The document summarizes experiences using the Ripple Effects Mapping (REM) method to evaluate development programs in Tanzania and Botswana. REM is a participatory method that engages stakeholders to visually map the different effects of a program. The summaries describe:
1) How REM was used to evaluate a governance program in Tanzania, including training facilitators, conducting interviews and group mapping sessions, and analyzing results.
2) Tailoring REM for evaluating a youth program in Botswana, such as adjusting questions for younger participants and capturing complex outcomes.
3) Lessons learned about facilitating REM, including the need for extensive training, tailoring the method to the population, and allowing time for discussion to fully explore outcomes
Data for Impact hosted a one-hour webinar sharing guidance for using routine data in evaluations. More: https://www.data4impactproject.org/resources/webinars/routine-data-use-in-evaluation-practical-guidance/
Managing missing values in routinely reported data: One approach from the Dem...MEASURE Evaluation
This Data for Impact webinar was held in December 2020. Access the recording and learn more at https://www.data4impactproject.org/resources/webinars/managing-missing-values-in-routinely-reported-data-one-approach-from-the-democratic-republic-of-the-congo/
Led by Tara Nutley
The Data Demand and Use Training Materials increase the skills of M&E officers and health program staff to conduct data analysis, interpretation, presentation and use for health program improvement. Download Data Demand and Use Training Materials: https://www.cpc.unc.edu/measure/tools/data-demand-use/data-demand-and-use-training-resources
Webinar Recording: http://universityofnc.adobeconnect.com/p9rbiydyl2a/
This Data for Impact webinar took place October 29, 2020. Learn more at https://www.data4impactproject.org/resources/webinars/use-of-routine-data-for-economic-evaluations/
Data for Impact hosted a one-hour webinar sharing guidance for using routine data in evaluations. More: https://www.data4impactproject.org/resources/webinars/routine-data-use-in-evaluation-practical-guidance/
Managing missing values in routinely reported data: One approach from the Dem...MEASURE Evaluation
This Data for Impact webinar was held in December 2020. Access the recording and learn more at https://www.data4impactproject.org/resources/webinars/managing-missing-values-in-routinely-reported-data-one-approach-from-the-democratic-republic-of-the-congo/
Led by Tara Nutley
The Data Demand and Use Training Materials increase the skills of M&E officers and health program staff to conduct data analysis, interpretation, presentation and use for health program improvement. Download Data Demand and Use Training Materials: https://www.cpc.unc.edu/measure/tools/data-demand-use/data-demand-and-use-training-resources
Webinar Recording: http://universityofnc.adobeconnect.com/p9rbiydyl2a/
This Data for Impact webinar took place October 29, 2020. Learn more at https://www.data4impactproject.org/resources/webinars/use-of-routine-data-for-economic-evaluations/
Self-Assessment of Organizational Capacity in Monitoring & EvaluationMEASURE Evaluation
Presentation that captures self-assessments of two teams of Ethiopian health officers (most of whom have M&E responsibilities): those from SNNP Regional Health Bureau and those from the Sidama Zonal Health Department.
Assessment of Constraints to Data Use is a rapid assessment tool designed to identify barriers and constraints that inhibit effective practices in data use.
http://www.cpc.unc.edu/measure/publications/ms-11-46-a
This presentation explains the difference between Monitoring and Evaluation; the types of M&E frameworks; steps in logical framework and its difference from theory of change.
A series of modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries.
Part 8 of 11
A series of modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries.
Part 7 of 11.
There are two handouts to go with this module, Population Indicators, and a Logframe with blanks. http://www.slideshare.net/Makewa/population-indicators-handout and http://www.slideshare.net/Makewa/exercise-watsan-logframe-with-blanks
Skillshare - Using Kobo Toolbox for mobile data collectionSchool of Data
Kobo Toolbox is a suite of tools for field data collection which allows you to create forms for use on your laptop or mobile. Learn with us about the process of using Kobo Toolbox, from setting up your account to the final usable form.
6 M&E - Monitoring and Evaluation of Aid ProjectsTony
A series of course modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries.
This is part 6 of 11, beginning with 2 modules on leadership and conflict resolution, then 9 modules on project cycle management.
This module has 3 handouts and presenter notes as separate documents.
