Evaluation Of Education Program Research Articles

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.

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.

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.

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.

Dynamics of Satisfaction with the Simulation Course on Basic Medical Manipulations

This study presents a comparative analysis of the survey data of the 2nd year medical university students who completed a simulation course on basic medical manipulations for the period from 2018 to 2023. The purpose of the study is to assess changes in students' perception and satisfaction with this course, as well as to identify trends and factors influencing their opinion. The study highlights the importance of regular monitoring and evaluation of educational programs to ensure that they meet the needs of students and improve the quality of medical education.

Evaluation of an interprofessional educational program in nursing home practice: a mixed methods multiple-case study

ABSTRACT Research has shown that interprofessional collaboration (IPC) and education (IPE) may potentially lead to better care for residents in nursing homes, but their implementation is challenging. This study evaluates the implementation of a co-designed IPE program and investigates what and how healthcare students learn and what factors influence their learning. A mixed-methods approach was used to evaluate three cases, with student participation in the IPE (n = 72). The study comprised pre- and posttests, focus groups, and interviews (n = 54). The results indicate that students developed their interprofessional skills and person-centered practice, as confirmed by both the students and educators in the interviews. Additionally, the findings suggest that others also learned from the program. The study emphasizes the influence of workplace learning culture, resources, organizational infrastructure for IPC, and educators’ embeddedness in the care organization on learning outcomes. The findings suggest that IPE is stimulated and accelerated by existing IPC and can stimulate or accelerate existing IPC. As the enabling factors are interrelated, addressing them simultaneously on all organizational levels may result in the faster development of an IPE-ready organization.

Application of Character Education in the Modern Islamic Boarding School Curriculum

Character education is an important aspect in students' personal development, especially in a modern pesantren environment that integrates religious and general education. This study aims to explore the application of character education in the modern pesantren curriculum and its impact on student development. The method used is a case study on several modern Islamic boarding schools in Indonesia, focusing on the strategy, implementation, and evaluation of character education programs. The results of the study show that modern Islamic boarding schools apply various approaches in educating students' character, including the integration of religious values, experiential learning, and extracurricular activities that support character development. The implementation has a positive impact on student attitudes and behaviors, such as increased discipline, responsibility, and empathy. This study concludes that the curriculum of modern Islamic boarding schools that integrate character education can make a significant contribution to the formation of students' character, and recommends a more structured and sustainable approach to improve the effectiveness of character education in Islamic boarding schools.

Development and Evaluation of the Disaster Safety Education Programs for Rural Areas

Development and Evaluation of the Disaster Safety Education Programs for Rural Areas

Use of the PRECEDE-PROCEED Model in Piloting Vaccine Promotion and Infection Self-Protection: Intervention Development and Effectiveness Examination.

This study aimed to tailor and pilot a health education program using the PRECEDE-PROCEED model to promote vaccination and enhance self-protective behaviors against COVID-19 in Hong Kong populations. Quasi-experimental study. Phases 1-4 of the PRECEDE-PROCEED model were used to identify the needs for COVID-19 prevention. Strategies to address predisposing, reinforcing, and enabling factors in the PRECEDE-PROCEED model were developed, and an intervention package was generated thereafter. A pre-post experimental study was conducted among 50 participants to preliminarily assess the effects of the intervention based on Phases 5 and 8 of the PRECEDE-PROCEED model. The 3-month intervention package contained 16 health education videos, 36 health tips, individual consultations, regular reminders of vaccination, incentive of anti-epidemic packages, and vaccine booking services. By the third month, 33 participants took a new dose of COVID-19 vaccine, and 5 participants withdrew. The vaccination rate for new dose achieved 73.3% (95% CI: 58.06-85.40%). Compared with the Hong Kong population in the same period, our study demonstrated higher increase in vaccination rate (9.97 vs. 1.36 doses per 1000 person-days). The percentage of early testing in personal and family level increased to 86.7% and 84.4%, respectively (both p < 0.05). For correct mask wearing and hand washing, the scores increased from a baseline score of 9.1 ± 1.6 and 4.9 ± 1.3 to 9.5 ± 1.0 and 5.3 ± 1.2, respectively (both p < 0.05). The application of the PRECEDE-PROCEED model effectively facilitated the stepwise development, implementation, and evaluation of a health education program for improving vaccination rates and fostering self-protective behaviors against infections.

