Journal of Educational Evaluation for Health Professions

Research articles

Decline in attrition rates in United States pediatric residency and fellowship programs, 2007–2020: a repeated cross-sectional study: Emma Omoruyi, Greg Russell, Kimberly Montez; J Educ Eval Health Prof. 2025;22:24. Published online September 5, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.24

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Abstract PDF Supplementary Material: Purpose
Declining fill rates in US pediatric residency and subspecialty programs requires trainee retention. Attrition, defined as transfers, withdrawals, dismissals, unsuccessful completions, or deaths, disrupts program function and impacts the pediatric workforce pipeline. It aims to evaluate attrition trends among pediatric residents and fellows in Accreditation Council for Graduate Medical Education (ACGME)-accredited programs from 2007 to 2020.
Methods
This repeated cross-sectional study analyzed publicly available ACGME Data Resource Book records. Attrition rates and 95% confidence intervals (CIs) were calculated overall and by subspecialty. Logistic regression assessed temporal changes; odds ratios (ORs) compared 2020 to 2007.
Results
From 2007–2020, pediatric residents increased from 8,145 to 9,419 and fellows from 2,875 to 4,279. Aggregate annual resident attrition averaged 1.71% (range, 0.93%–2.64%), and fellow attrition ranged from 12.39%–30.87%. Transfer rates declined from 18.05 to 5.20 per 1,000 trainees (P<0.0001), withdrawals from 5.65 to 2.76 (P=0.030), and dismissals from 3.14 in 2010 to 1.27 in 2020 (P=0.0068). Odds of unsuccessful completion significantly decreased in categorical pediatrics (OR, 0.41; 95% CI, 0.29–0.58), pediatric cardiology (OR, 0.08; 95% CI, 0.01–0.64), pediatric critical care (OR, 0.14; 95% CI, 0.06–0.35), and neonatal-perinatal medicine (OR, 0.46; 95% CI, 0.20–1.08).
Conclusion
Although attrition has improved, premature trainee loss can still disrupt program operations and threaten workforce development. Attrition may reflect educational environment quality, support structures, or selection processes. Greater data transparency is needed to understand demographic trends and inform equitable retention strategies, ultimately strengthening training programs and sustaining the United States pediatric workforce.

Performance of large language models on Thailand’s national medical licensing examination: a cross-sectional study: Prut Saowaprut, Romen Samuel Wabina, Junwei Yang, Lertboon Siriwat; J Educ Eval Health Prof. 2025;22:16. Published online May 12, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.16

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Purpose
This study aimed to evaluate the feasibility of general-purpose large language models (LLMs) in addressing inequities in medical licensure exam preparation for Thailand’s National Medical Licensing Examination (ThaiNLE), which currently lacks standardized public study materials.
Methods
We assessed 4 multi-modal LLMs (GPT-4, Claude 3 Opus, Gemini 1.0/1.5 Pro) using a 304-question ThaiNLE Step 1 mock examination (10.2% image-based), applying deterministic API configurations and 5 inference repetitions per model. Performance was measured via micro- and macro-accuracy metrics compared against historical passing thresholds.
Results
All models exceeded passing scores, with GPT-4 achieving the highest accuracy (88.9%; 95% confidence interval, 88.7–89.1), surpassing Thailand’s national average by more than 2 standard deviations. Claude 3.5 Sonnet (80.1%) and Gemini 1.5 Pro (72.8%) followed hierarchically. Models demonstrated robustness across 17 of 20 medical domains, but variability was noted in genetics (74.0%) and cardiovascular topics (58.3%). While models demonstrated proficiency with images (Gemini 1.0 Pro: +9.9% vs. text), text-only accuracy remained superior (GPT-4o: 90.0% vs. 82.6%).
Conclusion
General-purpose LLMs show promise as equitable preparatory tools for ThaiNLE Step 1. However, domain-specific knowledge gaps and inconsistent multi-modal integration warrant refinement before clinical deployment.

