Biomedical Engineering Reference
In-Depth Information
terms of some set of institutional standards. Just as the
organizational or institutional purpose of a training module
should not be confused with its behavioral objectives, so
evaluation should not be confused with assessment. The
two are, of course, related - trainee success will contribute
to program adequacy - but the two are, nonetheless,
distinct.
10.5.2 Step 2: Prepare an execution plan
Next, prepare a plan for the pilot, sometimes called an
Execution Plan. We can turn to the Training Outline for a
brief overview of the module. As discussed in Chapter 5, this
is the brief, one- or two-page outline that lists the name and
course number of the module, identifi es the training audience,
indicates how the module fi ts in the larger curriculum, lists
the behavioral objectives, indicates the delivery modality, the
anticipated duration of the training session, identifi es the
assessment materials, etc. In addition to the information
derived from the Training Outline, the plan should sketch
the various roles and responsibilities for the preparation,
execution, and evaluation of the pilot implementation.
This plan will indicate the extent to which end-user testing,
and peer inspection, will be involved. Once the plan is ready,
it is important to get management approval of the plan for
the pilot.
10.5.3 Step 3: Prepare checklist for pilot
As with any well-planned training event, it is hard to imagine
too much detail in the checklist for the pilot implementation.
Better the checklist should be overly detailed than to realize
at the last minute, with the participants coming in the door,
