Using a theory of change for evaluation: has the FAIMER international faculty development program improved the field of health professions education?

• Main Authors: Shiyao Yuan, Snigdha Mukherjee, Rashmi Vyas, William Burdick
• Format: Article
• Language: English
• Published: Association for Medical Education in Europe (AMEE) 2019-03-01
• Series: MedEdPublish
• Subjects: International Faculty Development Program; Health Professions Education; Theory of Change; Program Evaluation
• Online Access: https://www.mededpublish.org/Manuscripts/2200

Program theories have not been extensively used in evaluating faculty development programs in medical education. Ample evidence shows that a well-formulated program theory plays a pivotal role in program implementation and evaluation. Program theory links activities and expected outcomes using a logical process showing how they lead to long-term goals. It also develops appropriate metrics or indicators for assessing if those outcomes and activities really occurred. In this study, FAIMER's theory of change was adopted as a framework for evaluation. Survey data from FAIMER Fellows was used to assess the effectiveness of FAIMER's faculty development program in meeting the goal of improving health professions education. We used structural equation modeling to examine the association among outcomes mapped out in our theory of change and their association with improving field of health professions education. The study results indicated that FAIMER's faculty development program appeared to have positively influenced advancement of multiple facets of health professions education as envisaged in our theory of change. Using a theoretical framework for evaluating a program helped us identify the specific areas of outcomes that need to be strengthened for program improvement as well as provided us with a data-driven evaluation framework to measure program progress.