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Performance of GPT-4o and o1-Pro on United Kingdom Medical Licensing Assessment-style items: a comparative study
Behrad Vakili, Aadam Ahmad, Mahsa Zolfaghari
Journal of Educational Evaluation for Health Professions.2025; 22: 30. CrossRef
Large Language Models for the National Radiological Technologist Licensure Examination in Japan: Cross-Sectional Comparative Benchmarking and Evaluation of Model-Generated Items Study
Toshimune Ito, Toru Ishibashi, Tatsuya Hayashi, Shinya Kojima, Kazumi Sogabe
JMIR Medical Education.2025; 11: e81807. CrossRef
Technologies, opportunities, challenges, and future directions for integrating generative artificial intelligence into medical education: a narrative review
Junseok Kang, Jihyun Ahn
Ewha Medical Journal.2025; 48(4): e53. CrossRef

Empirical effect of the Dr LEE Jong-wook Fellowship Program to empower sustainable change for the health workforce in Tanzania: a mixed-methods study: Masoud Dauda, Swabaha Aidarus Yusuph, Harouni Yasini, Issa Mmbaga, Perpetua Mwambinngu, Hansol Park, Gyeongbae Seo, Kyoung Kyun Oh; J Educ Eval Health Prof. 2025;22:6. Published online January 20, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.6

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Abstract PDF Supplementary Material: Purpose
This study evaluated the Dr LEE Jong-wook Fellowship Program’s impact on Tanzania’s health workforce, focusing on relevance, effectiveness, efficiency, impact, and sustainability in addressing healthcare gaps.
Methods
A mixed-methods research design was employed. Data were collected from 97 out of 140 alumni through an online survey, 35 in-depth interviews, and one focus group discussion. The study was conducted from November to December 2023 and included alumni from 2009 to 2022. Measurement instruments included structured questionnaires for quantitative data and semi-structured guides for qualitative data. Quantitative analysis involved descriptive and inferential statistics (Spearman’s rank correlation, non-parametric tests) using Python ver. 3.11.0 and Stata ver. 14.0. Thematic analysis was employed to analyze qualitative data using NVivo ver. 12.0.
Results
Findings indicated high relevance (mean=91.6, standard deviation [SD]=8.6), effectiveness (mean=86.1, SD=11.2), efficiency (mean=82.7, SD=10.2), and impact (mean=87.7, SD=9.9), with improved skills, confidence, and institutional service quality. However, sustainability had a lower score (mean=58.0, SD=11.1), reflecting challenges in follow-up support and resource allocation. Effectiveness strongly correlated with impact (ρ=0.746, P<0.001). The qualitative findings revealed that participants valued tailored training but highlighted barriers, such as language challenges and insufficient practical components. Alumni-led initiatives contributed to knowledge sharing, but limited resources constrained sustainability.
Conclusion
The Fellowship Program enhanced Tanzania’s health workforce capacity, but it requires localized curricula and strengthened alumni networks for sustainability. These findings provide actionable insights for improving similar programs globally, confirming the hypothesis that tailored training positively influences workforce and institutional outcomes.

Reliability and construct validation of the Blended Learning Usability Evaluation–Questionnaire with interprofessional clinicians in Canada: a methodological study: Anish Kumar Arora, Jeff Myers, Tavis Apramian, Kulamakan Kulasegaram, Daryl Bainbridge, Hsien Seow; J Educ Eval Health Prof. 2025;22:5. Published online January 16, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.5

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Abstract PDF Supplementary Material

Purpose
To generate Cronbach’s alpha and further mixed methods construct validity evidence for the Blended Learning Usability Evaluation–Questionnaire (BLUE-Q).
Methods
Forty interprofessional clinicians completed the BLUE-Q after finishing a 3-month long blended learning professional development program in Ontario, Canada. Reliability was assessed with Cronbach’s α for each of the 3 sections of the BLUE-Q and for all quantitative items together. Construct validity was evaluated through the Grand-Guillaume-Perrenoud et al. framework, which consists of 3 elements: congruence, convergence, and credibility. To compare quantitative and qualitative results, descriptive statistics, including means and standard deviations for each Likert scale item of the BLUE-Q were calculated.
Results
Cronbach’s α was 0.95 for the pedagogical usability section, 0.85 for the synchronous modality section, 0.93 for the asynchronous modality section, and 0.96 for all quantitative items together. Mean ratings (with standard deviations) were 4.77 (0.506) for pedagogy, 4.64 (0.654) for synchronous learning, and 4.75 (0.536) for asynchronous learning. Of the 239 qualitative comments received, 178 were identified as substantive, of which 88% were considered congruent and 79% were considered convergent with the high means. Among all congruent responses, 69% were considered confirming statements and 31% were considered clarifying statements, suggesting appropriate credibility. Analysis of the clarifying statements assisted in identifying 5 categories of suggestions for program improvement.
Conclusion
The BLUE-Q demonstrates high reliability and appropriate construct validity in the context of a blended learning program with interprofessional clinicians, making it a valuable tool for comprehensive program evaluation, quality improvement, and evaluative research in health professions education.

