Evaluation Of Education Program Research Articles

Reliability and construct validation of the Blended Learning Usability Evaluation–Questionnaire with interprofessional clinicians in Canada : a methodological study

Purpose: To generate Cronbach’s alpha and further mixed methods construct validity evidence for the Blended Learning Usability Evaluation–Questionnaire (BLUE-Q).Methods: Forty interprofessional clinicians completed the BLUE-Q after finishing a 3-month long blended learning professional development program in Ontario, Canada. Reliability was assessed with Cronbach’s α for each of the 3 sections of the BLUE-Q and for all quantitative items together. Construct validity was evaluated through the Grand-Guillaume-Perrenoud et al. framework, which consists of 3 elements: congruence, convergence, and credibility. To compare quantitative and qualitative results, descriptive statistics, including means and standard deviations for each Likert scale item of the BLUE-Q were calculated.Results: Cronbach’s α was 0.95 for the pedagogical usability section, 0.85 for the synchronous modality section, 0.93 for the asynchronous modality section, and 0.96 for all quantitative items together. Mean ratings (with standard deviations) were 4.77 (0.506) for pedagogy, 4.64 (0.654) for synchronous learning, and 4.75 (0.536) for asynchronous learning. Of the 239 qualitative comments received, 178 were identified as substantive, of which 88% were considered congruent and 79% were considered convergent with the high means. Among all congruent responses, 69% were considered confirming statements and 31% were considered clarifying statements, suggesting appropriate credibility. Analysis of the clarifying statements assisted in identifying 5 categories of suggestions for program improvement.Conclusion: The BLUE-Q demonstrates high reliability and appropriate construct validity in the context of a blended learning program with interprofessional clinicians, making it a valuable tool for comprehensive program evaluation, quality improvement, and evaluative research in health professions education.

Evaluation of an interprofessional education program involving medical and pharmacy students: a mixed-method study

BackgroundEffective pharmacotherapy requires strong collaboration between physicians and pharmacists, highlighting the need for interprofessional education (IPE) in university curricula. This study evaluated the impact of an IPE program on medical and pharmacy students, focusing on their perceived development of interprofessional collaborative competencies, perceived learning outcomes, and clinical collaboration perceptions.MethodsA mixed-method approach was employed to evaluate an IPE program that consisted of three mandatory activities with increased complexity and autonomy, that were integrated into the medical and pharmacy students’ curricula. From September 2022 to June 2023, using a retrospective pre-post approach, students rated their competence levels after an educational activity using the Interprofessional Collaborative Competency Attainment Scale (ICCAS). The participants also answered open-ended survey questions about their learning outcomes. Medical students participated in both uniprofessional education (UPE) and IPE, while pharmacy students participated exclusively in IPE. Effect sizes for competency development were estimated, and subgroup analyses were performed to examine the impact of multiple IPE activities. Semi-structured interviews provided additional qualitative insights, which were analyzed using thematic analysis.ResultsOf the 309 surveys completed (response rate 64%, with 274 medical and 35 pharmacy students), all 21 ICCAS items showed statistically significant improvement in both UPE (n = 127) and IPE (n = 182) (p < 0.05). While effect sizes for UPE were small across all items, IPE had medium effect sizes for six items and large effect sizes for two items. Overall, students rated themselves as more capable of interprofessional collaboration after IPE, with 55% (n = 124) reporting feeling 'somewhat better' and 6% (n = 14) feeling 'much better,' compared to 16% (n = 12) and 0%, respectively, after UPE. Competency development seems to improve slightly with an increased number of IPE activities. Pharmacy students reported somewhat higher post-activity scores than medical students did. Qualitative data from open-ended survey responses and interviews with six medical students and four pharmacy students highlighted a deeper understanding of professional roles and a greater appreciation for collaborative work through this program.ConclusionsThis IPE program focused on pharmacotherapy improved self-perceived interprofessional collaborative competencies among medical and pharmacy students. Through multiple interprofessional activities, students can develop a deeper understanding of professional roles and improve collaborative skills.

