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Faculty Feedback Program Evaluation in CIMS Multan, Pakistan.

Ambreen Shabbir1, Hina Raja2, Anjum A Qadri3

  • 1Pathology, Combined Military Hospital (CMH) Institute of Medical Sciences, Multan, PAK.

Cureus
|July 18, 2020
PubMed
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The faculty feedback program (FFP) at CIMS improved with an online transition, enhancing ease and anonymity. Recommendations include formative feedback and multi-source input for future faculty evaluations.

Area of Science:

  • Medical Education
  • Program Evaluation
  • Health Professions Education

Background:

  • Faculty feedback programs are crucial for enhancing teaching quality in medical institutions.
  • Previous manual faculty feedback programs often faced challenges with engagement and candid responses.
  • The need for a more efficient, confidential, and user-friendly feedback system was identified.

Purpose of the Study:

  • To evaluate the Faculty Feedback Program (FFP) at CMH Multan Institute of Medical Sciences (CIMS).
  • To identify weaknesses in the manual FFP and implement improvements for an online version.
  • To assess the effectiveness and user satisfaction of the transition from a manual to an online feedback system.

Main Methods:

  • A mixed-methods study utilizing Utilization-Focused Evaluation (UFE) principles.
Keywords:
cimsfaculty feedbackmultanprogram evaluation

Related Experiment Videos

  • Two-part evaluation: manual FFP (2018) followed by an online FFP (2019).
  • Qualitative (open-ended questions) and quantitative (surveys) data collected from faculty and students.

    • Main Results:

    • The online FFP (2019) showed higher response rates (85.7%) compared to the manual FFP (53%).
    • Faculty reported increased ease, confidentiality, and anonymity with the online system.
    • Students found the online system more efficient and conducive to candid feedback; however, some faculty noted vague questions and inappropriate timing.

    Conclusions:

    • Transitioning the faculty feedback program to an online platform significantly improved user experience and response rates.
    • Recommendations for future FFPs include incorporating formative and summative feedback, self-assessment, and 360-degree feedback.
    • Continuous evaluation and adaptation of feedback mechanisms are essential for medical education quality improvement.