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      Curated Collections for Educators: Five Key Papers about Program Evaluation

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          The evaluation of educational programs has become an expected part of medical education. At some point, all medical educators will need to critically evaluate the programs that they deliver. However, the evaluation of educational programs requires a very different skillset than teaching. In this article, we aim to identify and summarize key papers that would be helpful for faculty members interested in exploring program evaluation.

          In November of 2016, the 2015-2016 Academic life in emergency medicine (ALiEM) Faculty Incubator program highlighted key papers in a discussion of program evaluation. This list of papers was augmented with suggestions by guest experts and by an open call on Twitter. This resulted in a list of 30 papers on program evaluation. Our authorship group then engaged in a process akin to a Delphi study to build consensus on the most important papers about program evaluation for medical education faculty.

          We present our group’s top five most highly rated papers on program evaluation. We also summarize these papers with respect to their relevance to junior medical education faculty members and faculty developers.

          Program evaluation is challenging. The described papers will be informative for junior faculty members as they aim to design literature-informed evaluations for their educational programs.

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          Most cited references 43

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          Research guidelines for the Delphi survey technique.

          Consensus methods such as the Delphi survey technique are being employed to help enhance effective decision-making in health and social care. The Delphi survey is a group facilitation technique, which is an iterative multistage process, designed to transform opinion into group consensus. It is a flexible approach, that is used commonly within the health and social sciences, yet little guidance exists to help researchers undertake this method of data collection. This paper aims to provide an understanding of the preparation, action steps and difficulties that are inherent within the Delphi. Used systematically and rigorously, the Delphi can contribute significantly to broadening knowledge within the nursing profession. However, careful thought must be given before using the method; there are key issues surrounding problem identification, researcher skills and data presentation that must be addressed. The paper does not claim to be definitive; it purports to act as a guide for those researchers who wish to exploit the Delphi methodology.
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            Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness.

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              Achieving desired results and improved outcomes: integrating planning and assessment throughout learning activities.

              Most physicians believe that to provide the best possible care to their patients, they must commit to continuous learning. For the most part, it appears the learning activities currently available to physicians do not provide opportunities for meaningful continuous learning. At the same time there have been increasing concerns about the quality of health care, and a variety of groups within organized medicine have proposed approaches to address issues of physician competence and performance. The authors question whether CME will be accepted as a full partner in these new approaches if providers continue to use current approaches to planning and assessing CME. A conceptual model is proposed for planning and assessing continuous learning for physicians that the authors believe will help CME planners address issues of physician competence, physician performance, and patient health status.

                Author and article information

                Cureus (Palo Alto (CA) )
                4 May 2017
                May 2017
                : 9
                : 5
                [1 ] Department of Emergency Medicine, College of Medicine, University of Saskatchewan
                [2 ] Department of Emergency Medicine, Rush University Medical Center
                [3 ] Emergency Medicine, University of California at Irvine
                [4 ] Emergency Medicine, The Ohio State University Wexner Medical Center
                [5 ] Department of Emergency Medicine, SUNY Downstate College of Medicine
                [6 ] Department of Emergency Medicine, University of Illinois College of Medicine At Peoria
                [7 ] Department of Emergency Medicine, Universidad San Sebastián
                [8 ] Department of Emergency Medicine, Oregon Health & Science University
                [9 ] Faculty of Health Sciences, Division of Emergency Medicine, McMaster University
                Author notes
                Copyright © 2017, Thoma et al.

                This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

                Drs. Michael Gottlieb, Megan Boysen-Osborn, and Teresa M Chan report receiving teaching honoraria from Academic Life in Emergency Medicine (ALiEM) during the conduct of the study for their participation as mentors for the 2016-17 ALiEM Faculty Incubator.
                Medical Education


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