Laura Wong, Ethan Sacoransky, Wilma Hopman, Omar Islam, Andrew D Chung, Benjamin Y M Kwan
Radiologist preferences for faculty development initiatives to improve resident feedback in the era of competency-based medical education
Medical education online
course evaluation health education common practice yet comprehensive evaluations health education exist measure impact outcomes programs developing health graduate capabilities explore curricula contribute health graduate capabilities factors contribute development capabilities using contribution analysis evaluation sixstep iterative process key stakeholders six selected courses engaged iterative theorydriven evaluation researchers collectively developed postulated theoryofchange evidence existing relevant documents extracted using documentary analysis collated findings presented academic staff industry representatives graduates additional data sought focus group discussions one discipline focus group data used validate theoryofchange data analysis conducted iteratively refining theory change one course next complexity teaching learning contributed human organizational curriculum factors highlighted advances knowledge skills attitudes graduate capabilities nonlinear integrated curriculum work integrated learning significantly contributes knowledge consolidation forming professional identities health professional courses workplace culture educators passion impact quality teaching learning yet rarely considered evidence impact capturing episodic contextual learning moments important describe success reflection improvement evidence impact elements courses future graduate capabilities limited focus evaluation data satisfaction contribution analysis useful evaluation method explore complexity factors learning teaching influence graduate capabilities healthrelated courses