scholarly journals 3457 Engaging American Indian Students in Oncology Research and Health Professions Education: A Review of the Literature

2019 ◽  
Vol 3 (s1) ◽  
pp. 69-70
Author(s):  
Ellen Jackson ◽  
Amber Anderson ◽  
Janis E. Campbell ◽  
Kathleen Moore ◽  
Julie A. Stoner
Keyword(s):  
Program Evaluation ◽  
Career Development ◽  
American Indian ◽  
Role Models ◽  
Educational Program ◽  
Experimental Designs ◽  
Control Groups ◽  
Development Support ◽  
Educational Program Evaluation

OBJECTIVES/SPECIFIC AIMS: The primary goal of the project was to conduct a narrative review of the published literature to identify and summarize best practices for developing oncology-focused research and training experiences for AI/AN undergraduate, graduate and professional students. A secondary goal was to identify methodological limitations and areas for future research related to rigorous educational program evaluation. METHODS/STUDY POPULATION:. Published literature was searched using databases relevant to oncology (PubMed, Web of Science) and sociology (PsychINFO, SocIndex). The bibliographies of identified relevant papers were searched for additional references by title. Search terms included synonyms and commonly used terms for three general areas: (1) target population (e.g., American Indian), (2) training area (e.g., oncology), and (3) educational program (e.g., undergraduate). RESULTS/ANTICIPATED RESULTS:. A current total of 107 original publications and 33 review papers that are relevant to the project goals have been identified. Key areas of program development and implementation relate to advertising and recruitment; didactic curriculum in research methods, cancer health disparities, and professional development and career planning; research immersion experiences through shadowing, networking, application of research skills, and opportunities to develop oral and written communication skills; ongoing career development support; mentoring by faculty, advanced trainees, and peers; and culture-specific enrichment. Important areas for program evaluation relate to measures of reaction, knowledge, practice and long-term outcomes. Evaluation design approaches include observational and experimental designs with recommendations for identifying relevant control groups. Strategies to ensure complete long-term follow-up are also summarized. DISCUSSION/SIGNIFICANCE OF IMPACT:.Successful programs address barriers related to perceived lack of abilities, lack of AI role models, limited culture-specific enrichment, and limited mentoring and ongoing career development support. Program directors should work with local tribal and community leaders when creating a new program. A high degree of coordination is needed to create a bicultural program to interest students in a research career and avoid the creation of barriers hidden to the program director. There are opportunities to improve the rigor of educational program evaluation in this setting by including measures beyond self-reported reaction and knowledge to focus on educational program enrollment and completion and long-term career outcomes. Methodologic challenges include identification of relevant control groups for comparison and the use of experimental designs.

Theoretical and Methodological Problems of a 10-Year Follow-Up Program Evaluation Study

2002 ◽  
Vol 18 (3) ◽  
pp. 229-241 ◽  
Author(s):  
Kurt A. Heller ◽  
Ralph Reimann
Keyword(s):  
Program Evaluation ◽  
Evaluation Studies ◽  
Evaluation Study ◽  
Control Groups ◽  
Cross Sectional ◽  
Long Term Study ◽  
Partial Inclusion ◽  
Methodological Problems

Summary In this paper, conceptual and methodological problems of school program evaluation are discussed. The data were collected in conjunction with a 10 year cross-sectional/longitudinal investigation with partial inclusion of control groups. The experiences and conclusions resulting from this long-term study are revealing not only from the vantage point of the scientific evaluation of new scholastic models, but are also valuable for program evaluation studies in general, particularly in the field of gifted education.

Best use of research dollars in program evaluation

2000 ◽  
Vol 31 (2) ◽  
pp. 130-131
Author(s):  
Judith T. Sowder
Keyword(s):  
Program Evaluation ◽  
Social Science ◽  
Experimental Designs ◽  
Educational Researcher ◽  
Control Group ◽  
Control Groups ◽  
Testing Theory ◽  
New Curriculum ◽  
Classical Control ◽  
Use Of Research

In recent issues of the Educational Researcher, Robert Slavin and Stanley Pogrow have aired their disparate views on the criteria necessary for valid program evaluation. Pogrow claimed that although “experimental designs are essential for testing theory, classical control group designs are of little practical value for determining whether programs are exemplary” (1998, p. 22). He was met with Slavin's response that questioning the necessity of control groups is “an assault on the very core of social science” (1999, p. 36). This same debate occurs in evaluating curricula. Should every new curriculum be experimentally compared with existing curricula? But any evaluation of curricula is necessarily valued-based. Hiebert claimed, “Debates about what the research says will not settle the issue; only debates about values and priorities will be decisive” (1999, p. 5). Research can tell us whether or not a curriculum matches our values, and I would claim that research dollars would be better spent in determining what a particular curriculum has to offer than on comparing it with other curricula, using measures that are value-laden but are never identified as such.

scholarly journals EVALUATION MODELS IN EDUCATIONAL PROGRAM: STRENGTHS AND WEAKNESSES

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Vo Thi Kim Anh
Keyword(s):  
Program Evaluation ◽  
20Th Century ◽  
21St Century ◽  
Educational Program ◽  
Educational Evaluation ◽  
Evaluation Models ◽  
Free Model ◽  
Objective Model ◽  
Educational Program Evaluation ◽  
Over Time

In the 21st century, evaluation in education has been paid great attention and the evaluation models in education which were created in the 20th century have been further developed and widely applied in educational evaluation. The paper provides readers with comprehensive discussions on the four well-known evaluation models in education: Tyler’s objective model, Stake’s responsive model, Scriven’s goal free model and Stufebeam’s CIPP model. These models have a long history and have been thoroughly developed over time. The application of these four models is found in many felds of evaluation, but mostly in educational program evaluation. In order to help educational evaluators have better and deeper understandings of the four models, the paper presents the nature of the models, the characteristics of the models, as well as discusses strengths and weaknesses of each model.

scholarly journals A Revised Logic Model for Educational Program Evaluation

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Zsa-Zsa Booker
Keyword(s):  
Program Evaluation ◽  
Educational Program ◽  
Evaluation Methods ◽  
Logic Model ◽  
Critical Examination ◽  
Evaluation Tool ◽  
Grant Funding ◽  
Educational Program Evaluation

The logic model is an evaluation tool popularly used for obtaining grant funding. Its limitations make it unlike other theory driven evaluation methods. A critical examination of the logic model leads to the construction of an enriched revised logic model.

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