Cinq stratégies pour bien cerner les inconvénients des modèles logiques dans l’évaluation de programmes

Logic models are perhaps the most widely used tools in program evaluation work. They provide reasonably straightforward, visual illustrations of plausible links between program activities and outcomes. Consequently, they are employed frequently in stakeholder engagement, communication, and evaluation project planning. However, their relative simplicity comes with multiple drawbacks that can compromise the integrity of evaluation studies. In this Black Ice article, we outline key considerations and provide practical strategies that can help those engaged in evaluation work to identify and mitigate some limitations of logic models Les modèles logiques sont vraisemblablement les outils d’évaluation de programme les plus utilisés. Ils illustrent visuellement de façon assez simple les liens plausibles entre les activités du programme et les résultats obtenus. Par conséquent, ils sont fréquemment utilisés pour la mobilisation des parties prenantes, la communication et la planification de tels projets. Toutefois, leur relative simplicité s’accompagne de multiples inconvénients qui peuvent compromettre l’intégrité des études d’évaluation. Dans cet article de (la rubrique) Terrain glissant, nous proposons des éléments essentiels et des stratégies pratiques à prendre en considération lorsqu’on entreprend une évaluation pour être en mesure de cibler et de remédier à certaines limites des modèles logiques

International Perspectives on the Legal Environment for Selection

Perspectives from 22 countries on aspects of the legal environment for selection are presented in this article. Issues addressed include (a) whether there are racial/ethnic/religious subgroups viewed as "disadvantaged,” (b) whether research documents mean differences between groups on individual difference measures relevant to job performance, (c) whether there are laws prohibiting discrimination against specific groups, (d) the evidence required to make and refute a claim of discrimination, (e) the consequences of violation of the laws, (f) whether particular selection methods are limited or banned, (g) whether preferential treatment of members of disadvantaged groups is permitted, and (h) whether the practice of industrial and organizational psychology has been affected by the legal environmen

Five ways to get a grip on the shortcomings of logic models in program evaluation

Logic models are perhaps the most widely used tools in program evaluation work. They provide reasonably straightforward, visual illustrations of plausible links between program activities and outcomes. Consequently, they are employed frequently in stakeholder engagement, communication, and evaluation project planning. However, their relative simplicity comes with multiple drawbacks that can compromise the integrity of evaluation studies. In this Black Ice article, we outline key considerations and provide practical strategies that can help those engaged in evaluation work to identify and mitigate some limitations of logic modelsLes modèles logiques sont vraisemblablement les outils d’évaluation de programme les plus utilisés. Ils illustrent visuellement de façon assez simple les liens plausibles entre les activités du programme et les résultats obtenus. Par conséquent, ils sont fréquemment utilisés pour la mobilisation des parties prenantes, la communication et la planification de tels projets. Toutefois, leur relative simplicité s’accompagne de multiples inconvénients qui peuvent compromettre l’intégrité des études d’évaluation. Dans cet article de (la rubrique) Terrain glissant, nous proposons des éléments essentiels et des stratégies pratiques à prendre en considération lorsqu’on entreprend une évaluation pour être en mesure de cibler et de remédier à certaines limites des modèles logiques

Form one selection process, an encouragement or a discouragement: Examining parents’ perceptions in Baringo County, Kenya

This article reports on the findings of a study that set out to investigate the views of parents in Baringo County in Kenya regarding the form one selection process. The study adopted a quantitative survey design and participants were purposefully selected. A questionnaire was used to collect data. Response rate was 83.3 per cent. The resulting data was analysed using SPSS (Statistical Package Social Science) resulting in descriptive data. The results shows that majority of the parents were dissatisfied with the form one selection process. For instance 90 per cent (n=150), reported strongly disagreed or disagree with the process, arguing that some of the students who performed well (with higher marks) were never selected to the best schools or even to schools of their choice. Instead they were selected to poor local harambee secondary schools. The conclusion is that such a selection process discourages students from working hard

