Program Evaluation for Health Professionals: What It Is, What It Isn’t and How to Do It

Adams, John S.; Neville, Stephen

doi:10.1177/1609406920964345

Cited by 12 publications

(9 citation statements)

References 40 publications

(53 reference statements)

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“…We find this choice congruent with the approaches utilized when co-creating the ethical operational model during the SotePeda 24/7 project as described earlier. Firstly, we utilize program theory to itemize how the model has been used in continuous learning in social and health care since the model was launched in 2020 [27]. Secondly, we complement the program evaluation with systems approach to scrutinize the model in terms of its systemic potential as modus operandi for ethical action in the digital era [26].…”

Section: Methodsmentioning

confidence: 99%

Modus operandi for ethical action in social and health care in the era of digitalisation

et al. 2022

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The ethical operational model developed in SotePeda 24/7 project in 2018-2020 has since its launch been used in continuous learning in social and health care. The model was developed to work as a tool in identification of ethical issues in the digitising operational environment of social and health care, as well as to support ethical evaluation and decision-making. When the ethical operational model is embraced, it results into internalizing the reflective process of the model and increases the ability to face ethical dilemmas in the mode of modus operandi indicating socio-culturally established ways of engaging and of doing things. Our aim in this study is to evaluate the experiences gained of the implementation of the ethical operational model in continuous learning in social and health care. As research methods we apply qualitative evaluation: program theory-based and systems approach. As material of the study, we address the experiences gained from the practical use of the model. Additionally, we scrutinize the ethical operational model as an artefact, as co-constructed object, and make use of the multifaceted data from the time of developing the model. The results of our study indicate that when the ethical operational model has been systematically used in continuous learning, the experiences have been overall positive, increasing awareness and ethical competence of the participants. From the point of view of its systemic impact, the scrutiny of the ethical operational model as an artefact, indicates that the focal constituents embedded enable even those new to the model to engage in it and to develop the content further via reflection. We conclude that the ethical operational model has found its way in active use as means of continuous learning in social and health care. The model may gradually become infused in digital era practices and be vitally present in action as modus operandi.

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Section: Methodsmentioning

confidence: 99%

Modus operandi for ethical action in social and health care in the era of digitalisation

et al. 2022

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“…En educación médica, el proceso de evaluación de un programa académico se entiende, según Frye, como: "la recolección y análisis sistemático de información relacionada con el diseño, la implementación y los resultados de un programa, con el propósito de monitorear y mejorar su calidad y eficacia" (23). Por lo tanto, atañe al mérito, valor, importancia y calidad de un programa (24), y no a objetivos políticos (pseudoevaluación) (25). Al menos veintidós modelos genéricos son útiles para la evaluación de un programa académico (25).…”

Section: La Pirámide De Kirkpatrickunclassified

Las pirámides de la educación médica: una síntesis sobre su conceptualización y utilidad

Domínguez-Torres

Vega-Peña

2023

Rev. colomb. obstet. ginecol.

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Objetivos: examinar los aspectos conceptuales que sustentan las pirámides educativas, sus limitaciones, las modificaciones que se han propuesto en algunas de ellas y hacer una descripción de su utilidad. Materiales y métodos: a partir de la selección de las pirámides con base en que el diseño gráfico hubiera sido parte de su conceptualización original, y de la descripción conceptual, se hace una reflexión de las críticas que han sido objeto y las modificaciones resultado de estas observaciones y del uso que se ha dado a las pirámides más comúnmente utilizadas en la educación médica. Resultados: se incluyeron cinco pirámides: George Miller, Edgar Dale, Donald Kirkpatrick, Benjamín Bloom, y Abraham Maslow. Las pirámides describen diferentes aspectos de la evaluación en la educación médica, ya sea en los individuos o en los programas, tales como: competencias, identidad, confiabilidad, aprendizaje, comportamiento, resultado, complejidad cognitiva y realización personal. Conclusiones: las pirámides revisadas han contribuido, como referentes teóricos, para el soporte de procesos educativos en las profesiones de la salud. Su utilidad práctica es extensiva a diferentes especialidades y niveles de educación por cuanto pueden asistir a los profesores para optimizar los procesos de diseño curricular, instruccional y de evaluación. Es importante evaluar, en el medio local, los efectos en los programas de ciencias de la salud que se han basado en estos referentes teóricos.

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“…Program evaluation and research studies have very common features, depending on the objectives of a study, these two methods may become very similar. While research studies aim to produce new knowledge, program evaluation studies focus on the program quality and value 27 . When unsure, ethics boards guidelines are helpful for ensuring that the study that you are about to conduct is a program evaluation study.…”

Section: Markers Of High‐quality Program Evaluationmentioning

confidence: 99%

Program evaluation: An educator's portal into academic scholarship

Hosseini

Yılmaz

Shah³

et al. 2022

AEM Education and Training

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Program evaluation has been referred to as an "essential responsibility" for those tasked with the oversight of medical training programs, 1 but it is striking how little of this program evaluation work is labelled as scholarly, and how rarely this work translates into academic scholarship. While what qualifies as educational scholarship has been expanded well beyond traditional peer-reviewed publications to include the scholarship of teaching, discovery, integration, and application, 2 there is still a need to engage in

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Program Evaluation for Health Professionals: What It Is, What It Isn’t and How to Do It

Cited by 12 publications

References 40 publications

Modus operandi for ethical action in social and health care in the era of digitalisation

Modus operandi for ethical action in social and health care in the era of digitalisation

Las pirámides de la educación médica: una síntesis sobre su conceptualización y utilidad

Program evaluation: An educator's portal into academic scholarship

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