Available courses

Course Materials

Course 5: HPE 201: Assessment & Evaluation

Basic evaluation and assessment concepts, principles, and evaluation standards are introduced, studied, and applied in this course. Actual evaluation plans are developed by each student, including inquiry methodologies, data sources, collection strategies, timetables and budgetary plans, along with analysis, interpretation, and reporting strategies. Follow up procedures are also included. All is set against the Program and/or Personnel Evaluation Standards.

Basic principles of test construction, blueprinting, assessment methods, standards setting, and systems management are covered in this course. Methods examined in depth include MCQ, Extended Multiple Choice, OSCE, OSPE, and Short Answer. Issues of reliability, validity, and difficulty level, are also examined.


By the end of this module the participant should be able to:

Explain and apply basic evaluation concepts, particularly as they apply to program evaluation.

Outline Program Evaluation Standards and use them in the planning and implementation of Evaluation projects.

Compare between the major evaluation models and list their criteria

Identify assessment methods related to program evaluation and basic principles related to their proper design, implementation, and applicability.

Outline the main principles of assessment.

Define the close link between assessment and learning.

Design and analyze the results from the assessment tools including; Multiple choice questions (MCQ), Modified  essay questions (MEQs), Objective Structured Clinical Examination (OSCE), Mini-Clinical Evaluation Exercise (mini-CEX), Script concordance tests (SCT) and Portfolio

Identify criteria for selecting appropriate methods of assessment according to educational objectives.

Educational Methods

Lectures Seminars




Well prepared Lecture hall for 40 students (Seats, video-visuals, Flipcharts  ...etc.)

Three tutorial rooms



Fundamentals of Evaluation

Design evaluation program

Setting evaluation question

Evaluation approaches

Overview of Evaluation standards

Enquiry methods

Meta evaluation

Evaluation Model

Principles of Assessment

Blue print development

MCQs item writing

Standards Setting

Item Analysis

Objective structured clinical exam (OSCE)

Objective structured practical exam (OSPE)

:  Script Concordance Tests

DOCEE Vs Long /short case



Fitzpatrick, J, Sanders, J, & Worthen B. Program Evaluation: Alternative Approaches and Practical Guidelines.  Allyn & Bacon, 2004.

Joint Committee on Program Evaluation Standards: The Program Evaluation Standards: How to Assess Evaluations of Educational Programs. Sage, 1994: Glossary, pp 203-210.

Kenneth D. Hopkins. (2012) Educational and Psychological Measurement and Evaluation. Eighth Edition Publisher A. Viacom Company. USA

Dent, J.A. & Harden, R.M. (Eds.) (2010) A practical Guide for Medical Teachers, Edinburgh: Elsevier Ltd.

Linn, R.L. & Miller, M.D. (2005).

   Measurement and Assessment in teaching. Upper Saddle. River, N.Y.: Pearson


Workshop 1

Program Evaluation

The course focuses on program evaluation and development of a plan for improvement or change, and leadership initiatives for such a change. The course presents an overview of the research, theory and practical application of key concepts related to program evaluation as it applies to health professions education.


Workshop objectives

  • Define the scope and purpose of evaluation
  • Apply basic program evaluation concepts and methods in health and health education contexts, particularly in a context relevant to learner's settings.
  • Describe the Program Evaluation Standards and observe them in the planning and implementation of Evaluation projects.
  • Compare the advantages and disadvantages of major evaluation models.
  • Select the most appropriate approach for evaluation


Educational Methods

Interactive presentation

Group discussion and presentation

Day (1) Theme: Principles of Effective Learning (PBL)

Chairperson: Dr





8:30 -9:00


9:00 – 9:15

Welcome and Opening Speech



9:15 – 9:30

Course introduction & Workshop Objectives



9:30 – 10:30

Fundamentals of Evaluation



10:30 – 11:20

Designing evaluation Plan



11:20 – 12:00

Setting evaluation questions



12:00 – 12:30

Small group work

Select a program for evaluation, show why and set evaluation question



12:30 – 1:30

Break & Prayer



1:30 – 2: 30

Group presentation



2:30 – 3:00

Resources & support

What are the expected resources and support for your program



3:00- 3:15

Feedback & evaluation











Day (2) Theme: PBL in Advance





8:30 -9:00


9:00 –10:00

Enquiry methods



10:00 -10:30

Group work & discussion



10:30 – 11:00

Approaches to program evaluation



11:30 – 12:30

Group work

(Which approach is suitable for your program)



12:30 – 1:30

Break & Prayer



1:30 – 2:30

Overview of Program evaluation standards



2:30- 3:00

Plenary session



3:00 – 3:15

Wrap up session



3:15- 3:20

Feedback & evaluation





Evaluation & accountability

Guidelines CDC Stufflebeam

Handbook for planning

Handbook for project evaluation


starting 12 November 2016

Course description

October 2016  

1.      Introduction

This course addresses different organizational structures and corporate and educational cultures, management strategies and various leadership styles and their respective contextual fit. During the 2-day workshop the candidates will be introduced to the basic concepts and principles of educational management, organization and leadership. The workshop is planned to be competency-based rather than theoretical with continuous interaction between the candidates and the tutors to facilitate the process of learning. It is necessary to orient the candidates towards educational management as indispensable element of scaling up the quality of education and for moving beyond the traditional roles of academics and values. The remaining sessions of the course will be uploaded in the web site and the candidates can access and learn according to the learning instructions.


