Teaching Public and Population Health in Medical Education: An Evaluation Framework

Abstract

Curriculum models and training activities in medical education have been markedly enhanced to prepare physicians to address the health needs of diverse populations and to advance health equity. While different teaching and experiential learning activities in the public health and population health sciences have been implemented, there is no existing framework to measure the effectiveness of public and population health (PPH) education in medical education programs. In 2015, the Association of American Medical Colleges established the Expert Panel on Public and Population Health in Medical Education, which convened 20 U.S. medical faculty members whose goal was to develop an evaluation framework adapted from the New World Kirkpatrick Model. Institutional leaders can use this framework to assess the effectiveness of PPH curricula for learners, faculty, and community partners. It may also assist institutions with identifying opportunities to improve the integration of PPH content into medical education programs. In this article, the authors present outcomes metrics and practical curricular or institutional illustrations at each Kirkpatrick training evaluation level to assist institutions with the measurement of (1) reaction to the PPH education content, (2) learning accomplished, (3) application of knowledge and skills to practice, and (4) outcomes achieved as a result of PPH education and practice. A fifth level was added to measure the benefit of PPH curricula on the health system and population health. The framework may assist with developing a locally relevant evaluation to further integrate and support PPH education at U.S. medical schools and teaching hospitals.

Adapting the patient and physician versions of the 9-item shared decision making questionnaire for other healthcare providers in Japan

“…This time, by witnessing the transformation of participants through SDM skill training using measures having verified homogeneities, it will be possible to enable the construction of an effective educational program. A more appropriate educational program can be developed via the evaluation of educational programs, including SDM skill training for multidisciplinary teams, and by rigorously advancing training evaluation using the New World Kirkpatrick Model, which is widely used in medical and nursing education [ 37 – 40 ].…”

Correlation Analysis of Population Educational Structure and Program Audience Share Based on Multisample Regression for Correction

“…First, relatively single ratings survey data cannot quantitatively analyze the factors that affect the program ratings. e second is the ratings survey system for postbroadcast surveys and analysis and evaluation of programs, and prebroadcast predictions are not possible for ratings [25,26]. When Nielsen data is imported, basic data can be obtained.…”

Community engagement education in academic health centers, colleges, and universities

“…Although there is growing recognition of the importance of CE [5], today's workforce needs training to effectively design, implement, and evaluate strategies through meaningful collaboration with members of the community of focus [13]. The goal is for learners to acquire knowledge and skills in CE in research, education, and clinical care or public health practice [14,15]. The knowledge and skills acquired can equip learners to identify exemplars and metrics of success in addressing health disparities [16,17], policy enablers of health equity [18][19][20][21][22], or partner with communities to co-create and share best practices.…”

“…(1; 2; 5; 13; 33-40) Insights were drawn from a report by an Association of American Medical Colleges (AAMC) panel on public and population health in medical education. (14) https://doi.org/10.1017/cts.2022.424 Published online by Cambridge University Press…”