Campbell B F, Sengupta S, Santos C, Lorig K R
Stanford Patient Education Research Center, Stanford University School of Medicine, Palo Alto, CA 94304, USA.
Health Educ Q. 1995 May;22(2):201-10. doi: 10.1177/109019819502200208.
This article discusses the use of balanced incomplete block design for process evaluation and presents a case study of its use. This technique produces a weighted ranking of program elements, showing the relative importance of each element and allowing comparison of process and content elements. The article presents a case study in which the technique was used to evaluate the Chronic Disease Self-Management Program. Participants and lay course leaders were asked to rank 13 course elements for their helpfulness. The most valued element, sharing or unstructured interactions among participants, was not an explicitly planned part of the intervention. Some of the elements least valued (nutrition, use of community resources, and medication use) are elements most emphasized by the health care system and by patient education. We found that balanced incomplete block design was easy to administer and tally. The results could be readily applied to program redesign and to needs assessment.
本文讨论了平衡不完全区组设计在过程评估中的应用，并给出了一个使用该设计的案例研究。这种技术会生成项目元素的加权排名，显示每个元素的相对重要性，并允许对过程和内容元素进行比较。本文呈现了一个案例研究，其中该技术被用于评估慢性病自我管理项目。参与者和非专业课程负责人被要求对13个课程元素的帮助程度进行排名。最受重视的元素，即参与者之间的分享或非结构化互动，并不是干预措施中明确计划的一部分。一些最不受重视的元素（营养、社区资源的利用和药物使用）却是医疗保健系统和患者教育最强调的元素。我们发现平衡不完全区组设计易于实施和统计。结果可以很容易地应用于项目重新设计和需求评估。
