Abstract
The results of an evaluation of a family practice residency program are presented. The program evaluation employed a naturalistic inquiry paradigm and a variety of qualitative methods to ensure credibility of results. An important outcome of the data collection and analysis was the identification of significant discrepancies between data collected from interviews with residents and from direct observations of a variety of the educational components of the program. Two major explanations are proposed for interpreting these discrepancies: variations in standards and variations in definition of goals and clients. The discussion supports the position that naturalistic inquiry promotes expansionist rather than reductionist outcomes, which are particularly appropriate for formative program evaluation goals.
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