Using an outcomes-logic-model approach to evaluate a faculty development program for medical educators.

Area of Science:

• Medical Education Research
• Program Evaluation
• Adult Learning Theory

Background:

• Nontraditional professional development programs are crucial for advancing medical education.
• Evaluating program impact requires a structured approach to align outcomes, delivery, and measurement.
• The Harvard Macy Program for Physician Educators (HM-PE) is a professional development initiative for medical educators.

Purpose of the Study:

• To examine the impact of participating in the HM-PE program using an outcomes-logic-model approach.
• To assess the alignment between desired learner outcomes, program delivery, and measurement strategies.
• To evaluate immediate and intermediate outcomes of the HM-PE program.

Main Methods:

• Conducted structured telephone interviews with 16 Harvard Medical School (HMS) participants in the HM-PE program (2001).
• Interviewed four Faculty Scholars (alumni who taught in subsequent programs).
• Administered online questionnaires to participants and Faculty Scholars in 2004.

Main Results:

• 81% of respondents reported increased knowledge and confidence in learner-centered teaching methods.
• 63% reduced lectures, incorporating alternative educational strategies.
• 81% reported a stronger commitment to medical education; nearly one-third considered the program a career turning point.

Conclusions:

• The outcomes logic model effectively evaluated the HM-PE program's implementation and outcome attainment.
• The HM-PE program demonstrably enhanced participants' teaching practices and commitment to medical education.
• Logic models are valuable tools for assessing professional development program effectiveness.