Chapter 15-16 Flashcards
what are 3 questions to ask when it comes to program evaluation?
- does program work?
- does it have desired effects?
- what led to success?
what are 4 things/pillars to do to evaluate program effectiveness?
- formative evaluation
- process evaluation
- outcome evaluation
- cost-effectiveness evaluation
process evaluation
- main focus is on what?
- may examine (2)
- is on program or policy implementation (health policy, masks, PA, what is the outcome?)
- may examine delivery strategies, and delivery alternatives –> how to deliver, how to promote?
outcome evaluation
- also called what?
- what are 3 questions to ask?
- impact evaluation
1. was program effective? (how to quantify it?)
2. does program produce desired effect?
3. did participants enjoy it? (is it worth carrying forward?)
which component of program evaluations is often overlooked? what should be done?
cost-effectiveness!
- how do costs compare to alternate delivery
describe the graph where you start with (1) —> (2) (+ sub) –> (3) (+ sub) –> (4) (+ sub) –> (5)
- which ones are influenced by uncontrollable factors?
- which evaluations take into consideration which parts?
- need or demand –> show that there is a need!
- RESOURCES
- funding, personnel, partnerships, places, staff (ie city staff), volunteers, data systems (to capture info and see if program is working), other support - PROCESSES: how to carry out the program?
a) identify audience: target pop, related subgroups
b) activities: staff training, educational events, programs, communications activities (how to get word out?) - OUTCOMES (how to evaluate program)
a) short term: changes in antecedents, program participation (drop-outs?), fidelity of implementation, costs
b) mid-term: changes in outcomes outside of program (are there changes we can do?), costs (cost-effectiveness?)
c) long term: changes in outcomes outside program (ie light up park to increase PA: other benefits/outcomes? like less crime rate), changes in non-program participants, policy (if it worked, maybe advocate for policy change and make your program bigger), costs - ultimate goal
*1) 3) and 4) are influenced by external factors!
FORMATIVE: 1 to 3
PROCESS: processes + short term outcomes
COST-EFFECTIVENESS + OUTCOME: outcomes
what are the 5 steps to successful PA advocacy?
ex: to advocate for daily PE for all kids in Qc
- examine scientific evidence about PA (ie physical inactivity is a leading cause of death, non-communicable disease and disability)
- communicate key findings with policy makers (ie government, corporate leaders, who may not have scientific background)
- offer credible, evidence-based strategies to increase PA
- mobilize a strategy for advocacy (political, media, professional, community (parents enrolled))
- continue communications and create a demand for change (keep issue prominent in public media)
what are 8 key questions for effective public health partnerships?
- do i need partnership to accomplish my PA and public health objectives? (yes or no, might be for partners outside our field)
- who should i recruit? (partners who each have unique skills and resources)
- one the partnership is created, who should lead? (need clear understanding of overall goal of partnerships + strong leadership plan)
- what are the goals of the partnership? (communicate well-defined goals!)
- how will the partnership operate? (needs a clear organizational structure! everyone should know roles and expectations)
- on what should the partnership focus? (short term and also long-term overarching goals)
- how do we get to our long-term goal? (set a plan of achievable short-term objectives)
- is the partnership working? (evaluation is critical! progress is made? improvements?)
how to prevent relapse prevention (in PA program context)? (3)
- identify risks for stopping your PA program
- plan to cope with those risks (ie going on a cruise)
- place consequences of missing a PA session in proper perspective
give example of dog walking program
- 4 inputs, 5 activities, 3 short-term outcomes, 5 intermediate outcomes, 6 long-term outcomes
INPUTS:
- animal shelter resources, public health department resources, local humane societies and rescue organizations, pet supply organizations
ACTIVITIES:
- identify volunteer coordinator, garner media coverage to market the program, create training materials (to train volunteers), obtain supplies, create, enhance and identify walking routes
SHORT-TERM OUTCOMES:
- recruited volunteers, trained volunteers, developed procedures
INTERMEDIATE OUTCOMES:
- PA volunteers, walked dogs, increased social support, increase opportunities for PA, increased awareness of benefits of PA
LONG-TERM OUTCOMES
- increase PA among volunteers, increased PA among dogs, increased visibility of animal shelter, increased number of animal adoptions, sustainable opportunities for PA established, increased volunteer base
chapter 15-16/ending thoughts: what are 2 important things prof put emphasis on for the future?
- work with the media! to help promote program/new policies
- learn to work with other disciplines! transdisciplinary science! (ie epidemiologist, biomedical scientist, kinesiology…)
describe what prof did with Operation FitKids in the US
created a program where high schools partnered
- with health industry/gyms (who would donate their old equipments to high schools + refurbish)
- with universities (who provided kinesiology students volunteers to teach exercise in those high schools)
donnant donnant for everyone!
how to differently treat formerly active vs formerly sedentary people who start exercising?
formerly active: 2-3 supervised workouts should be enough for them to start developing a routine and increase exercise
VS formerly sedentary: 2-3 supervised workouts are NOT enough –> beginners need extra hand-holding
