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Curriculum
Evaluation
IRWIN ARAS
Dept. Medical Education FMUH

Definition

“Curriculum Evaluation”
A deliberate act of enquiry which sets out with intention of a
allowing people concerned with an educational event to
make rigorous, informed judgments and decisions about it
so that appropriate development may be facilitated.
(Coles and Grant, 1985)

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Introduction

Evaluation is an essential part of the educational process.

 Medical schools require evaluation as part of their quality assurance
procedures.
 It provides evidence of how well students’ learning objectives are being
achieved and whether teaching standards are being maintained. Importantly,
it also enables the curriculum to evolve.
 A medical curriculum should constantly develop in response to the needs
of students, institutions, and society.
 Evaluation can check that the curriculum is evolving in the desired way. It
should be viewed positively as contributing to the academic development of
an institution and its members.

Introduction

Evaluation of the Medical School

1. The mission of the school;
School should have a commitment to respond to the priority health needs of
citizens and society (Boelen and Woolard, 2009).
2. The school’s graduates;
Attention to the CME and the further professional development of its
graduates.
3. International dimension;
Graduates should have a sound knowledge of global issues, the skills of
working in an international context and the values of a global citizens.

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Purposes of evaluation (Morrison, 2003)

1. To ensure teaching is meeting students’ learning needs

2. To identify areas where teaching can be improved
3. To inform the allocation of faculty resources
4. To provide feedback and encouragement for teachers
5. To support applications for promotion by teachers
6. To identify and articulate what is valued by medical schools
7. To facilitate development of the curriculum

Planning an Evaluation

Questions to ask;
 What are the goals of the evaluation?
 From whom and in what form will data be collected?
 Who will collect and analyze data?
 What type of analysis, interpretation, and decision rules will be
used and by whom?
 Who will see the results of the evaluation?

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Participation by Students

 Competence; design, delivery & administrative arrangement

 Ownership; importance of obtaining the information and the type
of information needed must be explicit
 Sampling; use different sampling strategies for evaluating
different elements of a curriculum
 Feedback; students should be told of the results of the evaluation
and given details of the resulting action

Participation by Teachers

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Approaches to Curriculum Evaluation

The TEN QUESTIONS (Harden & Laidlaw, 2012)

1. The needs to be met
2. The ELO
3. The content
4. The organizing content
5. The adopted educational strategies
6. The teaching method
7. The student assessment
8. The details of the curriculum
9. The educational environment
10. The management process

Approaches to Curriculum Evaluation

The FOUR LEVELS OF PROGRAM EVALUATION (Kirkpatrick, 1998)

Evaluation level
Level ONE; Reaction
Level TWO; Learning
Level THREE; Transfer
Level FOUR; Results
What does it test? Instruments
 Participants immediate satisfaction • Likert’s scale
 Perception of usefulness • FGD
 Motivation • Structured interview
 Acquisition of knowledge, skills, and • Pre-/post test
behavior • Standard MCQ
• Essay question
 Transfer of knowledge, skills, and • Charts-review
behavior in real life • Survey
• Observation
 Ultimate and intended outcome • Charts-review
• Survey

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Materials and Methods in Curriculum Evaluation

To reduce possible bias in evaluation, collect views from more than one group of people—
for example, students, teachers, other clinicians, and patients

Materials; Methods;
1. SKDI 1. Surveys
2. Strategic planning/RENSTRA 2. Interviews
3. Current curriculum 3. Observation
4. Student assessment results
5. Etc.

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References

1. Amin, Z., Eng, KH. Basics in Medical Education, 2003

2. Harden, RM., Laidlaw, JM. Essentials Skills for a Medical Teacher, 2012.
3. Kirkpatrick, DL. Evaluating Training Programs, 1998.
4. Morrison, J. Evaluation in ABC of Teaching and Learning in Medicine. 2003