Evaluation of a single-session educational video program for people with PTSD symptoms: Results of a pilot randomized controlled trial

ObjectiveThis paper describes the development and pilot evaluation of a single-session 20-minute educational video program for people with PTSD symptoms. MethodsA pilot randomized waitlist controlled trial was conducted with an international sample of adults with PTSD symptoms (N = 54). ResultsWithin-subjects analyses showed that participants in the intervention group had statistically significant decreases in self-stigma (F = 4.388, p < .05, ηp2 =.188, large effect) and post-traumatic maladaptive beliefs (F = 7.757, p < .01, ηp2 = .290, large effect), while participants in the control group did not have such changes. No significant between-subjects effects were observed. DiscussionDespite several major limitations, including a high attrition rate, a small sample size, and the use of self-report assessments, the preliminary findings revealed that watching the 20-minute video was associated with decreases in self-stigma and post-traumatic maladaptive beliefs in people with PTSD symptoms. Further evaluation using a more rigorous study design and a larger sample size is needed, after making modifications and enrichments to the program.

Process evaluation of an mHealth-based school education program to reduce salt intake scaling up in China (EduSaltS): a mixed methods study using the RE-AIM framework

BackgroundAn mHealth-based school health education platform (EduSaltS) was promoted in real-world China to reduce salt intake among children and their families. This progress evaluation explores its implementation process and influencing factors using mixed methods.MethodsThe mixed-methods process evaluation employed the RE-AIM framework. Quantitative data were collected from a management website monitoring 54,435 third-grade students across two cities. Questionnaire surveys (n = 27,542) assessed pre- and post-education effectiveness. Mixed-effects models were used to control cluster effects. Qualitative interviews (23 individuals and 8 focus groups) identified program performance, facilitators, and barriers. Findings were triangulated using the RE-AIM framework.ResultsThe program achieved 100% participation among all the third-grade classes of the 208 invited primary schools, with a 97.7% registration rate among all the 54,435 families, indicating high "Reach." Qualitative interviews revealed positive engagement from children and parents through the "small hands leading big hands" strategy. The high completion rate of 84.9% for each health cloud lesson and the significant improvement in salt reduction knowledge and behaviors scores from 75.0 (95%CI: 74.7–75.3) to 80.9 (95%CI: 80.6–81.2) out of 100 demonstrated the "Effect" of EduSaltS. The program's "Adoption" and "Implementation" were supported by attractive materials, reduced workload via auto-delivered lessons/activities and performance evaluation, and high fidelity to recommended activities, with medians 3.0 (IQR: 2.0–8.0)/class and 9.0 (IQR: 5.0–14.0)/school. Stable course completion rates (79.4%-93.4%) over one year indicated promising "Maintenance." Apart from the facilitating features praised by the interviewees, government support was the basis for the scaling up of EduSaltS. Barriers included the lack of smartphone skills among some parents and competing priorities for schools. Unhealthy off-campus environments, such as excessive use of salt in pre-packaged and restaurant foods, also hindered salt reduction efforts. The program's scalability was evident through its integration into existing health education, engagement of local governments and adaptation across various mobile devices.ConclusionsThe mHealth-based school health education program is scalable and effective for public salt reduction in China. Identified barriers and facilitators can inform future health program scale-ups. The program's successful implementation demonstrates its potential for broader application in public health initiatives aimed at reducing dietary salt intake.

Analysis of the Current Situation and the Potential Development of Environmental Education Program Evaluation in Japan: Organizing Research Cases Based on the “Guidelines for Environmental Education Program Evaluation”

Analysis of the Current Situation and the Potential Development of Environmental Education Program Evaluation in Japan: Organizing Research Cases Based on the “Guidelines for Environmental Education Program Evaluation”