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Utilizing cognitive interview in the item refinement of the Blended Teaching Assessment Tool (BTAT) for Health Professions Education
Maria Teresita B. Dalusong, Glenda Sanggalang Ogerio, Valentin C. Dones, Maria Elizabeth M. Grageda
Philippine Journal of Health Research and Development.2025; 29(2): 54. CrossRef
All providers Better Communication Skills (ABCs) program: protocol for a randomized controlled trial assessing communication training effectiveness with interprofessional clinicians
Hsien Seow, Anish K. Arora, Daryl Bainbridge, Zhimeng Jia, Leah Steinberg, Nadia Incardona, Oren Levine, Justin J. Sanders, Jessica Simon, Amanda Roze des Ordons, Karen Zhang, Jeff Myers
BMC Palliative Care.2025;[Epub] CrossRef

Validation of the Blended Learning Usability Evaluation–Questionnaire (BLUE-Q) through an innovative Bayesian questionnaire validation approach: Anish Kumar Arora, Charo Rodriguez, Tamara Carver, Hao Zhang, Tibor Schuster; J Educ Eval Health Prof. 2024;21:31. Published online November 7, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.31

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Abstract PDF Supplementary Material

Purpose
The primary aim of this study is to validate the Blended Learning Usability Evaluation–Questionnaire (BLUE-Q) for use in the field of health professions education through a Bayesian approach. As Bayesian questionnaire validation remains elusive, a secondary aim of this article is to serve as a simplified tutorial for engaging in such validation practices in health professions education.
Methods
A total of 10 health education-based experts in blended learning were recruited to participate in a 30-minute interviewer-administered survey. On a 5-point Likert scale, experts rated how well they perceived each item of the BLUE-Q to reflect its underlying usability domain (i.e., effectiveness, efficiency, satisfaction, accessibility, organization, and learner experience). Ratings were descriptively analyzed and converted into beta prior distributions. Participants were also given the option to provide qualitative comments for each item.
Results
After reviewing the computed expert prior distributions, 31 quantitative items were identified as having a probability of “low endorsement” and were thus removed from the questionnaire. Additionally, qualitative comments were used to revise the phrasing and order of items to ensure clarity and logical flow. The BLUE-Q’s final version comprises 23 Likert-scale items and 6 open-ended items.
Conclusion
Questionnaire validation can generally be a complex, time-consuming, and costly process, inhibiting many from engaging in proper validation practices. In this study, we demonstrate that a Bayesian questionnaire validation approach can be a simple, resource-efficient, yet rigorous solution to validating a tool for content and item-domain correlation through the elicitation of domain expert endorsement ratings.

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Reliability and construct validation of the Blended Learning Usability Evaluation–Questionnaire with interprofessional clinicians in Canada: a methodological study
Anish Kumar Arora, Jeff Myers, Tavis Apramian, Kulamakan Kulasegaram, Daryl Bainbridge, Hsien Seow
Journal of Educational Evaluation for Health Professions.2025; 22: 5. CrossRef
Utilizing cognitive interview in the item refinement of the Blended Teaching Assessment Tool (BTAT) for Health Professions Education
Maria Teresita B. Dalusong, Glenda Sanggalang Ogerio, Valentin C. Dones, Maria Elizabeth M. Grageda
Philippine Journal of Health Research and Development.2025; 29(2): 54. CrossRef
All providers Better Communication Skills (ABCs) program: protocol for a randomized controlled trial assessing communication training effectiveness with interprofessional clinicians
Hsien Seow, Anish K. Arora, Daryl Bainbridge, Zhimeng Jia, Leah Steinberg, Nadia Incardona, Oren Levine, Justin J. Sanders, Jessica Simon, Amanda Roze des Ordons, Karen Zhang, Jeff Myers
BMC Palliative Care.2025;[Epub] CrossRef

