Abstract
Assessing teaching performance is important for students’ learning. ObjectiveAssess teaching performance in a medical school, using three strategies. Method288 Teachers were studied. The three assessment strategies were: students’ academic achievement measured with validated exams, teachers’ evaluation by students’ opinion (2,656 students) with a validated instrument, and a self-assessment tool. ResultsThere were significant differences (p≤0.001, ANOVA) among the three assessment strategies. Four different teacher categories were obtained using students’ opinion. ConclusionWe identified high- performance teachers, those requiring faculty development and those who do not fulfill appropriately their teaching responsibilities.
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