[Teaching performance assessment in Public Health employing three different strategies].

INTRODUCTION

The educational system depends upon the quality and performance of their faculty and should therefore be process of continuous improvement.

OBJECTIVE

To assess the teaching performance of the Public Health professors, at the Faculty of Medicine, UNAM through three strategies.

METHODS

Justification study. The evaluation was conducted under a mediational model through three strategies: students' opinion assessment, self-assessment and students' academic achievement. We applied descriptive statistics, Student t test, ANOVA and Pearson correlation.

RESULTS

Twenty professors were evaluated from the Public Health department, representing 57% of all them who teach the subject. The professor's performance was highly valued self-assessment compared with assessment of student opinion, was confirmed by statistical analysis the difference was significant. The difference amongst the three evaluation strategies became more evident between self-assessment and the scores obtained by students in their academic achievement.

CONCLUSIONS

The integration of these three strategies offers a more complete view of the teacher's performance quality. Academic achievement appears to be a more objective strategy for teaching performance assessment than students' opinion and self-assessment.