This chapter proposes approaches for assessing learners and evaluating courses and curriculum that could be used by directors of health professions education (HPE) programs to determine the effectiveness and impact of their programs.

In this chapter, the major concepts from program planning in adult education will be applied to health professions education (HPE). Curriculum planning and program planning will be differentiated, and program development and planning will be grounded in a systems thinking approach.

Community colleges have been called the "people's college"; enrolling a diverse student population and serving their communities are both central to the roots and present-day mission of community colleges. A diverse student population consisting of students, who face financial, academic, and personal issues creates a unique challenge for community…

Methods of preparing for and conducting an adult education program evaluation are discussed: using standards and quality indicators, involving stakeholders, collecting program information, conducting a self-evaluation, and participating in the exit interview. (SK)

The Situated Evaluation Framework for continuing professional education programs situates the learner and knowledge assessment at the junction of three contexts: educational, practice, and evaluation. The framework incorporates the following components of evaluation theory: programming, valuing, knowledge, and utilization. (SK)

Workshop evaluation has become more complex as adult learners diversify, their needs evolve, and additional stakeholders require evaluative data. The evaluation process should be integrated into program planning. (SK)

The vision of continuing professional education should be reframed to place development of expertise and improvement of professional practice at the core. Providers would offer market-driven services that include education, evaluation, and consultation. (SK)

The Program on Noncollegiate Sponsored Instruction and the American Council on Education College Credit Recommendation Service are national methods of evaluating programs and granting credit for learning acquired through noncollegiate organizations. (SK)

Adult education in such settings as higher education, workplaces, and community-based organizations demand new approaches to accountability. The process involves answering such questions as What is learning? Who are the stakeholders? When should accountability be examined? For what are program managers accountable? and What tools and strategies…

Common causes of program failure are failure to meet expectations; presentation method; lack of interaction time; failure to adhere to schedule; lack of applicable information; poor service; lack of assistance in implementing new ideas; failure to account for cultural diversity; content already known; and failure to give presenters information…

Factors affecting program participants' failure to learn as expected include (1) carelessness in details; (2) confusion over program goals; (3) lack of commitment from management, participants, or trainers; (4) lack of clarity and courage; (5) lack of cultural sensitivity; and (6) disagreement between educators and learners about what is to be…