University of Kansas Medical Center, Kansas, USA.
Duke University School of Medicine, North Carolina, USA.
Can Med Educ J. 2024 Nov 13;15(5):142-145. doi: 10.36834/cmej.77995. eCollection 2024 Nov.
The proliferation of health professions educator academies across Canada and the United States illustrates the value they hold for faculty and institutions. Yet, establishing and evaluating the efficacy of them through program evaluation can be challenging. Moreover, academy leadership often lack the time, bandwidth skillset and personnel to undertake rigorous program evaluation efforts. We outline a step-by-step guide for getting a grip on evaluating health professions educator academies. Developing a plan for program evaluation in advance of any new academy initiative helps to ensure the academy calibrates and re-calibrates to accomplish outcomes and meet stakeholder expectations. It also provides a mechanism for tracking academy impact, which strengthens requests for funding, promotes sustainability and encourages continued buy-in and support from institutional stakeholders. For all of these reasons, we present the following recommendations: apply the relevant program evaluation framework(s); identify resources for program evaluation; prepare to tell your academy's story; list desired program outcomes; establish a data collection plan; and obtain institutional review board approval.
加拿大和美国的健康专业教育者学会的大量涌现说明了它们对教师和机构的价值。然而，通过项目评估来建立和评估它们的效果可能具有挑战性。此外，学会领导层通常缺乏时间、带宽、技能和人员来进行严格的项目评估工作。我们概述了一步一步的指南，以掌握健康专业教育者学会的评估。在任何新的学会倡议之前制定项目评估计划有助于确保学会进行校准和重新校准，以实现成果并满足利益相关者的期望。它还为跟踪学会的影响提供了一种机制，这加强了对资金的请求，促进了可持续性，并鼓励机构利益相关者的持续投入和支持。基于所有这些原因，我们提出以下建议：应用相关的项目评估框架；确定项目评估资源；准备讲述学会的故事；列出预期的项目成果；建立数据收集计划；并获得机构审查委员会的批准。
