Horizon of Medical Education Development

Design and evaluation of psychometric properties of faculty performance improvement questionnaire based on cognitive competency assessment

https://doi.org/10.22038/hmed.2021.57733.1154
Volume 13, Issue 3
Autumn 2022
Pages 31-19
Horizon of Medical Education Development

Document Type : Original Article

Authors

ََAzam Hashemkhani 1
Hassan Shahrakipour 2
Rashid Zolfaghari zaferani 2

1 , Faculty of Educational Sciences and Counseling, Islamic Azad University, Roodehen Branch, Tehran, Iran.

2 Faculty of Educational Sciences and Counseling, Islamic Azad University, Roodehen Branch, Tehran, Iran.

Abstract
Introduction: Different models of efficient manpower have been emphasized as strong theoretical foundations in research. Cognitive evaluation is one of the most important topics in cognitive science and management. For example, in the present age, with the growth and development of cognitive sciences, we need to deepen our studies in this field. The purpose of this study was to construct and validate a questionnaire for assessing the cognitive ability of faculty members using the opinions of faculty members of public and free universities about the criteria and components of evaluation of professors and to determine appropriate evaluation authorities for each component of teacher performance in the university environment. Pay.
Materials & Methods: This is a survey study. The statistical population included a small number of faculty members of Tehran universities (national and free) who were selected using cluster sampling of 350 people. The instrument used in the quantitative part was a researcher-made questionnaire. Confirmatory factor analysis methods were used to analyze the data and assess validity and reliability, and Cronbach's alpha method was used to assess the reliability. In order to analyze the data, descriptive-inferential statistics from SPSS software were used. Also, exploratory factor analysis was used to extract the components of the questionnaire and confirmatory factor analysis was used to validate the instrument.
Results: Based on the research findings, eleven components: decision making, emotional cognitive regulation, cognitive inhibition control, social cognition, cognitive creativity, attention, problem solving, metacognition, verbal skills, cognitive flexibility, working memory as components of cognitive competence assessment Recognized faculty members.
Conclusion: The factor analysis technique showed that the assessment of cognitive ability of faculty members has structural validity.

Keywords

Cognitive Assessment
Cognitive Competence
Performance Improvement
Faculty Members of Tehran Province
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