Academic Audit:

Suggested Methods to Assess

Medical Teachers Performance
S P Rao. M.D.
Principal
GITAM Institute of Medical Sciences & Research
Visakhapatnam
Greetings
 Present Scenario
• No Faculty Assessment

• Faculty not answerable to Regulatory

bodies

• Teaching is less recognised in college

• No set standards/ criteria for assessment

 Advantages
• Provides strategic overview of T-L Process

• Delineates the SWOC

• Choose cost effective methods of learning

 Medical
Teachers
Assessment

Perceptions Process Product

Students Teaching Material

Magazines Academic Audit Educational Innovations
Peers National/ Univ Merit
 Routine Methods for Assessing the Quality
Education in Medicine

Scientific
Face Criteria Overall
Source temper/ Bias Sensitivity Utility
validity validity Grading
scrutiny

News
+ +++ + + + ++ +
Agencies
NAAC +++ + +++ +++ ++ + ++
Perceptions/
+ +++ + + + ++ +
Feedback
Peer ++ ++ ++ + ++ ++ ++
Performance
of students +++ + +++ ++ ++ +++ +++
 Role(s) of a Medical Teacher expected :

Human Contribution
Institution/ Medical Innovation/
Teaching Research Values/ towards
Regulatory Body Care leadership
mentoring society

Medical Council
No No Yes No No No
of India
UGC No Yes Yes Yes No No
NAAC No Yes Yes Yes Yes Yes
State
No No No No Yes No
Government
Management of
Yes No No No No No
Institute(s)
Educational Affairs of
the
Association of
American No Yes No Yes Yes No
Medical
Colleges (GEA-
AAMC)
 Are you involved in curriculum
Curricular State if any specialized work towards
development and revisions?
Aspects improving student’s achievement
undertaken . If yes ,give the details

Innovations Teaching-
and Best Learning and
Practices Evaluation

Any innovations in teaching, Medical

training, health care developed
and patented. Teacher
Assessment
Governance, as part of Research,
Leadership Consultancy
and NAAC and Extension
Management
Academic List of Research
Publications during the
Are in any way associated with
University Study boards/ committees,
Audit reporting period and their
details (Only Pubmed
Assessment and organisation of indexed)
conferences, workshops
Student Infrastructure
Support and and Learning
Have you contributed to the G-Learn/
Are you involved in student oriented Progression Resources MOOCS resource in the form of
activities like NSS, NCC and lectures, Quiz, MCQs, Critical reviews
participate student conferences? and Essays
 The suggested Key Aspect-wise Grade Points
of academic audit as part of Medical Teacher
Assessment
N Criteria Key Aspect-wise Grade Points Max
o 1 2 3 TOTAL
BOS Curriculum Contributed to
Are you involved in curriculum
1 member committee revision in 2
development and revisions? member curricula
Took Adopted Facilitated
State if any specialized work
Revision/ mentoring peer
2 towards improving student’s 3
remedial scheme education,
achievement classes catching up
List of Research Publications One as Two/>2 as Individual
second second author external
during the reporting period and
3 author OR funded 3
their details (Only Pubmed One or >1 as projects/
indexed) first author grants
Have you contributed to the G- Contributed< Contributed >3 Uploaded
Learn/ MOOCS resource in the 3 lectures lectures Quiz, Critical
4 reviews 3
form of lectures, Quiz, MCQs,
Critical reviews and Essays
N Criteria Key Aspect-wise Grade Points Max
o 1 2 3 TOTAL
Are you involved in student NSS / NCC Organised Guided/
Program camps/ trained
oriented activities like NSS, NCC
5 Officer student students in 3
and participate student activities STS projects
conferences? and quizzes
Are in any way associated with Member of Organising Organising
one Univ/ secretary of at secretary of
University Study boards/
college least 1 local / state/ national
6 committees, Assessment and 3
committee regional Conference/
organisation of conferences, conference/ workshop
CME, workshops workshop
Follows PBL/ Innovative One or more
Case based methods of Patent(s)
Any innovations in teaching,
teaching treatment/ registered
7 training, health care developed 3
methods health care
and patented. developed &
recognised
TOTAL 20
 Conclusions
• Medical college faculty have varied job responsibilities

• Curative work superseded the teaching

• Teaching must be valued in and by the institution

• Need a ‘cultural change’ in conceptions of teachers,

learners and educational institute managers

• Objective score matrix of medical teachers

performance based on the NAAC principles developed

• It need to be evaluated