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.
Evaluations can be paper-based or electronic (via online software or applications). Evaluation question structure is often multiple choice, "select all" style, or agreement scales (e.g., Likert-like), but a variety of question formats may be used.
Moore et al. JCEHP, 29(1):1–15, 2009
Shewchuk RM, et al. JCEHP 2007:27:173-82.
|Satisfaction|| This CME activity met my expectations
|Addressed my most pressing questions|
|Addressed competencies identified by my specialty|
|Provided fair and balanced content|
|Provided clear evidence to support content|
|Included opportunities to learn interactively from faculty and participants|
|Provided me with supporting materials or tools for my office (reminders, patient materials, etc.)|
|Included opportunities to solve patient cases|
|Allowed me to assess what I have learned|
|Translated trial data to patients I see in my practice|
|Addressed barriers to my optimal patient management|
Additional Contextual Information:
- It is recommended that Providers utilize previously validated instruments in their evaluation of Satisfaction. In keeping with the vision of the standardization project, the use of validated instruments to measure Satisfaction provides the community with a means to analyze, pool, and report data.
- Evaluations are also often used by Providers to collect additional demographic or preference data that might augment outcomes analysis and reporting and support the development of future educational interventions.