Program Evaluation in Clinical Education (EDUC91355)
Graduate courseworkPoints: 6.25Not available in 2025
About this subject
Overview
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Subject Available 2026
This subject builds on students’ foundational knowledge of evaluation specific to clinical teaching to encompass evaluation of programs, initiatives and courses in health professions education. Evaluation is fundamental to assuring the quality of our educational interventions and in contributing to continuous improvement of teaching, learning and assessment. This subject will equip students with skills to design a program evaluation specific to health professions education, to gather data to address evaluation questions and to interpret and utilise evaluation data to inform improvements. Students will gain extended understanding of approaches to evaluation, developing evaluation questions, selecting evaluation methods and communicating evaluation results. The subject will also consider evaluation in the context of accreditation of health professions education and training programs, reinforce the ethical principles underlying evaluation practice and equip students to critically appraise evaluation activities.
Intended learning outcomes
On completion of this subject, students should be able to:
- Describe the purposes of educational program evaluation.
- Identify common approaches to program evaluation and their strengths and weaknesses.
- Select appropriate methods to address evaluation questions with consideration to their advantages and disadvantages.
- Design and utilise appropriate instruments (surveys, interview schedules, observation checklists) to gather evaluation data.
- Justify an evaluation approach with consideration to purpose, context, and feasibility.
- Critique evaluation findings with consideration to design, sample, methods and analysis.
- Interpret evaluation evidence and effectively communicate evaluation findings to stakeholders.
- Formulate approaches to ensuring evaluation evidence underpins accreditation standards for health professions education.
- Evaluate the ethical implications of program evaluation activities, with particular consideration to the rights of participants and with cultural sensitivity.
Generic skills
- demonstrate cognitive, analytic and problem solving skills;
- access and use relevant research literature;
- identify and implement best practice principles;
- demonstrate understanding in concise oral and written formats;
- demonstrate the ability to work either individually or as part of a team;
- demonstrate reflective practice and integration of theory into practice through oral and written formats.
Last updated: 4 March 2025
Eligibility and requirements
Prerequisites
Admission into or selection of one of the following:
- GD-CLINED Graduate Diploma in Clinical Education
- MC-CLINED Master of Clinical Education
AND
All of
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90741 | Foundations in Clinical Education |
March (Online)
Semester 1 (Early-Start) (On Campus - Parkville)
July (Online)
|
12.5 |
| EDUC90742 | Creating a Clinical Learning Environment |
Semester 1 (Early-Start) (On Campus - Parkville)
July (Online)
March (Online)
|
12.5 |
| EDUC91354 | Clinical Education Research & Evaluation |
July (Online)
July (On Campus - Parkville)
March (Online)
|
12.5 |
| EDUC90744 | Assessing Clinical Learners |
July (Online)
July (On Campus - Parkville)
March (Online)
|
12.5 |
This subject is not available for students admitted in any other courses without permission from the Course Director.
Corequisites
None
Non-allowed subjects
None
Recommended background knowledge
It is recommended that participants have some experience of teaching in healthcare settings and have spent at least three years in clinical practice.
Inherent requirements (core participation requirements)
The Faculty of Medicine, Dentistry and Health Sciences welcomes applications from students with disabilities. It is University and degree policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student’s participation in the degree.
For the purposes of considering requests for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this course are articulated in the Course Overview, Objectives and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this course are encouraged to discuss this matter with the Student Equity and Disability Support Team: http://www.services.unimelb.edu.au/disability/.
Last updated: 4 March 2025
Assessment
| Description | Timing | Percentage |
|---|---|---|
Draft proposal for an evaluation of an educational program.
| Mid semester | 30% |
Oral presentation presenting the proposed evaluation (recorded submission)
| During the assessment period | 20% |
Final proposal for an evaluation of an educational program incorporating response to proposal feedback
| During the assessment period | 50% |
Last updated: 4 March 2025
Dates & times
Not available in 2025
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 4 March 2025
Further information
- Texts
Last updated: 4 March 2025