ROYAL DENTAL COLLEGE

IRON HILLS, CHALISSERY, PALAKKAD (Dist.),

(Approved by Dental Council of India, Affiliated to Kerala University of Health

Sciences)

(Promoted by: Royal Education Foundation)

DEPARTMENT OF PUBLIC HEALTH DENTISTRY

EVALUATION
CONTENTS

• INTRODUCTION
• DEFINITION
• TYPES OF EVALUATION
• FORMATIVE EVALUATION
• NEEDS ASSESSMENT
• PROCESS EVALUATION
• SUMMATIVE EVALUATION
• IMPACT EVALUATION
• DISHONEST EVALUATION
• CRITERIA USED FOR EVALUATION OF DENTAL SERVICES
• GENERAL STEPS OF EVALUATION
• CONCLUSION
INTRODUCTION

Evaluation is the systematic assessment of the worth or merit of some object. It is mostly
concerned with the final outcome and the factors associated with it. It is intended to determine
the value of the program to see if it has been carried out as prescribed and to discover whether
the required performance and objectives have been achieved.

Evaluation is defined as the collection and analysis of information to determine program

performance. It is mostly concerned with the final outcome and the factors associated with it.-
WHO 1967 Evaluation measures the degree to which objectives and targets are fulfilled and the
quality of the results obtained. It measures the productivity of available resources in achieving
clearly defined objectives. It makes possible the reallocation of priorities and of resources on the
basis of changing
TYPES OF EVALUATION

The types of evaluation are

1. Formative evaluation

a. Needs assessment / Relevance evaluation

b. Process evaluation

2. Summative evaluation

a. Outcome or effectiveness evaluation

b. Impact evaluation

FORMATIVE EVALUATION

It is usually carried out to aid in the development of a program in its early phase.It is an
examination of the activities of a program, as they are taking place. The observation and
determination of correct or incorrect procedure sequence provide an example of examining the
activities of a program as they are occurring. If the sequence is incorrect, formative evaluation
allows the program to make remedial changes at that point, without waiting until the end of the
program.

Formative evaluation is used primarily by the program developers as to whether they are
workable or whether changes should be made to improve program activities.

NEEDS ASSESSMENT OR RELEVANCE EVALUATION

Determines who needs the program or intervention, how great the need is, and what can be done
to best meet the need. It refers to activities designed to determine whether the program is needed
or whether the program is targeting its efforts at the individuals in need.

The seven key questions around which relevance evaluations maybe organized asked
1. what problem does the program address?

2. How adequate is the definition of the problem?

3. What is the level of need for services associated with the problem?

4. How accurate is the information about the problem?

5. How adequate is the definition of the program?

6. Is the program appropriate to the defined problem?

7. Are those identified to be in need of services receiving the program?

PROCESS EVALUATION

Measures effort and the direct outputs of programs/interventions-what and how much was
accomplished. Examines the process of implementing the program/intervention and determines
whether it is operating as planned. It can be done continuously or as a one time assessment.
Results are used to improve the program/intervention.This type of evaluation is a part of the
management process.

Questions around which a process evaluation may be organized include:

1. Are the required personnel, equipment and financial resources in place at the times and
locations necessary to meet program needs?
2. Do program activities clearly conform to the original plan?

3. Are there any unanticipated factors influencing program implementation?

 4. Are the various activities or components of the program being provided to all
programmes targets with uniform quantity and quality.

Four types of recommendations might logically follow from a process evaluation.

 Terminate the project.
 Reorganize the project.
 “Fine tune” the project.
Proceed with the project as it has been implemented

SUMMATIVE EVALUATION

A. OUTCOME / EFFECTIVENESS EVALUATION

Measures effect and changes that result from the program. Investigates to what extent the
program/intervention is achieving its outcomes in the target populations. These are short term or
medium term changes in programme participants that result directly from the program.It refers to
whether program results meet predetermined objectives.

1. Did the program meet its stated objectives?

2. Were the program providers satisfied with the effects of program activities?
3. Were program beneficiaries satisfied with the effects of program activities?
4. Is the problem reduced or eliminated as a result of the program?

Summative evaluation is aimed at program decision makers, who will decide as to a program’s
continuation or termination.
B. IMPACT EVALUATION

Measures community-level change or longer-term results. It refers to the long term outcomes
( changes in disease risk status, morbidity and mortality) that have occurred as a result of the
program/intervention. It is an expression of the overall effect of a program on health status and
socioeconomic development. These impacts are the net effects, typically on the entire school,
community, organization, society, or environment.

