quality assurance and self-evaluation at the faculty of medicine university of niš asst. prof....
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Quality Assurance and Self-evaluation Quality Assurance and Self-evaluation
at the Faculty of Medicine at the Faculty of Medicine
University of NiUniversity of Nišš
Asst. Asst. PProf. Ivana Stojanovićrof. Ivana StojanovićCoordinator for Teaching Quality AssessmentCoordinator for Teaching Quality Assessment
of the Center for QAof the Center for QA
Reform Commission (2002)
Quality Control Commission (2003)
Center for Monitoring, Assurance, Improvement, and Development of the Quality of Study Programs, Teaching and Research (2005)
The Faculty through its educational, investigational and health
care activities contributes to high-quality and efficient
education of doctors of medicine, doctors of dentistry,
pharmacists, and nurses-technicians, the knowledge and skills
of which can satisfy the needs and demands of the wider area.
In order to improve and preserve the population health, the
Faculty effectuates functional and institutional relationships
with all regional health care centers, the teaching bases above
all, and especially with top health care institutions in the
country and abroad.
Fundamental Tasks and Goals of the Faculty of Medicine, University of Niš
(mission)
Fundamental tasks and goals of the Faculty of Medicine, University of Nis (mission)
The Faculty will educate the students to be competent
in the acquired qualification and try to enable the
acquirement of the necessary knowledge for further
learning and professional advancement through
doctoral studies, professional, academic and health
care specializations, and all the forms and level of
continual education.
Fundamental tasks and goals of the Faculty of Medicine, University of Nis (mission)
The Faculty will try to effectuate more comprehensive
interweaving of educational, research and health care activity,
through more active didactic approaches, promoting creativity,
critical approaches and synthesis of acquired knowledge & skills.
The Faculty will try to create the environment in which the
students, teachers and associates could realize their professional
interests and advance their knowledge, and every effort in the
direction of quality provision will be recognized, approved of and
validated.
Fundamental tasks and goals of the Faculty of Medicine, University of Nis
(mission)
Commitment to quality improvement
Focus on student needs
Coherent and transparent system structure
Efficiency, sustainability
Quality as the measure of adaptation to a goal
Expectations & demands:
Societies Governments Students Teachers Employers
Mission of the Faculty
Realization of the mission and fulfillment of the goals
Quality is the intention
Seminars
• quality assurance system has a student focus
• it is supportive and assists students & staff
• it is ‘open’ and well documented, with information easily available to staff, who can participate fully and receive extensive feedback
• it satisfies the quality assurance requirements of the University and any external quality assurance agency which the University must satisfy
• it is based on the principle that each member of staff is responsible for his work
• the system itself is kept under review
Policy of Quality Assurance System at the Faculty of Medicine in Niš is based on the following priciples:
StatutStatute of the Faculty of Medicinee of the Faculty of Medicine
Center for Monitoring, Assurance, Improvement, and Development of Quality of
Study Programs, Teaching and Research
The CenterThe Center was established at the session of the was established at the session of the Assembly for Education and Science,Assembly for Education and Science, Faculty of Faculty of Medicine University of Niš,Medicine University of Niš, on 15 November 2005.on 15 November 2005.
The Center continues the activity of theThe Center continues the activity of the Commission Commission for the Teaching for the Teaching Process Process ControlControl..
The The President of the Center is President of the Center is Academician, Academician, Prof. dr Vladisav StefanoviProf. dr Vladisav Stefanović, ć,
full professor at the academic course full professor at the academic course Internal Medicine - NephrologyInternal Medicine - Nephrology
Basic principles of the Center activity, as an Basic principles of the Center activity, as an
integral part of the strategy of quality assuranceintegral part of the strategy of quality assurance:: The Center integrates the culture of quality assurance into all The Center integrates the culture of quality assurance into all
aspects of Faculty activityaspects of Faculty activity
The Center does not monitor, but builds up the institutional The Center does not monitor, but builds up the institutional mechanisms which would guarantee continual improvementsmechanisms which would guarantee continual improvements
The Center brings forth the The Center brings forth the yearly and long-term activity planyearly and long-term activity plan, , adopted by the adopted by the AssemblyAssembly for Education and Science for Education and Science
After the suggestion of the Center, the After the suggestion of the Center, the AssemblyAssembly for Education for Education and Science devises and adopts the and Science devises and adopts the standards and procedures standards and procedures for quality assurancefor quality assurance
The proceedings for quality assurance are adopted for each field The proceedings for quality assurance are adopted for each field of quality assurance to establish in detail the actions of the of quality assurance to establish in detail the actions of the subjects in quality assurance system in higher learning subjects in quality assurance system in higher learning institutionsinstitutions
At least once a year the At least once a year the Center submits the report on its activityCenter submits the report on its activity to the to the AssemblyAssembly for Education and Science for Education and Science
Basic principles of the Center activity, as an integral part of the strategy of quality assurance:
The Center organizes continual discussions on qualityThe Center organizes continual discussions on quality The Center develops evaluation procedures to investigate various The Center develops evaluation procedures to investigate various