Sample Proposal: http://www.slideshare.net/Makewa/6-watsan-training-sample-proposal-09
Slides as a handout: http://www.slideshare.net/Makewa/6-me-handout
Presenter notes: http://www.slideshare.net/Makewa/6-module-6-presenter-notes
The Information Use Map assesses and identifies opportunities for improved data use and feedback mechanisms for stakeholders across different levels of the health system.
https://www.cpc.unc.edu/measure/publications/ms-11-46-c
Presentation recording: http://universityofnc.adobeconnect.com/p1kr6eri348/
This presentation, presented to senior thesis students at UC Berkeley, reviews the uses of qualitative research methods such as ethnography in public health, walking students through methods, sampling, ensuring rigor, and analysis with CAQDAS software such as Atlas.ti
Self-Assessment of Organizational Capacity in Monitoring & EvaluationMEASURE Evaluation
Presentation that captures self-assessments of two teams of Ethiopian health officers (most of whom have M&E responsibilities): those from SNNP Regional Health Bureau and those from the Sidama Zonal Health Department.
Assessment of Constraints to Data Use is a rapid assessment tool designed to identify barriers and constraints that inhibit effective practices in data use.
http://www.cpc.unc.edu/measure/publications/ms-11-46-a
This presentation explains the difference between Monitoring and Evaluation; the types of M&E frameworks; steps in logical framework and its difference from theory of change.
A series of modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries.
Part 8 of 11
A series of modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries.
Part 7 of 11.
There are two handouts to go with this module, Population Indicators, and a Logframe with blanks. http://www.slideshare.net/Makewa/population-indicators-handout and http://www.slideshare.net/Makewa/exercise-watsan-logframe-with-blanks
Skillshare - Using Kobo Toolbox for mobile data collectionSchool of Data
Kobo Toolbox is a suite of tools for field data collection which allows you to create forms for use on your laptop or mobile. Learn with us about the process of using Kobo Toolbox, from setting up your account to the final usable form.
6 M&E - Monitoring and Evaluation of Aid ProjectsTony
A series of course modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries.
This is part 6 of 11, beginning with 2 modules on leadership and conflict resolution, then 9 modules on project cycle management.
This module has 3 handouts and presenter notes as separate documents.
Sample Proposal: http://www.slideshare.net/Makewa/6-watsan-training-sample-proposal-09
Slides as a handout: http://www.slideshare.net/Makewa/6-me-handout
Presenter notes: http://www.slideshare.net/Makewa/6-module-6-presenter-notes
The Information Use Map assesses and identifies opportunities for improved data use and feedback mechanisms for stakeholders across different levels of the health system.
https://www.cpc.unc.edu/measure/publications/ms-11-46-c
Presentation recording: http://universityofnc.adobeconnect.com/p1kr6eri348/
This presentation, presented to senior thesis students at UC Berkeley, reviews the uses of qualitative research methods such as ethnography in public health, walking students through methods, sampling, ensuring rigor, and analysis with CAQDAS software such as Atlas.ti
Evaluating community projects
These guidelines were initially developed as part of the JRF Neighbourhood Programme. This programme is made up of 20 community or voluntary organisations all wanting to exercise a more strategic influence in their neighbourhood. The guidelines were originally written to help these organisations evaluate their work. They provide step-by-step advice on how to evaluate a community project which will be of interest to a wider audience.
What is evaluation?
Put simply, evaluation by members of a project or organisation will help people to learn from their day-to-day work. It can be used by a group of people, or by individuals working alone. It assesses the effectiveness of a piece of work, a project or a programme. It can also highlight whether your project is moving steadily and successfully towards achieving what it set out to do, or whether it is moving in a different direction. You can then celebrate and build on successes as well as learn from what has not worked so well.
Why evaluate?
Although evaluation may seem like an unnecessary additional task if you are already short of time and resources, it can save you both time and resources by keeping participants focused on, and working towards, the ultimate goal of the project. If necessary, it can refocus activity away from unproductive or unnecessary work.
Visualizing Data: Infographic Assignments across the SWK CurriculumLaurel Hitchcock
The use of infographics for classroom assignments is becoming commonplace in higher education, although less is known about its use in social work education. This workshop will review how three social work educators collaborated to develop, implement and evaluate an infographic assignment for courses across the social work curriculum. By the end of the session, participants will be able to recognize how infographic tools can be incorporated into assignments for social work courses, and understand how the use of social media as a teaching tool in undergraduate courses can be used to develop and assess social work competencies.
