Quality Assurance and Self-evaluation
at the Faculty of Medicine
University of Niš
Asst. Prof. Ivana Stojanović
Coordinator for Teaching Quality Assessment
of the Center for QA
 Reform Commission (2002)
Quality Control Commission (2003)
 Center for Monitoring, Assurance, Improvement
and Development of the Quality of Study
Programs, Teaching and Research (2005)
Fundamental Tasks and Goals of the
Faculty of Medicine, University of Niš
(mission)

The Faculty through its educational, investigational and health
care activities contributes to high-quality and efficient
education of doctors of medicine, doctors of dentistry,
pharmacists, and nurses-technicians, the knowledge and skills
of which can satisfy the needs and demands of the wider area.

In order to improve and preserve the population health, the
Faculty effectuates functional and institutional relationships
with all regional health care centers, the teaching bases above
all, and especially with top health care institutions in the
country and abroad.
Fundamental tasks and goals of the Faculty of
Medicine, University of Nis (mission)

The Faculty will educate the students to be competent
in the acquired qualification and try to enable the
acquirement of the necessary knowledge for further
learning and professional advancement through
doctoral studies, professional, academic and health
care specializations, and all the forms and level of
continual education.
Fundamental tasks and goals of the Faculty of
Medicine, University of Nis (mission)

The Faculty will try to effectuate more comprehensive
interweaving of educational, research and health care activity,
through more active didactic approaches, promoting creativity,
critical approaches and synthesis of acquired knowledge & skills.

The Faculty will try to create the environment in which the
students, teachers and associates could realize their professional
interests and advance their knowledge, and every effort in the
direction of quality provision will be recognized, approved of and
validated.
Fundamental tasks and goals of the
Faculty of Medicine, University of Nis
(mission)
Efficiency,
sustainability
Commitment to
quality improvement
Focus on
student needs
Coherent and transparent
system structure
Quality as the measure of adaptation to a goal
Expectations &
demands:





Societies
Governments
Students
Teachers
Employers
Mission of
the Faculty
Realization of the
mission and
fulfillment of the
goals
Quality is the
intention
Policy of Quality Assurance System at the Faculty of
Medicine in Niš is based on the following priciples:
•
quality assurance system has a student focus
•
it is supportive and assists students & staff
•
it is ‘open’ and well documented, with information
easily available to staff, who can participate fully and
receive extensive feedback
•
it satisfies the quality assurance requirements of the
University and any external quality assurance
agency which the University must satisfy
•
it is based on the principleSeminars
that each member of staff
is responsible for his work
•
the system itself is kept under review
Statute of the Faculty of Medicine
Center for Monitoring, Assurance,
Improvement, and Development of Quality of
Study Programs, Teaching and Research
The Center was established at the session of the
Assembly for Education and Science, Faculty of
Medicine University of Niš, on 15 November 2005.
The Center continues the activity of the Commission
for the Teaching Process Control.
The President of the Center is
Academician, Prof. dr Vladisav Stefanović,
full professor at the academic course
Internal Medicine - Nephrology
Basic principles of the Center activity, as an
integral part of the strategy of quality assurance:

The Center integrates the culture of quality assurance into all
aspects of Faculty activity

The Center does not monitor, but builds up the institutional
mechanisms which would guarantee continual improvements

The Center brings forth the yearly and long-term activity plan,
adopted by the Assembly for Education and Science

After the suggestion of the Center, the Assembly for Education
and Science devises and adopts the standards and procedures
for quality assurance

The proceedings for quality assurance are adopted for each field
of quality assurance to establish in detail the actions of the
subjects in quality assurance system in higher learning
institutions

At least once a year the Center submits the report on its activity to
the Assembly for Education and Science
Basic principles of the Center activity, as an
integral part of the strategy of quality assurance:

The Center organizes continual discussions on quality

The Center develops evaluation procedures to investigate
various aspects of quality of education & research

The Center gathers the info on quality from all users (students,
teachers, administration stuff, management, public)

Except for the teachers & associates, the members of the
Center commissions are the student representatives – 20% of
the total number of members

