This document provides an overview of an innovative qualitative methods course for rigorous evaluation. The course was developed by a curriculum advisory committee and piloted with 28 participants from 10 countries. It aims to enhance participants' abilities to conceptualize, design, and manage qualitative evaluation. The course covers major concepts, approaches to qualitative evaluation questions, methods, analysis, standards, and ethics. It uses varied teaching methods including discussions, presentations, and activities like developing a short evaluation protocol. Challenges included balancing theory and practice, integrating gender, and meeting participant needs. Pilot evaluations found the content and facilitation were strong but that timeline, hotel, and data analysis instruction could be improved.
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
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/
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/
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
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/
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/
Webinar presentation by Susan Pietryzk. Access the webinar recording at http://www.measureevaluation.org/resources/webinars/measuring-impact-qualitatively
Evaluating Impact: Lessons Learned from MEASURE EvaluationMEASURE Evaluation
During a September presentation at South Africa’s Department of Planning, Monitoring and Evaluation, Dr. Jason Smith shared experiences and lessons learned on evaluating impact from MEASURE Evaluation Phase III implementation
Evaluation of the Impact of a Social Support Strategy on Treatment OutcomesMEASURE Evaluation
Shared at a data dissemination and data use workshop on the results of the impact evaluation of the Strengthening Tuberculosis Control in Ukraine project. Access another presentation at https://www.slideshare.net/measureevaluation/evaluation-of-the-tbhiv-integration-strategy-on-treatment-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/
Webinar presentation by Susan Pietryzk. Access the webinar recording at http://www.measureevaluation.org/resources/webinars/measuring-impact-qualitatively
Evaluating Impact: Lessons Learned from MEASURE EvaluationMEASURE Evaluation
During a September presentation at South Africa’s Department of Planning, Monitoring and Evaluation, Dr. Jason Smith shared experiences and lessons learned on evaluating impact from MEASURE Evaluation Phase III implementation
Evaluation of the Impact of a Social Support Strategy on Treatment OutcomesMEASURE Evaluation
Shared at a data dissemination and data use workshop on the results of the impact evaluation of the Strengthening Tuberculosis Control in Ukraine project. Access another presentation at https://www.slideshare.net/measureevaluation/evaluation-of-the-tbhiv-integration-strategy-on-treatment-outcomes.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Purpose: To explore how systems of E&A can be used to improve the quality, equity and efficiency of school education.
Focus: A Review of national approaches to E&A in school education (primary and secondary schools)
Comprehensive approach: The Review looks at the various components of E&A such as:
Student assessment;
Teacher appraisal;
School evaluation;
The appraisal of school leaders;
Education system evaluation.
BEST PRACTICE: Identification, Documentation, and Confirmationzorengubalane
This material presents the process and basic guidelines in the identification, documentation, and confirmation of best practice as introduced by SEDIP.
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/
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.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
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.
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
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Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
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
Qualitative Methods Course: Moving from Afterthought to Forethought
1. Qualitative Methods Course:
Phyllis Dako-Gyeke, PhD
School of Public Health, University of
Ghana
Pilar Torres, MA
National Institute of Public Health,
Mexico
Jessica Fehringer, PhD, MHS
Carolina Mejia, PhD, MPH
MEASURE Evaluation
University of North Carolina, USA
February 22, 2018
Moving from Afterthought
to Forethought
2. Acknowledgments
Liz Archer
Sunil George
Hemali Kulatilaka
Liz Millar
Emily Bobrow
Special thanks go to Jen Curran, who
assisted in initial course development,
and to Daijah Charnelle Street and
Daniel Gluck for assisting with this
webinar.
Coauthors
3. Session Objectives
1. Provide an overview of a short course
on qualitative evaluations and share
innovative content examples
2. Describe the key challenges in
addressing the development of the
course and provide examples from
the case studies and group activities
3. Generate a discussion with the
audience on how evaluators can
improve teaching qualitative courses
5. Rigorous Evaluations
Follow a clearly specified protocol
Adhere to recognized scientific
standards
Include formative evaluations, process
evaluations, outcome evaluations,
and impact evaluations
Definition
6. Qualitative Evaluations
Fulfill an important role in rigorous
evaluation of programs
May be used to complement quantitative
data or answer a question not accessible
quantitatively—the “why” behind
program successes or challenges
Illuminate the uniquely human side of
health programming and bring to light
important contextual factors
7. Rationale
A need for a course emerged from:
• MEASURE Evaluation’s impact evaluation
course feedback
• MEASURE Evaluation’s field experience
and literature familiarity
o Limited focus on quality of qualitative
methods: “afterthought” or “add-on”
Global Evaluation and Monitoring
Network for Health (GEMNet)
demand analysis
8. About the Course
Enhance participants’
capacity to conceptualize,
design, develop, govern,
and manage qualitative
methods in evaluation
and use the information
generated for improved
public health practice
and service delivery
The course contextualizes
qualitative methods within
rigorous evaluation, rather
than offering the basics of
a qualitative approach.
