Evaluation of continuing medical education: Making a difference

Citations of this article
Mendeley users who have this article in their library.


This article is the fifth in a series of continuing health professional education and it focuses on the evaluation of continuing medical education (CME). Evaluation is the final step in the overall instructional design cycle in that it measures the effectiveness of CME. This article presents a decision-making flow chart which illustrates a means of determining what kind of an evaluation is appropriate for a given educational activity. The major types of evaluations are formative and summative, each having cognitive, psychomotor and affective categories. The evaluation data sources should be triangulated and may be either objective or subjective. There should be clear linage between the course goals/objectives, the evaluation measures and the results of the evaluation. This will improve the CME process and make it more cost effective. © 1986.




Coldeway, N. A., & DeLisa, J. A. (1986). Evaluation of continuing medical education: Making a difference. Archives of Physical Medicine and Rehabilitation, 67(3), 181–186. https://doi.org/10.1016/0003-9993(86)90078-X

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free