Establishing Criteria For Measuring Faculty Members' Workload

Hamideh Reshadatjo; Saeed Zarein-Dolab; Houssain Farahinee

doi:10.22037/jme.v1i2.966

Journal of Medical Education for Future Demands

Former Title: Journal of Medical Education | The Official Journal of School of Medical Education and Learning Technologies

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https://doi.org/10.22037/jme.v1i2.966

Establishing Criteria For Measuring Faculty Members' Workload

Author(s):

Hamideh Reshadatjo^1,*,

Saeed Zarein-Dolab²,

Houssain Farahinee³

1Lecturer of Medical Education in Iran UMSHS.

2Assistant Professor of Teaching English as a Foreign Language (TEFL) in Shaheed Beheshti UMSHS.

3Assistant Professor of Orthopedics in Iran UMSHS.

Journal of Medical Education for Future Demands:Vol. 1, issue 2; e104948

Published online:Apr 18, 2009

Article type:Research Article

Received:Apr 18, 2009

Accepted:Apr 18, 2009

How to Cite:Hamideh Reshadatjo, Saeed Zarein-Dolab, Houssain Farahinee, Establishing Criteria For Measuring Faculty Members' Workload.J Med Edu.2009;1(2):e104948.https://doi.org/10.22037/jme.v1i2.966.

Abstract

Purpose: This article presents the results of a study aimed at devising comprehensive, standard and objective criteria for measuring faculty members' workload.Material and method: The indicators for measuring faculty members' workload were collected through a comprehensive review of the literature, a survey of the available documents and methods for measuring workload in the country, and interviews with health authorities and faculty members. In all,81 indicators were identified which fell under 5 categories: instruction; research; consultancy and academic services; administrative and managerial services; and personal and professional development.A questionnaire using these 81 indicators was designed and randomly mailed to 120 faculty members of Iran University of Medical Sciences and Health Services working in six faculties. They were asked to rate each question using a seven scale response, from complete disagreement to complete agreement. 98 faculty members responded, that is, 15% of all the faculty members of the university. All the indicators were ranked according to the scores received in the questionnaires.Results: 81 indicators were identified and weighted. The faculty members suggested Assistant Professor of Teaching that 25 more indicators needed to be added to the list. The category of instruction, with 32 indicators, was regarded as the most important category. Teaching a new course, preparation time for class and number of students in the class, were considered to be as important as the other instructional indicators. The weighting given to each indicator was influenced by the specialty of the rater. Faculty members believe the workload data should be reported by themselves preferably at the end of every academic year or semester. Discussion and conclusion: The criteria and the guidelines suggested in this study might be useful for evaluation, accreditation, ranking, promotion, tenure decisions, policy making and improving the quality of education in medical universities.Each department or faculty needs to have their own specific indicators weighted by their faculty members. This provides consistency and stability in workload data collection. The indicators for professional development also need to be considered in measuring faculty workload.

Keywords

Workload

Faculty Member

Medical

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Author(s):

Hamideh Reshadatjo:[PubMed][Scholar]
Saeed Zarein-Dolab:[PubMed][Scholar]
Houssain Farahinee:[PubMed][Scholar]