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Internal Evaluation of the Department of Public Health of the School of Health of Qom University of Medical Sciences

Authors:

Abstract

Background and Objectives: One of the essential requirements for the dynamics of the educational system is evaluation. Internal evaluation is a process of depicting the status of the academic system by the members of the system itself. This study was conducted with the purpose of internal evaluation of the Department of Public Health of the School of Health of Qom University of Medical Sciences. Methods: This study was performed as a descriptive cross-sectional study in the department of public health of Qom University of Medical Sciences. Sampling method was census and information were collected using questionnaire for internal evaluation of groups. Results: In this study, the questionnaires were completed by 80 students, 32 graduates, and 6 faculty members of the Department of Public Health. In terms of educational empowerment, 66.6% of the faculty members reported that scientific mastery in theoretical courses was relatively favorable; 37.7% of the students described the teacher's scientific mastery as desirable; and 58.8% of them described the professors evaluation as relatively desirable; 54.8% of the graduates evaluated the skills acquired during the academic period as undesirable. Conclusion: Considering the importance of educational evaluation for determining the quality, items, such as effectiveness and value of a program or process, continuous evaluation, and promotion of the quality of education seem to be necessary to correct their weaknesses in areas with undesirable and relatively desirable status.
Majallah-i Dānishgāh-i ̒Ulūm-i Pizishkī-i Qum (Qom Univ Med Sci J) 2019 March
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Majallah-i Dānishgāh-i ̒Ulūm-i Pizishkī-i Qum (Qom Univ Med Sci J) 2019;12(Suppl 1):1-10
International License Creative Commons Attribution License 4.0
Internal Evaluation of the Department of Public Health of the School of
Health of Qom University of Medical Sciences
Siamak Mohebi 1 , Fatemeh Izadkhah1, Ahmad Rahbar2, Zohreh Ahmadi1, Gholam Reza
Sharifirad3, Zabihollah Gharlipour4* , Rohollah Safaeipour4
Original Article
1Department of Health
Education & Health
Promotion, Faculty of
Health, Qom University of
Medical Sciences, Qom,
Iran.
2Department of Public
Health, Faculty of Health,
Qom University of Medical
Sciences, Qom, Iran.
3Department of Medicine,
Faculty of Medicine, Qom
Branch, Islamic Azad
University, Qom, Iran.
4Education Development
Center, Qom University of
Medical Sciences, Qom,
Iran.
*Corresponding Author:
Zabihollah Gharlipour;
Education Development
Center, Qom University of
Medical Sciences, Qom,
Iran.
Email:
gharlipourz@yahoo.com
Received: 20 Aug, 2018
Accepted: 24 Nov, 2018
Abstract
Background and Objectives: One of the essential requirements for the
dynamics of the educational system is evaluation. Internal evaluation is
a process of depicting the status of the academic system by the
members of the system itself. This study was conducted with the
purpose of internal evaluation of the Department of Public Health of
the School of Health of Qom University of Medical Sciences.
Methods: This study was performed as a descriptive cross-sectional
study in the Department of Public Health of Qom University of
Medical Sciences. Sampling method was census and information were
collected using questionnaire for internal evaluation of groups.
Results: In this study, the questionnaires were completed by 80
students, 32 graduates, and 6 faculty members of the Department of
Public Health. In terms of educational empowerment, 66.6% of the
faculty members reported that scientific mastery in theoretical courses
was relatively favorable; 37.7% of the students described the teacher's
scientific mastery as desirable; and 58.8% of them described the
professors evaluation as relatively desirable; 54.8% of the graduates
evaluated the skills acquired during the academic period as
undesirable.
Conclusion: Considering the importance of educational evaluation for
determining the quality, items, such as effectiveness and value of a
program or process, continuous evaluation, and promotion of the
quality of education seem to be necessary to correct their weaknesses
in areas with undesirable and relatively desirable status.
Keywords: Program evaluation; Public health; Students.
DOI: 10.29252/qums.13.1.S1.1
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
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



