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Evaluation & the Health Professions
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Descriptive Metaevaluation

Case Study of an Interdisciplinary Curriculum

Deirdre C. Lynch

Accreditation Council for Graduate Medical Education

Annette G. Greer

The Brody School of Medicine at East Carolina University

Lars C. Larson

The Brody School of Medicine at East Carolina University

Doyle M. Cummings

The Brody School of Medicine at East Carolina University

Bonita S. Harriett

The Brody School of Medicine at East Carolina University

Kristen Springer Dreyfus

The Brody School of Medicine at East Carolina University

Maria C. Clay

The Brody School of Medicine at East Carolina University

This article describes an example of metaevaluation in an educational setting. The metaevaluation examined an evaluation of a community-based, interdisciplinary curriculum. The Program Evaluation Standards (PES), divided into the categories of utility, feasibility, propriety, and accuracy, provided a frame work for the metaevaluation. Utility standards address the information needs of intended users. Feasibility refers to the extent to which an evaluation is realistic, prudent, diplomatic, and frugal. Propriety refers to the properness of an evaluation in terms of meeting legal and ethical obligations. Accuracy pertains to the trustworthiness of evaluation data. Use of the PES as a frameworkfor descriptive metaevaluation of a single case illustrated the breadth of issues involved in curriculum evaluation and their interrelatedness. Furthermore, the PES helped to reveal strengths and weaknesses that served as starting points for further improvement of the evaluation.

Key Words: metaevaluation • interdisciplinary curriculum • program evaluation standards • case study

Evaluation & the Health Professions, Vol. 26, No. 4, 447-461 (2003)
DOI: 10.1177/0163278703258099
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