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Medical Education
Bridges Curriculum

Curriculum Evaluation

Guiding Principles

The Bridges evaluation approach was designed to be iterative and builds on UCSF’s current rigorous evaluation program.

The evaluation plan for the new Bridges curriculum was designed following these principles:

  1. Follow sound and rigorous evaluation principles and methods.
  2. Be compliant with the evaluation accreditation standards set forth by the Liaison Committee on Medical Education (LCME).
  3. Be compliant with the policies set forth by the UCSF campus and Federal Family Educational Rights and Privacy Act (FERPA) on the disclosure of information from student records.
  4. Provide the School of Medicine with the important information needed to guide curricular decision making that meets the needs for continuous quality improvement of the curriculum and provides in-depth, dynamic data on the initial implementation phase of the curriculum.
  5. Be respectful of educator and student time and, in particular, avoid student evaluation overload.
  6. Meet institutional needs including course director decision making and teaching faculty promotion and tenure requirements.

Curriculum Evaluation Design

The Bridges curriculum evaluation plan uses both short- and long-term processes and includes both quantitative and qualitative collection. The data collection methods are represented in the figure below.


In addition to providing ongoing course and teaching evaluations, the evaluation team instituted several new evaluation mechanisms to provide the curriculum team with immediate and ongoing student feedback during the roll-out of the Bridges curriculum.  These include:

  • Program Specific Evaluations 

Students are asked to specifically evaluate the curricula and programs that represent significant changes in the Bridges curriculum.

  • Bridges Student Focus Groups & Debrief Sessions

The evaluation team is conducting student focus groups twice a year for students to share their overall experience about the curriculum.  Students may be invited to informal feedback sessions with element directors to share their perspective on a given element.

  • Bridges Curriculum Debrief Survey
    Students can share their experience in the Bridges Curriculum at any time via a confidential Bridges Curriculum Debrief form that is emailed to students monthly.

For more specific details, please visit the Curriculum Evaluation page.


  1. Tyler R. Basic Principles of Curriculum and Instruction. Chicago: University of Chicago; 1949.
  2. Pawson R, Tilley N. Realistic Evaluation. London: Sage Publication; 1997.