Factors that affect implementation of web-based faculty evaluation forms: residents' perspectives from a developing country.
A web-based evaluation system for residents to provide feedback on faculty was piloted in four training programs at the Aga Khan University prior to institution-wide implementation. Of the four programs, less than 50% of forms were submitted by residents of three programs while more than 70% of forms were submitted by the residents of one program. This study was conducted to identify reasons for the varying participation rates of the four programs with a view to improving the system.
A qualitative approach was employed using focus group discussions (FGDs). Volunteers were invited and three groups of eight to ten residents each were formed. Participants for FGDs were selected from all residency years. FGDs were used to identify residents' perceptions regarding the web-based faculty evaluation system and to identify residents' problems and concerns with completing the web-based faculty evaluating forms.
Technical issues in completing and submitting the forms online were identified to be the main deterrents to completing the evaluation forms. Non-accessibility of a resource person for resolving technical problems with the software and the burden of taking time out to complete the forms were considered as limiting factors by many residents. Residents recommended a focused orientation session to the new system within the departments.
Residents' confidence and support are key to promoting adequate participation in web-based evaluations. Focused orientation sessions, reinforcement, reminders, assurances of confidentiality, and removal of technical glitches should help to improve resident participation.
Education for Health (Abingdon, England)
Ali, S. K.,
(2010). Factors that affect implementation of web-based faculty evaluation forms: residents' perspectives from a developing country.. Education for Health (Abingdon, England), 23(2), 334-343.
Available at: https://ecommons.aku.edu/pakistan_fhs_mc_cpe/12
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.