Ullah Himayat, Huma Sarwat, Yasin Ghulam, Ashraf Muhammad, Tahir-Ud-Din Qazi, Shabana Hossam, Sarfraz Junaid
College of Medicine at Shaqra, Shaqra University, Shaqraa, Saudi Arabia.
Health Services Academy, Islamabad.
Ann Med Surg (Lond). 2024 Aug 30;86(10):5988-5994. doi: 10.1097/MS9.0000000000002518. eCollection 2024 Oct.
Medical education is constantly evolving worldwide and facing various challenges. To cope with these, continuous and fruitful evaluation of an educational program is the need of the day. This study aims to know the purpose of evaluation, various theories related to program evaluation, and different models of curriculum and program evaluation. This will help educationists evaluate their programs fruitfully and effectively according to their needs and objectives. Different search engines including Medline's PubMed interface, Google Scholar, and Cochrane Review databases using keywords, curriculum evaluation, evaluation models, and evaluation strategies in education, were searched without any date restrictions, and 20 full-text articles were selected for review and data extraction. While reviewing the literature it was found that most of the modern educational program and curriculum evaluation models are based on the reductionist, system, and complexity theories of evaluation. The experimental/quasi-experimental model is based majorly on the linear approach and reductionism, but its drawback is that it is impractical for the whole curriculum and sometimes ethically unfavorable. Kirkpatrick's model, Philips' model, the CIPP model, and the logic model are based on the system and complexity theory and are more practical in medical education. Each of these models has its advantages and limitations. In this review, the authors discussed the important distinctive features of these evaluation theories and models and their applicability and usefulness in evaluating different programs and curricula.
医学教育在全球范围内不断发展，面临着各种挑战。为应对这些挑战，对教育项目进行持续且卓有成效的评估是当务之急。本研究旨在了解评估的目的、与项目评估相关的各种理论，以及课程和项目评估的不同模式。这将有助于教育工作者根据自身需求和目标，卓有成效且高效地评估他们的项目。使用关键词“课程评估”“评估模式”以及“教育中的评估策略”，对包括Medline的PubMed界面、谷歌学术和Cochrane综述数据库在内的不同搜索引擎进行了检索，检索无日期限制，共选取20篇全文文章进行综述和数据提取。在回顾文献时发现，大多数现代教育项目和课程评估模式基于评估的还原论、系统论和复杂性理论。实验/准实验模式主要基于线性方法和还原论，但其缺点是对整个课程不切实际，且有时在伦理上不利。柯克帕特里克模型、菲利普斯模型、CIPP模型和逻辑模型基于系统论和复杂性理论，在医学教育中更具实用性。这些模型各有优缺点。在本综述中，作者讨论了这些评估理论和模型的重要显著特征，以及它们在评估不同项目和课程中的适用性和实用性。
