1- Department of Medical Education, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, postal code: 1985717443, Tehran, Iran.
2- Department of Medical Education, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, postal code: 1985717443, Tehran, Iran. ,kalantarion65@gmail.com
2- Department of Medical Education, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, postal code: 1985717443, Tehran, Iran. ,
Abstract: (44 Views)
Background& Objectives: Educational evaluation is essential for ensuring the effectiveness of skill-based training programs in medical education. Innovative emergency medical services (EMS) courses require structured evaluation to determine whether educational objectives are achieved. This pilot study reports a preliminary educational evaluation of the first female-oriented medical emergencies training program using Kirkpatrick’s model with a focus on feasibility and initial acceptability rather than definitive effectiveness.
Materials & Methods: This descriptive cross-sectional study evaluated the program at Kirkpatrick Levels 1 (Reaction) and 2 (Learning). All six female trainees enrolled in the program participated. Reaction was assessed through semi-structured interviews analyzed using qualitative content analysis. Learning outcomes were evaluated using a validated 100-item written examination and a five-station mini-OSCE. Descriptive statistics were used for quantitative data analysis.
Results: At the Reaction level, qualitative analysis identified three main categories related to educational quality: perceived relevance of course content, effectiveness of teaching methods, and adequacy of the learning environment. Participants reported high satisfaction with practical, simulation-based instruction and instructor support. At the Learning level, all trainees passed the written examination (mean score: 74.8/100) and the mini-OSCE (mean score: 82.3/100), indicating acceptable post-program knowledge and skill performance.
Conclusion: This pilot evaluation provides preliminary evidence that the evaluated training program appears feasible and was well-received at the Reaction and Learning levels of Kirkpatrick's model among this small cohort. The findings show preliminary promise and support the use of structured educational evaluation frameworks for assessing innovative, skill-based EMS training programs. However, due to the lack of a pretest and the small sample size, causal conclusions about learning cannot be drawn; these results should be interpreted as descriptive findings of post-program performance.
Materials & Methods: This descriptive cross-sectional study evaluated the program at Kirkpatrick Levels 1 (Reaction) and 2 (Learning). All six female trainees enrolled in the program participated. Reaction was assessed through semi-structured interviews analyzed using qualitative content analysis. Learning outcomes were evaluated using a validated 100-item written examination and a five-station mini-OSCE. Descriptive statistics were used for quantitative data analysis.
Results: At the Reaction level, qualitative analysis identified three main categories related to educational quality: perceived relevance of course content, effectiveness of teaching methods, and adequacy of the learning environment. Participants reported high satisfaction with practical, simulation-based instruction and instructor support. At the Learning level, all trainees passed the written examination (mean score: 74.8/100) and the mini-OSCE (mean score: 82.3/100), indicating acceptable post-program knowledge and skill performance.
Conclusion: This pilot evaluation provides preliminary evidence that the evaluated training program appears feasible and was well-received at the Reaction and Learning levels of Kirkpatrick's model among this small cohort. The findings show preliminary promise and support the use of structured educational evaluation frameworks for assessing innovative, skill-based EMS training programs. However, due to the lack of a pretest and the small sample size, causal conclusions about learning cannot be drawn; these results should be interpreted as descriptive findings of post-program performance.
Keywords: educational evaluation, Kirkpatrick model, emergency medical services education, pilot study
Article Type : Brief Report |
Subject:
Medical Education
Received: 2025/11/30 | Accepted: 2026/04/28
Received: 2025/11/30 | Accepted: 2026/04/28
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