Gandomkar Roghayeh, Rooholamini Azadeh
Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
Department of Medical Education, Education Development Center, Kerman University of Medical Sciences, Kerman, Iran.
J Educ Health Promot. 2024 Jan 22;12:430. doi: 10.4103/jehp.jehp_1795_22. eCollection 2023.
Peer-review of teaching materials (PRTM) has been considered a rigorous method to evaluate teaching performance to overcome the student evaluation's psychometric limitations and capture the complexity and multidimensionality of teaching. The current study aims to analyze the PRTM practices in Canadian and Australian universities in their faculty evaluation system.
This is a qualitative content analysis study in which all websites of Canadian and Australian universities ( = 46) were searched based on the experts› opinion. Data related to PRTM were extracted and analyzed employing an integrative content analysis, incorporating both inductive and deductive elements iteratively. Data were coded and then organized into subcategories and categories using a predetermined framework including the major design elements of a PRTM system. The number of universities for each subcategory was calculated.
A total of 21 universities provided information on PRTM on their websites. The main features of PRTM programs were organized under the seven major design elements. Universities applied PRTM mostly ( = 11) as a summative evaluation. Between half to two-thirds of the universities did not provide information regarding the identification of the reviewers and candidates, preparation of reviewers, and logistics (how often and when) of the PRTM. Almost all universities ( = 20) defined the criteria for review in terms of teaching philosophy ( = 20), teaching activities ( = 20), teaching effectiveness ( = 19), educational leadership ( = 18), teaching scholarship ( = 17), and professional development ( = 14).
The major design elements of PRTM, categories and subcategories offered in the current study provide a practical framework to design and implement a comprehensive and detailed PRTM system in the academic setting.
教材同行评审（PRTM）被认为是一种严格的教学绩效评估方法，旨在克服学生评价在心理测量方面的局限性，并全面考量教学的复杂性和多维度性。本研究旨在分析加拿大和澳大利亚大学在其教师评价体系中的PRTM实践情况。
这是一项定性内容分析研究，根据专家意见对加拿大和澳大利亚的所有大学网站（共46个）进行搜索。提取与PRTM相关的数据，并采用整合内容分析法进行分析，反复纳入归纳和演绎元素。对数据进行编码，然后使用包括PRTM系统主要设计元素的预定框架将其组织成子类别和类别。计算每个子类别下的大学数量。
共有21所大学在其网站上提供了有关PRTM的信息。PRTM项目的主要特征按照七个主要设计元素进行组织。大学大多（共11所）将PRTM用作总结性评价。一半至三分之二的大学未提供有关评审人员和候选人的确定、评审人员的准备以及PRTM的后勤安排（频率和时间）的信息。几乎所有大学（共20所）从教学理念（共20所）、教学活动（共20所）、教学效果（共19所）、教育领导力（共18所）、教学学术（共17所）和专业发展（共14所）等方面定义了评审标准。
本研究中提供的PRTM主要设计元素、类别和子类别为在学术环境中设计和实施全面、详细的PRTM系统提供了实用框架。