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    
   

   


   
     

   
  
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
   
    


gharlipourz@yahoo.com



 


(Original Article)
:
Mohebi S, Izadkhah F, Rahbar A, Ahmadi Z, Sharifirad Ghr, Gharlipour Z, et
al. Internal evaluation of the department of public health of the Schoole of
Health of Qom University of Medical Sciences.
Qom Univ Med Sci J 2019;12(Suppl 1):1-10. [Full Text in Persian]
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International License Creative Commons Attribution License 4.0
 
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
      

       
     
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 
        
        

 
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         
  
        
  


         
 
          

 
   
       


 

   
 



   


   



         

        

   


       
 
         
  
       
        
        
      


   
      
       
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   EDC    
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      
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      
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       
        

       
      
  

  
  



       

      
 
  


 





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
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 

      


      


   
   


     
      


      
       
   

      
        

        
        
        

        
      

        
       





         

     

       
        

  

         


        
       
      
        



        

 
       



     

      

         

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
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 

        
   
        
     
      
       
         
      
     
       
      

       
      




        
  



       

        
      

     



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    



         

   
      
       


         



         
     
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        
Ir.Muq.Rec.1395.158
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Introduction : Knowledge about effective factors on employing graduates, makes it possible to give their professional role and function to authorities and identify possible shortcomings in planning educational programs and provide appropriate training. This study try to explore effective factors on quality of nursing curriculum and competence based on viewpoints of nursing graduates from Qazvin university. Methods: In this cross– sectional study, all graduates in nursing from Qazvin faculty of Nursing and Midwifery from 2007 to 2011 have been examined. They completed a questionnaire in one of three ways: (by phone, in person and via e-mail). Data from 301 graduates were analyzed on SPSS 19. Significant level of 0/05 was considered. Results: The results showed that 65% of graduates had moderate satisfaction of training programs had been offered in the faculty of Nursing and Midwifery. From graduates viewpoint, the main effective factors on the quality of educational programs were access to resource, oppropriate environment, facilities, experienced teachers and activity of clinical departments, theoretical and clinical discipline. 66.9% of graduates evaluated their ability to care patients "many", and most graduates regarded practical courses to be more useful than theoretical program. There was a significant linear relationship between the scores of the goals of nursing curriculum and how to implement them in the Qazvin Faculty of nursing & midwifery (r=0.383 and p<0.001) Discussion: From the viewpoints of graduates, the skills gained during education was moderately related to the professional skills. Given the fact that people working in the nursing profession are directly dealing with human lives and considering rapid advances in this filed, methods of teaching and evaluating students and training skill need to be reconsidered and revised. Keywords: Training Programs, nurs, clinical competence, clinical skill, curriculum,
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Introduction: Internal evaluation is a fundamental determinant to quality development in teaching departments and faculties. The purpose of this study was an internal departmental evaluation in the public health department of Semnan university of medical sciences (SUMS). Materials and Methods: This work was performed (during 2008-2009) in department of public health of SUMS utilizing an accreditation model. The assessment covered 9 areas, namely: educational missions and objectives, management and organization, educational programs, scientific board, students, educational resources, research activities, assessment and evaluation, and graduates. Questionnaires were developed by the scientific members of the department. After collecting the data, results were categorized according to Gourman scoring scale, from unsatisfied class to very strong class, with the range of 1-5 scores. Results: The mean scores in the 9 evaluation areas were obtained and the rankings were as below: Educational programs area was in strong ranking; educational missions and objectives, scientific board, and assessment and evaluation areas were in good ranking; management and organization area was in more than satisfied ranking; students area was in satisfied ranking; educational resources and research activities areas were in borderline ranking; and finally, the department was ranked as unsatisfied in the graduates area. Conclusions: Results showed that by achieved mean of 3.19 in whole of the evaluation areas, the public health department has placed in "more than satisfied" class. Although the overall status is acceptable, there is a need to modify the weak points in the suboptimal areas to improve the educational quality in this department.
