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Stetler, C., Legro, M., Wallace, C., Bowman, C., Guihan, M., Hagedom, H., Kimmel, B., Sharp, N. and Smith, J. (2006) The Role of Formative Evaluation in Implementation Research and the QUERI Experience. Journal of General Internal Medicine, 21, 51-58.
http://dx.doi.org/10.1007/s11606-006-0267-9

has been cited by the following article:

• TITLE: Critical Review of Literature on Radiologic Technology Education Program Evaluation

  AUTHORS: Carmen T. Saunders-Russell

  KEYWORDS: Program Evaluation, Formative Evaluation, Radiologic Technology, Webinars, Accreditation, Professional Development Training, Adult Learning, Problem-Based Learning

  JOURNAL NAME: Open Journal of Medical Imaging, Vol.6 No.4, November 22, 2016

  ABSTRACT: Curriculum has achieved a varied record of success in influencing health based practices and developing professional skills. Designing and implementing an effective radiologic technology educational program curriculum requires a disciplined pedagogical approach where the instructor performs a thorough situational analysis, develops a theory based and pragmatic learning plan, and implements a course of study in accordance with the established educational guidelines and requirements. Diligent efforts are needed to enhance the relationship amongst curriculum developers and evaluators. The collection of information at the formative stage: followed by process evaluation to assess implementation as the curriculum progresses, and summative evaluation to assess impact is required for accreditation of program in the United States by the Joint Review Committee for Education in Radiologic Technology. Formative evaluation research is used to enhance effectiveness of the curriculum, guide development of teaching and learning strategies, and reveal promising and ineffective components of curriculum. This review of literature provides evidence as to what is considered to be the best practice in the program evaluation/accreditation process.