Strategic Planning for Knowledge Mobilization in Coastal Communities of the N...Christopher J. Carter
A presentation at the 2015 Canadian Knowledge Mobilization Forum in Montreal, Quebec
OVERVIEW:
Canada is home to the longest coastline in the world. This reality and its changing nature demands relevant knowledge to be created to better address new challenges and opportunities. As a Network Centre of Excellence, the Marine Environmental Observation Prediction and Response Network (MEOPAR) aims to mobilize ocean science knowledge with coastal communities and policymakers to meet the challenges and opportunities through high quality social and natural science research and innovations in Knowledge Mobilization.
This presentation speaks directly to Subtheme 2 of the 2015 KMB forum which aims to, “design and engineer knowledge mobilization culture for research and teaching”. The session will provide novel and creative forms of participatory KMB planning we have used in our work on coastal reslience with researchers and end knowledge users. Further examples of planning methods including stakeholder workshops, participatory polling , filmmaking and monitoring and evaluation will illustrate how a strategic approach can ensure sustained implementation of knowledge mobilization efforts. The workshop format will end in “World Café Style” to encourage diverse ways of thinking through personal interdisciplinary conversation. The aim of this presentation is to make contributions to effective and creative KMB planning.
ABOUT THE SPEAKER:
Christopher Carter is a Masters student in community and regional planning at the University of British Columbia with a background in applied anthropology and visual communications. He is an NSERC TerreWEB scholar at the University of British Columbia and planning researcher with the award winning values-based planning firm Eco Plan International under the MITACS initiative.
His professional work as an urban and regional planner draws from the methodologies of community-based research, mapping and participatory media. He has been involved in knowledge mobilization in research projects ranging from health policy in Greenland to water resources and mining in Mongolia. As a filmmaker he has completed over fifty films in ten languages often in collaboration with researchers, indigenous communities and governments. His current work focuses on policy translation and networks in coastal communities in coastal British Columbia.
Using Digital Badges to Recognize Co-Curricular LearningSteven Lonn
Presentation about University of Michigan Pilot on Digital Badges for Co-Curricular Learning pilot. Presented to Mozilla Open Badges Research Community Call on May 21, 2014 (Notes available here: https://openbadges.etherpad.mozilla.org/research-calls-May21)
Summary:
This pilot project studied the recognition of undergraduate engineering students' co-curricular learning experiences using digital badges in one semester, Winter 2014. Using a web environment, students described and reflected upon their experiences in categories of competencies that leaders in industry and education have identified when evaluating the future needs of the global STEM workforce. The objectives of the project were to (1) deploy an online system that served to standardize the recognition of engineering co-curricular learning; (2) understand different motivations students have for seeking recognition for their co-curricular learning and whether digital badges satisfy those motivations; (3) maximize the perceived value of digital badges while minimizing undue burden on the student to collect evidence of their co-curricular learning; (4) examine how students discuss, discover, and share digital badges and their supporting evidence, with their peers and with potential employers; and (5) disseminate findings that inform the use of digital badges designed to represent the wide variety of skills that students can acquire through co-curricular opportunities in higher education.
Strengthening Relationships by Removing Blame: Constructive Relationships wit...Mieko Ozeki
Co-presented by Mieko Ozeki, Sustainability Projects Coordinator at the University of Vermont, and Dallase Scott, Sustainability Program Manager at GreenerU.
Lessons learned in using process tracing for evaluationMEASURE Evaluation
Access the recording for this Data for Impact (D4I) webinar at https://www.data4impactproject.org/lessons-learned-in-using-process-tracing-for-evaluation/
Seven Steps to EnGendering Evaluations of Public Health ProgramsMEASURE Evaluation
Because international development increasingly focuses on gender, evaluators need a better understanding of how to measure and incorporate gender—including its economic, social, and health dimensions—in their evaluations. This interactive training, consisting of this presentation and a tool, will help participants learn to better evaluate programs with gender components. Access the tool at https://www.measureevaluation.org/resources/publications/tl-19-40
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
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Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
Anti ulcer drugs and their Advance pharmacology ||
Anti-ulcer drugs are medications used to prevent and treat ulcers in the stomach and upper part of the small intestine (duodenal ulcers). These ulcers are often caused by an imbalance between stomach acid and the mucosal lining, which protects the stomach lining.
||Scope: Overview of various classes of anti-ulcer drugs, their mechanisms of action, indications, side effects, and clinical considerations.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Data for Impact: Lessons Learned in Using the Ripple Effects Mapping Method
1. Data for Impact: Lessons Learned in Using
the Ripple Effects Mapping Method
February 20, 2020
2. • Introduction to ripple effects mapping (REM)
• Tanzania’s REM experience
• Botswana’s REM experience
• Lessons learned
Webinar structure
3. What is the REM mapping method?
• Ripples are tiny waves generated when someone
drops a stone into water.
