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Program Evaluation

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Ongoing evaluation of FAIMER’s education initiatives is essential to continuous learning and improvement. FAIMER stakeholders actively and collaboratively engage in this continuous cycle of evaluation, from identifying information needs to using evaluation findings to inform decision-making and planning. This collaborative evaluation approach is also designed to build evaluation knowledge and skills among health professions educators.

FAIMER believes in sharing evaluation findings as widely as possible in order to foster transparency and diffuse knowledge. FAIMER sees dissemination of evaluation findings as an opportunity to engage the larger health professions education community around the shared desire to find effective strategies for improving education of health professionals globally.

The evaluation reports below explore, through a mix of quantitative and qualitative data, key evaluation questions that revolve around a central question: “How do interactions between FAIMER fellows and their contexts (including fellowship community and institutional community) influence change in education policies and practices?” In addition to the below, FAIMER also uses ad hoc evaluation reports to address emergent and evolving evaluation needs and program-specific reports to address program-level information needs. FAIMER evaluation data is also used in peer-reviewed publications and presentations about FAIMER programs.

Brief Reports

These reports are published every 1-2 months. Their short length allows quick digestion of information on focused topics, and the frequency of their publication keeps valuable information continuously circulating in the FAIMER community and beyond.

2015 Brief Reports

January 2015: Cultural Sensitivity

17 - brief report January 2015

Current and graduated FAIMER fellows were asked to suggest ways in which the FAIMER experience can become more culturally sensitive. During the past two years, responses to this question have included ideas for program activities and discussions, diversity of program participants, and connections to institutions and communities.

March 2015: FAIMER Fellow Project Focus

18 - brief report March 2015

What is the focus of changes that FAIMER fellows are seeking to create and sustain via their projects?

June 2015: Retrospective Pre-Post Knowledge Ratings

20 - brief report June 2015

Do Fellows perceive the FAIMER Institute and Regional Institutes as contributing to an increase in their knowledge and skills?

July 2015: Institution & Curriculum Change

21 - brief report July 2015

Has fellows’ involvement in FAIMER influenced their contributions to changes in their institutions?

October 2015: FAIMER Regional Institute Faculty

22 - brief report October 2015

The FAIMER Regional Institutes (FRIs) rely on the expertise and energy of the program faculty, many of whom are graduates of a FAIMER fellowship. This report describes FRI faculty over time.

2014 Brief Reports

April 2014: FAIMER Fellow Project Status

12 - brief report April 2014

Education innovation projects offer fellows hands-on learning experiences and opportunities to improve education. This report examines changes in fellows’ schools/communities/regions as a result of projects, replication and institutionalization of projects, and supportive and obstructive conditions for projects.

July 2014: FAIMER Community Involvement

13 - brief report July 2014

How are current and graduated fellows involved in the FAIMER community, and what are the benefits of their involvement? One of the goals of the FAIMER fellowship programs is to build a community of educators who collaborate and communicate and support each other during and after the two-year fellowship experience.

August 2014: FAIMER Fellowship Applicants: Educator Experience

14 - brief report August 2014

How much of their work time do fellows dedicate to teaching, education management, and education research?

September 2014: Health Professions Education Units

15 - brief report September 2014

How many fellows are at institutions with Health Professions Education Units or Departments? What roles do fellows have with their Education Units?

November 2014: FAIMER Regional Institute Faculty

16 - brief report November 2014

The FAIMER Regional Institutes (FRIs) rely on the expertise and energy of the program faculty, many of whom are graduates of a FAIMER fellowship. This report describes FRI faculty over time and faculty retention.

2013 Brief Reports

January 2013: Institutional Change: Facilitators and Barriers

1 - brief report January 2013

How does the interaction between FAIMER fellows and their contexts influence institutional change?

February 2013: Understanding “critical mass”

2 - brief report February 2013

What does it mean to say that “greater change” can occur with more FAIMER fellows at the same institution?

March 2013: FAIMER network – “requests for help”

3 - brief report March 2013

The existence of a learning community is a central element of the FAIMER fellowships. Here we use social network analysis (SNA) to look at “requests for help” on a FAIMER program listserv.

April 2013: FAIMER Fellow Project Status

4 - brief report April 2013

Education innovation projects are central to the FAIMER fellowships, as learning experiences and opportunities to improve educational practices and policies. This report examines the current status of education innovation projects of fellows and graduates of the fellowships.

May 2013: Institutionalization of FAIMER Fellow Projects

5 - brief report May 2013

What factors are related to institutionalization of FAIMER fellows’ education innovation projects?

July 2013: FAIMER Fellowship Applicants 2013: Educator Experience

6 - brief report July 2013

How much of their work time do FAIMER fellows dedicate to teaching, educational management, and educational research?

September 2013: FAIMER Fellow Project Focus

7 - brief report September 2013

What is the focus of changes that FAIMER fellows are seeking to create and sustain via their projects?

November 2013: FAIMER Regional Institute Faculty

8 - brief report November 2013

The FAIMER Regional Institutes (FRIs) rely on the expertise and energy of the program faculty, many of whom are graduates of a FAIMER fellowship. This report describes FRI faculty over time and faculty retention.

December 2013: FAIMER Facebook Insights

9 - brief report December 2013

Through Facebook, FAIMER aims to connect fellows, reach beyond the FAIMER community to others interested in improving health professions education, create conversations about issues in health professions education, and share news. This report describes activity and engagement for the FAIMER Facebook page.

Annual and Summary Reports

Annual and summary reports are an opportunity to synthesize findings over time and across sources, in order to reach conclusions and recommendations that can inform the future of FAIMER’s work.

FAIMER Institutes: Program Evaluation Annual Summary Report 2014

19 - summary report 2014

FAIMER Institutes: Program Evaluation Annual Summary Report 2013

10 - summary report 2013

FAIMER Institutes: Program Evaluation Summary Report 2010 – 2012

11 - summary report 2010-2012
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[last update: November 5, 2015]