Abstract

Introduction/background:
Course evaluation in health education is required for internal and external quality improvement. Despite this, systematic and coordinated approaches to course evaluations that include measurement of the outcomes and impacts these programs have on developing graduate capabilities are rare.
Aim/objectives:
To explore how curricula and other factors contribute to the development of health graduate capabilities.
Methods
Using contribution analysis, key stakeholders were engaged in an iterative, theory-driven evaluation. The researchers collectively developed a postulated theory-of-change. To identify factors that contribute, evidence from existing relevant documents was extracted using documentary analysis. Collated findings were presented to disciplinary focus groups of academic staff, industry representatives and graduates. The focus group discussions were used to identify any missing data and to validate the theory-of-change.
Results:
Our results highlight the complexity in teaching and learning, contributed by human, organisational and curricular factors. Advances in knowledge, skills, attitudes and graduate capabilities are nonlinear and integrated into curricula. Work integrated learning significantly contributes to knowledge consolidation and professional identity formation in health professional courses. Workplace culture and educator passion influence the quality of teaching and learning yet are rarely considered as evidence of impact.
Discussion
Capturing episodic and contextual learning moments is important for describing success and reflecting for improvement. Satisfaction was the most commonly described focus of evaluation. Evidence of impact of specific course elements on future graduate capabilities was limited.
Conclusions:
Contribution analysis may be a useful evaluation method to explore the factors that influence graduate capabilities in health-related courses.
Original languageEnglish
Pages108-108
Number of pages1
Publication statusPublished - 2019
EventAustralian and New Zealand Association for Health Professional Educators Conference (ANZAHPE 2019) - National Convention Centre, Canberra, Australia
Duration: 1 Jul 20194 Jul 2019
https://www.anzahpe.org/conference-2019
http://www.anzahpeconference.com.au/PDF/Proceedings.pdf

Conference

ConferenceAustralian and New Zealand Association for Health Professional Educators Conference (ANZAHPE 2019)
Abbreviated titleANZAHPE 2019
CountryAustralia
CityCanberra
Period1/07/194/07/19
OtherThe theme of the meeting is: blue sky thinking, Capitalise Your Ideas.

Internet address

Cite this

Choi, T., Sarkar, M., Ilic, D., Diug, B., Morphet, J., Brooks, I., ... Palermo, C. E. (2019). An exploration of the use of contribution analysis to evaluate health sciences and health professional courses. 108-108. Abstract from Australian and New Zealand Association for Health Professional Educators Conference (ANZAHPE 2019), Canberra, Australia.
@conference{509907cdcd9249d7ad49cbc7a51f7e8c,
title = "An exploration of the use of contribution analysis to evaluate health sciences and health professional courses",
abstract = "Introduction/background:Course evaluation in health education is required for internal and external quality improvement. Despite this, systematic and coordinated approaches to course evaluations that include measurement of the outcomes and impacts these programs have on developing graduate capabilities are rare.Aim/objectives:To explore how curricula and other factors contribute to the development of health graduate capabilities.MethodsUsing contribution analysis, key stakeholders were engaged in an iterative, theory-driven evaluation. The researchers collectively developed a postulated theory-of-change. To identify factors that contribute, evidence from existing relevant documents was extracted using documentary analysis. Collated findings were presented to disciplinary focus groups of academic staff, industry representatives and graduates. The focus group discussions were used to identify any missing data and to validate the theory-of-change.Results:Our results highlight the complexity in teaching and learning, contributed by human, organisational and curricular factors. Advances in knowledge, skills, attitudes and graduate capabilities are nonlinear and integrated into curricula. Work integrated learning significantly contributes to knowledge consolidation and professional identity formation in health professional courses. Workplace culture and educator passion influence the quality of teaching and learning yet are rarely considered as evidence of impact.DiscussionCapturing episodic and contextual learning moments is important for describing success and reflecting for improvement. Satisfaction was the most commonly described focus of evaluation. Evidence of impact of specific course elements on future graduate capabilities was limited.Conclusions:Contribution analysis may be a useful evaluation method to explore the factors that influence graduate capabilities in health-related courses.",
author = "Tammie Choi and Mahbub Sarkar and Dragan Ilic and Basia Diug and Julia Morphet and Ingrid Brooks and Arunaz Kumar and Jennifer Lindley and Caroline Wright and Margaret Simmons and Anne Powell and Maxine Bonham and Evelyn Volders and Tina Brock and Paul White and {Wee Ming}, Lau and Palermo, {Claire E.}",
year = "2019",
language = "English",
pages = "108--108",
note = "Australian and New Zealand Association for Health Professional Educators Conference (ANZAHPE 2019), ANZAHPE 2019 ; Conference date: 01-07-2019 Through 04-07-2019",
url = "https://www.anzahpe.org/conference-2019, http://www.anzahpeconference.com.au/PDF/Proceedings.pdf",

}

An exploration of the use of contribution analysis to evaluate health sciences and health professional courses. / Choi, Tammie; Sarkar, Mahbub; Ilic, Dragan; Diug, Basia; Morphet, Julia; Brooks, Ingrid; Kumar, Arunaz; Lindley, Jennifer; Wright, Caroline; Simmons, Margaret; Powell, Anne; Bonham, Maxine; Volders, Evelyn; Brock, Tina; White, Paul; Wee Ming, Lau; Palermo, Claire E.