9. Audience and Prerequisites
Designed for participants who have
basic knowledge of program evaluation
and qualitative methods
Intended audience: professionals from
monitoring and evaluation in health
and development fields
Prior experience with qualitative
methods and public health program
evaluation is strongly encouraged.
10. Course Competencies
Categories
1. Concepts, approaches, and purposes of qualitative
methods in evaluation
2. Creating and conceptualizing evaluation questions
3. Troubleshooting selected qualitative methods
for evaluation
4. Choosing an appropriate qualitative method
5. Developing data collection tools
6. Qualitative data analysis techniques
7. Fieldwork considerations
8. Presentation and dissemination of data
9. Quality standards for qualitative inquiry/trustworthiness
10. Ethical principles for qualitative evaluation
11. Course Content
Eleven sessions covering the key aspects
of rigorous qualitative evaluation
Original course is 40 hours: seven days of
in-person instruction, including time for
practical application
• One day to be added based on
pilot feedback; about 56 hours now
Content tailored to address issues
faced by evaluators in low- and
middle-income countries
12. Sessions (1)
1. Introduction to Qualitative Methods in
Evaluation: Discussion and Use of
Paradigms in Study Design and the
Emergent Nature of Qualitative Evaluation
2. Creating and Conceptualizing Qualitative
Evaluation Questions
3. Troubleshooting in Select Qualitative
Methods
4. Developing Data Collection Tools
5. Sampling Strategies and Saturation
6. Qualitative Data Analysis: Techniques
and Planning
13. Sessions (2)
7. Qualitative Data Analysis: Hands-on
8. Quality Evaluation Standards for
Qualitative Inquiry
9. Developing a Fieldwork Plan for
Qualitative Evaluation
10. Data Presentation and Dissemination
11. Key Ethical Principles and gender
integration in Qualitative Evaluation
Note: Gender is also integrated throughout
the course.
14. Teaching Methods
Course delivery is based on adult
learning principles.
Each session includes varied teaching
approaches for its activities.
Teaching methods include facilitated
discussion, presentations, storytelling,
groupwork, debates, thematic
analysis, and case study from the
relevant region of the world (based
on workshop location).
15. Course Activities
Debates (paradigm debate)
Case study used across all sessions
Trustworthiness
Audience matters (role play as
presenter for different audiences)
Groupwork on preselected projects
(development of short protocol)
16. Activity Examples (1)
The Third Wave
Positivist
Constructivist/
Interpretivist
Critical/Emancipatory
Pragmatists
17. Group Activity
Split into four groups
representing each of
the four major paradigms
Design an evaluation project around the topic
• Develop a particular evaluation question
and expand on the context
• Develop your group’s
evaluation concept
• 20 minutes
Present your plan to the class
• 5 minutes each
Class discussion
• Combined 20 minutes after all groups present
Activity Examples (2)
18. Activity Examples (3)
Putting Quality First
Split into three groups
Use the template provided and indicate
(30 minutes):
• How you would address the different
components of trustworthiness
• Practical implementation
o E.g., how would you conduct
member checks?
Present your plan to the class
• 10 minutes each
19. Activity Examples (4)
Component of
Trustworthiness
Aspects Addressed Application
(Real world operationalization)
Dependability
and
Confirmability
• Evaluation process
• Methodology
• Analysis
o Audit trail: storing and cataloging raw data to be useful in the future
o Careful documentation of the analytic and interpretation process,
code/theme definitions
o Keep “field diaries” to note and theoretical or philosophical
approach of evaluators which may impact the evaluation
o Piloting and refining for data collection tools to be appropriate to
study population
Credibility • Study design
• Analysis
• Confidence in the
study outcomes
• Value of the findings
o Appropriate selection of person interviewing – female interviewers for
women’s FGD, etc.
