Dauphinee W Dale
a The Foundation for the Advancement of International Medical Education and Research , Philadelphia , USA .
b McGill University Montreal , Canada.
Med Teach. 2015;37(11):979-82. doi: 10.3109/0142159X.2015.1087484.
In an era demanding greater accountability and the demonstration of positive outcomes and impacts, the field for the evaluation of interventions, program development and outreach projects is being challenged in many fields, including education, medical care, public health and social development. In consequence, the leaders in this field significantly changed their approaches to the evaluation of such interventions. Evaluators noted that simple linear models of evaluation do not address the wider community of interests and stakeholders involved in today's innovative and wide-reaching programs. Moreau raises the possible usefulness of contribution analysis in responding to the calls for broader accountability. In this commentary, the elements of these emerging approaches are reviewed and explained for teachers with reporting responsibilities in health sciences education. The presentation is intended to expand on Moreau's argument and suggestions such that educators may be able to consider the use of theory-based evaluations, such as contribution analyses, in the evaluation of their institutional programs and interventions. These possible applications are especially relevant to the increasingly more complicated and complex interventions that characterize many of the educational interventions as more health profession programs are moved into and impact on the larger societal community.
在一个要求更高问责制以及展示积极成果和影响的时代，干预措施评估、项目开发和推广项目领域在包括教育、医疗保健、公共卫生和社会发展在内的许多领域都面临挑战。因此，该领域的领导者显著改变了他们对这类干预措施评估的方法。评估人员指出，简单的线性评估模型无法应对当今创新且影响广泛的项目所涉及的更广泛的利益群体和利益相关者。莫罗提出贡献分析在回应更广泛问责要求方面可能具有的作用。在这篇评论中，将为在健康科学教育中负有报告责任的教师回顾并解释这些新兴方法的要素。本报告旨在扩展莫罗的论点和建议，以便教育工作者能够在评估其机构项目和干预措施时考虑使用基于理论的评估方法，如贡献分析。这些可能的应用对于许多教育干预措施所具有的日益复杂的特点尤其相关，因为越来越多的健康专业项目融入并影响更广泛的社会群体。
