Evaluation of the MBBS Program at a Medical College Using the Logic Model

Abstract

In our practical duties as medical and dental teachers, we often come
across challenging scenarios where we are asked to evaluate our
undergraduate medical (MBBS) or dental (BDS) program according to the
standards provided by the Pakistan Medical and Dental Council (PM&DC).1
The current review article has been written to comprehensively address all
important aspects of such tasks, using the most appropriate Logic model of
program evaluation in medical education.2-6 The key terms used in this
model are shown in Figure 1. This model is preferred because it provides a
systematic and visual depiction of the intricate relationships that exist
among the resources that will be used to operate the program, the
activities that will be planned, and the outcomes or results that will be
hoped to be achieved by the program. This article provides a step-by-step
guide on how to use the Logic model for program evaluation of an MBBS
program. In the context of clearly stated objectives of the program, the
evaluators have to identify the inputs, available resources, activities,
outputs and outcomes. All these components are represented visually to
construct the Logic model (Figure 2) for the planned evaluation. At each
level of the model, the indicators help to determine if the program has
successfully achieved its objectives or not. A variety of data collection
methods should be employed. Analysis of the collected data helps to come
up with formal results of the evaluation. 
Key words: Program evaluation; Logic model; Data collection methods.