• REM is a participatory method to understand the
different effects (or ripples) a complex program
has on a community or beneficiary.
• REM engages program stakeholders to discuss
and visually map these ripples.
Introduction
4. REM’s origins
Developed by the University of
Minnesota, the Evaluation
Studies Institute (MESI) was
established to conduct an
impact analysis of the Horizons
program; an 18-month
community-based program in
the US delivered to strengthen
leadership to reduce poverty.
Introduction (2)
5. Why REM?
• Well-suited for complex evaluations
• Engages participants and stakeholders and
creates positive energy for further action
• Ground truths a program theory of change
• Can uncover unanticipated consequences
• Part of a larger evaluation toolkit
REM in evaluation
6. What does REM require?
• A combination of facilitation and evaluation skills
Facilitation
Engaging in
meaningful
discussion
Creating open
communication
Organizing time
Evaluation
Group interviewing
Rapid qualitative
data analysis
Developing thematic
categories
Identifying causal
pathways
Rippleeffects
mapping
REM in evaluation
8. Peer-to-peer interviews
• Participants divide into pairs for peer-to-peer interviews
and ask a set of standard questions
• As a facilitator, ensure participants:
Use a standard set of questions to elicit program outcomes
Do not deviate from the interview (except to ask
follow-up questions)
Use active listening skills
Take notes
Conducting REM: Appreciate Inquiry interviews
9. Group reflection
• The facilitator should ask each pair to offer one story
(only one at a time so everyone has an opportunity
to share)
• Facilitator should probe participants:
Then what happened?
Who was involved?
What skill, approach, or tool, if any, was involved?
What are people doing differently?
How have relationships changed as a result?
Conducting REM: Group reflection
and mapping
10. Then what
happened?
Then what
happened?
Then what
happened?
Then what
happened?
Program
Effect
Effect
Effect
Effect
Then what
happened?
Then what
happened?
Then what
happened?
Then what
happened?
Then what
happened?
Then what
happened?
Then what
happened?
Then what
happened?
Then what
happened?
Then what
happened?
Conducting REM: Mapping
Then what
happened?
Then what
happened?
Then what
happened?
Then what
happened?
Then what
happened?
Then what
happened?
11. Group reflection—after collective mapping
• Ask the group to reflect on the map
as a whole
• Open participatory discussion
Conducting REM: Preliminary analysis
12. This presentation was produced with the support of the United States
Agency for International Development (USAID) under the terms of the
Data for Impact (D4I) associate award 7200AA18LA00008, which is
implemented by the Carolina Population Center at the University of
North Carolina at Chapel Hill, in partnership with Palladium
International, LLC; ICF Macro, Inc.; John Snow, Inc.; and Tulane
University. The views expressed in this publication do not necessarily
reflect the views of USAID or the United States government.
www.data4impactproject.org
13. Headline goes here
Headline goes here
Headline goes here
Author Name and Degree Here
MEASURE Evaluation
Your organization here
Date for presentation if necessary
Name of meeting
Lessons Learned in Using the
Ripple Effects Mapping Method:
Tanzania and Botswana Case Studies
15. Evaluation question
What are the perceptions of program
implementers, community members, and other
stakeholders on performance and influence of the
Public Service Systems Strengthening project (PS3)
on uptake of health services, finance, and human
resources, and community engagement and
governance?
16. How and why REM?
REM was just one method
used in the qualitative
component:
Solicit outcomes of the
local government authority
(LGA) councilor trainings only
More participatory method than a focus
group discussion and we thought the
visual component would help to elicit
more interaction, jog memories, etc.
17. Structure of REMs
Focus on PS3 priority regions (Eastern Lake,
Central, Eastern Southern Highlands)
for sampling
Six local governing areas—1 REM per LGA
• Participants: local government councilors;
8 per LGA
• Selected based on participation in PS3
trainings and to represent range of local
vulnerabilities (e.g., higher income ward vs.
lower income; urban vs. rural, etc.)