Co-production and evaluation of an online antenatal educational programme for birthing people at moderate risk of pelvic floor muscle dysfunction

Co-production and evaluation of an online antenatal educational programme for birthing people at moderate risk of pelvic floor muscle dysfunction

GRADUATE ATTRIBUTES IN HIGHER EDUCATION: A COMPARATIVE STUDY OF BANGLADESH, INDONESIA, MALAYSIA, AND PAKISTAN

This study explores evolving landscape of higher education in Bangladesh, Indonesia, Malaysia &amp; Pakistan, emphasizing graduate attributes necessary for the success in the 21st-century workforce. The higher education policy documents were analyzed using the qualitative content analysis method and the themes were derived from developed countries’ higher education documents. The analysis of documents analyzed in this study revealed that all the skills identified in higher education policy document of developed world were also the focus of higher education plans and these plans asked the universities to offer the programmes that prepare graduates who can thrive in multicultural, technology-driven environments while addressing local and global challenges, creating and strengthening the indigenous knowledge, employable &amp; lifelong learning skills, intercultural adaptability, critical thinking, communication skills, ethical awareness, and adaptability. The analysis offered significant indormation in reaching the conclusion and making the suitable decesions about the phenomena under consideration. Moreover, this study recommends continuous evaluation of educational programmes to ensure the alignment with emerging trends as well as the development of the comprehensive frameworks for assessing the policy implementation.

Learning Objectives in Older Adult Digital Education - Redefining Digital Inclusion

The article explores the redefinition of learning objectives within the context of digital education for older adults, addressing the critical need to enhance digital inclusion. It emphasizes the centrality of learning objectives as foundational elements in the design, implementation, and evaluation of educational programs. The study underscores the necessity of revising these objectives to promote the development of digital competences among older adults. As society becomes increasingly digitalized, traditional educational models must evolve to accommodate the dynamic digital landscape. The REMEDIS research initiative seeks to modernize educational frameworks and establish a more effective approach to cultivating digital skills in older populations. By employing SMART criteria and leveraging the expertise of senior and future trainers, the study identifies 12 key categories for contemporary educational objectives, including: basic computer and mobile device use, digital terminology, email communication, cybersecurity, online information retrieval, social media usage, instant messaging, culture and entertainment access, online financial management, e-commerce, smartphone software applications, and time management. The qualitative analysis of digital education objectives for older adults reveals a spectrum ranging from basic digital literacy to advanced e-service utilization, while also highlighting the importance of aligning these objectives with the practical needs of older adults.

A new partnership framework for education with geoparks at its core: a proposal through the evaluation of the school education program in Shikaoi, Japan

The primary objectives of geoparks are to conserve geoheritage, enhance public awareness and understanding of geoscience, and drive sustainable economic growth in local communities. Education acts as the cornerstone in achieving these three objectives, as it provides the necessary foundation for their realization. This study proposes a new educational framework to promote the sustainable development of geoparks by evaluating the effecacy of the past geoeducation program. Specifically, this study focused on the Tokachi-Shikaoi Geopark and Hokkaido Shikaoi High School. A mixed methodology was employed, including content analysis of the textbooks, online questionnaire surveys of high school students, and field interviews with key informants. The results revealed that while geoeducation with well-prepared textbooks was encouraged in schools in Shikaoi Town until 2018, there is a need to revitalize geopark education in an alternative way for the future. We proposed a new partnership framework for the educational program among the geopark, universities, elementary, junior high, and high schools, and other stakeholders to maximize the geopark resources in the proposed program through the effective use of existing textbook assets. The results of the questionnaire surveys found that not only indoor learning with textbooks, but also outdoor learning at geosites is important. The results of the interview survey suggested the need to offer training and support for schoolteachers. To address budget constraints, this study proposed the inclusion of support from universities and the introduction of e-textbooks featuring geopark-related knowledge. This study highlights the crucial role of education in promoting sustainable development in Tokachi-Shikaoi Geopark. The insights gained have broader implications for education in other geoparks, offering valuable guidance for enhancing the quality and effectiveness of education in geoparks.

