Using contribution analysis to evaluate health professions and health sciences programs

Frontiers in Medicine

Medicine

Caroline Wright¹  Maxine Bonham²  Evelyn Volders²  Arunaz Kumar³  Paul J. White⁴  Tina Brock⁴  Wee-Ming Lau⁵  Mahbub Sarkar⁶  Jennifer Lindley⁶  Claire Palermo⁶  Tammie Choi⁷  Margaret Simmons⁸  Julia Morphet⁹  Ingrid Ann Brooks⁹  Basia Diug^1,10  Dragan Ilic^1,10 

[1] Department of Medical Imaging and Radiation Sciences, School of Primary and Allied Health, Monash University, Melbourne, VIC, Australia;Department of Nutrition, Dietetics and Food, Monash University, Melbourne, VIC, Australia;Department of Obstetrics and Gynaecology, School of Clinical Sciences, Monash University, Melbourne, VIC, Australia;Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Melbourne, VIC, Australia;Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Subang Jaya, Selangor, Malaysia;Monash Centre for Scholarship in Health Education, Monash University, Melbourne, VIC, Australia;Monash Centre for Scholarship in Health Education, Monash University, Melbourne, VIC, Australia;Department of Nutrition, Dietetics and Food, Monash University, Melbourne, VIC, Australia;Monash Rural Health, Monash University, Melbourne, VIC, Australia;School of Nursing and Midwifery, Monash University, Melbourne, VIC, Australia;School of Public Health and Preventive Medicine, Monash University, Melbourne, VIC, Australia;

关键词: contribution analysis;    curriculum evaluation;    learning and teaching;    practice ready;    health professions;    health science;   

DOI  :  10.3389/fmed.2023.1146832

 received in 2023-01-17, accepted in 2023-09-18,  发布年份 2023

来源: Frontiers

【 摘 要 】

Introduction/backgroundCourse evaluation in health education is a common practice yet few comprehensive evaluations of health education exist that measure the impact and outcomes these programs have on developing health graduate capabilities.Aim/objectivesTo explore how curricula contribute to health graduate capabilities and what factors contribute to the development of these capabilities.MethodsUsing contribution analysis evaluation, a six-step iterative process, key stakeholders in the six selected courses were engaged in an iterative theory-driven evaluation. The researchers collectively developed a postulated theory-of-change. Then evidence from existing relevant documents were extracted using documentary analysis. Collated findings were presented to academic staff, industry representatives and graduates, where additional data was sought through focus group discussions - one for each discipline. The focus group data were used to validate the theory-of-change. Data analysis was conducted iteratively, refining the theory of change from one course to the next.ResultsThe complexity in teaching and learning, contributed by human, organizational and curriculum factors was highlighted. Advances in knowledge, skills, attitudes and graduate capabilities are non-linear and integrated into curriculum. Work integrated learning significantly contributes to knowledge consolidation and forming professional identities for health professional courses. Workplace culture and educators’ passion impact on the quality of teaching and learning yet are rarely considered as evidence of impact.DiscussionCapturing the episodic and contextual learning moments is important to describe success and for reflection for improvement. Evidence of impact of elements of courses on future graduate capabilities was limited with the focus of evaluation data on satisfaction.ConclusionContribution analysis has been a useful evaluation method to explore the complexity of the factors in learning and teaching that influence graduate capabilities in health-related courses.

【 授权许可】

Unknown   
Copyright © 2023 Choi, Sarkar, Bonham, Brock, Brooks, Diug, Ilic, Kumar, Lau, Lindley, Morphet, Simmons, Volders, White, Wright and Palermo.