Input also known as resources could be human or financial resources as well as other necessary input to support the program. Activities are those events that produce the output. The output consists of the products and services available for the customers. The customers are the users of the products/services produced at the output level. The outcomes are benefits or changes resulting from activities and output. When it is closely related to the output, it is called short-term outcome. The further application of the short-term outcome is described as an intermediate outcome. The long-term outcome describes the overall impact of the program.
Furthermore, Logic models do not only provide links between the situation (problem) and the process levels, …show more content…
Stage 1: Collecting the relevant information involves gathering of information pertaining to the program. The information is obtained through literature review, document review and interviews with different stakeholders. It is often an interactive process between the program managers, evaluators, and stakeholders.
Stage 2: Describing the problems involves clearly defining the problem (situation of the program). Based on the identified general question above, the problem could be defined as the need to facilitate the success of internationally educated physiotherapists as an autonomous/independent practitioner in the Canadian health care system.
Stage 3: Defining the elements of the logic models simply means identifying the elements of each of the components of the logic model in a table, and constantly checking with each different stakeholders to make sure nothing is missed. Table I below shows some elements …show more content…
The verification involves an iterative process among the program evaluators and the stakeholders. The question of, “How did we get here?” is asked at randomly chosen element of any component. A clear link or association of how to get at an element of a component should be clear to the evaluators and the stakeholders. For instance, in figure 2, the second output box, “How did we produce course and clinical guidelines?” It was produced from the activities used in developing the teaching and clinical guideline, which is a box in the activity column. Another example is “How did we increase the knowledge of the IEPTs on the Canadian physiotherapy health care practice? (1st intermediate, outcome box). Tracing back to the Short-term outcome indicates that IEPTs knowledge on the Canadian physiotherapy health care practice was an increase because the OIEBP program course content was improved. Any elements or box that tracking back the link could not produce “how we got there?” requires a further
Furthermore, Logic models do not only provide links between the situation (problem) and the process levels, …show more content…
Stage 1: Collecting the relevant information involves gathering of information pertaining to the program. The information is obtained through literature review, document review and interviews with different stakeholders. It is often an interactive process between the program managers, evaluators, and stakeholders.
Stage 2: Describing the problems involves clearly defining the problem (situation of the program). Based on the identified general question above, the problem could be defined as the need to facilitate the success of internationally educated physiotherapists as an autonomous/independent practitioner in the Canadian health care system.
Stage 3: Defining the elements of the logic models simply means identifying the elements of each of the components of the logic model in a table, and constantly checking with each different stakeholders to make sure nothing is missed. Table I below shows some elements …show more content…
The verification involves an iterative process among the program evaluators and the stakeholders. The question of, “How did we get here?” is asked at randomly chosen element of any component. A clear link or association of how to get at an element of a component should be clear to the evaluators and the stakeholders. For instance, in figure 2, the second output box, “How did we produce course and clinical guidelines?” It was produced from the activities used in developing the teaching and clinical guideline, which is a box in the activity column. Another example is “How did we increase the knowledge of the IEPTs on the Canadian physiotherapy health care practice? (1st intermediate, outcome box). Tracing back to the Short-term outcome indicates that IEPTs knowledge on the Canadian physiotherapy health care practice was an increase because the OIEBP program course content was improved. Any elements or box that tracking back the link could not produce “how we got there?” requires a further