory method and carried out in Tabriz in 2023. The used components were identified based on document review and semi-structured interview tools. In order to review the documents and analyze the interviews, three levels of open, central and selective coding were used. In order to comprehensively identify the main components and sub-components of the comprehensive performance evaluation model, in addition to reviewing the studies conducted in this field, a semi-structured interview was conducted with 15 experts in the field.
Findings: 8 main themes and 28 sub-themes were identified. Professional commitment, professional development, professional skills, research skills component, personality characteristics component, teaching and educational activities, consulting services and social-political activities were the main themes.
Conclusion: The performance evaluation of clinical academic faculty members is an effective process to identify strengths and weaknesses and is the basis for the participation of academic faculty members to improve quality in university development planning.
Article Type: Qualitative Research |
Subject:
Social Health
Received: 2024/03/2 | Accepted: 2024/08/6 | Published: 2024/08/20
Received: 2024/03/2 | Accepted: 2024/08/6 | Published: 2024/08/20
References
1. Peleyeju J, Ojebiyi O. Lecturers' performance appraisal and total quality management of public universities in south western Nigerian. Br J Educ. 2013;1(2):41-7. [Link]
2. Moosavi H, Makarem A, Bonyadimanehs M. Instructors' viewpoints about the teacher evaluation system and the influencing factors at the faculty of dentistry, Mashhad university of medical sciences, Iran. J Mashhad Dent Sch. 2017;40(4):371-80. [Persian] [Link]
3. Apak S, Gümüş S, Öner G, Gümüş HG. Performance appraisal and a field study. Procedia Soc Behav Sci. 2016;229:104-14. [Link] [DOI:10.1016/j.sbspro.2016.07.119]
4. Ravanshad Y, Etezadrazavi M, Modaber J, Ghazvini K, Eani A, Parvaneh R, et al. Surveying opinions of faculty members of Mashhad university of medical sciences regarding the appropriate strategy toward their academic performance evaluation. Horiz Med Educ Dev. 2016;6(2):8-11. [Persian] [Link]
5. Mirzakhani M, Mahmoudi AH, Mosleh M. Presenting a suitable model of performance evaluation standards for members of the academic faculty of the Islamic Azad University of Tehran. Q J Educ Leadersh Adm. 2021;15(1):1-27. [Persian] [Link]
6. Raoufi Kelachayeh SS, Askaryan M, Hamidifar F, Rezazadeh Bahadoran H. Explaining performance evaluation criteria for university faculty members: A qualitative study. J Health Promot Manag. 2020;9(3):72-83. [Persian] [Link]
7. Karimi R, Navehebrahim A, Hassanpoor A, Mousapour N. Designing a model of performance appraisal for faculty members in Farhangian university. Educ Scholast Stud. 2020;9(3):253-84. [Persian] [Link]
8. Abed S, Davoodi AH, Sorani R. Evaluate the performance of faculty members in universities. J New Res Approaches Manag Account. 2020;4(13):1-21. [Persian] [Link]
9. Abbaspour A, Bazargun A, Rahimian H, Borzooian S. Exploring the performance quality of faculty members: Presenting a conceptual model. J New Thoughts Educ. 2019;15(1):91-110. [Persian] [Link]
10. Shafiee FS, Sobhani H. Analyzing and explaining the research performance of faculty members with mixed approach and multilevel modeling, case study: University of Tehran. J Educ Plan Stud. 2018;7(13):97-120. [Persian] [Link]
11. Khadivi A, Alahverdi Khan Vaziri A. Developing a model for evaluating the effectiveness and performance of university the academic staff of the Islamic Azad university of east Azarbaijan province. J Product Manag. 2015;9(3):161-74. [Persian] [Link]