한의학교육프로그램 평가에 CIPP 교육과정 평가 모형 적용 가능성 탐구: 한국한의학교육평가원 평가인증 편람을 바탕으로

Objectives The purpose of this study is to develop an evaluation plan by applying the CIPP model to the KAS2022 and then explore the possibilities that emerge when applied to the actual evaluation of education programs. Methods To solve the first research question, we collected evaluation criteria by providing an overview of the CIPP model, analyzing previous research related to the evaluation of the Korean medicine college educational program, and analyzing previous research related to the evaluation of medicine college education program applying the CIPP model. To solve the second research question, a draft evaluation plan applying the CIPP model to KAS2022 was developed and reviewed by two professors of Korean medicine and one professor of medicine. Afterward, limitations were examined by comparing the final draft of the evaluation plan with the evaluation criteria presented in eight previous studies. To solve the third research question, the computerized system for curriculum evaluation developed by S University were compared with the evaluation plan developed in this study. Results In this study, even though it is not presented in KAS2022, intermediate and final inspections criteria were developed on the activities planned for the educational program, and evaluation standards were developed to ensure the effectiveness of the educational program evaluation rather than just formality. Meanwhile, as a result of analyzing the improvements in the computer program dedicated to S University's curriculum evaluation through comparison of evaluation plans. Conclusions Based on the research results, this study is a follow-up study: first, a case study to apply this evaluation plan to the evaluation of an Korean medicine college education program and explore implications, second, an IPA research of the evaluation plan developed in this study, third, proposed a study on technical problems that may arise when adding menus to supplement the computer program dedicated to curriculum evaluation.

Evaluation of a Menstrual Hygiene Education Program for Adolescent Girls in Rural India

ObjectiveTo assess the impact of a pharmacist-mediated education program on menstrual hygiene among adolescent girls in and around Balagangadaranatha (BG) Nagara, India. DesignPre- and postintervention study conducted over 6 months. Setting/Local ProblemAdolescent girls in India, especially in rural areas, may lack proper knowledge and a supportive atmosphere to deal with menstruation-related concerns. Many myths and taboos also make it difficult or impossible to find accurate information about menstruation and menstrual hygiene. ParticipantsThe sample included 585 female high school students who had begun menstruation and lived in and around BG Nagara, India. InterventionAn educational training session provided information about the menstrual cycle, sanitary products, proper disposal practices, and menstrual disorders. Information addressed the psychological and social dimensions of menstruation to mitigate stigma. Educational leaflets about personal menstruation hygiene practices were also provided. ResultsPre- and posttests were administered to assess participants’ knowledge of and practices regarding menstrual hygiene. Pretest scores indicated that 43.8% (n = 164) of participants had good knowledge of menstruation, 86% (n = 503) used sanitary pads, and 73.2% (n = 428) thought that increasing nutritious food was necessary during menstruation. Posttest scores indicated an increase in all areas (p < .001). ConclusionHealth education was associated with an improvement in female high school students’ knowledge of and practices related to menstrual hygiene. More menstrual health education strategies and awareness programs are needed to improve the knowledge and health of adolescent girls.

Who's at the Table? A Scoping Review of Stakeholder Engagement in Medical Education Program Evaluation.

Program evaluation is essential for medical schools to demonstrate social accountability and identify areas for improvement in medical education (MEd). Although stakeholder engagement is crucial in program evaluation, no previous review has specifically examined the stakeholders involved in MEd program evaluation. This scoping review addresses this gap by identifying the stakeholders, their roles, and their levels of engagement in evaluating MEd programs, along with the facilitators and barriers to their participation. Through a systematic search across four databases, we identified 53 relevant studies out of 7206 screened. Our findings reveal seven primary stakeholder groups, with students and program directors being the most frequent participants. However, a significant gap exists in the representation of community members and patients, indicating a need for greater inclusion of these key stakeholders. Additionally, we found that stakeholders are primarily engaged as passive participants providing feedback rather than actively shaping the evaluation process. Facilitators and barriers to participation were identified from the participants' perspective, highlighting the need for further research to understand the viewpoints of active stakeholders, such as faculty and administrators. Future studies should also explore the impact of different evaluation approaches on stakeholder engagement to develop more inclusive and effective MEd program evaluations.

Evaluasi Supervisi Pendidikan dalam Meningkatkan Mutu Pendidikan

In this article, the conceptual basis of educational supervision programme evaluation management will be explained. To improve the quality of education, management of educational supervision programme evaluation is important. It will provide a unique evaluation of education. In this explanation, the reasons why education supervision programme evaluation management is essential, the objectives of programme evaluation, the principles underlying evaluation and the procedures used to conduct evaluation are discussed. To improve evaluation management, a conceptual foundation is needed to understand education supervision programme evaluation on a micro and macro scale to improve the quality of education.