aspects of quality of education & researchaspects of quality of education & research The Center gathers the info on quality from all users (students, The Center gathers the info on quality from all users (students,
teachers, administration stuff, management, public)teachers, administration stuff, management, public) Except for the teachers & associates, Except for the teachers & associates, the members of the Center the members of the Center
commissions are the student representatives – 20% of the total commissions are the student representatives – 20% of the total number of membersnumber of members
Special commission of the Center analyzes the causes of low-Special commission of the Center analyzes the causes of low-quality, inefficient and too long studiesquality, inefficient and too long studies
The Center provides The Center provides feedback info from the studentsfeedback info from the students and directs and directs their suggestions and critical remarkstheir suggestions and critical remarks
The Center initiates and organizes professional training of the The Center initiates and organizes professional training of the teachers, associates and administrative stuffteachers, associates and administrative stuff
The activity of the Center is The activity of the Center is open to the publicopen to the public
Comission for Teaching
Process Quality Assessment
Comission for Teaching
Process Quality Assessment
Comission for Research
Quality Assessment
Comission for Research
Quality Assessment
Comission for Study Efficiency
Analysis
Comission for Study Efficiency
Analysis
Comission for ECTS
Implementation
Comission for ECTS
Implementation
Quality assessment
Center for Quality Assessment
Evaluation and reform of curriculumEvaluation and reform of curriculum Follow-up and evaluation of teaching processFollow-up and evaluation of teaching process
Introduce contemporary standards in teachingIntroduce contemporary standards in teaching
Reform and modernization of teaching processReform and modernization of teaching process
Assessment of grade systemAssessment of grade system
Implementation of Grade regulations at courses Implementation of Grade regulations at courses which don’t have it alreadywhich don’t have it already
Objectives
Internal evaluation focuses on: Internal evaluation focuses on:
Aims, structure and content of study Aims, structure and content of study programs programs
Organization of study programs Organization of study programs
Quality of performanceQuality of performance
Conditions in which teaching and learning Conditions in which teaching and learning processes are carried out processes are carried out
Internal EvaluationInternal Evaluation
Relevant documents
30.06.2003. - “Rules and regulations on teaching process quality monitoring at Faculty of Medicine University of Niš”
27.02.2007. - “Strategy of quality assurance at Faculty of Medicine University of Niš”
08.10.2007. - “Rules and regulations on quality assurance, monitoring and improvement at Faculty of Medicine University of Niš”
08.11.2007. - “Standards and procedures for self-evaluation and quailty assurance at Faculty of Medicine University of Niš”
Standards for self-assesment and quality controlself-assesment and quality control
Standard 1: Quality assurance strategy
Standard 2: Standards and procedures for quality assurance
Standard 3: Quality assurance system
Standard 4: Study program quality
Standard 5: Teaching process quality
Standard 6: Quality of science research, artistic and professional work
Standard 7: Quality of teachers and associates
Standard 8: Quality of students
Standard 9: Quality of textbooks, literature, library and IT resources
Standard 10: Quality of management of higher education institution and quality of non-teaching support
Standard 11: Quality of premises and equipment
Standard 12: Financing
Standard 13: The role of students in self-assessment and quality control
Standard 14: Systemic follow up and periodic quality control
through anonimous questionnairethrough anonimous questionnaireyy on on students’ opinion students’ opinion on: on:
the quality of studies the quality of studies
the quality of teaching the quality of teaching
the application of the best practices to the application of the best practices to teachingteaching
and organization and organization
the level of information that reach students the level of information that reach students
the level of student influence in the process ofthe level of student influence in the process of
change change
the quality of communication among students, teaching staff and the quality of communication among students, teaching staff and administrative staff administrative staff
Aim: to get information
Performing the self-evaluationPerforming the self-evaluation
Goals of self-evaluation
Self-evaluation segments
Self-evaluation, as the first step in the Self-evaluation, as the first step in the evaluation process, has the following main evaluation process, has the following main goals: goals:
to produce a brief overview of the teaching and to produce a brief overview of the teaching and learning process, bearing in mind the impact of learning process, bearing in mind the impact of the scientific and research activities in that the scientific and research activities in that processprocess
to analyze the strengths and weaknesses of the to analyze the strengths and weaknesses of the process ( applying the SWOT analysis); process ( applying the SWOT analysis);
Goals of self-evaluationGoals of self-evaluation
study programs and subject courses study programs and subject courses
teaching staff and assistants teaching staff and assistants
teaching and learning activity teaching and learning activity
students students
resources (facilities and material resources (facilities and material conditions) conditions)
Self-evaluation segmentsSelf-evaluation segments
StudentsStudents`s attitude to classes.`s attitude to classes.
Course content correspondence with the Course content correspondence with the analytical program (curricula).analytical program (curricula).
RecomRecommmeennded literatureded literature..
Teacher’s personal discipline.Teacher’s personal discipline.
Eloquence quality in rendering theEloquence quality in rendering the informationinformation..
Parameters of teaching process evaluation
Entertaining character of theEntertaining character of the university university lecturelecture..
Psycho-pedagogical skills of the teacherPsycho-pedagogical skills of the teacher..
