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Sustaining curricular change at Sherbrooke through external, formative program evaluations

J E Des Marchais1, G Bordage

  • 1Faculty of Medicine, University of Sherbrooke, Quebec, Canada.

Academic Medicine : Journal of the Association of American Medical Colleges
|June 4, 1998
PubMed
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External, formative program evaluations guided curricular reform and accreditation preparation at Sherbrooke

Area of Science:

  • Medical Education
  • Program Evaluation
  • Curriculum Development

Background:

  • Major curricular reform initiated in the mid-1980s at the Faculty of Medicine, Sherbrooke.
  • Need for ongoing monitoring and sustainability of curricular changes.
  • Preparation for periodic accreditation reviews was a key driver.

Purpose of the Study:

  • To discuss external, formative program evaluation as a tool for curricular change.
  • To present the process and outcomes of three evaluations conducted between 1988 and 1994.
  • To analyze the impact of evaluations on program planning and the socioeducational climate.

Main Methods:

  • Case study of the Faculty of Medicine, Sherbrooke.
  • Three external, formative program evaluations in 1988, 1991, and 1994.

Related Experiment Videos

  • Utilized expert judgment and "connoisseur" models of evaluation.

    • Main Results:

    • Evaluations guided and supported major curricular undertakings, encouraging refinements.
    • Recommendations influenced program planning, content, teaching, and assessment.
    • Positive effects observed on curriculum, faculty, and the school's socioeducational climate.

    Conclusions:

    • External, formative program evaluation is effective for sustaining curricular change.
    • The evaluation process facilitated adaptation and improvement in medical education.
    • The study highlights the value of expert judgment in program assessment.