A formative multi-method approach to evaluating training
A formative multi-method approach to evaluating training
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DOI：
10.1016/j.evalprogplan.2016.06.012
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发表时间：
2016-10-01
影响因子：
1.6
通讯作者：
Wandersman, Abraham
中科院分区：
文献类型：
--
作者：
Hayes, Holly;Scott, Victoria;Wandersman, Abraham
本文描述了我们如何使用形成性多方法评估方法来收集有关美国24个社区联盟的复杂多日培训过程的实时信息。评估小组使用了七种不同的评估策略，从第一个社区健康改善领导学院（CHILA）的三管齐下的框架内（调查，观察和反思）获得评估数据。这些方法包括：综合调查、快速反馈表、学习墙、观察表、团队汇报、社会网络分析和关键时刻反思。这七种不同的方法允许在CHILA期间的真实的时间质量改进和下一个CHILA的长期规划。这些方法还提供了一个全面的“儿童健康和生活改善”方案，综合起来，使评价小组能够评估旨在利用自然社区力量和加速健康改善的培训的有效性。我们希望这些形成性评估方法能够继续得到改进，并被其他人用来评估培训。(C)2016由Elsevier Ltd.出版
This article describes how we used a formative multi-method evaluation approach to gather real-time information about the processes of a complex, multi-day training with 24 community coalitions in the United States. The evaluation team used seven distinct, evaluation strategies to obtain evaluation data from the first Community Health Improvement Leadership Academy (CHILA) within a three-prong framework (inquiry, observation, and reflection). These methods included: comprehensive survey, rapid feedback form, learning wall, observational form, team debrief, social network analysis and critical moments reflection. The seven distinct methods allowed for both real time quality improvement during the CHILA and long term planning for the next CHILA. The methods also gave a comprehensive picture of the CHILA, which when synthesized allowed the evaluation team to assess the effectiveness of a training designed to tap into natural community strengths and accelerate health improvement. We hope that these formative evaluation methods can continue to be refined and used by others to evaluate training. (C) 2016 Published by Elsevier Ltd.