3. Impact Evaluation
■ Determines relative effects of education on the institution
or community
■ Helps establish need for/longevity of the program
■ Scope is broad and long-term
– Population-based
– Measures “worth” of the outcomes
This Photo by Unknown Author is licensed under CC BY
4. Considering Possible Impacts
■ Focus on course (teaching plan) goal
■ Outcomes listed in the OTPF-4 may be applicable
■ Example: Course on body mechanics
– Objective: Staff members demonstrate use of proper body mechanics
– Goal: Decrease back injuries among staff members
5. Measuring Impacts
■ Plan ahead, obtain support and assistance
■ Must have:
– Reliable and valid instruments (existing vs. original)
– Trained data collectors
– Personnel with research and statistical expertise
– Equipment for data collection and analysis
– Access to populations who may be culturally or geographically diverse
■ Understand difference between evaluation and research
6. Collecting Impact Data
■ May not be able to collect from all participants
– May use sample or subset
■ Timing: weeks to years after the program being evaluated
■ Sources include:
– Observation
– Interview
– Questionnaire or written examination
– Record review
– Secondary analysis of existing databases
7. Reference
Worral, P. S. (2011). Evaluation in healthcare education. In S. B. Bastable, P.
Gramet, K.
Jacobs, & D. L. Sopczyk (Eds.), Health professional as educator:
Principles of
teaching and learning (pp. 541-573). Jones & Bartlett Learning.