Designing a novel sheet to evaluate theoretical teaching quality of faculty members based on viewpoints of stakeholders and charles E. Glassick's scholarship principles

Introduction: Faculty's theoretical teaching quality is one of the main affecting factors in their academic performance evaluation and it is very important to evaluate it by an appropriate tool. Therefore, we decided to identify the best criteria (evaluation items) for designing a new improved tool by considering the viewpoints of all stakeholders based on E. Glassick's principles of scholarship. Methods: This research was a cross-sectional study which included all teachers, 420 students and 3 managerial staff of educational system of Lorestan university of medical sciences. Data collection tool was a two-part questionnaire for gathering demographic characteristics and included 22 items of the previously used evaluation form A. The attitude of stakeholders was assessed in Likert scale. SPSS was used for data analysis. Results: Based on the results, necessity of evaluation of teaching quality of faculty members by students was confirmed by 42% of the participants. Based on the viewpoints of the participants, proficiency on teaching subject, on time attendance at classroom, programmed usage of class time and exemplification of teaching subject by applied examples are the most important items in assessment of teaching quality. Conclusion: Majority of stakeholders were agreed with the appropriateness of faculties' teaching quality evaluation by students, but they agreed with the weakness and omission of some items of evaluation sheet. By choosing the best items of the current evaluation sheet and modifying them based on Glassick's principles of scholarship, a new questionnaire including 16 items was designed to evaluate the theoretical teaching quality of faculties.