Mixed methods evaluation of a low-carbohydrate high-fat nutrition education program for women from underserved communities in South Africa

South Africa faces a dual burden of non-communicable diseases (NCDs) and communicable diseases, exacerbated by the high consumption of processed foods. The Eat Better South Africa (EBSA) program implements community-based low-carbohydrate, high-fat (LCHF) interventions to address these issues. This study evaluated the impact of EBSA's 6-week program on the metabolic health and well-being of 32 women from underserved communities. It assessed outcomes before, immediately after, and six months post-intervention (n = 21). Quantitative findings showed significant improvements in key health markers. After six months, participants experienced an average weight loss of 5.6 kg (+- 5.5), a BMI reduction of 2 kg/m2, and a waist circumference decrease of 6.6 cm. Blood pressure dropped by 10.7 mmHg on average, and fasting glucose levels decreased significantly. Reductions were also observed in triglycerides and HbA1c, indicating better glycemic control. Liver function markers (GGT, ALT) and inflammation markers (CRP) improved as well. Qualitative analysis highlighted several key themes: participants were motivated by a desire to improve their health and lose weight but faced challenges such as social pressures, community violence, and scepticism about the diet's affordability and sustainability. Despite these barriers, positive experiences like increased energy and better hunger control were reported. Participants expressed the need for ongoing support to maintain these changes, both from the program and from their community. These findings suggest that LCHF diets can effectively manage metabolic conditions, but long-term adherence is challenged by socio-economic factors. The study highlights the importance of community-based interventions and highlights the need for further research to develop sustainable health strategies in low-income settings.

Evaluation of the Implementation of Project-Based-Learning in Engineering Programs: A Review of the Literature

Project-Based Learning (PBL), as an experiential methodology, improves learning outcomes and competencies (technical and non-technical) in engineering students. The Conceive–Design–Implement–Operate (CDIO) approach, adopted globally in engineering education, is based on PBL but expands the curriculum framework. Developed by MIT and the Royal Institute of Technology (KTH) in Sweden, CDIO focuses on the entire life cycle of engineering projects to train engineers so that they are capable of applying knowledge in real-life situations. Integrating CDIO and PBL into engineering curricula requires changes in teaching methodologies, teacher training and workspaces. The literature has explored their combination, highlighting shared values and mutual reinforcements. An assessment model is crucial for implementing PBL and evidencing improvement in student and course skills. Only through assessment and the cycle of continuous improvement will the adoption of PBL in engineering programs be advanced. A systematic review of the literature is proposed to identify effective methods in the evaluation of educational programs based on PBL, analyzing related research areas and evaluations according to the CDIO approach.

A mixed-methods evaluation of a dementia education program for hospital staff and volunteers in Melbourne, Australia

ABSTRACT People with dementia have a high likelihood of being hospitalized at some point during the disease process. Recent research has found that more can be done to improve dementia care in hospitals. One of the strategies suggested to help achieve this objective is to provide dementia education programs to hospital staff. Such programs have the potential to improve the knowledge, attitudes, and skills of staff in caring for people with dementia to optimize their in-hospital experiences and clinical outcomes. This paper reports a mixed-methods evaluation of a dementia education program delivered to staff at a hospital in Melbourne, Australia. The quantitative evaluation found significant improvements in participant’s knowledge of dementia but did not show significant improvements in “social comfort,” a measure of how comfortable respondents are around people with dementia. Qualitative interview data supported the quantitative finding regarding improvements in knowledge about dementia and demonstrated participants were largely satisfied with the content of the education program. However, qualitative data also indicated a problem with engagement with some non-clinical staff. There is a need to improve the quality of care for patients with dementia in hospitals, and this study shows that a dementia education program can be effective in improving staff knowledge about people with dementia.

Evaluation of an education program upon women's knowledge toward management of Breast Self – Examination(BSE)

To determine the evaluation of education program on women's knowledge regarding managing BSE. The present quasi- experimental study, Non-probability (purposive), sample consisting of (260) women who are employee, and students in both colleges (Nursing college, Medical and Health Techniques College). The sample consist of two groups, study group (130) including those in (Nursing college), and control group (130) in (Medical and Health Techniques College). A questionnaire was constructed which included, Demographic information, Reproductive information, Family history, Previous medical history, and information about women's knowledge toward management of breast self examination (BSE). Instrument validity and reliability was determined. Data were collected through the use of the questionnaire, the application of the educational program a post-test was done for the study only which use the lectures, booklets, training practice of BSE, and video film. Analysis of data was performed through the application of descriptive and inferential statistical data analysis approach. Revealed that the women in the study group had benefited from the implementation of the educational program; their knowledge regarding managing BSE was adequately improved and developed. The study illustrated significant difference between women's knowledge means in pre and post test periods regarding their managing for BSE. Implementation of proposed model of continuous medical education for women for BSE within the scope of their work.

