Overview

Program evaluation measures the degree to which medical education program goals and objectives are being achieved. It consists of formative and summative evaluation processes, involving data collection and data analysis from internal and external sources. The information gleaned from program evaluation activities informs decision-making at the course, phase and curriculum levels.

Program evaluation is necessary to:

• Determine the effectiveness and efficiency of the educational process in facilitating learning;
• Determine the success of the educational program in accomplishing its goal to prepare students for entry to medical practice;
• Provide evidence that the medical education program is responsive and accountable to internal and external stakeholders.

The Program Evaluation Sub-Committee (PESC) is the evaluation oversight committee for the undergraduate medical program. PESC is a Sub-Committee of the Undergraduate Medical Studies Committee (UGMS), which is responsible for curriculum oversight and management.

Course and Core Experiences Evaluation

All courses (including clinical rotations) are evaluated to ensure an appropriate, coherent, and coordinated medical education program that is effective in helping students achieve the learning objectives. 

Course evaluation in Phases 1, 2 and 3
Each course in the undergraduate medical education program is evaluated as outlined in the Course Review Policy. 
Course evaluation process:

• Students evaluate each course using forms in the One45 platform at the end of the course.
• Courses are evaluated on fulfilment of course objectives, learning environment, course organization, appropriateness of assessment(s), and the overall learning experience.
• Data is collected using both quantitative and qualitative measures.
• Data is compiled and an aggregate results report and a summary report are prepared.
• The reports are then forwarded to the Phase Lead or Course Coordinator, the Associate Dean of Undergraduate Medical Education and the Program Evaluation Sub-Committee. 
• After the reports have been reviewed by the appropriate phase management team, the Phase Lead sends a response report to the Program Evaluation Sub-Committee outlining the actions being taken to enhance the positive and mitigate any negative aspects of the course.    

Rotation and Course Evaluation in Phase 4 (Clerkship)
Students evaluate each clinical rotation using the One45 platform at the end of the respective rotation. 

Clerkship evaluation process:

• The rotations are evaluated on clarity of objectives for the rotation, the overall learning outcomes and experience, and organization of the rotation. 
• Data is collected using both quantitative and qualitative measures.
• Data is compiled and an aggregate results report is prepared annually.
• The report is then forwarded to the Phase 4 Lead, the relevant Clerkship Discipline Co-ordinator, the Associate Dean of Undergraduate Medical Education and the Program Evaluation Sub-Committee.
• Courses in phase 4 are evaluated at the end of the course. The results are sent to the Phase 4 Lead, the course co-ordinator, the Associate Dean of Undergraduate Medical Education and the Program Evaluation Sub Committee (PESC).
• For both rotations and courses, the Phase Lead prepares a report to PESC outlining actions being taken to enhance the positive and mitigate any negative aspects of the rotations and courses.

Faculty evaluation
All faculty members teaching in the undergraduate medical education program are evaluated by students as described in the Faculty Teaching Evaluation Policy. Individual evaluation reports can be used for the preparation of a teaching dossier and/or for promotion and tenure. 

Faculty evaluation in Phases 1, 2 and 3
Students evaluate faculty teaching after each block of content or the end of the courseusing forms released on the 
One45 platform. 

Faculty evaluation process:

• Data for teaching faculty evaluations is collected using both quantitative and qualitative measures.
• Individual evaluation reports are sent to faculty members. All faculty evaluations are handled confidentially.
• The faculty member ris sent their individual results shortly after the end of the lecture block or course. Copies of the results are also sent to the relevant Discipline Chair or Divisional Associate Dean.

If faculty members have questions about evaluations, they can email pesc.evaluations@med.mun.ca.    

Faculty and Resident evaluation in Phase 4/Clerkship
Students evaluate faculty and residents in Phase 4/Clerkship after each rotation.

Faculty and Resident evaluation process:

• The evaluation form is based on CanMEDS competencies but includes more detail compared to the evaluation of teaching faculty in the first three phases.
• Data for faculty and resident evaluations is collected using both quantitative and qualitative measures.
• A faculty or resident evaluation report is only generated if three or more students have completed evaluations.This is to protect the anonymity of the evaluators. 
• Evaluation reports are sent to the relevant Discipline Chair at least annually. The Discipline Chair has 30 days to review the reports and then faculty and residents are sent their individual evaluations.

If faculty members or residents have questions about evaluation practices or processes, they can email pesc.evaluations@med.mun.ca.