MCPS in Health Professions Educations 1

DME-HPE-06

College of Physicians & Surgeons Pakistan

Department of Medical Education

College of Physicians and Surgeons

MCPS in
Health Professions Education
(MCPS-HPE) 2019-21

Guide for Module-6

“Program Evaluation”

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 MCPS in Health Professions Educations 2

CONTEXT

Having developed and implemented academic activities for improving the

quality of learning, it becomes imperative that some evidence be collected
about how congruent reality is with the plan or intent. A well-made,
innovative curricular design, which on paper follows the principles of adult
learning, may fail due to faculty resistance, lack of funding, space or faculty
time; the students may not be geared towards independent learning.
Hence, the institutional/departmental officials need to put into action a
process, which provides a clear, honest picture of what the ground reality
is so that future actions may be modified or strengthened accordingly.

Program evaluation is therefore one of the methodical mechanisms

available to educationists through which they can help analyze and
subsequently offer suggestions for consolidation or further improvement of
the existing educational program(s), to the concerned body.

Hence an educationist is required to know the salient features of Program

Evaluation, including why this process is being initiated, what is its purpose
and how the results will be used; It also requires the professional to be
fully cognizant of the uses of tools for evaluation and the processes of
actually carrying out evaluation according to prescribed and available
models so as to follow a protocol, thus ensuring a valid and authentic
portrait.

CONTENT

The crux of this module is your ability to develop a plan and evaluation
tool(s) or instruments (the two terms are being used interchangeably
here), which you can use to evaluate the curriculum that you developed in
the previous modules or conduct an actual evaluation of an on-going
program in your ward, department or institution. In order to develop tools
you need to know the advantages and limitations of each of them, like
questionnaires, interviews, focus group discussions (FGDs) etc. An
extremely important thought that all educationists must have while
selecting these instruments is that of evidence of validity of inferences
based on the results that will be produced through these methods. Care
should be taken to align the selection of instruments with the purpose of
evaluation and the intended usage of results.

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RELATION WITH OTHER MODULES

Having traversed much of the educational spectrum, this module brings to

focus the utility of all the previous modules. Having implemented modern
principles of learning, the educationist needs to find out the outcome. This
module will be utilizing previous concepts like the writing of
objectives/outcomes, developing an educational plan with a logical
integration of content matter, appropriate instructional methods and
suitable assessment tools to ascertain the degree of student achievement,
while taking care of obtaining and presenting the true scenario and
ensuring fairness in using instruments which would assess (so to speak)
not knowledge and competence but actions and results in the form of
program evaluation.

LEARNING OUTCOMES (LOs) OF THE MODULE

By the end of the module, participants will be able to:

 Develop a plan to ensure quality improvement of the educational
program
 Identify similarities and differences in various evaluation
approaches/models for evaluating educational programs
 Develop a plan for evaluating an educational program
 Justify the model selected for the plan
 Develop evaluation tools for the plan
 Critically evaluate evaluation tools

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HOW TO WORK DURING THIS MODULE

Start from the first assignment and go to the next one, in sequence. You
may have to do some literature search. You also need to find out what a
Likert scale is and how it is developed. Even if you don’t intend to use a
questionnaire in your plan, the ability to develop a Likert scale
questionnaire will go a long way in your professional lives as educationists.

SUBMISSION DATES:

The last dates for submission of first drafts:

Assignment 1: 18th July, 2021
Assignment 2: 01st August, 2021
Assignment 3: 11th August, 2021

Submission of final drafts: The dates will be announced later

“Kindly avoid asking for extensions in submitting assignments as it will

affect your exam dates”

FORMAT FOR ASSIGNMENTS

The recommended format for assignments is given below:

Font size: 12
Font: Verdana
Line spacing: 1.5
Margins: 1 inch on all sides

IMPORTANT: Please do not cross the given page limit

ASSIGNMENTS AND THEIR FORMAT

There are three assignments in this module. It is requested that

participants provide relevant headings and sub headings in their work.

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ASSIGNMENT-1
CONTEXT:

As you know, core competencies expected from a medical educationist

include quality assurance and evaluation. Sound understanding of different
evaluation approaches and quality improvement enables an educationist to
achieve this goal. Nevertheless, it remains a daunting task due to the
inherent complexity of the subject matter and can be approached by
adopting an analytical approach to facilitate deep learning.
You have developed a curriculum in module five and submitted with
department of medical education of your institution for implementation.
The Director of Department of medical education has requested you to
review the curriculum and develop an integral plan for monitoring the
implementation of the curriculum.

TASK:

A) What monitoring plan you will frame to implement curriculum?

B) Develop standard operating procedures (SOPs) for implementation of
any one of the monitoring procedure.

OUTPUT REQUIREMENT:

Complete the task within:

A) 2 pages with 3-5 references
B) 2 pages with 3-5 references

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ASSIGNMENT-2

CONTEXT:

As you know, core competencies expected from a medical educationist are

quality assurance and evaluation. Sound understanding of different
evaluation approaches enables an educationist to achieve this goal.
Nevertheless, it remains a daunting task due to the inherent complexity of
the subject matter and can be approached by adopting an analytical
approach to facilitate deep learning.

TASK:

A) Give an account of SWOT analysis of the commonly used 5 approaches

of program evaluation?
B) Develop 3 evaluation questions for the curriculum developed in module
5. Modify these questions in the light of 5 commonly used evaluation
approaches. (Questions should remain same with modification according
to each approach).
C) Enlist 1 data collection tool for each question framed for five evaluation
approaches.

OUTPUT REQUIREMENT:

Complete the task within:

A) Two pages for each evaluation approach with 3-5 recent references.

B) 2 pages no references required

C) 2 pages with 3-5 references

You may consult pages 111-243, of ‘Program Evaluation’ by Jody L.

Fitzpatrick 4th Edition.

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ASSIGNMENT-3
ASSIGNMENT ONE
CONTEXT:
The department of medical education approved your curriculum document
for implementation in the institution. The students of first batch of the
course have reservations regarding the learning resource material and
learning environment. They conveyed their concerns to the Principal/head
of institution. The department of medical education is requested to develop
evaluation plan to verify the complaints and make recommendations in
light of program evaluation. The Director Medical Education has made a
team of three experts along with you to prepare a draft of evaluation plan
and report.

TASK:

Revisit the course to find solutions for the made complaints. You may use
following headings to develop outline of evaluation plan:

a) Define the purpose

b) Select an appropriate model/models
c) Justify the use of this model in the light of literature
d) Develop evaluation questions (3-5)
e) Select appropriate method and data collection tool/tools
f) Give outline of at least two tools selected
g) Justify why you have selected a particular tool in the light of available
literature?
h) How would you analyse the data?
i) Develop Timelines and budget
j) Conclusions and suggestions

OUTPUT REQUIREMENT:

Complete the task within 10 pages inclusive of appendices with at least

ten references for justification of your plan.

You may consult ‘Program Evaluation’ by Jody L. Fitzpatrick.

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THE MODULE TEST

There is no separate module test. These assignments will constitute the

summative assessment.

IMPORTANT NOTE: The maximum time frame

for completion of all requirements including
successful completion of assignments of all
modules, passing of continuous and final
assessments and publication/ acceptance for
publication of a research article shall not exceed
six years from the commencement of first
contact session of the course.

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MCPS- HPE 2019-21 | Guide Module-6