تقييم جودة الأداء التدريسي لأعضاء هيئة التدريس في كلية العلوم بجامعة الملك سعود من وجهة نظر الطلاب = Students' Perceptions about Quality of Teaching Performance of Faculty Members in Science College at King Saud University

2014 ◽  
Vol 14 (2) ◽  
pp. 1-14 ◽  
Author(s):  
جبر بن محمد الجبر
Keyword(s):  
Faculty Members ◽  
Teaching Performance ◽  
King Saud University ◽  
Quality Of Teaching ◽  
Science College

scholarly journals Evaluating the performance of teaching staff members, a step towards teaching performance development of higher education in Sebha University

2021 ◽  
Vol 20 (3) ◽  
pp. 21-26
Author(s):  
Zamzam Amhimmid Mare
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
University Teaching ◽  
Analytic Description ◽  
Teaching Staff ◽  
Teaching Performance ◽  
Staff Members ◽  
Performance Development ◽  
The University

This study aims to show the importance of evaluating the teaching performance level of the University teaching members. It also aims to provide the suggested mechanisms for evaluating the teaching performance of the teaching staff members of Sebha University. This study was based mainly on documents and analytic description to collect information about the importance and ways of evaluating teachers with reference to some of the international experiences on teaching performance development. This study concluded that the absence of an experienced entity that would develop the teaching performance of faculty members is one of the main reasons for the weak teaching performance at Sebha University. Based on the results of the study, it is recommended that there should be a planned system based on measured standards and criteria for evaluating staff members to improve the quality of teaching in the higher education domain. 

scholarly journals A Survey on the Adaption of CMS in Pakistani Universities

2019 ◽  
Vol 9 (6) ◽  
pp. 5037-5040
Author(s):  
A. Hafeez ◽  
S. Javed ◽  
A. B. Murtaza ◽  
A. Aziz ◽  
S. M. Hassan ◽  
...  
Keyword(s):  
User Satisfaction ◽  
Faculty Members ◽  
Huge Amount ◽  
Cross Sectional ◽  
Related Information ◽  
Quality Of Teaching ◽  
Academic Activities ◽  
Efficiency And Effectiveness ◽  
Cross Sectional Design

The use of Campus Management Systems (CMSs) has increased dramatically in Pakistani universities, a huge amount of money has been invested in its development and deployment. The CMS provides an integrated platform for managing academic activities, controlling process flows and provide online access to related information. It improves the efficiency and effectiveness of the universities and eventually improves the quality of teaching. However, it is very important to consider the attitudes and perceptions of faculty members and students towards the adoption of CMS because they may affect the acceptance of this technology. The aim of this study is to investigate and highlight the user satisfaction level about the CMS quality according to ISO/IEC 9126 standard. This work uses cross-sectional design as a primary research method, and data from 105 students and faculty members were collected from a Pakistani public sector university using a questionnaire survey. The response of the respondents illustrates that the system functionality is good, reliable, usable, and efficient. However, some improvements are necessary in some areas such as understandability, learnability, operability, and attractiveness.

scholarly journals A Diverging View of Role Modeling in Medical Education

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Gurjit Sandhu ◽  
Jessica V. Rich ◽  
Christopher Magas ◽  
G. Ross Walker
Keyword(s):  
Medical Education ◽  
Role Models ◽  
Learning Experience ◽  
Role Modeling ◽  
Faculty Members ◽  
Structured Interviews ◽  
Roles And Responsibilities ◽  
Quality Of Teaching ◽  
Approach To Teaching

