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Our objective is to sustain and further develop
our innovative program. The Program Coordinating Committee (PCC)
has implemented various evaluation tools to measure the
effectiveness and success of the training program.
The evaluation process consists of both
formative (ongoing) and summative (outcome) evaluations.
Formative (ongoing) Evaluation
This process involves on-going evaluation of the program by
both trainees and faculty.
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Regular meetings with Trainees –
Trainees are regularly invited to provide general feedback
on the program to their supervisors who report concerns,
problems or suggestions to the Program Coordinating
Committee.
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Management Committee Meetings – The
PCC will convene quarterly to discuss potential problems and
to make recommendations for adjustment to the training
program
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Course evaluations – Students will
complete course evaluation forms prepared by their home
institutions. Program faculty will also be invited to
self-assess and to obtain feedback from trainees about
ongoing courses. Supervisors and mentors will share
successes, challenges and problems at the annual meeting.
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Bi-Annual Mid-Term Focus meetings –
mid-term focus group evaluations will be conducted at each
institution to elicit face-to-face feedback on how well the
program is accomplishing its stated goals of promoting
innovative and interdisciplinary teaching, community
building, and developing research capacity in health law and
policy. Trainees are encouraged to suggest ways to improve
their training and promote their research accomplishments.
Summative (outcome) Evaluation
This process will look at specific outcome measures to weigh
the overall success of the Program.
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Surveys – Trainees are asked to fill
out a short survey at the start and end of the program, and
two years after completion. They are canvassed about their
prior experience, training, research accomplishments,
knowledge of health law, policy and ethics and their
expectations of the training. Students are asked to fill out
an Entry Survey in the early stages of their
training.
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Canvassing Stakeholders – Supervisors
in each institution will be in regular contact with a
limited number of stakeholders (academia, government, health
care agencies) to identify potential gaps, needs, and
challenges related to health law and policy training.
Institutions where trainees do internships are invited to
fill out a questionnaire one year after the placement
to collect their feedback on trainees.
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Benchmarks – The program has the
following benchmarks established in order to measure the
annual progress in Research, Education and Leadership:
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No. of publications - we will look at
peer reviewed publications and publications in
established scholarly journals as well as success in
translating health law, and policy work in a more
accessible format (for example: short articles in
medicine or science journals, or editorials in
newspaper)
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No. of Scholarly Presentations
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Involvement in successful grant
applications within two years after graduation
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Education Benchmarks – The success of
the program in “training the trainer” will be measured
through assessment of the number of health law and policy
related courses taught by trainees who obtain an academic
appointment after graduation. Also as part of the knowledge
translation requirements – students are involved in
substantial training or lecturing on health law, ethics and
policy in faculties of law, medicine, dentistry, health
sciences, social sciences, etc.
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Leadership Benchmarks – By continuing
involvement with alumni, the program tracks their leadership
achievements in academia, provincial, national or
international committees and decision making bodies.
Upon graduation from the program students are
asked to complete an Exit Survey and continue to be involved
with the program through the program website and listserv.
Graduates are welcome to continue involvement with the program
by attending events such as the Boot Camp, Skills Workshop and
annual Meet & Greet sessions.
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