Three facilitators
• Main facilitator
• Mapper
• Notetaker/quote recorder
18. Training
1. Reviewed content of LGA councilor training
and example statements the program
had collected from LGA councilors
about training experience
2. Reviewed field guide to REM mapping
3. PowerPoint training session
4. Demonstration with MEASURE
Evaluation staff acting as
facilitator and mapper
19. Demonstration: Let’s practice!
We will practice each step, using a model
“program” – Your Bachelor’s Program
1. Informed consent and introduction
2. Ground rules
3. Appreciative inquiry (AI) interviews
Tell a story about how you have used the skills/
knowledge you gained during your Bachelor’s
degree program
What new or deepened collaborations with others
have you made as a result of your Bachelor’s training?
What unexpected things have happened as a result
of your Bachelor’s training?
20. Training (2)
4. Mock session with the facilitators
practicing and other researchers playing
roles of LGA councilor participants
Assigned acting roles to researchers
(e.g., rural area councilor who is very quiet,
urban area councilor who is gregarious and
opinionated and talks over others, etc.)
Went through entire process from AI to
mapping and reflection
5. Pilot with LGA councilors in the field
21. Implementation: AI excerpt
1. Interview each other; share your experiences with
PS3 training and mentoring using these questions:
Tell me a story about how you have used the
information and/or tools received through PS3
councilor training and mentoring.
What is an achievement or success you had based
on your experience with/learning through PS3
training and mentoring—what made it possible?
What did this achievement lead to?
What new or deepened collaborations with
others (individuals, community organizations,
government, etc.) have you made as a result of
these efforts? What did these connections lead to?
22. Implementation: Mapping excerpt
1. Ask each pair to offer one story, then ripple it out
(draw out some of the details)
Probing questions can include:
• Then what happened?
• What skill, approach,
or tool from Government
of Tanzania/PS3 training,
if any, was involved?
• What are people
doing differently?
• How have relationships changed as a result?
24. Discussion of the map
Ask the group to identify the
most significant change(s)
on the map.
What other effects or impacts would you
like there to be? What do you wish would
happen? (Are there things from your
action plan that have not yet happened
that you think are important?)
What should we do next?
Implementation: Reflections excerpt
25. Analysis
Mapping data was entered into
MindManager software
Identified additional connections;
commonalities
Compared with themes from other
qualitative methods
27. Evaluation objective
To qualitatively examine how factors at the
personal, family, school, community, and
service delivery levels influence the education,
economic, and health trajectories and related
outcomes of OVC
28. Structure of REMs
Total of 4 REM groups
• 2 HIV-negative
• 2 HIV-positive (participants part of youth
support group)
• ~ 8 participants per group
• Youth ages 16–19 years old
• Received USG services
for orphans and vulnerable
children (OVC)
Two facilitators
• Main facilitator
• Mapper
29. Training
The two facilitators reviewed
a training PowerPoint and the
field guide to REM mapping
A mock REM group was
conducted with data collectors
• Data collectors played role
as youth beneficiaries
A pilot REM was conducted in the
capital city
30. Appreciative inquiry
Conversations between pairs of
participants (audio-recorded):
Tell me a story about how you have
used the information you received,
or skills learned through the project.
Has the project helped maintain or improve
your health?
Discuss an achievement or a success you
had based on your learning from the
project — what made it possible?
31. Mapping
In the pilot REM group, the participants were
distracted by the live mapping
• The mapper moved to the side of the room and
mapped the conversation and then brought it back
to the group to react to at the end of the session
Some youth were hesitant to share stories initially
due to the sensitivity of the information being shared
• Facilitators ensured confidentiality
• Youth came up with creative pseudonyms
Challenging to document the intricacies and
intersections between the different sector areas
in “real time”
32. Reflections
Facilitators presented the map back to
participants at the end and explored
whether the beneficiaries thought the map:
• Was a true reflection of their discussion; and/or
• Had any gaps
Participants used the time to reflect on what
was the most significant change identified
on the map
More concrete questions (e.g., most significant
change) were easier to grasp than questions
about “what was interesting” about the map
33. Analysis
The “live” maps were photographed and
validated after listening to audio transcripts
of the session
• Additional details were added and vague
concepts clarified
These maps were then replicated in Xmind
mapping software
The maps and written transcripts were
reviewed to identify:
• Emerging themes,
• Perceived results of the project, and
• The perceived impact of those results
38. Advantages of REM
Post-data collection analysis time is
reduced compared with the analysis time
of typical FGDs.