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IntroductionIn: accordance with evaluation of universities and high educational societies and by using accreditation model, parasitology and mycology department of Urmia University of Medical Sciences was evaluated. Materials and Methods: This study was done in parasitology and mycology department of Urmia university of medical sciences in 2007. This department with 4 scientific members, 3 educational districts, and 4 laboratories, and with 27 years archaism is involved actively in teaching of students of medical and health sciences. The assessment covered 9 areas, namely: department manager, scientific members, educational districts, human resources, education resources and research facilities, and the status of students. Questionnaires and check lists were developed by the scientific members of the department. After collecting the data, the results were categorized into three levels according to the gained points: nondesirable level (less than 25 % of the total score), semi-desirable level (between 25-75 % of the total score) and desirable level (more than 75% of the total score). Results: The obtrained mean scores revealed that the department of parasitology and mycology was located in the "desirable level" in the fields of department manager, scientific members, educational district, and the status of students. The department was located in the "semi-desirable level" in the fields of human resources, education resources and research facilities. Overall, the deparment was gained the "semidesirable" score (103 from 140). Conclusion: This study demonstrates that the deparment of parasitology and mycology is located in the semi-desirable level. Although the overall status is acceptable, but there is a need to modify the weak points in the suboptimal areas to improve the educational quality in this department.
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Purpose This paper aims to test and compare the relative efficacy of three measuring instruments of service quality (namely Higher Education PERFormance (HEdPERF), SERVPERF and the moderating scale of HEdPERF‐SERVPERF) within a higher education setting. The objective was to determine which instrument had the superior measuring capability in terms of unidimensionality, reliability, validity and explained variance. Design/methodology/approach After a pilot test, data were collected from students in two public universities, one private university and three private colleges in Malaysia between January and March 2004, by the “contact person” route. From a total of 560 questionnaires, 381 were usable: a response rate of 68.0 per cent. This sample of nearly 400,000 students in Malaysian tertiary institutions was in line with the generalized scientific guideline for sample size decisions. Data were subjected to regression analysis. Findings A modified five‐factor structure of HEdPERF is put forward as the most appropriate scale for the higher education sector. Research limitations/implications Since this study only examined the respective utilities of each instrument within a single industry, any suggestion that the HEdPERF is generally superior would still be premature. Nonetheless, the current findings do provide some important insights into how these instruments of service quality compare with one another. Practical implications The single dominant factor on this study is “access”, which has clear implications for institutions' marketing strategies. Originality/value This is believed to be the first study of its kind carried out among consumers of the higher education service.
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This article focuses on new reforms in Iran's higher education management system — Transition from centralized to decentralized (University-Based management — UBM). This is an important subject since Iran's Ministry of Science, Research, and Technology (MSRT) has begun to introduce new reforms for the improvement and the enhancement of Iranian universities' management and movement it toward an independent and self-regulated system. The article examines new management reform in three key areas: university financing, quality and operational performance, and organization or the university system. It may be interpreted within a framework of planned, political-dialectical model, and socio-cultural model. Does this mean a move from idealism to a realistic perspective in relation to the problems and issues of universities in Iran? In addition, enabling conditions and barriers involved in implementing the new reforms are discussed.
Evaluation quality in higher education
  • R Mohammadi
  • J Fathabadi
  • G Yadegarzadeh
  • M Mizamohammadi
  • K Parari
Mohammadi R, Fathabadi J, Yadegarzadeh G, Mizamohammadi M, Parari K. Evaluation quality in higher education. Tehran: Sanjesh Press; 2005. p. 12-3. [Text in Persian]
Health education ranking in Iran. Tehran: Ministry of Health
  • R Mojtahed-Zadeh
  • A Mohammadi
Mojtahed-Zadeh R, Mohammadi A. Health education ranking in Iran. Tehran: Ministry of Health; 2004. [Text in Persian]