RATIONALE, AIMS AND OBJECTIVES Based on input from 400 stakeholders over 6 years, the 2011 Program Evaluation Standards represents an in-depth analysis of values, meaning and measurement and their relationships in programme evaluation. Evaluation quality is achieved by balancing five attributes: utility, feasibility, propriety, accuracy and evaluation accountability. These attributes are used t...

after foundation of the educational development center (edc) in ministry of health and medical education in 1989, these centers were gradually established in universities of medical sciences in order to promote the quality of education. the necessity of establishment of edcs was tangibly revealed after integration of previous ministry of health and medical science faculties and establishment of...

The evaluation of educational programs has become an expected part of medical education. At some point, all medical educators will need to critically evaluate the programs that they deliver. However, the evaluation of educational programs requires a very different skillset than teaching. In this article, we aim to identify and summarize key papers that would be helpful for faculty members inter...

BACKGROUND In the rehabilitation of patients with prolonged back and neck pain, the physical impairment should be assessed. Previous research has exclusively engaged medically educated examiners, mostly physiotherapists. However, less biased evaluations of efforts at rehabilitation might be achieved by personnel standing outside the treatment work itself. Therefore, if medically untrained exami...

BACKGROUND Evidence suggests that spirituality is important in patient care and medical education, yet there are few reports of spirituality and medicine curricular evaluation. METHODS We developed, implemented, and evaluated a 17-hour elective on spirituality and patient care for 4 consecutive years. We presented the elective to 10 fourth-year medical students (MS4s) in years one and two and...

BACKGROUND This research examines student evaluations of their experience and attitudes in an 11 week mind-body skills course for first year medical students. AIMS The aim is to understand the impact of this course on students' self-awareness, self-reflection, and self-care as part of their medical education experience. METHODS This study uses a qualitative content analysis approach to data...

Medical education research in general is a young scientific discipline which is still finding its own position in the scientific range. It is rooted in both the biomedical sciences and the social sciences, each with their own scientific language. A more unique feature of medical education (and assessment) research is that it has to be both locally and internationally relevant. This is not alway...

Before we work out what constitutes an assessment's value for a given cost in medical education, we must first outline the steps necessary to create an assessment, and then assign a cost to each step. In this study we undertook the first phase of this process: we sought to work out all the steps necessary to create written selected-response assessments. First, the lead author created an initial...

Recent years have seen a rise in the efforts to implement diversity topics into medical education, using either a 'narrow' or a 'broad' definition of culture. These developments urge that outcomes of such efforts are systematically evaluated by mapping the curriculum for diversity-responsive content. This study was aimed at using an intersectionality-based approach to define diversity-related l...

BACKGROUND Web-based formative assessment tools have become widely recognized in medical education as valuable resources for self-directed learning. OBJECTIVES To explore the educational value of formative assessment using online quizzes for kidney pathology learning in our renal pathophysiology course. METHODS Students were given unrestricted and optional access to quizzes. Performance on ...