A program evaluation protocol is outlined for a faculty member or committee to adapt to a course, curriculum, or program. The plan includes development of evaluation rationale, identification of audiences, delineation of questions, development of methodology, establishment of data collection mechanism, and writing of a report. (JT)

The long-term effectiveness of a course for residents on how to teach students, patients, and peers was examined. Three types of evaluation data were collected: self-ratings by the residents, questionnaires completed by the residents, and ratings completed by students taught by the residents. (MLW)

The purpose of the study reported was to determine to what extent attitudes changed over time while medical students were enrolled in a quality assurance program that incorporated clinical experience and the use of medical audits. The analysis suggests that student attitudes did change over time and became less favorable toward quality assurance.…

Although time-consuming and in some cases causing apprehension among staff and residents, the experience of a peer review at Cleveland Clinic Foundation was useful for staff members, residents, and administrators. Peer review was effective in identifying program strengths and weaknesses and in increasing communication among staff. (Author/MLW)

Based on a paper delivered at the 80th Annual Meeting of the Association of American Medical Colleges in November 1969. (IR)

Physicians at a continuing medical education course were asked to make a commitment to introduce changes in their practice as a result of information acquired from the course. The results from follow-up questionnaire results indicate that 96 percent of the participants had made some change. (MLW)

An evaluation study of a faculty development program designed to improve the teaching skills of physicians is described. Cognitive outcomes were measured by a written pretest and posttest, behavioral outcomes were measured by ratings of videotapes. (MLW)

The effectiveness of multidisciplinary patient conferences was examined. The question of multidisciplinary conference productivity was addressed by examining the impact of these conferences on a team's formulation of patient therapy plans, problem lists, hospitalization goals, and discharge date. (Author/MLW)

An evaluation instrument was used at the University of Washington and several affiliated schools to examine the differential effects of similar training in medical interviewing on students taught at different locations. The results indicate that similar training at different locations resulted in substantially identical posttest scores. (JMD)

At Toledo Hospital, family practice residents have assumed responsibility for the normal obstetrics clinic. Specialty consultations are provided by the hospital's obstetrics residency program. A medical audit of the clinic indicates that the family practice residents obtained consultations and made referrals at the appropriate times. (JMD)

The effectiveness of a research program for minority high school students was evaluated. Of the responding 20 participants, 12 were pursuing careers in science and medicine, and half of the 16 respondents with career plans reported that the program had influenced their career decisions. (Author/MLW)

A 6-week enrichment program for minority student medical school entrants is described and its effect on their first-year medical school performance is evaluated. The program included basic science courses, study skills training, and a seminar on special topics, particularly sociomedical issues. (MSE)

In 1969 Meharry Medical College established a summer program, the Biomedical Science program, for undergraduate minority students interested in careers in medicine or dentistry. Two follow-up surveys examining the program's impact study medical and dental school admissions among participants and student opinion regarding the program's influence.…

A three-year effort to develop a university health maintenance organization (HMO) into an effective clinical teaching site for the team practice of primary care is described. Initial resistance to team practice and teaching, assessment of HMO team development, and the effectiveness of the HMO as a primary care teaching site are discussed.…