Document Details
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Document Type |
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Thesis |
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Document Title |
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Critical appraisal of assessment practice in relation to faculty development in the undergraduate pre-clinical disciplines in the Faculty of Medicine at King Abdulaziz University تقييم نقدي لممارسة التقييم وعلاقتها بتطوير مهارات أعضاء هيئة التدريس في المقررات ماقبل السريرية بكلية الطب- جامعة الملك عبدالعزيز |
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Subject |
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Faculty of Medicine |
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Document Language |
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Arabic |
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Abstract |
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In the Faculty of Medicine at King Abdul-Aziz University (FOM-KAU), the pre-clinical phase of the undergraduate curriculum represents the first two years and includes twenty courses: seven core courses in basic medical sciences, eleven system-based modules, and two bridging courses. During 2011-2012, the Quality and Academic Accreditation Unit (QAAU), formulated processes and outcomes indicators to evaluate assessment practices in the FOM-KAU , guided by the five international recognition (ASPIRE) standards for Excellence in Assessment in Medical School (www.aspire-to-excellence.org), and the National Commission for Academic Accreditation and Assessment (NCAAA) standards (www.ncaaa.org). Indicators included the following areas: Assessment plan including the assessment continuum; Policies and procedures concerning assessment; Alignment review between learning objectives and assessment tasks; Exam blueprinting; Items design; and Item analysis). Therefore, from 2009 to present, faculty members have been encouraged to attend faculty development programs (FDPs) in assessment practices. While FDPs have been ongoing since 2009-2010, programmatic evaluations of FDPs in the FOM-KAU have not been examined. In particular, evaluating the impact of FDPs on assessment practices has not been evaluated in the pre-clinical disciplines. For this purpose, we employed a mixed methods sequential explanatory study design, where we used a questionnaire to obtain department/module assessment committee members’ responses and perceptions regarding the effect of FDPs on assessment (quantitative data), together with focused group discussion for the heads of the departments/modules to obtain deeper explanation of the quantitative data (qualitative data). The impact of faculty development on faculty’s and students’ performance is multidimensional. The interplay of factors in the context, program, participants and facilitators is interdependent and feed into each other. These interacting in one matrix results in transfer of theory to real practice with positive reflection on the soundness and comprehensiveness of assessment processes, as well as the validity of assessment outcomes.
Furthermore, there should be clearly defined goals, purposes, models and return of investment that can conveniently guide and influence program development in congruence with the institution’s vision and mission. The systematic use of qualitative methods, or mixed designs and longitudinal and intensive follow-ups may also help us to understand the development of faculty members throughout their careers. |
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Supervisor |
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Prof. Omeima Abou AlEla |
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Thesis Type |
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Master Thesis |
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Publishing Year |
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1440 AH
2019 AD |
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Co-Supervisor |
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Prof. Ara Tikian |
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Added Date |
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Thursday, July 4, 2019 |
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Researchers
| سمير عيضة الحارثي | Alharthi, Sameer Eidah | Researcher | Master | |
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