Evaluating change in medical school curricula: how did we know where we were going?
This chapter compares and contrasts the primary outcomes and methods used to evaluate the curricular changes at the eight schools participating in The Robert Wood Johnson Foundation "Preparing Physicians for the Future: Program in Medical Education." Each school evaluated its own program. The eight evaluators formed an ad hoc group to share information, but the schools did not use a common evaluation system. Although the evaluations were done without common standards, many of the measures were similar. The schools used such quantitative methods as measuring students' performances and their choices of specialties, as well as such qualitative methods as asking students to evaluate their courses and to participate in focus groups. The authors describe the ways in which evaluative data were collected and how evaluation drove curricular change. The authors conclude that program evaluation can sustain schools through the turbulence of curricular change, and that qualitative data and communicating the results of evaluations with faculty and students are essential to successful reform.
Gerrity
M S
MS
Department of Medicine, Oregon Health Sciences University, Portland 97201, USA.
Mahaffy
J
J
D003479:Curriculum / Q000592:standards*; D004501:Education, Medical / Q000592:standards; D005069:Evaluation Studies as Topic; D005180:Faculty, Medical; D013337:Students, Medical; D014481:United States