Programme evaluation training for health professionals in francophone Africa: process, competence acquisition and use
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Programme evaluation training for health professionals in francophone Africa: process, competence acquisition and use Valéry Ridde*1,2, Pierre Fournier1,2, Baya Banza3, Caroline Tourigny2 and Dieudonné Ouédraogo3 Address: 1Centre de recherche du Centre Hospitalier de l'Université de Montréal, Montréal, Canada, 2Department of Social and Preventive Medicine, University of Montreal, Montréal, Canada and 3Institut Supérieur des Sciences de la Population, Université de Ouagadougou, Ouagadougou, Burkina Faso Email: Valéry Ridde* - [email protected]; Pierre Fournier - [email protected]; Baya Banza - [email protected]; Caroline Tourigny - [email protected]; Dieudonné Ouédraogo - [email protected] * Corresponding author
Published: 15 January 2009 Human Resources for Health 2009, 7:3
doi:10.1186/1478-4491-7-3
Received: 15 January 2008 Accepted: 15 January 2009
This article is available from: http://www.human-resources-health.com/content/7/1/3 © 2009 Ridde et al; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract Background: While evaluation is, in theory, a component of training programmes in health planning, training needs in this area remain significant. Improving health systems necessarily calls for having more professionals who are skilled in evaluation. Thus, the Université de Ouagadougou (Burkina Faso) and the Université de Montréal (Canada) have partnered to establish, in Burkina Faso, a master's-degree programme in population and health with a course in programme evaluation. This article describes the four-week (150-hour) course taken by two cohorts (2005–2006/2006–2007) of health professionals from 11 francophone African countries. We discuss how the course came to be, its content, its teaching processes and the master's programme results for students. Methods: The conceptual framework was adapted from Kirkpatrick's (1996) four-level evaluation model: reaction, learning, behaviour, results. Reaction was evaluated based on a standardized questionnaire for all the master's courses and lessons. Learning and behaviour competences were assessed by means of a questionnaire (pretest/post-test, one year after) adapted from the work of Stevahn L, King JA, Ghere G, Minnema J: Establishing Essential Competencies for Program Evaluators. Am J Eval 2005, 26(1):43–59. Master's programme effects were tested by comparing the difference in mean scores between times (before, after, one year after) using pretest/ post-test designs. Paired sample tests were used to compare mean scores. Results: The teaching is skills-based, interactive and participative. Students of the first cohort gave the evaluation course the highest score (4.4/5) for overall satisfaction among the 16 courses (3.4–4.4) in the master's prog
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