Special commission of the Center analyzes the causes of lowquality, inefficient and too long studies

The Center provides feedback info from the students and
directs their suggestions and critical remarks

The Center initiates and organizes professional training of the
teachers, associates and administrative stuff

The activity of the Center is open to the public
Comission for
Teaching
Process Quality
Assessment
Comission for
Research
Quality
Assessment
Center for Quality
Assessment
Comission for
ECTS
Implementation
Comission for
Study Efficiency
Analysis
Quality assessment
Objectives

Evaluation and reform of curriculum

Follow-up and evaluation of teaching process

Introduce contemporary standards in teaching

Reform and modernization of teaching process

Assessment of grade system

Implementation of Grade regulations at courses
which don’t have it already
Internal Evaluation
Internal evaluation focuses on:




Aims, structure and content of study programs
Organization of study programs
Quality of performance
Conditions in which teaching and learning
processes are carried out
Relevant documents
 30.06.2003. - “Rules and regulations on teaching
process quality monitoring at Faculty of Medicine
University of Niš”
 27.02.2007. - “Strategy of quality assurance at Faculty of
Medicine University of Niš”
 08.10.2007. - “Rules and regulations on quality
assurance, monitoring and improvement at Faculty of
Medicine University of Niš”
 08.11.2007. - “Standards and procedures for selfevaluation and quailty assurance at Faculty of Medicine
University of Niš”
Standards for self-assesment and quality control
Standard 1: Quality assurance strategy
Standard 2: Standards and procedures for quality assurance
Standard 3: Quality assurance system
Standard 4: Study program quality
Standard 5: Teaching process quality
Standard 6: Quality of science research, artistic and professional work
Standard 7: Quality of teachers and associates
Standard 8: Quality of students
Standard 9: Quality of textbooks, literature, library and IT resources
Standard 10: Quality of management of higher education institution and
quality of non-teaching support
Standard 11: Quality of premises and equipment
Standard 12: Financing
Standard 13: The role of students in self-assessment and quality control
Standard 14: Systemic follow up and periodic quality control
Aim: to get information
through anonimous questionnairey on students’ opinion
on:
the quality of studies
the quality of teaching
the application of the best practices to
and organization
teaching
the level of information that reach students
the level of student influence in the process of
change
the quality of communication among students, teaching staff and
administrative staff
Performing the self-evaluation
 Goals of self-evaluation
 Self-evaluation segments
Goals of self-evaluation
Self-evaluation, as the first step in the
evaluation process, has the following main
goals:
to produce a brief overview of the teaching and
learning process, bearing in mind the impact of
the scientific and research activities in that
process
to analyze the strengths and weaknesses of the
process ( applying the SWOT analysis);
Self-evaluation segments
study programs and subject courses
teaching staff and assistants
teaching and learning activity
students
resources
conditions)
(facilities
and
material
Parameters of teaching process
evaluation

Students`s attitude to classes.

Course content correspondence with the
analytical program (curricula).

Recommended literature.

Teacher’s personal discipline.

Eloquence quality in rendering the
information.
Parameters of evaluation

Entertaining character of the university
lecture.

Psycho-pedagogical skills of the teacher.

