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Related Experiment Video

Updated: May 26, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
10:39

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Kirkpatrick's levels and education 'evidence'.

Sarah Yardley1, Tim Dornan

  • 1Keele University Medical School, Faculty of Health, Keele, UK. syardley@doctors.org.uk

Medical Education
|December 14, 2011
PubMed
Summary

Kirkpatrick's levels are often unsuitable for appraising medical education interventions due to implicit assumptions. This study suggests quality appraisal depends on evidence purpose, not just objective measures.

Area of Science:

  • Medical Education Research
  • Educational Assessment
  • Health Professions Education

Background:

  • Kirkpatrick's four-level model is widely used for evaluating training programs.
  • Its application in medical education research requires critical examination.
  • Alternative appraisal methods may be needed for complex educational interventions.

Purpose of the Study:

  • Critically review the suitability of Kirkpatrick's levels for medical education interventions.
  • Examine empirical evidence of their use in this field.
  • Explore alternative approaches to appraising research evidence.

Main Methods:

  • A narrative literature review was conducted.
  • A critical review of theory and qualitative empirical analysis were employed.

Related Experiment Videos

Last Updated: May 26, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
10:39

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

  • The research utilized a cooperative inquiry process.

    • Main Results:

    • Kirkpatrick's levels have implicit assumptions limiting their use to simple designs and non-learner beneficiaries.
    • These conditions are met by only a fraction of medical education reviews.
    • Hierarchical application of the levels offers limited value for critical appraisal.

    Conclusions:

    • The study questions Kirkpatrick's levels as a definitive appraisal tool in medical education.
    • 'Quality' in research is context-dependent and linked to the evidence's purpose.
    • A simplified approach to appraising medical education research quality is proposed.