DISHONEST EVALUATION

It can be of different types

1. Eyewash – An appraisal limited to aspects that look good.
2. Whitewash- Covering up failure by avoiding objectively.
Eg: by soliciting testimonials
3. Submarine-aimed at torpedoing a program, regardless of its worth.
4. A postponement ploy- noting the need to seek facts in the hope that the crisis will be
over by the time the facts are available.

CRITERIA USED IN THE EVALUATION OF DENTAL SERVICE

1. Effectiveness

2. Efficiency

3. Appropriateness

4. Adequacy

EFFECTIVENESS
It has been defined as ”The ratio between the achievement of the program activity and the
desired level which, during the planning process, the planners had proposed would result
from the program.”-WHO 1974. Three variables are useful in evaluating effectiveness:

 Resources
 Activities
 Objective

EFFICIENCY

It has been defined as “The result that might be achieved through expenditure of a specific
amount of resources and the result that might be achieved through a minimum of expenditure.” It
is a measure of the resources spent ( money, men, material and time) in the process of providing
a health care program. It expresses the relationship between the effect obtained and the resources
spent

APPROPRIATNESS

The appropriateness of the program will be judged by lay decision makers. They will weigh up
whether the problem defined by the program personnel is a problem for the community.

Evaluation of appropriateness can be carried out at 2 levels.

1. Whether the aims and objectives of the program are appropriate.

2. Whether the strategy of the program is appropriate

ADEQUACY

A measure of adequacy is the extent to which the population in need was covered by the services
or the extent to which the services covered the various aspects of the underlying problem.
It should be distinguished from effectiveness, which is concerned only with results of the
program in those who were covered by it.

GUIDELINES TO BE FOLLOWED BY THE EVALUATOR

1. Explore the motivation for evaluation.

2. The original objectives of the program and its rational and procedures must be
uppermost in the evaluate mind.
3. Evaluation should be continuous and should start before vested interestes are solifdified
and organizational inertia set in.
4. salt fired and organization inertia setting
5. No evaluation should be conducted unless there is a strong likely hood that it can be
done with scientific accuracy.
6. An assessment must be made as to whether it is possible to make changes in the program
if the evaluation suggest that these are desirable.
7. The results should be well presented and widely publicized.

GENERAL STEPS OF EVALUATION

1. Determine what is to be evaluated.

2. Establish standards and criteria.
3. Plan the methodology to be applied.
4. Gather information.
5. Analyze the results.
6. Take action.
7. Revaluate.
1. DETERMINE WHAT IS TO BE EVALUATED

MAINLY 3 TYPES

A. EVALUATION OF STRUCTURE

This is to evaluate whether facilities, equipment, manpower and organization meet a standard
accepted by experts as good.

B. EVALUATION OF PROCESS

The process of medical care include the problems of recognition , diagnostic procedures,
treatment and clinical management, care and prevention.

C. EVALUATION OF OUTCOME

This is concerned with the end result, that is, whether person using the services experiences
measurable benefits or not.

2. ESTABLISHMENT OF STANDARDS AND CRITERIA

• STRUCTURAL CRITERIA
• PROCESS CRITERIA
• OUTCOME CRITERIA

3. PLANNING THE METHODOLOGY

A format must be prepared for gathering the desired information.

4. GATHERING INFORMATION
The type and amount of information required will depend on the purpose of evaluation.

5. ANALYSIS OF RESULTS
The analysis and interpretation of data and feedback to all individuals concerned should take
place within the shortest time feasible. Opportunities should also be provided for discussing the
evaluation results.

6. TAKING ACTIONS

For evaluation to be truly productive, actions designed to support, strengthen or otherwise

modify the services involved, need to be taken.

7. RE-EVALUATION
Evaluation is an ongoing process aimed mainly at rendering health activities more relevant, more
efficient and more effective
CONCLUSION

Evaluation is an essential part of quality improvement and when done well it can help solve
problems and help in developing a deeper understanding of how best to improve health programs
/services. However, evaluation is worthwhile only if change is seen to be necessary and if the
changes are capable of being implemented
REFERENCE

Peter S. Essentials of Public Health Dentistry Sixth edition Arya Medi Publishing House Pvt. Ltd, New
Delhi ,2017