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Systems Approach to Gerontology Education

Evaluation Methods and Outcomes

A comprehensive evaluation plan was formulated to address each project objective.  With specific regard to the faculty training in evidence-based health promotion, Personal Action Plan Forms were developed to evaluate faculty knowledge gain and track use of the curriculum provided.

Personal Action Plans are evaluation tools developed to capture a trainee’s “SMART” objective and implementation plan.  “SMART” means the implementation plan has to be Specific, Measureable, Achievable, Realistic, and Time Specific.  In this training, faculty identified their SMART objective explaining how they would incorporate the information presented into existing and/or new courses, clerkships, internships, and fieldwork experiences.  Additional components of the Action Plan forms requested faculty to list how they would evaluate their students’ knowledge gain and/or competency attainment.  A timeline for implementation of their “curricular innovation” was also requested.

To address the student evaluation outcome needs of the project, self-assessment tools were developed to monitor competency attainment.  Each of the surveys below were developed for gerontology, medicine, nursing, and social work across the five evidence-based health promotion content areas.

  1. Competency Self-Assessment Survey: Pre and Post student survey on confidence in skill to meet competency that is related to the evidence-based health promotion content taught.
  2. Importance of Competency Survey: Pre and Post student survey on the importance to future practice of the competency that is related to the evidence-based health promotion content taught.
  3. Retrospective Skills Self-Assessment: Student rating on confidence in skill to meet competency that is related to the evidence-based health promotion content taught.

Check out this section for each training’s iteration of the Action Plan, and student self-assessment tools by discipline: