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Title:Models for primary care residency program evaluation
Author(s):Meyer, Lynne Ellen
Doctoral Committee Chair(s):Farmer, James A.
Department / Program:Education
Discipline:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Health Sciences, Education
Health Sciences, Medicine and Surgery
Education, Higher
Abstract:Many sponsoring institutions of residency programs have been facing corporate downsizing in the last decade, while stakeholders have raised questions of the effectiveness and efficiency of their residency programs. Program evaluation has become increasingly critical in determining the worth of such programs in corporate downsizing decisions. The purpose of this study was to develop a theoretical evaluation model, or template, to be used for primary care residency programs (family practice, internal medicine, pediatrics, combined medicine/pediatrics).
Conceptual Framework. The conceptual framework of this study was utilization of several evaluation approaches and meta-evaluation: the Connoisseurship Criticism Model; the Attainment of Objectives Model and Goal-Free Evaluation Model; the Differential Model and Experimental Model; and the Naturalistic and Participatory Evaluation Model. Meta-evaluation is the practice of evaluating evaluations.
Methodology. Two separate primary care residency directors were interviewed. Program evaluation data from the two programs was evaluated using meta-evaluation. Based on these and the literature review, an initial evaluation template was developed. Next, a focus group was conducted with two additional primary care program directors and two medical educators. One accreditation site surveyor was interviewed. Interview data was analyzed by content analysis and member checking. Based upon this, the template was revised.
Results. Three of the seven evaluation approaches reviewed in the study were not utilized. One of the main reasons was that the program directors were unaware of them, or did not have the resources. Resident assessment was triangulated with various sources of data, however the program itself was not.
Discussion. Program directors are likely to be unaware of the theoretical underpinnings of evaluation models and use techniques for pragmatic reasons and felt needs such as accreditation and graduation requirements. A template will give directors a systematic way of collecting relevant, useful data to make informed judgments about the merit or worth of their residency program. It will also afford them opportunities to gather data that might not have been considered before, or in ways that might not have been considered.
Issue Date:1996
Type:Text
Language:English
URI:http://hdl.handle.net/2142/20950
ISBN:9780591198355
Rights Information:Copyright 1996 Meyer, Lynne Ellen
Date Available in IDEALS:2011-05-07
Identifier in Online Catalog:AAI9712378
OCLC Identifier:(UMI)AAI9712378


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