Program Evaluation Models: Evaluating Processes and Outcomes in Graduate Medical Education

Abstract

Program directors, designated intuitional officials (DIOs), and other graduate medical education (GME) educators strive to ensure the quality of their training programs. For example, faculty at annual program evaluation retreats often ask, “Is our training being implemented as we intended?” or “Is our training really working?” They may not recognize that these are 2 different types of questions; both may be answered differently depending on the program evaluation model used. Each model provides a different vantage point to inform the development and implementation of an educational initiative (process evaluation) or from which to judge the value or effectiveness of an educational initiative (outcome evaluation). Familiarity with commonly used models can optimize GME educators' ability to obtain actionable answers to a program's evaluation questions.Two program evaluation models, appreciative inquiry and the logic model, have been successfully used to frame GME program evaluations (table).