جستجوی مقالات مرتبط با کلیدواژه « ارزشیابی آموزشی » در نشریات گروه « پزشکی »

In the past years, the evaluation of educational program in nursing education has been considered. A variety of evaluation models have been developed in the history of nursing education. Knowing the dimensions of these models guarantees their rational use.

In this review study, the narrative of scientific databases, PubMed, Scopus, ScienceDirect and scholar Google search engine from 1960-2022 was investigated by combining the keywords Curriculum evaluation, Educational evaluation, Evaluation models, nursing.

Out of 186 articles related to the purpose, 34 articles were included in the study. During the review, four models: Tyler’s objective model, Stake’s responsive model, Scriven’s goal free model and Stufflebeam’s CIPP model, have been widely used in educational evaluation.

Evaluation models have their strengths and weaknesses. Nursing educators must be flexible. In implementing the model, consider your needs and assessment experiences. By matching the model with the nursing education program, choose the appropriate model.

Education managers can facilitate the improvement of university management by involving faculty members. They have an important role to play in directing the process of change in educational systems. Managers can drive educational innovation and improvement of developmental programs of universities by creating a motivational atmosphere. Education managers are the most important driving factor in managing the mainstream of education and are effective in motivating faculty members to improve their performance and the educational system. This includes the monitoring of sensitivity of educational activities and the complex protocols of universities, made necessary to meet the expectations, monitor the managers in managerial systems, and evaluate the performance of managers and provide feedback to them. Therefore, it can be said that evaluation in universities is a strategic action and managers of the educational system in the educational leadership process need to recognize their strengths and weaknesses and plan based on the results of evaluation. It is necessary to consider development of management skills, Planning to monitor, provide feedback to improve their performance in educational systems. In Shahid Sadoughi University of Medical Sciences, the evaluation of educational managers was designed and implemented based on a multi-source feedback approach. At Shahid Sadoughi University Evaluation of managers is designed from the view of different stakeholders, including senior managers at the faculty level, as well as the educational teachers and leaders, including faculty members. Evaluation was done in two areas of professional behavior and managerial behavior. Feedback on the results will be sent to the educational managers as performance evaluation report.

Evaluation is an indicator that shows the extent to which educational goals have been achieved and analyzes educational activities. For this purpose, this study was conducted with the aim of evaluating the "period" of the master's degree in midwifery education based on the CIPP evaluation model in Ardabil School of Nursing and Midwifery.

The present study was performed cross-sectionally in 1400. The target population was faculty members and postgraduate students in the Department of Midwifery Education of Ardabil University of Medical Sciences, including 11 professors and 7 students. All samples participated in this study by census method. To collect information, a researcher-made questionnaire was used to evaluate the master's course in midwifery education based on the CIPP evaluation model for professors and students. One-Sample T-Test was used for data analysis. Statistical analysis was performed by SPSS software version 21. The level of statistical significance in this study was considered 0.05.

The mean obtained in the group of students and professors in the scope of field (18.29 ± 3.04 and 31.45 ± 2.81), input (47.29 ± 1.70 and 51.18 ± 3.52), process (10.43 ± 0.98 and 40.55 ± 1.92) and in the output area (9.43 ±1.40 and 29.27 ±2.37) that the scores in the group of students in 4 areas are less than the standard score and in the group Professors were higher than the standard score.

The results showed that the evaluation of the master's degree in midwifery education at Ardabil School of Nursing and Midwifery was unfavorable for students and desirable for professors. Therefore, in order to promote this field, cooperation between experts in this field and planners is necessary in order to solve the problems.

The process of implementing a systematic and integrated evaluation program for the faculty members of universities needs svarious resources and methods. In this regard, a portfolio has been introduced as a tool that reflects the performance of the faculty members, and represents the activities and developments of teachers through the evaluation of educational documents. In recent years, the use of electronic portfolios has been considered in the medical universities an example of which is Shahid Sadoughi University of Medical Sciences, Accordingly, the document/electronic portfolio of the faculty members was developed which aimed at registration and evaluation process in determining duties of teachers at this University. The electronic educational portfolio was designed electronically which includes panels on teaching quantity, quality of educational performance, evaluation of documentation, research and technology, and executive-managerial activities. The results of the project can be used in the process of annual promotion, achieving grants, rewards and presenting performance and management report.

