Development and psychometric features of a questionnaire to evaluate the educational performance of faculty members in medical universities

authors:

avatar Farideh Izadisabet , avatar Masoomeh Salmani ORCID , avatar Zahra Safaei ORCID , avatar Farid Gharibi , *

Koomesh: Vol.24, issue 5; 661-673
published online: August 09, 2022
article type: Research Article
received: October 02, 2021
accepted: April 09, 2022

how to cite: Izadisabet F, Salmani M, Safaei Z, Gharibi F. Development and psychometric features of a questionnaire to evaluate the educational performance of faculty members in medical universities. koomesh. 2022;24(5):e152777. 

Abstract

Introduction: It is necessary to improve the educational performance of faculty members continuously. However, achieving such a goal will not happen unless efficient tools and processes are available to evaluate. Therefore, the current study aimed to develop a questionnaire to evaluate the educational performance of faculty members in medical universities. Materials and Methods: The present study undertook an integrative methodological approach to reach the aim. Reviewing the literature, interviewing the experts, and using the protocols to develop and standardize a questionnaire were implemented. The identified items were categorized according to valid scientific sources. Ten well-experienced experts with an academic degree in medical education or educational management evaluated the face and content validity of the designed questionnaire. Finally, a flowchart was presented to show the difficulties and solutions of the evaluation of the faculty members in medical universities. Results: The final questionnaire had 74 items divided into five divisions: educational goals, educational content, teaching-learning process, educational evaluation, and clinical / laboratory education. The highest number of items was assigned to the teaching-learning process (34 items) and the least number was allocated to the educational goals (6 items). According to the CVR and CVI (92% and 89% sequentially), the experts were strongly in agreement regarding the content validity of the questionnaire. The research team obtained the perspectives of the experts qualitatively to assess and enhance the face validity of the questionnaire. The reliability of the questionnaire was confirmed based on the internal consistency (Cronbach’s alpha = 0.781). Conclusion: The present study indicated that the questionnaire had considerable comprehensiveness and acceptability. The research team hopes that the use of this questionnaire along with the presented flowchart would help universities to evaluate and improve the educational performance of their faculty members comprehensively and accurately.

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