Evaluation Plan

A mixed-method evaluation strategy, combining both formative and summative assessments, will be used to ensure effective delivery and learning outcomes of the online module, “The Role of Follow-up in Pediatric Concussion Recovery.” This blended evaluation design supports the achievement of the module’s learning objectives by assessing learner competencies in identifying barriers to follow-up care, implementing evidence-based strategies, and educating patients and caregivers. 

Formative evaluation will occur throughout the module to guide learner development and promote reflection. An interactive discussion forum will serve a dual purpose: it will offer learners opportunities to engage with clinical scenarios and peer feedback during the module (formative), while also being evaluated using a structured rubric to assess critical thinking and application of course content (summative). This hybrid approach encourages iterative learning while holding learners accountable for thoughtful participation. Summative evaluations, specifically a post-module quiz, will measure overall knowledge acquisition and application of concussion management principles after completion of the learning activities.

The primary purpose of this evaluation plan is to assess learner competency in applying structured follow-up care practices for pediatric concussions. In addition, the evaluation will identify remaining knowledge gaps and gauge the effectiveness of the teaching strategies, particularly the case-based learning (CBL) and peer discussions, in developing critical thinking and clinical decision-making skills (Liu et al., 2024). The evaluations are directly aligned with the learning objectives of this module, which include describing the role of follow-up in concussion recovery, identifying follow-up barriers, exploring caregiver education strategies, and evaluating symptom monitoring and referral criteria. By integrating case-based discussions and evidence-based quiz content, learners are assessed not only on theoretical understanding but also on practical application in realistic clinical contexts (Corwin et al., 2021).

Using a combination of formative and summative evaluations offers several advantages. First, it promotes deeper learning and self-reflection through iterative feedback and active engagement with clinical scenarios (De la Fuente et al., 2023). Second, it allows instructors to monitor learner progress in real-time and make instructional adjustments as needed, which supports learner success. Third, evaluating learners in practice-based contexts helps bridge the gap between knowledge and application, a critical goal in healthcare education (Varma et al., 2025). However, this approach also presents certain challenges. Assessing online discussions and reflections may introduce subjectivity if clear rubrics are not in place, potentially affecting the consistency of grading. Moreover, providing individualized feedback on discussion posts and quizzes can be time-consuming for instructors, especially in large cohorts. Furthermore, learner participation in asynchronous discussions may vary, which could limit opportunities for collaborative learning and reduce the overall effectiveness of peer-driven activities (Liu et al., 2024).

Despite these challenges, the proposed evaluation strategy is well-suited to assess learner outcomes in this module and provides meaningful insights into individual competencies and the overall effectiveness of the course design. By aligning evaluation methods with course objectives and leveraging the principles of social learning theory, this plan ensures a comprehensive and meaningful assessment of learner performance. Ultimately, this approach supports continuous improvement in both learner development and instructional quality.