·         The educational management and leadership competencies are needed to qualify medical educators capable of effectively and efficiently managing and leading the educational institutions

·         The learned educational management competencies are required to efficiently and effectively manage our limited resources to deliver quality education.

·         The master candidates are expected to train other academic staff members on principles of educational management and leadership. Thus it is of utmost importance to grasp the relevant basic competencies to contribute to capacity building of the human resources within the academic institutions.

2.      Learning outcomes

By the end of the course, the candidates are expected to:

·         Recognize the educational management meaning, concepts and scope.

·         Describe the educational management objectives and functions

·         Discuss the importance of educational management for the academic performance.

·         Discuss the main approaches to organization, structure and management

·         Apply analytical approaches to organization and management using the problem analysis tree.  

·         Use SWOT analysis and other planning tools to develop an education plan

·         Discuss the leadership theory

·         Outline the role of leadership in health professional education

·         Distinguish between management & leadership in MEED

3.      Course contents

·         Introduction to educational management definition, concepts and scope.

·         Educational management objectives and functions,

·         Main approaches to organization and management.

·         Analytical approach: problem analysis

·         Planning tools

·         Leadership theory

·         Leadership for change in medical education

·         Distinction between leadership and management

4.      Learning methods

·         Lectures

·         Seminars

·         Workshop

·         Assignments 

5.      Learning resources

·         Well prepared Lecture hall for 40 students (Seats, video-visuals, Flipcharts ...etc.)

·         Three tutorial rooms

·         Multi-media

6.      Course assessment

·         Assignment                                                   40%

·         Participation in Workshop                         20%

·         Final written exam                                       40%

·         Total                                                               100%





7.      Tentative program



Session (1)


Session (2)


Session (3)


Session (4)


Session (5)


Day 1



Introduction to the course objectives, description

Prof. Nimeiri

Introduction to educational management definition, concepts and scope. Prof. Nimeiri

Main approaches to organization and management.

Prof. Nimeiri

Analytical approach: problem analysis

Prof. Nimeiri

Group work & Discussion Prof. Nimeiri

Day 2



Introduction to leadership

Dr. Daf Allah

Theory of leadership Dr. Daf Allah

Leadership for change in medical education

 Dr. Daf Allah

Leadership versus management

Dr. Daf Allah

Group work (2) & Discussion

Dr. Daf Allah


8.      References

1.      Hersey P., Blanchard, K.H. & Johnson, D.E. Management of Organizational Behavior; Leading Human Resources (8th ed). New Jersey: Prentice Hallm 2001.

2.      Bush T. Theories of Educational Management, _Version 1.1: Sep 15, available at:

http://creativecommons.org/licenses/by/2.0/, accessed on: 3.10.2016

3.      Shahrill M.  Exploring Educational Administration: The Relationship between Leadership and Management, International Journal of Academic Research in Business and Social Sciences January 2014, Vol. 4, No. 1 ISSN: 2222-6990

4.      Surya P. Educational Management-Handbook for School of Education Student, Department of Educational Administration, Faculty of Education, Yogyakarta State University, 2011.

Teaching & Learning



Date: 3 -4 September 2016



College of Medicine




Dr Nasreldin M Ahmed




Dr Amira Humaida

Dr Sabah Tayefor

Health promotion and management of diseases in the community, including prevention and rehabilitation, are receiving increasing attention by contemporary medical practice. Community settings, therefore, provide both rich and relevant learning experiences for health profession students and trainees, and help prepare them to be able and willing to serve as primary health care practitioners.  This is sufficiently supported by recent researches.

 In this workshop you will be introduced to the concepts of community-based education (CBE) and to having hands-on experiences in designing community-based education activities and programmes for your students. You will also be able to select appropriate methods and tools for assessment of these programmes.



By the end of the workshop, the participant will be able to:

1.      Define community-oriented medical education (COME), what it is and what it is not.

  1. Define community-based education (CBE) and explain its rationale, quoting relevant, support statements from the literature.
  2. Give examples of CBE and community-based learning (CBL) activities and offer his/her critique for them using some criteria.
  3. Given a scenario on a context of a situation in a health sciences institution, design appropriate CBE programme (s) and specific CBL activities for it with clear objectives, organization, supervision, and instructional, assessment and evaluation methods.
  4. Explain the challenges in assessment of CBE and suggest examples of appropriate assessment methods for it, giving reasons on the basis of the criteria for a good test.



Teaching/Learning methods

The workshop model will be used: small group activities with clearly defined group tasks followed by group presentations and discussion; short presentations/wrap-ups) and group assignments. References and learning materials will be provided or listed for use in small groups or further reading.