期刊名称：Journal of Educational Evaluation for Health Professions
电子版ISSN：1975-5937
出版年度：2011
卷号：8
期号：1
页码：1-15
DOI：10.3352/jeehp.2011.8.13
语种：English
出版社：Korea Health Insurance Licensing Examination Institute
摘要：Evaluation of educational interventions is often focused on immediate and/or short-term metrics associated with knowl_x0002_edge and/or skills acquisition.We developed an educational intervention to support international medical graduates work?ing in rural Victoria.We wanted an evaluation strategy that included participants’ reactions and considered transfer of learning to the workplace and retention of learning.However,with participants in distributed locations and limited pro?gram resources,this was likely to prove challenging.Elsewhere,we have reported the outcomes of this evaluation.In this educational development report,we describe our evaluation strategy as a case study,its underpinning theoretical frame?work,the strategy,and its benefits and challenges.The strategy sought to address issues of program structure,process,and outcomes.We used a modified version of Kirkpatrick’s model as a framework to map our evaluation of participants’ experiences,acquisition of knowledge and skills,and their application in the workplace.The predominant benefit was that most of the evaluation instruments allowed for personalization of the program.The baseline instruments provided a broad view of participants’ expectations,needs,and current perspective on their role.Immediate evaluation instruments allowed ongoing tailoring of the program to meet learning needs.Intermediate evaluations facilitated insight on the transfer of learning.The principal challenge related to the resource intensive nature of the evaluation strategy.A dedicat?ed program administrator was required to manage data collection.Although resource-intensive,we recommend base?line,immediate,and intermediate data collection points,with multi-source feedback being especially illuminating.We believe our experiences may be valuable to faculty involved in program evaluations.
关键词：Evaluation of educational interventions is often focused on immediate and/or short-term metrics associated with knowl_x0002_edge and/or skills acquisition.We developed an educational intervention to support international medical graduates work?ing in rural Victoria.We wanted an evaluation strategy that included participants’ reactions and considered transfer of learning to the workplace and retention of learning.However,with participants in distributed locations and limited pro?gram resources,this was likely to prove challenging.Elsewhere,we have reported the outcomes of this evaluation.In this educational development report,we describe our evaluation strategy as a case study,its underpinning theoretical frame?work,the strategy,and its benefits and challenges.The strategy sought to address issues of program structure,process,and outcomes.We used a modified version of Kirkpatrick’s model as a framework to map our evaluation of participants’ experiences,acquisition of knowledge and skills,and their application in the workplace.The predominant benefit was that most of the evaluation instruments allowed for personalization of the program.The baseline instruments provided a broad view of participants’ expectations,needs,and current perspective on their role.Immediate evaluation instruments allowed ongoing tailoring of the program to meet learning needs.Intermediate evaluations facilitated insight on the transfer of learning.The principal challenge related to the resource intensive nature of the evaluation strategy.A dedicat?ed program administrator was required to manage data collection.Although resource-intensive,we recommend base?line,immediate,and intermediate data collection points,with multi-source feedback being especially illuminating.We believe our experiences may be valuable to faculty involved in program evaluations.
