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The Effect of Formative Program Evaluation on Continuous Program Improvement: A Case Study of a Clinical Training
Hyun Bae Yoon1, Jwa-Seop Shin1, Seung-Hee Lee1
1Department of Medical Education, Seoul National University College of Medicine, Seoul, Korea.
Journal of Korean Medical Science
|December 30, 2015
Summary
Formative program evaluation enhanced a clinical training program for Lao health professionals. This continuous improvement strategy increased trainee satisfaction and knowledge transfer, particularly early in the program.
Area of Science:
- Health Professions Education
- Program Evaluation
- Continuous Quality Improvement
Background:
- Clinical training programs require ongoing assessment for effective skill development.
- Lao health professionals need enhanced training to meet healthcare demands.
- Formative evaluation offers a framework for iterative program refinement.
Purpose of the Study:
- To assess the impact of formative program evaluation on a clinical training initiative.
- To determine if formative evaluation drives continuous improvement in health professional training.
- To measure changes in trainee satisfaction and knowledge transfer.
Main Methods:
- A longitudinal study design was employed across four training cohorts.
- Formative program evaluation was integrated throughout the training process.
- Data collection involved questionnaires, focus group interviews, and medical record analysis.
Main Results:
- Trainee satisfaction and knowledge transfer showed a consistent upward trend across cohorts.
- Significant improvements were observed, especially during the initial phases of the training.
- Analysis revealed a positive correlation between formative evaluation and program enhancement.
Conclusions:
- Formative program evaluation is an effective strategy for improving clinical training.
- Continuous feedback and adaptation enhance trainee outcomes in health education.
- The findings support the integration of formative evaluation in professional development programs.
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