Research in the area of role modeling has primarily focused on the qualities and attributes of exceptional role models, and less attention has been given to the act of role modeling itself (Elzubeir & Rizk, 2001; Jochemsen-van der Leeuw, van Dijk, van Etten-Jamaludin, & Wieringa-de Waard, 2013; Wright, 1996; Wright, Wong, & Newill, 1997). A standardized understanding of role modeling in medical education remains elusive (Kenny, Mann, & MacLeod, 2003). This is problematic given that role modeling is pervasively documented as an approach to teaching (Reuler & Nardone, 1994). Our study attempts to fill a void in this body of research by looking at what faculty are thinking, saying, and doing when they say they are role modeling. Individual semi-structured interviews with faculty members were conducted in the Department of General Surgery at Queen’s University, Kingston, Ontario, Canada. Interviews were recorded, transcribed, and analyzed using qualitative methods for themes surrounding teaching and role modeling. Three major themes emerged from the data: (1) faculty members think they are teaching when they are acting professionally; (2) faculty members become aware of teaching opportunities and act on them; and (3) faculty members employ evidence-based teaching methods, but they are incorrectly labeling them as “role modeling.” As a whole, our findings should help distinguish between role modeling as roles and responsibilities enacted while doing one’s job well, and teaching as facilitated instruction that helps connect knowledge with action (Clayton, 2006; Fassbinder, 2007). Contributing to a better understanding of how teaching is separate from role modeling has the potential to improve the scope and quality of teaching, ultimately enhancing the learning experience for trainees. Les recherches menées dans le domaine de l’imitation de rôles ont porté principalement sur les qualités et les attributs de modèles de rôles exceptionnels et on a fait moins attention à l’acte lui-même d’imitation de rôle (Elzubeir & Rizk, 2001; Jochemsen-van der Leeuw, van Dijk, van Etten-Jamaludin, & Wieringa-de Waard , 2013; Wright, 1996; Wright, Wong, & Newill, 1997). La compréhension standardisée de l’imitation de rôles dans les situations médicales reste élusive (Kenny, Mann, & MacLeod, 2003). Ceci est problématique du fait que l’imitation de rôles est fortement documentée en tant qu’approche pour l’enseignement (Reuler & Nardone, 1994). Notre étude tente de combler un vide dans ce corps de recherche, nous visons à examiner ce que les enseignants pensent, disent et font quand ils affirment qu’ils pratiquent l’imitation de rôles. Des entrevues semi-structurées ont été menées avec des professeurs du département de chirurgie générale de l’Université Queen’s, à Kingston, en Ontario, Canada. Les entrevues ont été enregistrées, transcrites et analysées en utilisant des méthodes qualitatives pour des thèmes liés à l’enseignement et à l’imitation de rôles. Trois thèmes principaux sont ressortis de ces données : (1) les professeurs pensent qu’ils enseignent quand ils agissent de façon professionnelle; (2) les professeurs prennent conscience des occasions d’enseignement et les mettent à profit; et (3) les professeurs utilisent des méthodes d’enseignement basées sur l’évidence, mais ils les qualifient à tort d’« imitation de rôles ». Dans l’ensemble, nos résultats devraient aider à établir la distinction entre l’imitation de rôles en tant que rôles et responsabilités adoptés pendant que l’on fait correctement son travail, et l’enseignement en tant qu’instruction facilitée qui permet de relier la connaissance avec l’action (Clayton, 2006; Fassbinder, 2007). La contribution à une meilleure compréhension de la manière dont l’enseignement est séparé de l’imitation de rôles pourrait améliorer la portée et la qualité de l’enseignement pour, en fin de compte, améliorer l’expérience d’apprentissage des stagiaires.

scholarly journals Perceptions and Degree of Satisfaction with the Health Sciences University Educational Community Regarding the Measures Adopted for the Prevention of COVID-19 in the Academic Year 2020/2021

2021 ◽  
Vol 11 (3) ◽  
pp. 1022-1030
Author(s):  
Óscar Rodríguez-Nogueira ◽  
Raquel Leirós-Rodríguez ◽  
Enedina Quiroga-Sánchez ◽  
Mª José Álvarez-Álvarez ◽  
Lorena Álvarez-Barrio
Keyword(s):  
Health And Safety ◽  
Health Sciences ◽  
Faculty Members ◽  
University Teaching ◽  
Cross Sectional ◽  
Safety Regulations ◽  
Quality Of Teaching ◽  
Degree Of Satisfaction ◽  
Academic Year

The COVID-19 pandemic caused the start of the academic year 2020/2021 to be conditioned by health and safety regulations. The present research was defined with the aim of analyzing the degree of satisfaction and perceptions on the establishment of bubble groups and pairs and on the use of audiovisual platforms for the development of theoretical and practical university teaching in three degrees of health sciences. A cross-sectional descriptive study was carried out on a representative sample of students and teachers of health sciences in Ponferrada (n = 285). Specific questionnaires designed for this study were completed virtually during April and May 2021. The results indicate that that satisfaction was moderate–high. The perception of the influence of bubble pairs on the quality of teaching can be interpreted as very low. These results increase with the age and academic and professional experience of students and faculty members, respectively. However, the participants belonging to physiotherapy considered that the quality of teaching had worsened much more compared to their counterparts in nursing and podiatry.

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