The map is a useful tool to instigate further
discussion and details during the REM
session and afterwards.
Final maps create a sense of pride and
accomplishment among respondents.
39. Lessons learned
Facilitation
Facilitators should be experienced
and well-trained in group facilitation
and management.
Mappers should be well-versed in the
program components and theory of
change, and need analytical skills
to distill key aspects and examples
for the evaluation.
40. Lessons learned
Specific example
of increased self-
confidence related
to studies/school
Improved school
performance
Another specific
example of increased
self-confidence related
to studies/school
Facilitation
41. Lessons learned
Training: Practice, practice, practice
Practice session with facilitators-in-
training acting as participants using
a real, common experience they share.
Mock REM session of the study topic,
with facilitators-in-training playing
various study participant roles.
Conduct 1–2 pilots to ensure facilitator
and mapper are well prepared.
42. Training
Clarify relationship between
facilitator, mapper, and notetaker
• For example, facilitator checks
if mapper is capturing outcomes;
mapper seeks clarity when necessary;
notetaker documents key quotes, etc.
Ask REM trainees to give examples of possible
stories from program beneficiaries to practice
mapping; encourage facilitators to probe
for details
Clarify that outcomes, not activities or stories,
should be mapped
Lessons learned
43. Lessons learned
Tailoring
How will the population
see the concept
of mapping?
Adults versus youth
May need to ask
questions differently
Youth may not understand some
concepts the same way as adults
44. Lessons learned
Tailoring (cont.)
Complex programs may need
to divide into categories
of discussion
Tanzania was just one topic—governance
and citizen engagement and single
intervention
Botswana was three different topic areas
and layered interventions; had to divide
up questions
45. Lessons learned
Implementation
Budget time to introduce and explain the
purpose and process to groups unfamiliar
with participatory research
Clarify that you want as many details as possible
Outcomes further than outputs on the
causal chain
Concrete examples
Facilitators probe for those examples
• Participant: “We learned how to manage finances.”
• Facilitator: “Ok, so then what?”
• Participant: “I developed a budget and needed
less guidance than I normally do.”
46. Lessons learned
Implementation (cont.)
Audio recorders can work, depending on space
Botswana—worked well
Tanzania—spaces were expected to be small
and noisy; did not use
When not using an audio recorder, hold a
quality check team meeting right after session
• Clarify notes
• Check all quotes
• Make sure map captures all relevant
outcomes and ripples
47. Conclusions
REM is an engaging and interactive
method visualize outcomes that may not
be captured otherwise.
Maps can be used to compare an
intervention’s a priori theory of change
to participants’ lived experiences.
REM can be used alone or in combination
with other evaluation methods.
REM can help further the effects of
an intervention.
48. Contributors
Tanzania
MEASURE Evaluation
Jessica Fehringer
Brittany Iskarpatyoti
Health and Development
International Consultants
(HDIC)
Mathew Senga
Egidius Kamanyi
Botswana
MEASURE Evaluation
Lisa Parker
Mahua Mandal
Abby Cannon
Elizabeth Millar
Research 4 Results
Iris Halldorsdottir
Sedilame Bagane
Graphic Harvest
Sonja Niederhumer
49.
50. Resources
A Field Guide to Ripple Effects Mapping
https://conservancy.umn.edu/handle/11299/190639
Experiences and Lessons Learned: Implementing the Ripple
Effects Mapping Method
https://www.measureevaluation.org/resources/publications
/fs-20-423
Evaluation of Services for Orphans and Vulnerable Youth in
Botswana
https://www.measureevaluation.org/resources/evaluation-
of-services-for-orphans-and-vulnerable-youth-in-botswana
Midline Evaluation of the Tanzania Public Sector System
Strengthening Program – Final Report
https://www.measureevaluation.org/resources/publications
/tre-19-26
51. This presentation was produced with the support of the United
States Agency for International Development (USAID) under
the terms of MEASURE Evaluation cooperative agreement
AID-OAA-L-14-00004. MEASURE Evaluation is implemented by
the Carolina Population Center, University of North Carolina
at Chapel Hill in partnership with ICF International; John Snow,
Inc.; Management Sciences for Health; Palladium; and Tulane
University. Views expressed are not necessarily those of USAID
or the United States government.
www.measureevaluation.org