Research methodology workshops evaluation using the Kirkpatrick’s model: Translating theory into practice

Abstract

Background: Qualitative and quantitative evaluation of academic programs can enhance the development, effectiveness, and dissemination of comparative quality reports as well as quality improvement efforts.

Objectives: To evaluate the five research methodology workshops through assessing participants’ satisfaction, knowledge and skills gain and impact on practices by the Kirkpatrick's evaluation model.

Methods: The four level Kirkpatrick’s model was applied for the evaluation. Training feedback questionnaires, pre and post tests, learner development plan reports and behavioral surveys were used to evaluate the effectiveness of the workshop programs.

Results: Of the 116 participants, 28 (24.1%) liked with appreciation, 62 (53.4%) liked with suggestions and 26 (22.4%) disliked the programs. Pre and post MCQs tests mean scores showed significant improvement of relevant basic knowledge and cognitive skills by 17.67% (p ≤ 0.005). Pre-and-post tests scores on workshops sub-topics also significantly improved for the manuscripts (p ≤ 0.031) and proposal writing (p ≤ 0.834). As for the impact, 56.9% of participants started research, and 6.9% published their studies. The results from participants' performance revealed an overall positive feedback and 79% of participant reported transfer of training skills at their workplace.

Conclusion: The course outcomes achievement and suggestions given for improvements offer insight into the program which were encouraging and very useful. Encouraging “research culture” and work-based learning are probably the most powerful determinants for research promotion. These findings therefore encourage faculty development unit to continue its training and development in the research methodology aspects.

Acknowledgements

The authors would like to thank all the workshop’s participants who participated in this study. We also thank Professor Samy Azer, in the Department of Medical Education for reviewing and editing the whole manuscript.

The publication of this supplement has been made possible with the generous financial support of the Dr Hamza Alkholi Chair for Developing Medical Education in KSA.

Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and the writing of this article. This work was funded by the College of Medicine Research Centre, Deanship of Scientific Research, King Saud University, Riyadh, Saudi Arabia.