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Evaluation of teaching performance in U.S. dental schools
R R Scruggs1, M C George, D L Raney
1Department of Dental Ecology, University of North Carolina, School of Dentistry, Chapel Hill 27514.
Journal of Dental Education
|February 1, 1988
Summary
Dental schools formally evaluate teaching, primarily via student feedback. However, most deans believe evaluations should incorporate peer input and standardized feedback mechanisms for effective teaching performance assessment.
Area of Science:
- Medical Education
- Dental Education
- Academic Evaluation
Background:
- Teaching performance evaluation is crucial in academic settings.
- Dental schools face unique challenges in assessing faculty teaching effectiveness.
- Current evaluation methods may not fully capture teaching quality.
Purpose of the Study:
- To examine current practices in teaching performance evaluation in U.S. dental schools.
- To identify key components deans consider essential for effective evaluation systems.
- To understand the perceived importance of teaching versus research in faculty advancement.
Main Methods:
- A mailed survey was distributed to deans of U.S. dental schools.
- The survey collected data on formal evaluation processes, desired evaluation components, and faculty promotion criteria.
- Descriptive statistics were used to analyze the responses.
Main Results:
- Most dental schools utilize student evaluations for formal teaching assessment.
- A majority of deans favor incorporating student and peer input into evaluations.
- Key desired features include feedback mechanisms, faculty input, and standardization.
- Over half of deans perceive research productivity as outweighing teaching in promotion decisions.
- Programs to enhance teaching skills are common, but their implementation varies.
Conclusions:
- While U.S. dental schools expect teaching excellence, current evaluation systems may lack comprehensive faculty development and objective assessment.
- There is a consensus among deans for more robust evaluation methods, including peer and student feedback.
- The emphasis on research productivity may create a disincentive for faculty to prioritize teaching skill development.