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- W4240717202 abstract "Abstract Evaluation is a key part of the educational process. Without proper evaluation the effectiveness of medical education would be difficult to establish. This chapter defines evaluation, examines its history, and considers the differences between evaluation and research, where the boundaries are becoming increasingly blurred. It then moves on to consider how evaluation is performed. Evaluation should be planned during the setting up of educational programmes. It should ideally be part of an on-going cycle of improvement. It must be recognized that evaluation often occurs in a political milieu and the evaluator needs to be aware of its influence. Evaluators need to practise professionally and involve clients and other stakeholders at all stages of the evaluation process. Evaluation practice has developed a theoretical basis. Theories, however, are largely normative and prescriptive. Evaluation uses a wide range of both quantitative and qualitative methods. The methods used are guided by the questions asked by the evaluator, which are influenced by the aims of the evaluation. In practice, the available budget often determines its scope. There are a number of evaluation models which can be used. However, their use is limited by their context specificity. In analysing the findings it is important to establish the reliability and validity of the data. Meta-evaluation improves the quality of evaluations and helps prevent failed evaluation. The utility of an evaluation is of primary consideration when judging its worth. It must be remembered that while evaluation may identify strengths and weaknesses it cannot correct problems. This is in the hands of management and other stakeholders." @default.
- W4240717202 created "2022-05-12" @default.
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- W4240717202 date "2013-10-01" @default.
- W4240717202 modified "2023-09-25" @default.
- W4240717202 title "Evaluation" @default.
- W4240717202 doi "https://doi.org/10.1093/med/9780199652679.003.0049" @default.
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