The most common pattern of assessment in educational systems is the accreditation model. The accreditation system has been tested and evolving around a century ago in the United States, then in Britain and some other countries. The commonality of all accreditation systems is based on pre-designed standards, and these standards are of particular sensitivity and importance, since they are the yardstick for judging and defining a new framework for colleges. The purpose of this study was to compile and provide a validation model for nursing faculty with continuous undergraduate nursing courses in Iran's medical sciences Universities. This integrated review study was conducted using the Broome method. In this regard, studies that were in line with the research goal were written in English or Persian, and access to their full text, and their year of publication, from 2000 to 2018, were included in the study. A wide range of keywords such as accreditation of health care organizations, baccalaurate nursing education, school of nursing, and evaluation of education were used separately and in combination. To find studies with the library of authentic Persian and international databases SID, Magiran, Iranmedex, Google Scholar, Pubmed, Science direct, ProQuest, Ovid, EBSCO, Scopus was used. Finally, 14 papers were included in the study, as well as articles from 8 external and internal references and one book were used. Data were analyzed using Broome's method. In the first phase, 7 general standards of nursing undergraduate nursing faculties include: mission and management capacity, college and staff, students, curriculum, resources and physical space, expected outcomes, research in education from the accreditation program of organizations The publisher of global accreditation, articles, and published books as well as the guide lines were extracted. Organizations that have institutionalized the process of accreditation in the body of education, awareness and organizational culture can achieve a higher level of quality in providing health care services. Hence, it is hoped that the results of this research can be provided by providing a general guide to planners and policymakers. Nursing is a small step, in order to strengthen and develop the accreditation of nursing faculties, and ultimately attract the attention of experts.

Background and

In this study, the learners' performance has been developed as a tool for recording learning experiences, documenting the stages of learning and assessment of apprenticeship training, providing appropriate comprehensive coverage, teacher and educational system as well as curriculum modification.

This research is a descriptive study conducted in 1397 in the country. The statistical population of this research is all the experts responsible for higher education in 47 universities. After reviewing the texts and performing a focal group, a preliminary questionnaire was compiled and a sample was taken. The apparent and content validity of the questionnaire was carried out using the opinions of the experts of the Ministry of Health and Health and some managers and educators on the basis of scientific criteria. The reliability of the questionnaire was determined by Cronbach's alpha test of 96%.
Findings: The questionnaires were compiled with 17 modules and 205 skills based on the approved curriculum. After the survey, the expected competency level of each skill was obtained. In the Procurator Skills section, a total of 32 trial skills were extracted and the proposed clinical performance was presented in the form of a scoreboard.

The results of the study introduces a valuable tool for evaluating the ability of learners who are interested in evaluating the skills of learners based on modern and up-to-date assessment methods

Considering the widespread use of MCQs in assessment of medical students, present study was conducted to item analyze of MCQs in immunology department at Ahvaz Jundishapur University of Medical Sciences in 2017. In this descriptive cross-sectional study, the data of MCQs designed by immunological faculties that corrected by the OP-Scan was assessed and explored the difficulty index, discrimination index and distractor options (808 MCQs). Then, data were analyzed using descriptive statistics and Pearson coefficient. The results showed the average of difficulty index of the MCQs was 0.59 ± 0.25, and 46.2% of the MCQs had a suitable difficulty. The average of the discrimination index of the MCQs was 0.25± 0.24 and 57.3% of the MCQs had a discrimination index. Accordingly, a Combination of the two difficulty and discrimination indices showed that only 248 MCQs (30.7%) were ideal. 1525 distractor option (62.9%) were functional distractor (FD) and 889 (37%) were non-functional distractor (NFDs). The findings showed that the MCQs required to be reviewed and improved.

Since neonatal nursing MSc program has not been evaluated systematically, it requires systematic and coherent evaluation for qualitative and quantitative improvement. Therefore, the purpose of this study was to evaluate the neonatal intensive care nursing MSc program based on CIPP model in Isfahan University of Medical Sciences.

As a CIPP-based educational evaluation, this descriptive cross-sectional study was performed in 2014 on 40 participants including one head of department, 7 faculty members of pediatric nursing department, 25 students and 7 graduates of NICU nursing MSc program at Isfahan University of Medical Sciences. Participants were selected by means of census method. The program was evaluated using a researcher-made CIPP-based questionnaire that consisted of context, input, process, and product dimensions. Experts’ opinion was used to verify face and content validity and Cronbach’s alpha coefficient was used to determine the questionnaire’s reliability. Data were analyzed in SPSS software.

