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((→ Purpose of Program Evaluation, → Theoretical Foundations, → Major…
→ Purpose of Program Evaluation
→ Improvement
→ Accountability
→ Decision-making
→ Accreditation and Quality Assurance
→ Theoretical Foundations
→ Systems Theory (Systematic Theory)
→ Program as an interconnected system
→ Inputs → Process → Output → Feedback
→ Continuous improvement cycle
→ Utilization-Focused Evaluation (Patton)
→ Emphasizes use of findings by stakeholders
→ Stakeholder Theory
→ Involvement of all relevant parties
→ Theory-Driven Evaluation
→ Links program theory to evaluation design
→ Major Models of Evaluation
→ Logic Model
→ Inputs (resources, faculty, infrastructure)
→ Activities (teaching, workshops, assessments)
→ Outputs (trained learners, sessions completed)
→ Outcomes (improved knowledge, skills)
→ Impact (better healthcare delivery)
→ Kirkpatrick’s Model
→ Level 1: Reaction
→ Level 2: Learning
→ Level 3: Behavior
→ Level 4: Results
→ CIPP Model
→ Context Evaluation (needs and goals)
→ Input Evaluation (resources, strategies)
→ Process Evaluation (implementation fidelity)
→ Product Evaluation (outcomes and impact)
→ Continuous Quality Improvement (CQI)
→ Plan–Do–Study–Act (PDSA) Cycle
→ Feedback integration
→ Sustainable program enhancement
→ Types of Evaluation
→ Formative Evaluation
→ Conducted during implementation
→ Focus on process improvement
→ Curriculum design
→ Teaching methods
→ Learner feedback
→ Faculty development
→ Summative Evaluation
→ Conducted after program completion
→ Learning outcomes
→ Program impact
→ Achievement of objectives
Program Evaluation in Medical Education
→ Purpose of Program Evaluation
→ Improvement
→ Accountability
→ Decision-making
→ Accreditation and Quality Assurance
→ Theoretical Foundations
→ Systems Theory (Systematic Theory)
→ Program as an interconnected system
→ Inputs → Process → Output → Feedback
→ Continuous improvement cycle
→ Utilization-Focused Evaluation (Patton)
→ Emphasizes use of findings by stakeholders
→ Stakeholder Theory
→ Involvement of all relevant parties
→ Theory-Driven Evaluation
→ Links program theory to evaluation design
→ Major Models of Evaluation
→ Logic Model
→ Inputs (resources, faculty, infrastructure)
→ Activities (teaching, workshops, assessments)
→ Outputs (trained learners, sessions completed)
→ Outcomes (improved knowledge, skills)
→ Impact (better healthcare delivery)
→ Kirkpatrick’s Model
→ Level 1: Reaction
→ Level 2: Learning
→ Level 3: Behavior
→ Level 4: Results
→ CIPP Model
→ Context Evaluation (needs and goals)
→ Input Evaluation (resources, strategies)
→ Process Evaluation (implementation fidelity)
→ Product Evaluation (outcomes and impact)
→ Continuous Quality Improvement (CQI)
→ Plan–Do–Study–Act (PDSA) Cycle
→ Feedback integration
→ Sustainable program enhancement
→ Types of Evaluation
→ Formative Evaluation
→ Conducted during implementation
→ Focus on process improvement
→ Curriculum design
→ Teaching methods
→ Learner feedback
→ Faculty development
→ Summative Evaluation
→ Conducted after program completion
→ Learning outcomes
→ Program impact
→ Achievement of objectives
Program Evaluation in Medical Education