A new performance evaluation indicator for the LEE Jong-wook Fellowship Program of Korea Foundation for International Healthcare to better assess its long-term educational impacts: a Delphi study: Minkyung Oh, Bo Young Yoon; J Educ Eval Health Prof. 2024;21:27. Published online October 2, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.27

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Abstract PDF Supplementary Material

Purpose
The Dr. LEE Jong-wook Fellowship Program, established by the Korea Foundation for International Healthcare (KOFIH), aims to strengthen healthcare capacity in partner countries. The aim of the study was to develop new performance evaluation indicators for the program to better assess long-term educational impact across various courses and professional roles.
Methods
A 3-stage process was employed. First, a literature review of established evaluation models (Kirkpatrick’s 4 levels, context/input/process/product evaluation model, Organization for Economic Cooperation and Development Assistance Committee criteria) was conducted to devise evaluation criteria. Second, these criteria were validated via a 2-round Delphi survey with 18 experts in training projects from May 2021 to June 2021. Third, the relative importance of the evaluation criteria was determined using the analytic hierarchy process (AHP), calculating weights and ensuring consistency through the consistency index and consistency ratio (CR), with CR values below 0.1 indicating acceptable consistency.
Results
The literature review led to a combined evaluation model, resulting in 4 evaluation areas, 20 items, and 92 indicators. The Delphi surveys confirmed the validity of these indicators, with content validity ratio values exceeding 0.444. The AHP analysis assigned weights to each indicator, and CR values below 0.1 indicated consistency. The final set of evaluation indicators was confirmed through a workshop with KOFIH and adopted as the new evaluation tool.
Conclusion
The developed evaluation framework provides a comprehensive tool for assessing the long-term outcomes of the Dr. LEE Jong-wook Fellowship Program. It enhances evaluation capabilities and supports improvements in the training program’s effectiveness and international healthcare collaboration.

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Halted medical education and medical residents’ training in Korea, journal metrics, and appreciation to reviewers and volunteers
Sun Huh
Journal of Educational Evaluation for Health Professions.2025; 22: 1. CrossRef

Effect of an interprofessional simulation program on patient safety competencies of healthcare professionals in Switzerland: a before and after study: Sylvain Boloré, Thomas Fassier, Nicolas Guirimand; J Educ Eval Health Prof. 2023;20:25. Published online August 28, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.25

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Purpose
This study aimed to identify the effects of a 12-week interprofessional simulation program, operated between February 2020 and January 2021, on the patient safety competencies of healthcare professionals in Switzerland.
Methods
The simulation training was based on 2 scenarios of hospitalized patients with septic shock and respiratory failure, and trainees were expected to demonstrate patient safety competencies. A single-group before and after study was conducted after the intervention—simulation program, using a measurement tool (the Health Professional Education in Patient Safety Survey) to measure the perceived competencies of physicians, nurses, and nursing assistants. Out of 57 participants, 37 answered the questionnaire surveys 4 times: 48 hours before the training, followed by post-surveys at 24 hours, 6 weeks, and 12 weeks after the training. The linear mixed effect model was applied for the analysis.
Results
Four components out of 6 perceived patient safety competencies improved at 6 weeks but returned to a similar level before training at 12 weeks. Competencies of “communicating effectively,” “managing safety risks,” “understanding human and environmental factors that influence patient safety,” and “recognize and respond to remove immediate risks of harm” are statistically significant both overall and in the comparison between before the training and 6 weeks after the training.
Conclusion
Interprofessional simulation programs contributed to developing some areas of patient safety competencies of healthcare professionals, but only for a limited time. Interprofessional simulation programs should be repeated and combined with other forms of support, including case discussions and debriefings, to ensure lasting effects.

