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Session Title: Building Capacity and Models Through an Examination of Contextual Influences on Workforce Educational Outcomes
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Panel Session 763 to be held in Sebastian Section L4 on Saturday, Nov 14, 10:55 AM to 11:40 AM
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Sponsored by the Program Theory and Theory-driven Evaluation TIG
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| Chair(s): |
| Julianne Manchester, Case Western Reserve University, julianne.manchester@case.edu
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| Abstract:
The panelists will examine the usefulness of incorporating contextual factors into capacity and model-building. Discussion examples will primarily come from the health professions in a workforce educational perspective; however, the experience would likely be of interest to interdisciplinary programmers or evaluators. The session will begin through examining, in the first presentation, the relational, organizational, educational, and evaluation factors that influence trainee outcomes. The knowledge benefits evaluators in strengthening their clients' evaluation capacities through the identification of barriers (ill-planned stakeholder recruitment, weak access to sites for collection) to programming and evaluation. Understanding these facets feasibly allows for the creation of a model that tests the influence of these contextual factors on programmatic pathways. A workforce educational model with multiple pathways interacting with the four context domains will be proposed.
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Relying Upon Contextual Factors to Build Capacity in Workforce Education
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| Rob Fischer, Case Western Reserve University, fischer@case.edu
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The first presentation will examine contextual factors that influence workforce educational programming, using examples from the health professions. Understanding relational, organizational, educational, and evaluation factors that influence trainee outcomes allows evaluators to strengthen plans (methods, instrumentation) and client capacities through the identification of related barriers. When such factors are known, it improves the ability of evaluators to build capacity with programmers and practitioners, as barriers to measurement or stakeholder recruitment are now countered. Examples of how to integrate utilization-focused evaluation into capacity building with health professions programmers, being mindful of these facets, will be applied. Examples of how knowing the contextual factors of organizations implementing programs can drive consultation content from evaluator to practitioner will be shared.
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Using Contextual Factors to Illustrate Advantageous Program Pathways in Model-Building
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| Julianne Manchester, Case Western Reserve University, julianne.manchester@case.edu
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From an understanding of contextual facets, using health professions examples (diabetes management, asthma), a workforce education model is proposed for understanding salient training pathways and examining statistical effects of the contextual factors discussed previously. What paths are strengthened by the degrees or presence of specific relational or organizational factors? A constructivist model for exploring these relationships will be presented. Hypothetical path diagrams will be presented as components of model building. Building a model through field-based exploration will be discussed. With an exploratory model, implications for data collection, standardized instrumentation, and pooled analysis across sites will be presented. Shaping these processes becomes dependent upon the contextual factors (relational, organizational, etc.) in which they occur. Implications for workforce education, where understanding the conditions by which trainees are most likely to use acquired skills, will be discussed.
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