Paramedic educational programs maintain entry level competency throughout the COVID-19 pandemic.

The COVID-19 pandemic required unprecedented changes to emergency medical services (EMS) educational frameworks in the United States. It is unclear if pandemic-related changes impacted paramedic educational outcomes. We aimed to evaluate curricular and performance changes resulting from the initial COVID-19 pandemic on paramedic educational programs. We performed a retrospective cross-sectional evaluation of paramedic educational programs in 2019 and 2020 using the Committee on Accreditation of Educational Programs for the Emergency Medical Services Professions annual reports. These reports contain detailed program components and measures of program success. We included programs reporting at least one graduate in the study period. Descriptive statistics (proportions [%], median [interquartile range, IQR]) were calculated for paramedic program characteristics in 2019 and 2020, as well as pandemic specific curriculum changes. Wilcoxon rank-sum and Fisher's exact tests were used to evaluate differences in characteristics by year. The number of paramedic educational programs in our population decreased from 640 programs in 2019 to 612 in 2020, with a statistically significant decrease in clinical hours (2019: 219 [IQR 168‒272]; 2020: 200.5 [IQR 157‒261]). There was no difference in first or third-attempt certification examination success between years. Temporary shutdown was experienced in 34% of programs (duration: 3weeks [2‒7]) and 72% of required curricular changes. Curricular changes commonly included decreased in-person education (86%), traditional classroom lectures (78%), number of clinical sites (78%), and increased online didactic education (92%). Only 20% of programs decreased laboratory simulation or total training hours. During the pandemic, paramedic educational programs changed educational delivery with no observed differences on overall program performance. Identifying key curricular changes and best practices for implementation may be necessary to better optimize future educational delivery.

Curriculum and program evaluation in medical education: a short systematic literature review.

Medical education is constantly evolving worldwide and facing various challenges. To cope with these, continuous and fruitful evaluation of an educational program is the need of the day. This study aims to know the purpose of evaluation, various theories related to program evaluation, and different models of curriculum and program evaluation. This will help educationists evaluate their programs fruitfully and effectively according to their needs and objectives. Different search engines including Medline's PubMed interface, Google Scholar, and Cochrane Review databases using keywords, curriculum evaluation, evaluation models, and evaluation strategies in education, were searched without any date restrictions, and 20 full-text articles were selected for review and data extraction. While reviewing the literature it was found that most of the modern educational program and curriculum evaluation models are based on the reductionist, system, and complexity theories of evaluation. The experimental/quasi-experimental model is based majorly on the linear approach and reductionism, but its drawback is that it is impractical for the whole curriculum and sometimes ethically unfavorable. Kirkpatrick's model, Philips' model, the CIPP model, and the logic model are based on the system and complexity theory and are more practical in medical education. Each of these models has its advantages and limitations. In this review, the authors discussed the important distinctive features of these evaluation theories and models and their applicability and usefulness in evaluating different programs and curricula.

Maternal Perspectives on and Preferences for an Enhanced Neonatal Jaundice Education Program: An Evaluation Using the Consolidated Framework for Implementation Research.

Neonatal mortality is a major contributor to under-five deaths yet the main causes of these deaths are preventable. Postnatal health education programs can improve timely detection and care seeking for newborn morbidities such as neonatal jaundice (NNJ). Being a common occurrence in low-income countries, it is surprising that women do not have sufficient knowledge about NNJ. Although the knowledge can be improved through routine education programs, healthcare providers rarely engage women in evaluating such programs, which limits their uptake and sustainability. This was a qualitative study evaluating a postnatal neonatal jaundice health education program conducted at Jinja Regional Referral Hospital (JRRH). Narrative data on the structure, design, and delivery of the program was recorded from 12 postnatal women through unstructured interviews. The participants were those who had taken part in an enhanced NNJ education program. Qualitative content analysis, guided by the Consolidated Framework for Implementation Research (CFIR) was performed. Using the CFIR, two themes were identified; the intervention characteristics domain and the individual domains. The constructs under these domains were intervention design quality and packaging, relative advantage, and maternal knowledge needs. The augmented nature of the intervention, sorting individual needs, ability to promote continuity of care, and care-seeking were identified as key facilitators. Lack of group interaction was identified by some women as a possible barrier. Overall, the education program was positively perceived by women and preferred compared to the conventional method of health education. In low-resource settings where maternal health education can contribute to a reduction in newborn mortality, the design, implementation, and evaluation of maternal education programs should be informed by women's preferences. Healthcare providers should utilize multiple sources of information and routinely practice patient-centered evaluation to meet the changing knowledge demands of postnatal women.

