1

Performance Evaluation System

Comprehensive Faculty Competency Development Plan of the Forensic Medicine Group

This plan has been developed to identify skill gaps, improve the scientific and research competencies of faculty members, and support annual development planning.

Needs Assessment

Conducted based on the competency matrix through self-assessment and performance evaluation.

General Competencies

Educational, research, administrative, and management skills, including lesson-plan design, evaluation, and project management.

Specialized Competencies

Legal-clinical topics, diagnostic skills, and specialized subjects related to forensic medicine.

Annual Plan

Needs assessment, skill development, specialized development, followed by evaluation and feedback.

Key Indicators

Skills Skill improvement
Research Articles and proposals
Education Student satisfaction
Standards Lesson-plan compliance

Comprehensive Faculty Competency Development Plan

Download the original file
↓ Download File
2

Outcomes & Results Monitoring

Annual Performance Evaluation and Outcomes Monitoring System

The annual evaluation is conducted for learning and improvement, and its results are used to optimize planning for the following year.

Main Evaluation Areas

  • Educational outcomes: examinations, learner satisfaction, and lesson-plan quality.
  • Research outcomes: number and quality of articles and faculty contribution to knowledge production.
  • Operational and financial outcomes: achievement of non-university revenues and cost-effectiveness of equipment.
  • Organizational outcomes: faculty participation and effectiveness of peer evaluation.

Annual Evaluation Cycle

Khordad
Data Collection Preparation of the group's annual performance report.
Tir
Analysis & Feedback Comparison of planned activities with actual performance and completion of Gap Analysis.
Mordad
Lessons Learned Preparation of a report for use in planning for the following year.

Below 70%

Definition of a specific corrective project for the relevant objective.

Above 90%

Consolidation of the activity and greater focus on new innovations.

Annual Performance Evaluation and Outcomes Monitoring System

Download the original file
↓ Download File
3

Educational Peer Review Guidelines

Evaluation of Teaching Quality and Faculty Lesson Plans

These guidelines establish a systematic structure for evaluating lesson-plan quality and the teaching process, identifying strengths and opportunities for improvement. The primary objective is to improve educational quality, rather than simply provide oversight.

Evaluation Areas

1. Lesson-Plan Evaluation

Completeness of topics, structure and scheduling, reliable references, assessment methods, and alignment of content with clinical needs.

2. Teaching Process Evaluation

Scientific competence, use of active teaching methods, real-world scenarios, group discussion, and classroom management.

3. Assessment

Evaluation of the validity of examination questions, their alignment with lesson-plan topics, and fairness in assessment.

Constructive Feedback

Following the evaluation, a brief meeting is held between the evaluator and instructor to provide advisory and constructive feedback.

Implementation Mechanism

  • Selection of an evaluator from a peer of equivalent rank or a specialist in the relevant field.
  • Instructor self-assessment and review of the lesson plan, examinations, or classroom observation.
  • Completion of the standard evaluation form by the evaluator.
  • Provision of constructive feedback during a brief meeting with the instructor.
  • Use of the results to plan educational workshops or revise educational programs.

Ethical Principles

Confidentiality

Evaluation information is not made public and is provided to the group management and instructor.

Non-Punitive Approach

The purpose of the process is not punishment or penalty, but improvement of academic standards and educational quality.

Educational Peer Review Guidelines

Download the original file
↓ Download File