This is the third part of a four part series addressing 4 common obstacles encountered when healthcare organizations attempt to convert physician performance data into behavior change. In the first part I covered Data Credibility. In the second part, I discussed Speed. In this third part I will talk about evaluation.
An effective training program is dynamic! Not just at the individual course level, but at the organizational level accounting for the technological learning ecosystem, culture, and learner types. Evaluation is oftentimes an obstacle because it is frequently incomplete, resulting in incorrect assumptions on the quality of training, and lost opportunities to ensure physicians can transfer concept mastery into on-the-job performance. If the goal of training is to support individual and group performance, then evaluation must be complete and extend beyond the evaluation of learning and satisfaction.
This is the least frequently evaluated aspect of most training initiatives. Not constantly having an eye towards ROI is a sign of poorly planned programs, quick, cheap, and one-time-only training initiatives.
IMPACT & RESULTS
Behavior change that results in on-the-job competency, and the desired individual performance to support group performance, SHOULD BE THE GOAL OF TRAINING! Learners might be satisfied and acquire new knowledge through a course experience, as evaluated through an end of course survey or multiple choice assessment, respectively, but that doesn’t always translate into Impact and Results. That is why Impact & Results must become a required component of evaluation of training.
A physician might learn a new skill, but his local practice workflow bypasses it, or his local practice differs enough from the simulated learning environment that he is not able to transfer mastery of the skill concept, into on-the-job performance. When you capture a complete picture through evaluation, you gain insight to help unlock the full potential of training to support change and performance.
About the Author
Over the last decade, Dr. Andres Jimenez developed training curriculums impacting over 1/3rd of all US physicians. Over the past 5 years, physicians in over 1,000 hospitals and clinics have used training software he developed. Dr. Jimenez completed the Dartmouth/Brown medical program, and continued on to General Surgery residency at Emory. He completed a fellowship in Educational Leadership at USC School of Medicine, and a Masters Degree in Education, with a focus on Instructional Design for Online Learning.