Findings showed that the mean scores of context (47/18±7/77), process (120/23±24/5) and product (59/85±17/16) were significantly higher than the average while the mean score of input (84/18±17/9) was lower (p=0. 003).

Results indicate that the input aspect of the neonatal intensive care nursing MSc program at Isfahan University of Medical Sciences is at an undesirable level. Therefore, it seems that improvement of the educational quality and revision of the program require greater emphasis on enhancing factors that might affect the input, especially curriculum and faculty members.

Educational systems of countries are essential possessions of them in exposing with future potential challenges and they are wealth implement for reach to nations’ goals. So, evaluation of educational systems is very important to assure about sufficiency of efficacy and effectiveness of them. In this article, factors that have effect on efficacy and effectiveness of educational systems will be described. In educational system evaluation, efficacy and effectiveness is considered for assessing quality of these systems. The quality of educational systems is conformity of present situation of elements with standards or aims. Elements of educational systems include inputs, processes, products, outputs and outcomes that are evaluated in assessing efficacy and effectiveness. In educational systems, the most important inputs are attributes of instructors, learners and systems. The most important process is teaching-learning process and the most important products are the results of the mid-term exams and improvement situation of learner to upper levels. The number of graduates and quality of their services are output and the effects of graduates on different aspect of citizenship situation such as social, economical and cultural dimensions are outputs of educational systems. Evaluation of mentioned factors can be done internal, by the member of system, or external, by the external institutions. Educational evaluation is done by different approaches. The effective factors on evaluation of educational systems are inputs, processes, outputs, aims and objectives, evaluator and evaluation approaches.

The aim of this study was to evaluate virtual education from faculty members and students’ point of view based on SCORM standard. This study was based on cross-sectional descriptive design. The statistical population consisted of all faculty members and students of virtual sources of Khajeh Nasir Toosi University. 52 of students and 12 of faculty members were selected by purposive sampling. This research was a survey study and two researcher-made questionnaires were administered. Cronbach Alpha was used to measure the reliability of two questionnaire of students version and faculty member version (α=0.75, α=0.80). To analyze the data, descriptive statistics (percent frequency) and inferential statistics (Chi-square) were used. The finding of the study indicated that students and faculty members believed that the virtual content and learning management system were desirable, and there was no significant difference between faculty members and students viewpoint.

Continuous evaluation of Islamic Thoughts courses and revising the course delivery methods are necessary to make the courses more efficient to meet the needs of the youth, and to transmit the Islamic values to the students. Due to the necessity of curriculum evaluation, this study aimed at determining the students’ attitude about the Islamic Thought courses. In a descriptive study, the population of students studying in Mazandaran University of Medical Sciences in 2008-2009 was involved. Through census sampling, 549 students who had enrolled in Islamic Thoughts courses I and II, took part in the study and filled out a researcher made questionnaire. To analyze the data, in addition to descriptive statistics, chi-square, Kruskal Wallis, and Mann-Whitney U tests were employed to compare subjects’ viewpoints based on qualitative variables (nominative and ordinal). The mean age of participants was 20.79 ± 2.59, and 68.9% (378) of the subjects were female. Findings indicated that 87.3% (479) of the students were satisfied with the Islamic Thoughts books, the related instructors, their positive effects on the students, and the university educational planning for these courses. Also, there was no significant difference between students’ opinions regarding their gender and study major. In spite of positive viewpoints of students toward various aspects of these courses, the negative points should also be acknowledged to eliminate the defects. Since students’ needs are changing, the books and educational methods should be also revised accordingly.

The time when the concept of evaluation is presented, it is considered as a determining value or competency. Two decades ago, an evaluation of the curriculum as an independent field of study appeared in educational sciences. Although the main issue is to evaluate learners rather than curriculums, the need to deep study of the nature and quality of curriculum reform led to a set of new concepts, principles, methods, theories and models. These ideas and new methods are the bases of the new domain of curriculum evaluation. Curriculum evaluation in higher education has faced a lot of challenges and has not yet found its position in curriculum construction. This research was carried out to investigate the challenges of curriculum evaluation in higher education and present guidelines on this issue. Lack of exact definition of curriculum and curriculum evaluation, lack of a defined and legal program for curriculum evaluation, lack of using professionals from inside and outside universities for the correct performance of evaluation, not defining the evaluation budget, ignoring the evaluation results and etc are of important challenges of curriculum evaluation in higher education.

