With each release of an updated version of the Outcomes Standardization Project Glossary we will add additional terms and definitions, as well as make enhancements (i.e., add examples, FAQ/Context) to existing terms/definitions.

  1. Participation Funnel - Term used to describe the series of events experienced by an HCP from exposure to an available educational experience through to the request and fulfillment of credit (if available).
  2. Intended Reach - Term used to indicate the number of unique HCPs to whom the availability of educational activities is being promoted.
  3. Participant - This term, perhaps more than any other considered by the OSP Steering Team, has such varied application and understanding by the community that it SHOULD NOT be used in outcomes efforts or reporting without additional context. Absent of this additional context the term creates ambiguity and confusion.
  4. Start - Term used to describe the action an HCP takes to begin the core educational content/intervention. If an Activity is preceded with CE/CME front matter or a pre-test, a Start occurs AFTER an HCP has navigated through these items.
  5. Learner - Term used to describe an HCP who Starts the core educational content/intervention. The term is designated only for individuals that have progressed beyond the CE/CME front matter and pre-test (if available), and have started to consume/participate in the educational experience.
  6. Completion - Term used to describe when an HCP has finished the core educational content/intervention. Importantly, whether a Learner chooses to participate in the post-test or evaluation that may follow the education activity does NOT impact completion.
  7. Completer - Term used to describe an HCP that has finished the core educational content/intervention. Importantly, whether a Learner chooses to participate in the post-test or evaluation that follows the education activity does NOT impact completion.
  8. Completion Rate - Term used to define the percentage of Learners that completed the core educational content/intervention. The Completion Rate is a ratio of one stage of the Participation Funnel and provides specific insights into the quality of the educational content and experience.
  9. Learning Actions - Term used to describe the behavior of a Learner while consuming/participating in the core educational content/intervention.
  10. Engagement - Term used to describe the learning actions or behaviors of an HCP has while consuming/participating in the core educational content/intervention.
  11. Moore’s Level 1, Participation - The first level in one established outcomes framework, Moore’s Level 1 emphasizes the need to count the number of HCPs progressing through each stage of the Participation Funnel.
  12. Moore’s Level 2, Satisfaction - The second level in one established outcomes framework, Moore’s Level 2 emphasizes the need to measure the degree to which the expectations of the Learners about the setting and delivery of the CME activity were met.
  13. Moore’s Level 3a, Declarative Knowledge - The third level in one established outcomes framework, Moore’s Level 3a emphasizes the need to measure the change in declarative knowledge that are associated with an educational intervention.
  14. Moore’s Level 3b, Procedural Knowledge - The third level in one established outcomes framework, Moore’s Level 3b emphasizes the need to measure the change in procedural knowledge that are associated with an educational intervention.
  15. Moore’s Level 4, Competence - The fourth level in one established outcomes framework, Moore’s Level 4 emphasizes the need to measure the change in competence that are associated with an educational intervention.
  16. Moore’s Level 5, Performance - The fifth level in one established outcomes framework, Moore’s Level 5 emphasizes the need to measure the change in performance that are associated with an educational intervention.
  17. Moore’s Level 6, Patient Health - The sixth level in one established outcomes framework, Moore’s Level 6 emphasizes the need to measure the change in patient health outcomes that are associated with an educational intervention.
  18. Moore’s Level 7, Community Health - The seventh level in one established outcomes framework, Moore’s Level 7 emphasizes the need to measure the change in community health outcomes that are associated with an educational intervention.
  19. Assessment - Term used to define the measurement of changes in knowledge, competence, performance, or healthcare outcomes that are associated with the planned educational intervention.
  20. Pre-test - Term(s) used to define the measures (data from question(s) or data collection) BEFORE educational content is presented. Pre-tests can measure baseline knowledge, competence, present or anticipated behavior, experienced or observed health outcome, or other topics.
  21. Post-test - Term(s) used to define the measures (data from question(s) or data collection) AFTER educational content is presented. Post-tests can measure resultant knowledge, competence, present or anticipated behavior, experienced or observed health outcome, or other topics. This is typically intended as a measure of immediately change or impact.
  22. First Post-test Score - Term used to define a measure of a Learner’s performance on his first attempt at a post-test, before any feedback or additional rational is provided.
  23. Final Post-test Score - Term used to define a measure of a Learner’s performance on their final attempt at a post-test. With each repeated attempt at a post-test a Learner’s experience with the test evolves. The final post-test score is a measure of what a learner was able to achieve through this evolving experience.
  24. Evaluation - Term used to define the measurement of a Learner’s satisfaction with the content and learning experience and/or the perception of bias within the activity. Evaluations can provide a far richer understanding of learning and impact beyond correct/incorrect test questions.
  25. Follow-up Assessments/Evaluation - Term used to define the data collected in the days, weeks, or months following an educational experience. While Assessments or Evaluations are typically designed to make a measurement immediately after a learning experience, Follow-up Assessments or Evaluations are designed to make measurements over time.