Teachers Views on Teachers Evaluation in Medical Colleges of Bangladesh

Abstract

Teacher evaluation (TE) is systematic, periodic evaluation of a teacher with respect to his/her performance on job and his/her potential for development. This descriptive type of cross sectional study was conducted from July/22 to June/23 at four governments and four non-govemment medical colleges selected conveniently, to explore the views of the teachers regarding TE, sources of TE, merits and demerits of different sources, challenges and suggestion to overcome challenges to implement TE in medical colleges of Bangladesh. A total of 227 conveniently selected medical teachers were enrolled. Data were collected through a self-administered semi-structured questionnaire from teachers. Study revealed that majority of the teachers (89.4%) were in favor of TE, around 52% teachers agreed TE may be done once in a year. Areas to be evaluated are teacher’s teaching performance and depth of knowledge with a number of other areas. Sources of information, in order of preferences are student, trained evaluator, senior teacher, self and peer. Challenges of TE are training of the evaluator (86%), motivation of the teachers (82%), creation of unhealthy competition among the teachers (63%) etc. Study suggested for collaboration between medical educationist, teachers and policymakers (84%); inclusion of TE in faculty development program (83%), formulation of a legal frame (81%), introduction of a standard evaluation tool by DGME (82%) and may be started initially as a pilot program (80%). Study concluded and recommended that TE should be initiated and may be once a year. Areas to be evaluated are teaching skill, class room performance, depth of knowledge, unbiased assessment, research work, publication and other parameters. Sources may students, trained evaluator, senior teachers, self and peer. Proper guidelines should be developed for TE by the respective authority. Standard evaluation tools should be developed and TE may be linked with faculty development program. CME J 2024; 3(2); 20-30