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Sustaining emergency team competencies: Impact of interprofessional simulation with team resource management and structured debriefing
Yihsuan Tsai, Chunwen Chiu, Shouchuan Sun, Hsingju Lin, Chihhao Lin, Yawen Lee
Clinical Simulation in Nursing.2026; 110: 101880. CrossRef
Midwifery Students’ and Obstetricians’ Perception of Training in Non-Technical Skills
Coralie Fregonese, Paul Guerby, Gilles Vallade, Régis Fuzier
Simulation & Gaming.2025; 56(4): 374. CrossRef
Cenário de simulação realística sobre respostas não punitivas aos erros no Centro Cirúrgico
Francyne Sequeira Lopes Martins, Dionisia Oliveira of Oliveira, Cassiana Gil Prates, Kaihara Freitas Furtado, Rita Catalina Aquino Caregnato
Revista Gaúcha de Enfermagem.2025;[Epub] CrossRef
Realistic simulation scenario on non-punitive responses to errors in the Surgical Center
Francyne Sequeira Lopes Martins, Dionisia Oliveira of Oliveira, Cassiana Gil Prates, Kaihara Freitas Furtado, Rita Catalina Aquino Caregnato
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Interprofessional education interventions for healthcare professionals to improve patient safety: a scoping review
Yan Jiang, Yan Cai, Xue Zhang, Cong Wang
Medical Education Online.2024;[Epub] CrossRef

Brief report

Benefits of focus group discussions beyond online surveys in course evaluations by medical students in the United States: a qualitative study: Katharina Brandl, Soniya V. Rabadia, Alexander Chang, Jess Mandel; J Educ Eval Health Prof. 2018;15:25. Published online October 16, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.25

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In addition to online questionnaires, many medical schools use supplemental evaluation tools such as focus groups to evaluate their courses. Although some benefits of using focus groups in program evaluation have been described, it is unknown whether these inperson data collection methods provide sufficient additional information beyond online evaluations to justify them. In this study, we analyze recommendations gathered from student evaluation team (SET) focus group meetings and analyzed whether these items were captured in open-ended comments within the online evaluations. Our results indicate that online evaluations captured only 49% of the recommendations identified via SETs. Surveys to course directors identified that 74% of the recommendations exclusively identified via the SETs were implemented within their courses. Our results indicate that SET meetings provided information not easily captured in online evaluations and that these recommendations resulted in actual course changes.

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Effects of building resilience skills among undergraduate medical students in a multi-cultural, multi-ethnic setting in the United Arab Emirates: A convergent mixed methods study
Farah Otaki, Samuel B. Ho, Bhavana Nair, Reem AlGurg, Adrian Stanley, Amar Hassan Khamis, Agnes Paulus, Laila Alsuwaidi, Ashraf Atta Mohamed Safein Salem
PLOS ONE.2025; 20(2): e0308774. CrossRef
“What Did You Learn?” - An Alternative Narrative Approach to Student Evaluations of Teaching
Gunnar Tschudi Bondevik, Eivind Alexander Valestrand, Monika Kvernenes
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Seyed Mohammad Ali Seyedi, Navid Kazemian, Omid Alizadeh, Zeinab Mohammadi, Maryam Jamali, Reza Shahakbari, Sahand Samieirad
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Dartel Ferrari de Lima, Adelar Aparecido Sampaio
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Student evaluations of teaching and the development of a comprehensive measure of teaching effectiveness for medical schools
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Research article

Evaluation of an undergraduate occupational health program in Iran based on alumni perceptions: a structural equation model: Semira Mehralizadeh, Alireza Dehdashti, Masoud Motalebi Kashani; J Educ Eval Health Prof. 2017;14:16. Published online July 26, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.16

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Purpose
Evaluating educational programs can improve the quality of education. The present study evaluated the undergraduate occupational health program at the Semnan University of Medical Sciences in Semnan, Iran, with a focus on the associations between alumni perceptions of the learning environment and the outcomes of the occupational health program. Methods: A cross-sectional questionnaire survey was conducted among alumni of the undergraduate occupational health program. We asked alumni to rate their perceptions of the items using a 4-point Likert scale. The associations between alumni perceptions of the educational program and curriculum, faculty, institutional resources, and learning outcomes were modeled and described using structural equation modeling procedures. Results: A descriptive analysis of alumni perceptions indicated low evaluations for the administrative system, practical and research-based courses, and the number of faculty members. We found that a structural model of the evaluation variables of curriculum, faculty qualifications, and institutional resources significantly predicted undergraduate educational outcomes. The curriculum had direct and indirect effects on learning outcomes, mediated by faculty. Conclusion: The findings of our study highlight the usefulness of the structural equation modeling approach for examining links between variables related to the learning process and learning outcomes. Surveys of alumni can provide data for reassessing the learning environment in the light of the professional competencies needed for occupational health graduates.