2019. 108-108 Abstract from Australian and New Zealand Association for Health Professional Educators Conference (ANZAHPE 2019), Canberra, Australia.

Research output: Contribution to conferenceAbstractOtherpeer-review

TY - CONF

T1 - An exploration of the use of contribution analysis to evaluate health sciences and health professional courses

AU - Choi, Tammie

AU - Sarkar, Mahbub

AU - Ilic, Dragan

AU - Diug, Basia

AU - Morphet, Julia

AU - Brooks, Ingrid

AU - Kumar, Arunaz

AU - Lindley, Jennifer

AU - Wright, Caroline

AU - Simmons, Margaret

AU - Powell, Anne

AU - Bonham, Maxine

AU - Volders, Evelyn

AU - Brock, Tina

AU - White, Paul

AU - Wee Ming, Lau

AU - Palermo, Claire E.

PY - 2019

Y1 - 2019

N2 - Introduction/background:Course evaluation in health education is required for internal and external quality improvement. Despite this, systematic and coordinated approaches to course evaluations that include measurement of the outcomes and impacts these programs have on developing graduate capabilities are rare.Aim/objectives:To explore how curricula and other factors contribute to the development of health graduate capabilities.MethodsUsing contribution analysis, key stakeholders were engaged in an iterative, theory-driven evaluation. The researchers collectively developed a postulated theory-of-change. To identify factors that contribute, evidence from existing relevant documents was extracted using documentary analysis. Collated findings were presented to disciplinary focus groups of academic staff, industry representatives and graduates. The focus group discussions were used to identify any missing data and to validate the theory-of-change.Results:Our results highlight the complexity in teaching and learning, contributed by human, organisational and curricular factors. Advances in knowledge, skills, attitudes and graduate capabilities are nonlinear and integrated into curricula. Work integrated learning significantly contributes to knowledge consolidation and professional identity formation in health professional courses. Workplace culture and educator passion influence the quality of teaching and learning yet are rarely considered as evidence of impact.DiscussionCapturing episodic and contextual learning moments is important for describing success and reflecting for improvement. Satisfaction was the most commonly described focus of evaluation. Evidence of impact of specific course elements on future graduate capabilities was limited.Conclusions:Contribution analysis may be a useful evaluation method to explore the factors that influence graduate capabilities in health-related courses.

AB - Introduction/background:Course evaluation in health education is required for internal and external quality improvement. Despite this, systematic and coordinated approaches to course evaluations that include measurement of the outcomes and impacts these programs have on developing graduate capabilities are rare.Aim/objectives:To explore how curricula and other factors contribute to the development of health graduate capabilities.MethodsUsing contribution analysis, key stakeholders were engaged in an iterative, theory-driven evaluation. The researchers collectively developed a postulated theory-of-change. To identify factors that contribute, evidence from existing relevant documents was extracted using documentary analysis. Collated findings were presented to disciplinary focus groups of academic staff, industry representatives and graduates. The focus group discussions were used to identify any missing data and to validate the theory-of-change.Results:Our results highlight the complexity in teaching and learning, contributed by human, organisational and curricular factors. Advances in knowledge, skills, attitudes and graduate capabilities are nonlinear and integrated into curricula. Work integrated learning significantly contributes to knowledge consolidation and professional identity formation in health professional courses. Workplace culture and educator passion influence the quality of teaching and learning yet are rarely considered as evidence of impact.DiscussionCapturing episodic and contextual learning moments is important for describing success and reflecting for improvement. Satisfaction was the most commonly described focus of evaluation. Evidence of impact of specific course elements on future graduate capabilities was limited.Conclusions:Contribution analysis may be a useful evaluation method to explore the factors that influence graduate capabilities in health-related courses.

M3 - Abstract

SP - 108

EP - 108

ER -

Choi T, Sarkar M, Ilic D, Diug B, Morphet J, Brooks I et al. An exploration of the use of contribution analysis to evaluate health sciences and health professional courses. 2019. Abstract from Australian and New Zealand Association for Health Professional Educators Conference (ANZAHPE 2019), Canberra, Australia.