Journal of Continuing Education in the Health Professions



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CURRENT ISSUE BACK ISSUES SUBSCRIBE ADVERTISE ABOUT JCEHP FOR AUTHORS JCEHP AWARD SEARCH (Members only) FULL-TEXT		Volume 26 (4) Volume 26, Issue 4, Fall 2006 J Contin Educ Health Prof 2006; 26(4):257-267 RESEARCH ARTICLE Stakeholder-focused evaluation of an online course for health care providers Diane O. Dunet Michele Reyes A b s t r a c t Introduction: Different people who have a stake or interest in a training course (stakeholders) may have markedly different definitions of what constitutes "training success" and how they will use evaluation results. Methods: Stakeholders at multiple levels within and outside of the organization guided the development of an evaluation plan for a Web-based training course on hemochromatosis. Stakeholder interests and values were reflected in the type, level, and rigor of evaluation methods selected. Our mixed-method evaluation design emphasized small sample sizes and repeated measures. Results: Limited resources for evaluation were leveraged by focusing on the data needs of key stakeholders, understanding how they wanted to use evaluation results, and collecting data needed for stakeholder decision making. Regular feedback to key stakeholders provided opportunities for updating the course evaluation plan to meet emerging needs for new or different information. Early and repeated involvement of stakeholders in the evaluation process also helped build support for the final product. Involving patient advocacy groups, managers, and representative course participants improved the course and enhanced product dissemination. Discussion: For training courses, evaluation planning is an opportunity to tailor methods and data collection to meet the information needs of particular stakeholders. Rigorous evaluation research of every training course may be infeasible or unwarranted; however, course evaluations can be improved by good planning. A stakeholder-focused approach can build a picture of the results and impact of training while fostering the practical use of evaluation data. Lessons for Practice Stakeholders for a training course may have varied evaluation questions and different intended uses of evaluation results. Early and repeated involvement of stakeholders in the evaluation process can help build support for a final product and may enhance product dissemination. Collecting “just enough” data for decisions such as improvements to course navigation can streamline the evaluation process. Evidence from a series of brief evaluations can build a picture of course results and training impact. Involving stakeholders in evaluation planning may help course developers respond to the underlying values and interests of stakeholders. Key Words: evaluation, training evaluation, evaluation planning, training impact, continuing education
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