1. 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

2. Reform Commission (2002)
Quality Control Commission (2003)
Center for Monitoring, Assurance, Improvement,
and Development of the Quality of Study
Programs, Teaching and Research (2005)

3. 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.

4. 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.

5. 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.

6. Fundamental tasks and goals of the Faculty of Medicine, University of Nis (mission)

7. Quality as the measure of adaptation to a goal
Realization of the mission and fulfillment of the goals
Quality is the intention
Expectations & demands:
Societies
Governments
Students
Teachers
Employers
Mission of the Faculty

8. quality assurance system has a student focus
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 principle that each member of staff is responsible for his work
the system itself is kept under review
Seminars

9. Statute of the Faculty of Medicine

10. 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

11. 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

12. 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 low-quality, 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

13. Center for Quality Assessment
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

14. 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

15. 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

16. Relevant documents
“Rules and regulations on teaching process quality monitoring at Faculty of Medicine University of Niš”
“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”

17. 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

18. 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 teaching
and organization
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

19. Performing the self-evaluation
Goals of self-evaluation
Self-evaluation segments

20. 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);

21. Self-evaluation segments
study programs and subject courses
teaching staff and assistants
teaching and learning activity
students
resources (facilities and material conditions)

22. 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.

23. Parameters of evaluation
Entertaining character of the university lecture.
Psycho-pedagogical skills of the teacher.
Dignified conduct adequate to academic style.

24. 1-5 and answered the questions, where 1 denoted “complete
The students gave marks
1-5 and answered the
questions, where
1 denoted “complete
disagreement” and
5 “complete agreement”.

26. Each course 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

27. Students’ questionnaire
(undergraduate study programs)
(PhD study program)
already done
already done

28. Gender distribution of the students who took the questionnaire
Results of the quality of teaching evaluation – student questionnaire in the period Study group – Medicine 2722 questionnaires were statistically processed
Gender distribution of the students who took the questionnaire
Male 1211
Female 2698

29. Student distribution – study status
No response
Self-financed
State supported

30. Attendance at the classes & behaviour
No response
Never
Rarely
Always
Sometimes
Often

31. 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

32. Reasons for not attending the lectures
No response
Lectures are not mandatory and credits acquired for regular attendance are minimal
Technical teaching accessories to illustrate lectures are obsolete
Textbooks contain all the required information – it is better to use time for other things
Lectures contain lots of dry data and are rather monotonous
I dislike the way lectures are taught – there is little to learn

33. Number of lectures within the course students attended during the semester
None
No response
1-3
11-15
4-5
6-10

34. Teaching well organised, students completely & timely informed
Practice make students capable of indepen-dent work
The available literature is appropriate (content, style, scope) for students
Theoretical & practical instruction are adjusted
Lectures are very useful (informative, clear, interesting, modern)
Assessment methods are objective
They prefer large textbooks to smaller ones

35. Quality of teaching evaluation at individual courses of interest
No resp
Anatomy
Histology
No resp
Poor
Poor
Good
Excellent
Good
Excellent
Very good
Very good
Physiology
No resp
Biochemistry
Poor
Poor
Excellent
Excellent
Good
Good
Very good
Very good

36. Quality of teaching evaluation at individual courses of interest
Medical ethics and sociology
Excellent
Poor
Very good
Good
Medical statistics and informatics
No response
Excellent
Poor
Very good
Good

37. Quality of teaching evaluation at individual courses of interest
Pediatrics
Internal Medicine
Poor Nr
Excellent
Poor
Excellent Nr
Very good
Very good
Good
Good
Gynecology and obstetrics
Surgery with war surgery
Excellent
Excellent Nr
Poor
Poor
Very good
Very good
Good
Good

38. 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.

41. Accreditation and Quality Assurance Commission visit to the Center
Checking up the documentation...

42. 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”

43. 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

44. 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.

45. 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

46. 12.04.2008. – Accreditation of the Faculty
of Medicine University in Niš

47. 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
ECTS
Continual
Assessment
Improvement
Strategy
Monitoring

48. Thank you for your attention !
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