TY - JOUR
T1 - A narrative review of course evaluation methods for continuing professional development
T2 - The case of paediatric and neonatal acute-care in-service courses in low and lower-middle income countries: BEME Guide No. 76
AU - Gifford, Alison
AU - Philemon, Rune
AU - Halbert, Jay
AU - Hothersall, Eleanor J.
AU - Inglis, Rebecca
AU - Hart, Jo
AU - Byrne-Davis, Lucie
AU - Thirsk, Joanna
AU - Gifford, Hugh
AU - Howells, Rachel
AU - Weetch, Shona
AU - Prentice, Katie
AU - Jackson, Andy
AU - Kirkpatrick, Martin
N1 - Copyright:
© 2022 AMEE.
PY - 2023
Y1 - 2023
N2 - Background: Training a skilled healthcare workforce is an essential part in reaching the United Nations Sustainable Development Goal to end preventable deaths in children and neonates. The greatest burden of mortality lies in low and lower-middle income countries (LLMIC). Short term, in-service courses have been implemented in many LLMIC to improve the quality of care delivered, but the evaluation methods of these courses are inconsistent.Method: Studies describing evaluations of course and outcome measures were included if the course lasted seven days or less with postgraduate participants, included paediatric or neonatal acute or emergency training and was based in a LLMIC. This narrative review provides a detailed description of evaluation methods of course content, delivery and outcome measures based on 'Context, Input, Process and Product' (CIPP) and Kirkpatrick models.Results: 5265 titles were screened with 93 articles included after full-text review and quality assessment. Evaluation methods are described: context, input, process, participant satisfaction, change in learning, behaviour, health system infrastructure and patient outcomes.Conclusions: Outcomes, including mortality and morbidity, are rightly considered the fundamental aim of acute-care courses in LLMIC. Course evaluation can be difficult, especially with low resources, but this review outlines what can be done to guide future course organisers in providing well-conducted courses with consistent outcome measures for maximum sustainable impact.
AB - Background: Training a skilled healthcare workforce is an essential part in reaching the United Nations Sustainable Development Goal to end preventable deaths in children and neonates. The greatest burden of mortality lies in low and lower-middle income countries (LLMIC). Short term, in-service courses have been implemented in many LLMIC to improve the quality of care delivered, but the evaluation methods of these courses are inconsistent.Method: Studies describing evaluations of course and outcome measures were included if the course lasted seven days or less with postgraduate participants, included paediatric or neonatal acute or emergency training and was based in a LLMIC. This narrative review provides a detailed description of evaluation methods of course content, delivery and outcome measures based on 'Context, Input, Process and Product' (CIPP) and Kirkpatrick models.Results: 5265 titles were screened with 93 articles included after full-text review and quality assessment. Evaluation methods are described: context, input, process, participant satisfaction, change in learning, behaviour, health system infrastructure and patient outcomes.Conclusions: Outcomes, including mortality and morbidity, are rightly considered the fundamental aim of acute-care courses in LLMIC. Course evaluation can be difficult, especially with low resources, but this review outlines what can be done to guide future course organisers in providing well-conducted courses with consistent outcome measures for maximum sustainable impact.
KW - Paediatric
KW - neonatal
KW - postgraduate
KW - education
KW - low-resource
UR - http://www.scopus.com/inward/record.url?scp=85141948876&partnerID=8YFLogxK
U2 - 10.1080/0142159X.2022.2137010
DO - 10.1080/0142159X.2022.2137010
M3 - Review article
C2 - 36369858
SN - 0142-159X
VL - 45
SP - 685
EP - 697
JO - Medical Teacher
JF - Medical Teacher
IS - 7
ER -