Global Trends in Educational Program Evaluation: Bibliometric Analysis for Education Quality Improvement

This study conducts a comprehensive bibliometric analysis to map global trends in educational program evaluation, focusing on research outputs, thematic evolution, and key scholarly networks from 2000 to 2024. Utilizing citation metrics, yearly publication graphs, and VOSviewer visualizations of keyword co-occurrences, the research identifies significant shifts in thematic focus, delineates interconnected research clusters, and highlights the influential contributions within the field. The analysis reveals a notable increase in publications related to educational evaluation during the early 2000s with a peak between 2010 and 2018, indicating heightened research interest coinciding with global educational reforms. Thematic clusters around "educational program," "quality management," and "leadership" underscore a multidisciplinary approach integrating educational theory with business management practices. This study underscores the field's adaptation to evolving educational needs and points towards emerging areas requiring further exploration, such as digital evaluation techniques and program-specific assessments.

Preparation of future natural science teachers for the use of digital educational resources during teaching

The article examines the complex aspects of training future teachers of natural sciences to use digital educational resources in the educational process, which is an actual topic of modern pedagogy. Development of pedagogical knowledge, as well as cooperation with scientific institutions and scientists are key components of successful training. The article examines in detail the support of teachers from scientists, the integration of science with other disciplines, and the formation of a positive attitude toward science among students. The importance of the development of scientific thinking, the creation of educational materials, the use of digital educational resources, the formation of professional qualities and the use of an interdisciplinary approach for the training of future teachers of natural sciences is emphasized. The main challenges, such as technological barriers and insufficient funding, which can prevent the use of digital educational resources in the educational process, are highlighted. An important aspect is also professional development and support for innovation in education, which allows teachers to constantly improve their knowledge and skills using the latest technologies and methods. Thus, the preparation of future teachers of natural sciences to use digital educational resources is a multifaceted process that includes the development of pedagogical knowledge, support of scientists, integration of science with other disciplines, development of professional qualities and use of modern technologies. Providing teachers with the necessary support and resources contributes to the successful implementation of these approaches, increasing the quality of education and student interest in natural disciplines. The importance of the participation of scientists in the development of educational programs that integrate various scientific disciplines and emphasize the practical application of knowledge is emphasized. Restructuring of primary and secondary school curricula, as well as optimal professional development formats, are important aspects of improving the quality of teaching. Evaluation of educational programs shows the need for changes in content education and pedagogy. The support of teachers from scientists, the integration of science with other disciplines and the formation of a positive attitude towards science among students are considered. The development of competencies, including scientific thinking, the creation of teaching materials, the use of digital resources and an interdisciplinary approach, are key to the preparation of future teachers. Challenges, such as technological barriers and insufficient funding, are discussed, as well as prospects for improving skills and supporting innovation in education. The article provides a comprehensive overview of the preparation of future natural science teachers to use digital educational resources and highlights important aspects of this process with an emphasis on teacher support and development of their competencies

Evaluation of Nutrition Supplementation and Nutrition Education Program in Preventing Malnutrition in Toddlers

Malnutrition in children under five is a serious global health problem, especially in developing countries. In Indonesia, the prevalence of stunting in 2020 reached 31.8%, which is second in Southeast Asia after Timor Leste. However, this figure has decreased to 21.6% in 2022, according to data from the Indonesian Ministry of Health. This study aims to evaluate the effectiveness of nutrition supplementation and nutrition education programs in preventing malnutrition in children under five. This research design is an evaluative design with a cross-sectional approach to obtain an overview at one time of the nutritional status of children under five years of age, program implementation, and results achieved. The input of the number of nutrition workers is lacking, the Puskesmas needs 1 community health worker, the equipment owned is still lacking in the laboratory section and must request procurement from the City or Provincial Health Office and funds for MT distribution are not yet available, the output is not yet on target and the program coverage has not yet reached the set achievement indicators. Suggestions for the Padang City government, especially the Padang City Health to procure facilities and infrastructure that are lacking in puskesmas, while for the Padang Health Center must conduct counseling on the importance of PMT-P so that the MT provided right on target.