Multidimensional outcome considerations in assessing the efficacy of medical educational programs.
BACKGROUND
To be accredited, schools must evaluate the effectiveness of their programs. Educators are looking for specific indicators beyond the traditional measures. Data from multiple methods, including indicators of student performance and of the institutional environment, can be used to determine if educational program goals are met.


CONCLUSIONS
This article outlines specific ways to consider three types of efficacy outcomes that are consistent with accreditation guidelines: educational, clinical career, and environmental outcomes. Specific measurable outcomes for each of these categories are derived from higher education literature: for example, learning approaches and information acquisition for education; professional behaviors and interpersonal dimensions for clinical career, and scholarship of teaching and teaching itself as a shared and valued activity for environmental outcomes. These outcomes address student assessment and program evaluation. Data from problem-based learning programs illustrate these outcomes.


CONCLUSIONS
Educators can determine if educational program innovations have met their goals by collecting efficacy outcome data.
Blumberg
Phyllis
P
Teaching and Learning Center, University of the Sciences in Philadelphia, Philadelphia, Pennsylvania 19104, USA. p.blumbe@usip.edu
D000068:Accreditation; D000124:Achievement; D004504:Education, Medical, Undergraduate / Q000592:standards*; D004521:Educational Measurement; D006801:Humans; D009937:Organizational Objectives; D018794:Problem-Based Learning / Q000592:standards*; D015397:Program Evaluation / Q000379:methods*; D011786:Quality Control; D012577:Schools, Medical / Q000592:standards; D014481:United States