Fostering individual agency and wellbeing in women: an evaluation of the IMAGINE Kenya Initiative

Background: A crucial driver of sustainable development and health is the empowerment of women. Multiple empowerment interventions exist, but gaps remain regarding their effect. Most programmes focus on the provision of needed outer resources, such as education or opportunity, yet neglect the crucial development of internal resources, such as self-efficacy (the belief in one's ability to act) and agency (ability to act and make choices). We assessed the effect of the IMAGINE Initiative in Kenya, a programme intended to empower individuals through a 4-day workshop aimed at increasing self-knowledge and translating this into an actionable growth strategy towards personal health and development goals that was culturally adapted for this setting. Methods: We identified 213 individuals from routine de-identified programme data who had applied to participate: 76 individuals had already completed the workshop and 137 individuals were awaiting entry to the workshop. Data for the full sample included sociodemographic information and self-reported wellbeing and hopefulness assessed by the Ryff well-being and Trait Hope scales. Qualitative interviews were conducted for 172 individuals (101 untrained and 71 trained) related to changes in health, relationships, education, and economics. To minimise confounders and bias, we did conditional logistic regression using 1:1 matched pair analysis (matched for sex, location, socioeconomic status, education, and age). Findings: Subscale analyses identified high levels of self-acceptance, purpose in life, and personal growth with no differences between trained and untrained individuals in this population. Workshop participants reported higher scores for positive relationships with others (ie, has satisfying, trusting relationships; odds ratio [OR] 2·00, p=0·041) and environmental mastery (ie, makes effective use of surrounding opportunities; 2·30, p=0·028) than did non-participants. Moreover, participants were more likely to report hope for the future (OR 2·63, p=0·020) and express agency (2·33, p=0·033). Qualitative analyses from 172 interviews showed that compared with untrained participants, trained participants were significantly more likely to report positive changes to their financial condition than were untrained participants (24/101; 24% vs 59/71; 83%; p<0·001), improved health (5/101; 5% vs 39/71; 55%; p<0·001), improved relationships (5/101; 5% vs 53/71; 75%; p<0·001), and improved access to education (7/101; 7% vs 13/71; 18%; p=0·036). Interpretation: This evaluation supports the premise that facilitating human agency, a foundational component of empowerment, is not just possible, but feasible. This enhanced agency, in turn, might catalyse participation in other health and development opportunities. These data suggest more rigorous evaluations are warranted to better identify the effect of this novel empowerment intervention on the well being of disenfranchised women worldwide. Funding: George Family Foundation

Evidence for curricular and instructional design approaches in undergraduate medical education: An umbrella review

<p><b>Introduction</b>: An umbrella review compiles evidence from multiple reviews into a single accessible document. This umbrella review synthesizes evidence from systematic reviews on curricular and instructional design approaches in undergraduate medical education, focusing on learning outcomes.</p> <p><b>Methods</b>: We conducted bibliographic database searches in Medline, EMBASE and ERIC from database inception to May 2013 inclusive, and digital keyword searches of leading medical education journals. We identified 18,470 abstracts; 467 underwent duplicate full-text scrutiny.</p> <p><b>Results</b>: Thirty-six articles met all eligibility criteria. Articles were abstracted independently by three authors, using a modified Kirkpatrick model for evaluating learning outcomes. Evidence for the effectiveness of diverse educational approaches is reported.</p> <p><b>Discussion</b>: This review maps out empirical knowledge on the efficacy of a broad range of educational approaches in medical education. Critical knowledge gaps, and lapses in methodological rigour, are discussed, providing valuable insight for future research. The findings call attention to the need for adopting evaluative strategies that explore how contextual variabilities and individual (teacher/learner) differences influence efficacy of educational interventions. Additionally, the results underscore that extant empirical evidence does not always provide unequivocal answers about what approaches are most effective. Educators should incorporate best available empirical knowledge with experiential and contextual knowledge.</p