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Integrated-Based Curriculum of Pharmaceutical Dosage Forms (ICPDF): What Factors Affect the Learning Outcome Attainment?
Anis Yohana Chaerunisaa, Akhmad Habibi, Muhaimin Muhaimin, Mailizar Mailizar, Tommy Tanu Wijaya, Ahmad Samed Al-Adwan
International Journal of Environmental Research and Public Health.2023; 20(5): 4272. CrossRef

Research Articles

Evaluation of a continuing professional development training program for physicians and physician assistants in hospitals in Laos based on the Kirkpatrick model: Hyun Bae Yoon, Jwa-Seop Shin, Ketsomsouk Bouphavanh, Yu Min Kang; J Educ Eval Health Prof. 2016;13:21. Published online May 31, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.21

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Purpose
Medical professionals from Korea and Laos have been working together to develop a continuing professional development training program covering the major clinical fields of primary care. This study aimed to evaluate the effectiveness of the program from 2013 to 2014 using the Kirkpatrick model. Methods: A questionnaire was used to evaluate the reaction of the trainees, and the trainers assessed the level of trainees’ performance at the beginning and the end of each clinical section. The transfer (behavioral change) of the trainees was evaluated through the review of medical records written by the trainees before and after the training program. Results: The trainees were satisfied with the training program, for which the average score was 4.48 out of 5.0. The average score of the trainees’ performance at the beginning was 2.39 out of 5.0, and rose to 3.88 at the end of each section. The average score of the medical records written before the training was 2.92 out of 5.0, and it rose to 3.34 after the training. The number of patient visits to the district hospitals increased. Conclusion: The continuing professional development training program, which was planned and implemented with the full engagement and responsibility of Lao health professionals, proved to be effective.

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Small group effectiveness in a Caribbean medical school’s problem-based learning sessions: P Ravi Shankar, Atanu Nandy, Ramanan Balasubramanium, Soumitra Chakravarty; J Educ Eval Health Prof. 2014;11:5. Published online March 24, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.5

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Purpose
The tutorial group effectiveness instrument was developed to provide objective information on the effectiveness of small groups. Student perception of small group effectiveness during the PBL process has not been previously studied in Xavier University School of Medicine. Hence the present study was carried out.
Methods
The study was conducted among the second and third semester undergraduate medical students during the last week of September 2013, in Xavier University School of Medicine, Aruba, Kingdom of the Netherlands. Students were informed about the objectives of the study and invited to participate after obtaining written, informed consent. Demographic information like gender, age, nationality and whether the respondent had been exposed to PBL before joining the institution were noted. Student perception about small group effectiveness was studied by noting their degree of agreement with a set of 19 statements using a Likert type scale.
Results
Thirty four of the 37 (91.9%) second and third semester medical students participated in the study. The mean cognitive score was 3.76 while the mean motivational and demotivational scores were 3.65 and 2.51 respectively. The median cognitive category score was 27 (maximum score 35) while the motivation score was 26 (maximum score 35) and the demotivational score was 12 (maximum being 25). There was no significant difference in scores according to respondents’ demographic characteristics.
Conclusion
Student perception about small group effectiveness was positive. Since most medical schools all over the world already have or are introducing PBL as a learning modality, Tutorial Group Effectiveness Instrument can provide valuable information about small group functioning during PBL sessions.

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Brief Report

Program Evaluation in Medical Education: An Overview of the Utilization-focused Approach: Matt Vassar, Denna L. Wheeler, Machelle Davison, Johnathan Franklin; J Educ Eval Health Prof. 2010;7:1. Published online June 15, 2010; DOI: https://doi.org/10.3352/jeehp.2010.7.1

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Abstract PDF

Medical school administrators, educators, and other key personnel must often make difficult choices regarding the creation, retention, modification, or termination of the various programs that take place at their institutions. Program evaluation is a data-driven strategy to aide decision-makers in determining the most appropriate outcome for programs within their purview. The purpose of this brief article is to describe one program evaluation model, the utilization-focused approach. In particular, we address the focus of this model, the personal factor, the role of the evaluator, and the evaluation process. Based on the flexibility of this model as well as its focus on stakeholder involvement, we encourage readers to consider the utilization-focused approach when evaluating programs.

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