Undergraduate Medical Education Program Evaluation Strategy

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Sources of


  • 360 Evaluation

  • PGY1 Evaluations

  • Examination Reviews

  • LMCC

  • AAMC Grad Survey

Type of


Formative Evaluation



This strategy will consist primarily of process and outcome evaluations. However, some specific sources of data will also assess the unmet needs of medical students, reflecting needs assessment. The three evaluation components are discussed below.
Needs Assessment
Needs assessments will help to identify and measure the level of unmet needs within the UGME program at the U of S. Essentially, needs assessments will detect areas in which students may need additional training or preparation. Measures which may help detect areas of unmet need include the Goals and Objectives self-assessment and 360 evaluation (i.e., items which receive low overall ratings may be areas of unmet need) and comments provided through the SCRC and SMSS.
Process Evaluation
Process evaluation components of the evaluation framework will determine the extent to which the UGME curriculum is being implemented as intended. Specifically, this will examine the extent to which various intended aspects of the UGME program are:

Specifically, the intended and actual goals, objectives, inputs, activities, and outputs of the UGME will be identified. Then, any discrepancies between what is intended and what is actually delivered will be hi-lighted. Measures included in the process evaluation component of this framework include course evaluations, examination reviews, and feedback from the SCRC.

Outcome Evaluation
Outcome evaluations measure the extent to which students are achieving various outcomes in accordance with the UGME’s goals and objectives. Such outcomes may include performance on the LMCC, achievement of the College’s goals and objectives as measured through self-assessment and multisource evaluations, and performance on re-tests of first year examinations.

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