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Clarence H. Braddock III, M.D., M.P.H., M.A.C.P., Vice Dean for Education speaking at an MD Student Event
The David Geffen School of Medicine at UCLA (DGSOM) Evaluations Office was established in 1992 under guidance from the Medical Education Committee (MEC) to provide a centralized evaluation entity that could administer student ratings of curriculum and faculty and manage the security and quality of these data according university guidelines.
In 2015, the Evaluations Office (2.0) expanded its mission to ensure the highest quality education at DGSOM through the active use of best practices in evaluation and provision of timely feedback to monitor and improve curriculum design, implementation, and program outcomes, reporting directly to the Dean’s Office.
In collaboration with medical education program leadership and following LCME and ACGME guidelines, the Evaluations Office 2.0 conducts ongoing evaluation of DGSOM education programs, presents findings to internal and external stakeholders, and offers evaluation consultation services to faculty and administration, such as designing evaluation plans, developing program outcomes, logic models, and needs assessments, performing data analysis and visualization, and measuring program effectiveness.
In summary, we define program evaluation as a systematic collection and analysis of information related to the design, implementation, and outcomes of a program for the purpose of monitoring and improving the program’s quality and effectiveness (ACGME, 2010). We are theoretically and conceptually driven and continuously evaluate different levels of learning and outcomes within and beyond the full scope of our training program and are focused on proper utilization of these evaluation findings by serving primary intended users (see Kirkpatrick, 1998, or Patton, 1978).
Medical trainees of all levels at the David Geffen School of Medicine at UCLA are required to participate in a variety of assessment activities, including block final examinations, clinical performance evaluations, and licensing examinations. The institutional assessment tools aimed at measuring trainees' learning outcomes need to be carefully designed and validated so that quality-assured data may be provided for educational decision-making and quality improvement research.
Mission: To promote the development and implementation of quality assessment practices for the advancement of medical education at both undergraduate and graduate levels.
Goal and Objectives: In collaboration with the leadership teams of medical education programs and following the guidelines laid out by LCME standards and ACGME core competencies, the Assessment unit designs and recommends frameworks for comprehensive learning outcome assessments to assist in the evaluation of the curriculum, academic advising practices, and faculty development programs. The specific objectives include, but are not limited to the following: