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Health Education Research, Vol. 9, No. 1, 23-36, 1994
© 1994 Oxford University Press

other

Program evaluation strategies for community-based health promotion programs: perspectives from the cardiovascular disease community research and demonstration studies

Phyllis L. Pirie, Elaine J. Stone1, Annlouise R. Assaf2, June A. Flora3 and Ulrike Maschewsky-Schneider4

Division of Epidemiology, School of Public Health, University of Minnesota Minneapolis, MN 55455, USA
1National Heart, Lung, and Blood Institute Federal Building, Room 604A, Bethesda, MD 20892, USA
2Pawtucket Heart Health Program, Division of Health Education, Memorial Hospital of Rhode Island Pawtucket, RI 02860, USA
3Stanford Heart Disease Prevention Program, Stanford University 730 Welch Road, Palo Alto, CA 94305, USA
4Bremen Institute for Prevention Research and Social Medicine, Division of Epidemiology Gruenen Strasse 120, D-2800, Bremen, Germany

Community-based programs are being widely adopted in the struggle to prevent chronic disease. Program evaluation of community-based programs involves a particular set of problems stemming from the variety of activities being undertaken simultaneously, the multiple intermediate goals of the programs and the rapidity with which the programs evolve. An analysis of the experience of four large community-based cardiovascular disease research and demonstration studies (Stanford Five-City Project, Minnesota Heart Health Program, Pawtucket Heart Health Program and the German Cardiovascular Prevention Project) provides valuable models, methodologies and strategies for planning and conducting evaluations of public health programs or community studies. By comparing and combining their experiences, the four programs have identified eight categories of evaluation for community studies, including formative evaluation, quality assurance, assessment of delivered dose, assessment of received dose, component program impact, intermediate outcomes, community impact and cost analysis. This paper presents information on the strategies by which each of the four programs addressed these evaluation categories.


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