Educational Program Evaluation, Sechelt, BC, Canada.
J Eval Clin Pract. 2013 Oct;19(5):925-32. doi: 10.1111/j.1365-2753.2012.01879.x. Epub 2012 Jul 11.
RATIONALE, AIMS AND OBJECTIVES: Based on input from 400 stakeholders over 6 years, the 2011 Program Evaluation Standards represents an in-depth analysis of values, meaning and measurement and their relationships in programme evaluation. Evaluation quality is achieved by balancing five attributes: utility, feasibility, propriety, accuracy and evaluation accountability. These attributes are used to organize 30 standards, 200 strategies and 197 hazards.
In response to a call from the authors of the standards, we have used them to guide our meta-evaluation of McGill's undergraduate physicianship programme.
Our findings show how the standards illuminate the tensions, dilemmas and hazards inherent in all stages of programme evaluation studies and offer helpful strategies for designing and conducting high-quality evaluation studies.
Based on our experience, the third edition needs to be used as a reference document in all stages of evaluations of medical education programmes.
背景、目的和目标：根据 6 年来 400 位利益相关者的意见，2011 年方案评价标准代表了对方案评价中的价值观、意义和测量及其关系的深入分析。通过平衡实用性、可行性、适当性、准确性和评价问责制这五个属性来实现评价质量。这些属性用于组织 30 个标准、200 个策略和 197 个危害。
响应标准作者的呼吁，我们使用这些标准来指导我们对麦吉尔本科医师课程的元评价。
我们的研究结果表明，这些标准如何阐明了方案评价研究各个阶段固有的紧张、困境和危害，并为设计和进行高质量的评价研究提供了有益的策略。
根据我们的经验，第三版需要在医学教育课程评价的所有阶段作为参考文件使用。