Dignified conduct adequate to academic Dignified conduct adequate to academic style.style.
Parameters of evaluation
The students gave marks
1-5 and answered the
questions, where
1 denoted “complete
disagreement” and
5 “complete agreement”.
• Student questionnaire• Teacher questionnaire• Teacher self-analysis• Exam analysis• Formation of the
documents• Improvement measures
Each course
Let us ask the students
Let us ask the teachers
Students’ questionnaire(undergraduate study programs)
Students’ questionnaire(PhD study program)
already done
already done
Results of the quality of teaching evaluation – student questionnaire in the period 26.02.2007-05.03.2007.
Study group – Medicine2722 questionnaires were statistically processed
Gender distribution of the students who took the questionnaire
Female 2698
Male 1211
Student distribution – study status
State supported
Self-financed
No response
Attendance at the classes & behaviour
No response NeverRarely
Sometimes
Often
Always
Reasons for attendance at the lectures
Lectures are mandatory & necessary for credit acquisition
I wish to know the viewpoint of the teacher whom I may take the exam with
The teacher presents the contents clearly
There is no appropriate textbook for the course and it is necessary to „take notes“
The teacher arouses interest and his presentations are excellent No response
Reasons for not attending the Reasons for not attending the lectureslectures
Lectures are not mandatory and credits acquired for regular attendance are minimal
Textbooks contain all the required information – it is better to use time for other things
I dislike the way lectures are taught – there is little to learn
Lectures contain lots of dry data and are rather monotonous
Technical teaching accessories to illustrate lectures are obsolete
No response
Number of lectures within the course students Number of lectures within the course students attended during the semesterattended during the semester
None1-3
4-5
6-10
11-15
No response
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
1 2 3 4 5 6 7
Teaching well organised, students completely & timely informed
Theoretical & practical instruction are adjusted
The available literature is appropriate (content, style, scope) for
students
They prefer large textbooks to smaller ones
Lectures are very useful (informative, clear, interesting, modern)
Practice make students capable of indepen-dent work
Assessment methods are objective
Quality of teaching evaluation at individual courses of interest
Anatomy PoorGood
Very good
Excellent
No resp Histology Poor No resp
Good
Very good
Excellent
Very good
Excellent Excellent
Good Good
Very good
Physiology BiochemistryNo resp Poor Poor
Quality of teaching evaluation at Quality of teaching evaluation at individual courses of interestindividual courses of interest
Medical ethics and sociology
Poor
Good
Very good Excellent
Medical statistics and informatics
Poor No response
Good Very good
Excellent
Quality of teaching evaluation at Quality of teaching evaluation at individual courses of interestindividual courses of interest
Internal Medicine Pediatrics
Gynecology and obstetrics Surgery with war surgery
Very good
Very good Very good
Very good Good Good
Good Good
Poor
Poor Poor
Poor Excellent
Excellent Excellent
Excellent NrNr
Nr
Multi-level harmonization of the activities of the Center commissions and work-groups resultsin the self-evaluation reports on study programs and working conditions in all study groups, adoptedby the Assembly for Education and Science of the Faculty twice a year (after I and II semester) andavailable at internet site of the Faculty.
Accreditation and Quality Assurance Commission visit to the Center
Checking up the documentation...
Self-evaluation
Self-evaluation procedure has been performed from October to November 2007 according to the principles and standards given in relevant documents:
“Rules and regulations on standards for self-evaluation and quality assessment of higher education institutions” (National Council for Higher Education)
“Strategy of quality assurance at Faculty of Medicine University of Niš”
“Rules and regulations on quality assurance, monitoring and improvement at Faculty of Medicine University of Niš”
“Standards and procedures for self-evaluation and quailty assurance at Faculty of Medicine University of Niš”
Expected and realized outcomesExpected and realized outcomes
Promotion of quality culture Promotion of quality culture
Improved quality of teaching Improved quality of teaching
Matching present curriculum with EuropeanMatching present curriculum with European standardsstandards
Better students’ knowledge and skillsBetter students’ knowledge and skills
Enhancement of motivation levels ofEnhancement of motivation levels of teachers and studentsteachers and students
Methodology of self-evaluation
In final Self-evaluation report the results of each In final Self-evaluation report the results of each standard assessment were analyzed by the SWOT standard assessment were analyzed by the SWOT analysis, pointing out strengths, weaknesses, analysis, pointing out strengths, weaknesses, opportunities and threats.opportunities and threats.
The Self-evaluation report ends with the suggestions The Self-evaluation report ends with the suggestions of corrective measures which are supposed to further of corrective measures which are supposed to further improve the quality of all aspects of the Faculty improve the quality of all aspects of the Faculty activities.activities.
Self-evaluation report
Assembly for Science and Education of Faculty of
Medicine Niš adopted the Self-evaluation report, proposed by the Center, on November 27th, 2007
12.04.2008. – Accreditation of the Facultyof Medicine University in Niš
The QA system is now tightly incorporated in all the activities of the
Faculty, as an integral part of the institution’s strategic work in the
reform process.
QACV Reform
Continual Assessment Monitoring Strategy
ECTS
Studentparticipation
Improvement