o Field notes – was anyone else present during interviews/FGDs?
o Consistency between data presented and findings
o Work to establish inter-coder reliability during analysis
o Consistency between data and findings of study
o Participants provide feedback on preliminary findings – bring findings
to women’s/men’s community group meetings to receive feedback
Transferability • Sampling
• Context
• Methodology
o Using maximum variation sampling to capture different tribal and
religious backgrounds in communities
o Culturally appropriate approach to recruiting participants
o Data analysis which captures varying perspectives among sample
population
o Using illustrative quotes in reports/presentation to capture participant
voices and illustrate themes
21. Evaluation Methods (1)
Measuring Success
Student evaluation
Pretest and posttest covering
all 11 sessions
Assessment of final group project
Course evaluation
Daily participants’ evaluation form for
facilitators to review covering the following:
• Was content clear?
• Were the facilitators prepared and organized
in conducting the session?
• Overall impression of the day (use a scale)
22. Evaluation Methods (2)
Measuring Success
Final course evaluation, stressing
the following:
• Overall impressions
• Comments on specific module
presentation
• Group comments and ranking
• What worked best; what did not work
• Suggestions for improvement
(general and specific suggestions)
23. Learning as Evaluators and Trainers:
The Development of a Short Course
in Intermediate Qualitative Methods
in Evaluation
24. Curriculum Development
Formed curriculum advisory committee (CAC)
• Comprising experts in qualitative evaluation of
health nominated by GEMNet-Health
institutions
CAC member institutions:
• Public Health Foundation, India
• University of Pretoria, South Africa
• University of Ghana, Ghana
• National Institute for Public Health, Mexico
• MEASURE Evaluation, a USAID-funded project,
at the University of North Carolina in the United
States
25. Curriculum Development
Competencies Example
Discuss major concepts, approaches, and types of
qualitative methods in evaluation, including the
purpose of using qualitative methods in evaluation,
as well as discussing the use of mixed methods.
LO1: Understand and compare the four major
paradigms of evaluation
LO2: Compare and contrast the use of qualitative
methods for evaluation with other approaches
LO3: Establish the appropriateness of the use
of mixed methods of evaluation
26. Curriculum Development
Training of trainers and curriculum review
meeting in February 2017
• GEMNet-Health faculty
First full pilot workshop in October 2017
in Ghana
• 28 participants from 10 countries
Review and Piloting
27. Participant Selection
Mix of locations to offer
opportunities broadly
Prioritizing academic applicants
who can pass knowledge on to
others
Funding
28. Practical Component
Specific program evaluation proposals
were submitted—5 selected.
Each group works on one real
evaluation.
Work in group across the next 6 days
to develop a protocol.
• Last session of the day
• Each day, answer questions relevant
to topics presented that day
Protocols will be presented on Day 7 for
feedback.
30. Case Study
Originally used multiple
case studies for session
activities, for topic and
contextual variety
TOT*/review meeting
feedback asked for one
case study throughout
Developed gender-
based violence
evaluation case study
set in Tanzania
*TOT—training of trainers
31. Challenges (1)
Making it affordable for
participants in developing
countries, while also
providing high-quality
teaching and
accommodation
• Limit length vs. what you
can cover and in what
depth in 7 days
• Limit hotel costs vs. comfort
Balancing theory and
practical instruction
Balance
32. Challenges (2)
Teaching participants with
a variety of qualitative skills
and experiences
Groupwork with participants
of different skill levels, cultures,
and varying personal investment
(e.g., if program under evaluation
was submitted by you)
34. Challenges (4)
Integrating gender throughout
and having it “stick”
• Rather than having a stand-
alone session, we tried to
integrate it throughout
• At end, minimal retention
• Adding a
stand-alone
session for
revision
35. Pilot Evaluation Results (1)
++ Content
++ Facilitation
• Appreciated single
case study throughout
• All levels left with something
37. Next Steps
Small revisions based on participant
feedback
Complete facilitator’s notes to ensure that
external trainers who want to teach the
course can do it
Post course content online in coming
months to make available to wide
audience
For use in teaching; not designed as a self-
taught course
Another workshop later this year in Africa
38. Any Questions/Input?
For additional information,
contact:
Jessica Fehringer, PhD, MPH
fehringe@email.unc.edu
Carolina Mejia, PhD, MPH
cmejia@unc.edu
Hemali Kulatilaka
hkulatil@email.unc.edu
39. 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.
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