en آموزش پزشکی Medical Education گزارش کوتاه Brief Report <span style="line-height:2;"><span style="font-family:Times New Roman;"><span style="font-size:16px;"><b>Background& Objectives:</b> 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&rsquo;s model with a focus on feasibility and initial acceptability rather than definitive effectiveness.<br> <b>Materials & Methods:</b> 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.<br> <b>Results:</b> 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<b> knowledge and skill performance.</b><br> 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&#39;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.</span></span></span><br> &nbsp; educational evaluation, Kirkpatrick model, emergency medical services education, pilot study 0 0 http://edujournal.zums.ac.ir/browse.php?a_code=A-12-3467-1&slc_lang=en&sid=1 Alireza Irandegani habib300065@yahoo.com 5300319475328460037717 5300319475328460037717 No Department of Medical Education, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, postal code: 1985717443, Tehran, Iran. Amin Habibi amin28@gmail.com 5300319475328460037718 5300319475328460037718 No Department of Medical Education, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, postal code: 1985717443, Tehran, Iran. Masomeh Kalantarion kalantarion65@gmail.com 5300319475328460037719 5300319475328460037719 Yes Department of Medical Education, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, postal code: 1985717443, Tehran, Iran.