CHRISMED Journal of Health and Research

MEDICAL EDUCATION
Year
: 2019  |  Volume : 6  |  Issue : 3  |  Page : 176--177

Employing a systematic approach to conduct program evaluation in medical education


Saurabh RamBihariLal Shrivastava1, Prateek Saurabh Shrivastava2,  
1 Vice-Principal Curriculum, Member of the Medical Education Unit and Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet Taluk, Kancheepuram District, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet Taluk, Kancheepuram District, Tamil Nadu, India

Correspondence Address:
Saurabh RamBihariLal Shrivastava
Associate Professor, Department of Community Medicine, Shri Sathya Sai Medical College & Research Institute, Sri Balaji Vidyapeeth (SBV) – Deemed to be University, Tiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpet Taluk, Kancheepuram District, Tamil Nadu
India




How to cite this article:
Shrivastava SR, Shrivastava PS. Employing a systematic approach to conduct program evaluation in medical education.CHRISMED J Health Res 2019;6:176-177


How to cite this URL:
Shrivastava SR, Shrivastava PS. Employing a systematic approach to conduct program evaluation in medical education. CHRISMED J Health Res [serial online] 2019 [cited 2022 May 16 ];6:176-177
Available from: https://www.cjhr.org/text.asp?2019/6/3/176/264380


Full Text



Dear Editor,

Evaluation is an integral component of any program and gives an opportunity to compare the varied aspects of program with the defined standards.[1] The ultimate purpose of the evaluation in any field, including in medical education, is to look for the anticipated change (viz. change in knowledge, attitude, and practices), whether it has happened or not.[1] As most of the educational programs/ initiatives are complex in nature, it is ideal to have a systematic framework for conducting evaluation..[1],[2]

A wide range of models has been proposed for carrying out the evaluation (such as Kirkpatrick's model and logic model).[3] However, the process of evaluation should be carried out in a stepwise manner and it generally comprises five steps. The first and foremost step in any initiative has been needs assessment, whether it is with regard to the formulation of the de novo curriculum (Kern's 6-step model) or a new course or even the prediscussion survey at the start of the ML Web discussion. Even in the process of evaluation, the need has to be justified in carrying out the evaluation.[1],[2],[3] The need for evaluation can be either to ascertain the impact of the initiative in accomplishing the intended objectives or is being undertaken in assessing the accreditation status or with an idea to perform research in the field.[4]

The next step is to determine the focus of evaluation and it could be either complete evaluation or partial evaluation of the program. The focus can vary from the adopted methodology for the program, the effectiveness of resource persons/facilitators in streamlining the entire program, the extent of involvement/understanding of our participants (faculty members/undergraduate or postgraduate students), etc.[4],[5] The third step is to explicitly specify the method which will be employed for the evaluation. This includes decision about the time of evaluation (viz. the end of the program or at the end of specified phases of programs or even after one specific activity), settings of evaluation (such as in classrooms or in authentic settings), adopted method/tools for evaluation (such as simple rating scale, survey forms, and assessment of the acquired skills), and method of analysis, which in itself can range from a simple reporting form to a complex psychometric analysis.[2],[3],[4],[5]

After successfully carrying out the evaluation, the next step is to decide with whom all the results of the evaluation should be shared.[1],[2] Based on the nature of the medical education program, all the involved stakeholders, including even the students, can be made a party for the results of the evaluation.[2],[3] The next thing is to decide about timing for sharing the results of the evaluation with organizers, which depends on the subsequent things (such as starting of course for the new batch of participants) which the course administrators have planned.[2],[3],[4] The final step is to document the evaluation results and take a call to utilize results for the betterment of the delivery of program in the future.[3],[5]

In conclusion, the process of evaluation should employ a systematic model with special emphasis toward the evaluation need, focus, methods, and results in a stepwise manner.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.

References

1Gandomkar R, Sandars J. The importance of context in medical education program evaluation. Med Teach 2018;40:106.
2Rama JA, Falco C, Balmer DF. Using appreciative inquiry to inform program evaluation in graduate medical education. J Grad Med Educ 2018;10:587-90.
3Balmer DF, Rama JA, Simpson D. Program evaluation models: Evaluating processes and outcomes in graduate medical education. J Grad Med Educ 2019;11:99-100.
4Lubejko BG. Developing a program evaluation plan: Options and opportunities. J Contin Educ Nurs 2016;47:388-9.
5Schmitt CL, Glasgow L, Lavinghouze SR, Rieker PP, Fulmer E, McAleer K, et al. Measuring infrastructure: A key step in program evaluation and planning. Eval Program Plann 2016;56:50-5.