Teacher evaluation in medicine: a systematic literature review

Abstract

Introduction: Teacher evaluation in medicine is an important component to develop quality medical education, as it proposes to identify areas for improvement and facilitate the development of pedagogical skills of teachers.

Objective: To conduct a systematic review of the literature on teaching evaluation in medicine from 2010 to 2023.

Method: The search was carried out using EBSCOhost, ScienceDirect, Scopus, Web of Science, Scielo and OVID. It identified 2751 papers. After the analysis, 23 articles were selected. Articles and theses published nationally and internationally were included.

Results: The highest scientific production was recorded in Mexico, with 10 publications (43.5%), the period of highest production was between 2016 and 2018 (52.17%). It was found that teaching evaluation questionnaires based on student opinion are the most used instruments (82.6% of the studies). Most of the studies evaluated teaching activities related to the conduct of the teaching and learning process, with pedagogical strategies and the use of didactic resources being the most considered.

Discussion: The research revealed various approaches that address the evaluation of the actions of the medical teacher. Where the predominant evaluation strategy is student opinion questionnaires, which limits having a comprehensive perspective of the teaching work. At the same time, it is observed that there are instruments that evaluate specific competencies, which favors the professional development of medical teachers.

Conclusions: The reviewed studies explore various domains of teaching performance and seek effective tools to promote educational quality in the discipline, contributing to the continuous advancement in medical education.