Dignified conduct adequate to academic
style.
The students gave marks
1-5 and answered the
questions, where
1 denoted “complete
disagreement” and
5 “complete agreement”.
Let us ask
the teachers
Let us ask
the students
•
•
•
•
•
•
Student questionnaire
Teacher questionnaire
Teacher self-analysis
Exam analysis
Formation of the
documents
Improvement measures
Each course
Students’ questionnaire
(undergraduate study programs)
already done
Students’ questionnaire
already done
(PhD study program)
Results of the quality of teaching evaluation – student
questionnaire in the period 26.02.2007-05.03.2007.
Study group – Medicine
2722 questionnaires were statistically processed
Gender distribution of the students
who took the questionnaire
Male 1211
Female
2698
Student distribution – study status
No response
Self-financed
State supported
Attendance at the classes &
behaviour
No response Never
Rarely
Always
Sometimes
Often
Reasons for attendance at the
lectures
The teacher arouses interest and
his presentations are excellent No response
There is no appropriate
textbook for the course
and it is necessary to
„take notes“
Lectures are mandatory
& necessary for credit
acquisition
The teacher presents
the contents clearly
I wish to know the viewpoint
of the teacher whom I may
take the exam with
Reasons for not attending the
lectures
No response
Technical teaching
accessories to
illustrate lectures
are obsolete
Lectures
contain lots of
dry data and
are rather
monotonous
Lectures are not
mandatory and credits
acquired for regular
attendance are minimal
Textbooks
contain all
the required
information –
it is better to
use time for
other things
I dislike the way lectures are taught –
there is little to learn
Number of lectures within the course students
attended during the semester
No response
None
1-3
4-5
11-15
6-10
Teaching
well
organised,
students
completely
& timely
informed
Theoretical
& practical
instruction
are adjusted
The
available
literature is
appropriate
(content,
style,
scope) for
students
Practice
make
Lectures are
students
very useful
They prefer
capable
(informative,
large
of
clear,
textbooks to
indepeninteresting,
smaller
dent
modern)
ones
work
Assessment
methods are
objective
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
1
2
3
4
5
6
7
Quality of teaching evaluation at
individual courses of interest
No resp
Anatomy
Excellent
Poor
Good
No resp
No resp
Very good
Poor
Biochemistry
Poor
Excellent
Excellent
Good
Very good
Poor
Good
Excellent
Very good
Physiology
Histology
Good
Very good
Quality of teaching evaluation at
individual courses of interest
Medical ethics and sociology
Excellent
Very good
Poor
Good
Medical statistics and informatics
Excellent
No response
Poor
Very good
Good
Quality of teaching evaluation at
individual courses of interest
Pediatrics
Internal Medicine
Poor
Excellent Nr
Poor
Very good
Excellent
Nr
Very good
Good
Gynecology and obstetrics
Excellent Nr
Poor
Very good
Good
Good
Surgery with war surgery
Excellent
Poor
Very good
Good
Multi-level harmonization of the activities of
the Center commissions and work-groups results
in the self-evaluation reports on study programs
and working conditions in all study groups, adopted
by the Assembly for Education and Science of the
Faculty twice a year (after I and II semester) and
available at internet site of the Faculty.
Accreditation and Quality Assurance
Commission visit to the Center
Checking up the documentation...
Self-evaluation

Self-evaluation procedure has been performed from
October to November 2007 according to the principles
and standards given in relevant documents:

“Rules and regulations on standards for self-evaluation and
quality assessment of higher education institutions” (National
Council for Higher Education)

“Strategy of quality assurance at Faculty of Medicine
University of Niš”

“Rules and regulations on quality assurance, monitoring and
improvement at Faculty of Medicine University of Niš”

“Standards and procedures for self-evaluation and
quailty assurance at Faculty of Medicine University
of Niš”
Expected and realized outcomes
Promotion of quality culture
Improved quality of teaching
Matching present curriculum with European
standards
Better students’ knowledge and skills
Enhancement of motivation levels of
teachers and students
Methodology of self-evaluation
 In final Self-evaluation report the results of each
standard assessment were analyzed by the SWOT
analysis, pointing out strengths, weaknesses,
opportunities and threats.

The Self-evaluation report ends with the suggestions
of corrective measures which are supposed to further
improve the quality of all aspects of the Faculty
activities.
Self-evaluation report
 Assembly for Science and Education of Faculty of
Medicine Niš adopted the Self-evaluation report,
proposed by the Center, on November 27th, 2007
12.04.2008. – Accreditation of the Faculty
of Medicine University in Niš
The QA system is now tightly
incorporated in all the activities of the
Faculty, as an integral part of the
institution’s strategic work in the
reform process.
Student
participation
QA
CV Reform
Continual
Assessment
ECTS
Monitoring
Strategy
Improvement
Thank you for your attention !
contact e-mail:
ivanaisava@bankerinter.net