Submission ID 77897
| Code | WB-7 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Learning Objective 1 | Define and describe the critical steps of the REACH approach |
| Learning Objective 2 | Practice the REACH approach to create an evaluation plan |
| Learning Objective 3 | Determine how this approach may be valuable in their own systems. |
| Category | Medical Education |
| Type | Workshop |
| Title | Extending Our Reach: How Medical Education Leaders Can Leverage Program Evaluation to Build System Capacity |
| Rationale/Background | For over 40 years, outcome-based models have dominated program evaluation in the health system. However, there is increasing recognition that these models do not fully address the complexities of the systems in which our programs live. Recently, medical educators have expanded their evaluation efforts to focus on understanding 1) how context impacts the success of education and 2) what processes of building and implementing medical education are needed to result in desired outcomes. To what extent have leaders in medical education embraced similar evaluation practices? Evaluation of medical education programming at the departmental or organizational level report primarily output and Level 1 (satisfaction/reaction with program/department services) outcome data if at all. Driven by accountability to stakeholders, leaders define success as having achieved planned output and/or outcomes and, therefore, devote resources to determine the extent to which these have been achieved. What is rarely found in evaluation practice is the identification and understanding of emergent outcomes; implications of both planned and unplanned departmental efforts that are immediate and "emerge" out of a particular context. Seldom do leaders practice evaluation as a learning tool in which evaluation questions are part of the ongoing iteration of program efforts in real time and where questions may change over time as the context changes (new learning, new mandates, new people). Integrating theories and practices from the fields of Organizational Development and Change, Re-imagining Evaluation to Accelerate Change in Healthcare (REACH) is a method of evaluation that enables leaders to co-create evaluation strategies to help drive change. |
| Instructional Methods | Following a 15-minute didactic presentation, participants will work in small groups to co-create an evaluation strategy using the REACH approach. This will be followed by a large group debrief. |
| Target Audience | Medical education leaders and program developers. |
| Keyword 1 | Leadership |
| Keyword 2 | Evaluation |
| Keyword 3 | Program development |
| Abstract content most relevant to: (check all that apply) | Continuing Professional Development (CPD) (faculty development, CME)
Residency Education Undergraduate Medical Education |
| Abstract Track - First Choice | Leadership |
| Authors | Kathryn Parker Risa Freeman Mahan Kulasegaram Allia Karim Kathryn Parker |
