Azizi Kourosh, Aghamolaei Teamur, Parsa Nader, Dabbaghmanesh Tahereh
Medical entomology department, Health and Nutrition School, Health Sciences Research Centre, Shiraz University of Medical Sciences, Shiraz, Iran;
Public health department, Health School, Hormozgan University of Medical Sciences, Bandar Abbas, Iran;
J Adv Med Educ Prof. 2014 Jul;2(3):108-13.
The present study aimed to compare self-assessment forms of coursework taught in the school of public health at undergraduate, graduate, and postgraduate levels and students' evaluation of the performance of the faculty members at these levels.
The subjects in this cross-sectional study were the faculty members and students of the School of Public Health and Nutrition, Shiraz University of Medical Sciences, Shiraz, Iran. The data were collected using a socio-demographic information form and evaluation forms of professors prepared by the Educational Development Center (EDC). The faculty members were assessed by the students in undergraduate and graduate classes. Among the study subjects, 23 faculty members filled out the self-assessment forms which were then evaluated by 23 students. Then, the data were analyzed using the SPSS statistical 14. Paired t-test was used to compare the students' evaluation of the faculty members' performance and the professors' self-assessment.
The mean score of self-assessment of the faculty members who taught undergraduate courses was 289.7±8.3, while that of the students' evaluation was 281.3±16.1; the difference was statistically significant (t=3.56, p=0.001). Besides, the mean score of the self-assessment of the faculty members who taught graduate courses was 269.0±9.7, while that of the students' evaluation was 265.7±14.6 but the difference was not statistically significant (t=1.09, p=0.28).
Teaching performance perceptions of the faculty were similar to those of the graduate students as compared to the undergraduate ones. This may reflect better understanding of coursework at this level compared to the undergraduate students. Faculty members may need to adjust teaching methods to improve students' performance and understanding especially in the undergraduate level.
本研究旨在比较公共卫生学院在本科、硕士和博士阶段所授课程作业的自我评估表，以及学生对这些阶段教师表现的评价。
本横断面研究的对象是设拉子医科大学公共卫生与营养学院的教师和学生。数据通过社会人口学信息表以及教育发展中心（EDC）编制的教授评价表收集。教师在本科和研究生课程中接受学生评估。在研究对象中，23名教师填写了自我评估表，随后由23名学生进行评价。然后，使用SPSS 14统计软件对数据进行分析。采用配对t检验比较学生对教师表现的评价与教师的自我评估。
教授本科课程的教师自我评估平均分为289.7±8.3，而学生评价平均分为281.3±16.1；差异具有统计学意义（t=3.56，p=0.001）。此外，教授研究生课程的教师自我评估平均分为269.0±9.7，而学生评价平均分为265.7±14.6，但差异无统计学意义（t=1.09，p=0.28）。
与本科生相比，教师对教学表现的认知与研究生的认知相似。这可能反映出与本科生相比，研究生对课程作业有更好的理解。教师可能需要调整教学方法，以提高学生的表现和理解能力，尤其是在本科阶段。