12. Sumande DV, Ruiz FB. Evaluation of staff nurses performance in level III private hospitals in region IV-A basis for continuing professional development program. Enfermería Clínica. 2020;30(1):42-7. [Link] [DOI:10.1016/j.enfcli.2019.09.034]
13. Yousif MK, Shaout A. Fuzzy logic computational model for performance evaluation of Sudanese Universities and academic staff. J King Saud Univ Comput Inf Sci. 2018;30(1):80-119. [Link] [DOI:10.1016/j.jksuci.2016.08.002]
14. Arnautu E, Panc L. Evaluation criteria for performance appraisal of faculty members. Procedia Soc Behav Sci. 2015;203:386-92. [Link] [DOI:10.1016/j.sbspro.2015.08.313]
15. Stoklasa J, Talašová J, Holeček P. Academic staff performance evaluation-variants of models. Acta Polytechnica Hungarica. 2011;8(3):91-111. [Link]
16. Marques J. Consciousness at work: A review of some important values, discussed from a Buddhist perspective. J Bus Ethics. 2012;105(1):27-40. [Link] [DOI:10.1007/s10551-011-0932-8]
17. Zahedi S, Bazargan A. Faculty members' view of their professional development needs and needs assessment. Q J Res Plan High Educ. 2013;19(1):69-89. [Persian] [Link]
18. Finsterwald M, Wagner P, Schober B, Lüftenegger M, Spiel C. Fostering lifelong learning-evaluation of a teacher education program for professional teachers. Teach Teach Educ. 2013;29:144-55. [Link] [DOI:10.1016/j.tate.2012.08.009]
19. Munzenmaier C, Rubin N. Bloom's taxonomy: What's old is new again. Santa Rosa: The eLearning Guild; 2013. [Link]
20. Abdollahi B, Ghoorehjili S, Karimi M. The study of indigenous dimensions of the principals' instructional leadership role in Iranian elementary schools based on grounded theory. Procedia Soc Behav Sci. 2013;89:817-20. [Link] [DOI:10.1016/j.sbspro.2013.08.938]
21. Rajabzade R, Lesani M, Motahharinejad H. The relationship between teachers' perceptions towards instructional leadership behaviors of their principals and teachers' attitudes towards change and Their Effectiveness. Res Educ Leadersh Manag. 2016;2(5):149-76. [Persian] [Link]
22. Kazemi S, Mohammadi Y, Raeisoon MR. Study of classroom management in Birjand university of medical sciences from students' viewpoint. Res Med Educ. 2016;7(4):31-8. [Persian] [Link] [DOI:10.18869/acadpub.rme.7.4.31]
23. Calcagnini G, Giombini G, Liberati P, Travaglini G. A matching model of university-industry collaborations. Small Bus Econ. 2016;46(1):31-43. [Link] [DOI:10.1007/s11187-015-9672-y]
24. Mohabbat H, Fathi Vajargah K, Jaafari P. Identifying the model and designing the competencies of the faculty members of universities and higher education institutions of Iran: A qualitative study. Q J Train Dev Hum Resour. 2019;6(21):1-10. [Persian] [Link]
25. Salimi Q, Heydari E, Keshavarzi F. Faculty members' competencies for achieving the academic mission: A reflection from the perceptions and expectations of doctoral students. Q J Innov Entrep. 2015;7(4):85-104. [Persian] [Link]
26. Hyatt L, Williams PE. 21st century competencies for doctoral leadership faculty. Innov High Educ. 2011;36(1):53-66. [Link] [DOI:10.1007/s10755-010-9157-5]
27. Ragan LC, Bigatel PM, Kennan S, Dillon JM. From research to practice: Towards an integrated and comprehensive faculty development program. J Asynchronous Learn Netw. 2012;16(5):71-86. [Link] [DOI:10.24059/olj.v16i5.305]
28. Myers BE, Dyer JE. Advising components, roles, and perceived level of competence of university faculty. J South Agric Educ Res. 2003;53(1):247-61. [Link]
29. Wolfe RE, Poon JD. Educator competencies for personalized, learner-centered teaching. Boston: Jobs for the Future; 2015. [Link]
30. Sheikhi S, Gholami Hareh Dashti S. The role of information and communication technology in education. NAMA. 2013;2(2):48-54. [Persian] [Link]
31. Mehta S. Personality and emotional intelligence of teachers. Amity Bus Rev. 2015;16(2):62-73. [Link]
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |