The development of a health education program requires the use of several levels of evaluation, which are commonly referred to as stages. These levels have been developed based on the philosophy that people learn best when they are challenged and that the process of learning itself can serve as a challenge to success. In addition, the process of evaluating the effectiveness of a health program is considered part of the development process as well. This process also aims to build organizational capacity, enhance communication and collaboration between the different disciplines within an organization, and create a framework that will guide future research and practice.
Each of these three levels is designed to teach students how they can identify strengths and weaknesses in a health program and how to evaluate them. At each stage, the purpose of testing is to determine whether or not a program has been effective in its design and implementation. These levels are intended to serve as guidelines, rather than set in stone. The purpose of the assessment is not to measure the effectiveness of a program but to provide inputs for improving it. As such, some levels are more comprehensive than others.
One of the most comprehensive levels used to evaluate a health education program is the first level.
At this point, there is no specific aim for evaluation other than to provide data that will support the planning and development of the program. At this point, the focus is on collecting data in order to understand the target population and their needs. This is usually conducted with the help of interviews. Other forms of evaluation may be introduced as the course progresses, but the main focus remains on obtaining primary information at this stage.
The second level is used to conduct a formal quantitative evaluation.
The objective of this evaluation is to provide quantitative evidence which can be used to inform decisions about health services. This data is collected by the public sector, usually through research and surveys. Sometimes, qualitative data is used to construct estimates for these studies, in order to assess the quality of the health education program and its impact on public health.
The third level, which is the most widely used, is called the meta-analysis.
This refers to the search for published studies and other data sources that compare the quality of a given program against other similar programs. It is conducted after the assessment process has been completed. This is the level where rigorous statistical analysis is carried out to detect characteristics of the program that are not modifiable by means of changes in the program.
Surveys and interviews are among the three levels of evaluation commonly used in health education programs. While they provide quantitative data, qualitative data is not as easily collected and so is not as useful for a scientific study. Surveys, in particular, are conducted on a small scale, as this affords greater independence from outside influences. These types of evaluation also allow researchers to explore trends and patterns in the program over time. Finally, interviews provide more in-depth qualitative data and greater insights into the needs of the participants.