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This chapter will consider the possibilities for formative evaluation of training programs as well as any other kind of program, within the framework of the program improvement model.
Specifically, the question is whether the formative evaluation of training programs can utilize the full range of experimental and quasi-experimental designs, as well as any other approaches.
Prey, Hedwig (2000): "Evaluation of Training Programs in St. Gallen, Switzerland".
Older studies on research-methodological competencies by Stark and Mandl (2001), Schweizer et al. (2011) as well as Wagner and Maree (2007) focused more on the development, implementation, and evaluation of training programs for promoting these competencies.
This study validates the use of perceptual discrimination training in older adults to improve WM performance, and highlights the need for the continued development and rigorous evaluation of training programs targeting deficient processes.
Seventeen tools (50%) in 20 studies were used for the summative evaluation of training programs.
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We are not aware of any formal evaluations of training programs using such criteria, and it would be almost impossible to do such an evaluation in a rigorous manner.
Our results add to the evaluation literature of training programs by showing that there can be considerable effect heterogeneity between different training modules.
It is important to point out that none of these recent evaluations are of training programs, the most common type of ALMP in MENA countries.
We would underline the importance of the evaluation of impact of training programs.
The development of public health competence sets logically leads to formalised evaluation and accreditation of training programs.
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