Positive effects of medical science courses, because of lack of necessary support, will disappear. It’s expected that education greatly affects current or future capabilities of students. To increase accountability of professional training in order to prove the value of practical training programs of University, complete assessment and evaluation process to consider the ROI approach, is appropriate. This paper introduces ROI (Return on Investment) strategy to develop medical education. Related articles on library and Internet resources were evaluated and articles that are more related to the subject were selected and their contents were extracted. Many universities throughout the world with the evaluation process of ROI and effort of return on investment with lower cost achieve better learning teaching activitiy results. In unless educational systems the value should not be teaching, training should lead to value. the training goals for all the people who are related to education, are not clear, positive effects will not be achieved. The education that is leading to value has three characteristics: plan, implementation, and follow-up program, the third characteristic is the most important. Getting value from education requires integration, plan and follow up. ROI methods can be used for educational planning and investments in education and training activities. Evaluation of plan and data collection and analysis process are the ROI model’s steps. By the evaluation of training programs with the ROI, training can be perceived as a bright valid spot. Instructional designers can use the results of the ROI to increase alignment with the educational needs of university and also to improve efficiency, design and development of the training cycle. This model is more applicable for long periods and cognitive and perceptual skills.

Educational evaluation is one of the main elements of educational systems. It also has a particular role in different educational standards such as ISO 10015. It seems that oral and written examinations are not enough for an effective evaluation of instructions. In order to accomplish an efficient educational evaluation, an evaluation model was designed for educational assessment of modular courses so that, it could assess the most effective factors on education.

After developing the first draft of the proposed model, it was developed and improved using Delphi technique and then implemented in 11 modular educational programs for managers and administrators of selected hospitals and vice chancellors for logistics of medical universities. Finally, it was introduced as the proposed model.

The proposed model included 9 evaluation domain and consisted of 134 factors as follows: daily evaluation of the class by learners (10 factors), daily evaluation of educational and welfare facilities by learners (12 factors), final course evaluation by learners (30 factors), course evaluation by teacher (20 factors), learner's evaluation of the effects of education in practice (7 factors), evaluation of educational resources (6 factors), learners’ evaluation of the content (16 factors), and learner's self evaluation of educational efficiency (13 factors).

In order to facilitate the achievement of educational objectives, educational system should make use of appropriate evaluation methods. Therefore, the above mentioned model was presented as a method for evaluation of modular education and development of educational systems.

Ambulatory education has a great role in improving the abilities of medical students to encounter with common cases and according to Ministry regulations half of clinical education should be conducted in ambulatory seting.. This study is aimed at measuring quality of ambulatory education in Al-Zahra hospital, Isfahan, Iran. It can help to increase educational quality by recognition releif of current chalenges. This study is a descriptive, cross sectional research. It was conducted by designing a questionnaire and completing it by 180 clerkship students and interns. The questionnire consist of six areas: attending physicians’ teaching quality, residents’ quality of teaching, physical environment and facilities, patients’ affair, intern presence in ambulatory setting and duration of ambulatory teaching. The validity of the questionnaire was confirmed by educational experts and its reliability was measured through a pilot study (α=0.92). The conclusions in group of interns were as following: The mean score of attending physicians’ teaching quality, residents’ quality of teaching, physical environment and facilities, patients’ affair, intern presence in ambulatory setting and duration of ambulatory teaching were: 55.2, 52, 54, 61.5, 62.7 out of 100, respectively. Coresponding of scores for was 42.3, 42.7, 45.2, 56.6, 36.1, respectively. By the way, in both groups, interns and clerkship students, the mean suitable number of patients refer to clinics with the best educational output was estimated about 10 persons per day. Discusion: In conclusion, to improve ambulatory education, attending physicians should come to clinics on time and stay for longer duration than past. In addition, physical environment and facilities of clinics should be modified according to number of stagers and interns.

Introduction. Curriculum activities development cause to some evaluation activities of educational programs. Both investment companies and consumers tend to obtain evidence that the new programs produce satisfactory results. Fitness of new program to society and learners needs, scientific validity and importance of new educational materials, program power to select highly reliable teacher, prediction of student's behavior and actual results of using a set of educational materials are the researched data. Two decades ago, the evaluation of the curriculum appeared as an independent field of study in educational sciences. Its roots are mostly found in more general areas of educational evaluation, testing and measurement. However, the main problem at first was student and not educational programs evaluation; a need that was felt to determine a set of concepts, principles, methods, theory and new patterns. This new methods and ideas are the source of new areas of curriculum evaluation. Large universities developed courses in the curriculum evaluation. This article is trying to explain the necessity and importance of curriculum evaluation in higher education and provide guidelines in this regard. Conclusion. Curriculum evaluation as a part of the education system is affected by several factors and changes in current approaches and methods require the change of all effective factors.

