Overview
This project focused on evaluating question bank and co-curricular learning resources used to support board preparation, independent study, and instructional activities at the University of Illinois College of Medicine. The evaluation considered educational value, learner and faculty use, and alignment with curricular goals in order to inform strategic resource decisions and support effective student learning.
My Role
I led project coordination for the evaluation process, including planning the review approach, engaging vendors, organizing faculty and learning specialist participation, developing evaluation tools, and supporting analysis of the results.
Context
Students were using both institutionally provided and independently purchased study resources as they prepared for board examinations. At the same time, faculty were also using co-curricular resources to support teaching and student preparation. This project was undertaken to better understand how these resources were being used and to evaluate their value, relevance, and fit for the curriculum.
Approach
The evaluation process included identifying candidate resources, recruiting faculty and learning specialists to participate in the review, creating structured evaluation tools, coordinating vendor access, and collecting feedback across products. The goal was to support a more informed and systematic review process rather than relying only on anecdotal impressions or informal preferences.
Evaluation Tools
The following embedded files show the evaluation instruments used in this project.
Co-curricular Resource Review Evaluation
Question Bank Resource Review Evaluation
Outcome
The evaluation helped inform institutional decision-making about which resources were the best fit for student learning and curricular use. It also provided a more structured basis for comparing products using consistent criteria and stakeholder feedback.