THE ROLE OF SELF-ASSESSMENT AND FACILITATOR FEEDBACK IN IMPROVING HEALTHCARE EDUCATION LECTURES
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Keywords
self-assessment, facilitator evaluation, lecture delivery, healthcare education, teaching performance, professional development
Abstract
Objectives: To determine improvement in lecture delivery in health care education through self-assessment and facilitator evaluation with validated proforma. Methods: This was a correlational study done at Basic Medical Sciences Institute, Jinnah Postgraduate Medical Institute, from Nov 2022 to January 2024, enrolling two different cohorts of MPhil and Ph.D. students, totaling 44. The data were collected under personal profiles, lecture organization, and content sections using a structured proforma, and each of the participants was supposed to do a 10-minute lecture that the facilitator and the participants evaluated. A 20-item rating evaluation in a five-point Likert scale designed a scoring design. Descriptive statistics such as age were calculated for numerical variables, and frequency and percentages worked out for the categorical variables. The study went through convenience sampling and used SPSS v23 to analyze statistical data. It is these reflections on weaknesses and strengths that could enhance teaching performance and now become a dominant self-assessment in recent literature underpinning reflective practice for professional development. The feedback from the facilitator was from an external perspective and contributed to an overall assessment of teaching practice. The results highlighted that self-efficacy through self-assessment improved because of clearer perceptions concerning space and improvement opportunities. It was through this bimodal feedback of self-evaluation, along with reports by the facilitators, that an overall perception of teaching performance was possible, thus motivating teachers to a higher level of performance and to be innovative in adopting and adapting new teaching methodologies. The potential positive results from self-assessment and feedback by facilitators only enhance the role that these two tools can potentially play in improving lecturing in healthcare education environments. This therefore is bound to give insights into convenience sampling, which is a threat to generalizability. Other factors, however, strike out, though, or long-term outcomes on the potential of increasing generalizability in future studies by random sampling.
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Dr Hudebia Allah Buksh
Assistant Professor, LUMHS, Jamshoro Pakistan.
Dr Maneeza Kishwar
Assistant Professor, Directorate of Educational Development, Ziauddin University, Karachi Pakistan.
Dr Tazeen Shah
Director, Institute of Medical Education, Jinnah Sindh Medical University, Karachi Pakistan.
Dr Arsalan Ahmed Uqaili
Assistant Professor, Department of Physiology, LUMHS, Jamshoro Pakistan.
Dr Uzair Abbas
Assistant Professor Physiology, Dow University of Health Sciences, Karachi Pakistan.