Educational institutions use different tools for evaluating their own activities. In this study, DREEM (Dundee Ready Education Environment Measure) model was used as a diagnostic tool to evaluate curriculum problems and efficacy of change in education. This cross-sectional study was conducted in four major clinical wards including internal medicine, pediatrics, obstetrics &gynecology and general surgery in four educational hospitals of Iran University of Medical Sciences. A questionnaire including 35 questions concerning three domains of students’ learning, teachers, and educational atmosphere was distributed amongst 53 clinical teachers in the aforementioned wards. The mean score was 116 out of 140 which was interpreted as very satisfactory. Regarding all three domains of learning, teachers, and educational environment, the highest mean score belonged to pediatrics ward whereas the least belonged to internal medicine ward. There was a significant difference between clinical wards concerning educational environment (P=0.042). The internal medicine ward’s score was 39.3 while pediatrics ward got 46.2. According to the mean score, it seems that the university teachers consider learning and teaching to be suitable. As for the least score which was given to educational environment in internal medicine ward, it seems that problems in appropriate communication between teachers and learners in this ward have led to a stressful environment. Since DREEM model is suitable for educational changes, comparing teachers and learners’ points of view and planning to solve problems in internal ward could be useful.

Investigation of the opinions of individuals involved in education (faculty and student) makes the assessment of the faculty, educational performance more valid and helpusimprove quality as an objective of evaluation. A method to decrease subjectivity in evaluation of teachers by student is self – assessment, especially when evaluation aims to find shortages & help to improve education. This survey is to compare the self – assessment of the faculty with student assessment about the faculty teaching method. To do this descriptive-analytical study, two questionnaires with ten questions in four categories designed in EDC were randomly distributed among 600 students and 160 faculty members teaching theory lessons. 1530 questionnaires were returned by students and 137 questionnaires by the faculty members. Data were analyzed using t and, Man-Whitney U tests and Spearmans, correlation confident. The mean of self – assessment score of the faculty was more than mean of student evaluation score about their teachers (4.28 ± 0.49 vs 3.39 ± 0.51, P < 0.0001). There was a significant although poor relationship between students and teachers assessment on evaluation by student (r = 0.25, P<0.05) and discipline (r = 0.25, P<0.05). But there was no significant relationship between teaching method and scientific level of the faculty P > 0.5). In this survey, the scores the faculty members considered for themselves were higher than the scores the students assigned to them and the facultie's satisfaction on teaching methods and scientific performance is different from what the students considered. In this way presenting an appropriate evaluating system, using various methods of evaluation and giving proper feedback to the faculty is necessary.

Competencies include motivation, personal traits, skills, and knowledge. In this article root's CBE, definition, kinds and executive steps were evaluated. To implement a competencies-based training program, four steps need to be taken:1- Define tasks and activities that workers are expected to perform.2- Standardize competencies to clarify roles and responsibilities of workers. 3- Defme the training curricula.4- Evaluate.Compared with the traditional approach, the competency based approach potentially leads to individualized flexible training, transparent standards, and increased public accountability.

Iran's universities dont have a compiled, scientific and internalized evaluation system to evaluate their quality and make their goals and performances recognized. Being accountable to items such as, drop out rate, waste rate, survival rate, average study rate and rejection rate is possible by assessment of internal efficiency of educational system. This study tried to determine some of the internal efficiency indicators for medical education system in Kerman University of Medical Sciences Through a cross-sectional descriptive study, in order to identify internal efficiency indicators, 101 medical students (accepted in 1993) were investigated from their registration up to their graduation time in the year 1993. The needed information was collected from their educational files, then the data were analyzed by SPSS software. The waste rate of students was 4.4%, 0.7%, 2.2% and 6.5% for male, female, non-quota and quota students, respectively. On average, male, female, non-quota and quota students had been studying for 17.63, 17.56, 17.31, and 18.41 semesters, respectively. The maximum rejection rate was in the first semester of 1993 and the maximum failure rate was for basic sciences and specialized courses with 5.6% of rate. The significant difference in efficiency between quota students and non-quota students shows that, giving just some quota to organizations is not enough and some measures must also be taken. It is recommended to provide them with some programs and facilities such as, orientation sessions, educational counseling and complementary educational programs.