Biomedical Engineering Reference
In-Depth Information
training programs. What is methodologically appropriate
for clinical trials can just as well work for the evaluation of
training initiatives.
Several uses of such adaptive designs include the following:
■
The formative evaluator can communicate interim training
outcomes through a channel such as the study monitoring
committee to the program manager, allowing timely
revision of the training intervention, including revision
based on comparison of programmatic alternatives.
■
The evaluator can use interim training outcomes to allow
more effective assignment of trainees to particular training
sessions, for example by sequential sampling.
Gagné and Briggs maintain that “The manner of conducting
formative evaluations varies widely”.
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We are suggesting that one approach to formative evaluation
of training programs is utilizing an adaptive RCT design.
Gagné and Briggs maintain that “Quantitative data are
defi nitely necessary for formative evaluation”.
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The steps in conducting a formative evaluation can be
summarized as follows:
1. The fi rst step is to develop a formative evaluation plan
for the training module, including an evaluation design,
and any evaluative instruments.
2. The second step is to collect evaluative data as you begin
to pilot the training module, including data from both
the pilot trainees and from your training and development
peers.
3. The third step is to review all the evaluative data you
have gathered, in light of the statistical portion of the
formative evaluation plan.