Nancy L. Weaver, PhD, MPH

Department of Community HealthSchool of Public HealthSaint Louis University

16 July 2010

LOGIC MODEL FUNDAMENTALS

What is a Logic Model?Diagram depicting relationships between Program goal - long term public health outcome

Program outcomes - short, intermediate and long term impact

Program inputs, activities and outputs

Also called Analytic framework Causal frameworks Program plan

Cooking class Completed

Activities

Examples:

• # of people participating in each event

•# of newsletters distributed

• # of classes conducted

Increased knowledge, skills and abilities

Increase in physical activity and healthy eating (behavior)

Decrease in Obesity

Reduce type-2 diabetes

Short-Term

Intermediate

Long-Term

Goal

Inputs Activities Outputs Outcomes

Newsletters

Exercise class

Activities

Seminars

Walking groups

Financial Resources

Human Resources

Informational Resources

Step 1: State program goal(s)

Describe the public health problem

Provide justification, e.g.: Who is most affected? What are the geographic differences? Are there trends over time? What are the consequences of the problem? What causes it? What are the costs of treating it?

Step 2: State long-term outcomes

Step 2: State long-term outcomes

Health outcomes (e.g. reduced obesity rates, fewer complications from diabetes)

To reduce the percent of individuals, ages 35 to 55 in County A, who are overweight (BMI>25) from 80% in 2010 to 65% in 2015

Step 3: State intermediate outcomes

Step 3: State intermediate outcomes

Behaviors (e.g. physical activity, talking to your doctor, getting screened)

By 2012, women over 50 in St. Louis City will have a 50% increase in use of mammography screening services.

Step 4: State short-term outcomes

Step 4: State short-term outcomes

Knowledge, attitudes, beliefs, skills (e.g. understanding nutrition labels, the importance of routine check-ups, confidence in using condoms)

Increase the percentage of high school students reporting they understand the ABCs of melanoma from a baseline of 30% to a follow-up of 60%.

Notice the Clarity SMART

Specific Measurable Achievable Relevant Time-bound

Who will benefit from the program?

What benefit should they receive?

How much of that benefit should be achieved?

By when should it be achieved?

Step 5: Develop an action plan

What activities will you complete in order to

achieve the short-term goals?

What are the outputs of these activities?

What resources are required?

Evidence and Theory

guide these decisions

Project activities, e.g.

If you want to…Change knowledge:Change attitudes:Increase support:Change policiesIncrease safety behaviors:

Increase confidence:Decrease risk behaviors:

Then you might…Distribute materialsProvide counselingFoster support groupsPartner for org. change

Provide prevention tools

Use role modelingShift peer influence

Using the logic model for program evaluation

What is evaluation? Root word “value” Dictionary

To judge the worth of something To examine carefully

Program evaluation Use of various procedures to

determine if a program has been developed and implemented as planned and the degree to which program goals and objectives are met.

PROGRAM EFFECT

?

Answers the questions:

What have you done?

How well did you do it?

How much have you done?

How effective have you been? In changing attitudes, beliefs,

behaviors?

In changing health outcomes?

Evaluation allows you to: Determine if goals/objectives were

met Assess strengths and weaknesses of

program elements Determine the relationship between

the intervention and outcomes Change the program to make it

better

CDC framework for program evaluation

Three types of evaluation Process Summative: Impact Summative: Outcome

Process Evaluation Describes activities and outputs

Shorter-term feedback on program implementation, content, methods, participant response, practitioner response

What is working, what is not working Uses quantitative or qualitative data Data usually involves counts, not rates or ratios

Was the program implemented as planned? Did the program reach its intended target group? What services did the people in the program receive?

Were people satisfied with the program’s services? What is the average cost for the program per person?

How many people were trained? How many videos were produced?

Answers the questions:

Summative Evaluation Assesses program effectiveness

Impact – assess the short to mid range impact of the intervention on cognitive and behavioral indicators

Outcome – assesses the longer term impact of the intervention on behavioral, health, and quality of life indicators

Decrease in Obesity

Cooking class Completed

Activities

Examples:

• # of people participating in each event

•# of newsletters distributed

• # of classes conducted

Increased knowledge, skills and abilities

Increase in physical activity and healthy eating (behavior)

Reduce type-2 diabetes

Short-Term

Intermediate

Long-Term

Goal

Inputs Activities Outputs Outcomes

Newsletters

Exercise class

Activities

Seminars

Walking groups

Financial Resources

Human Resources

Informational Resources

Decrease in Obesity

Cooking class Completed

Activities

Examples:

• # of people participating in each event

•# of newsletters distributed

• # of classes conducted

Increased knowledge, skills and abilities

Increase in physical activity and healthy eating (behavior)

Reduce type-2 diabetes

Short-Term

Intermediate

Long-Term

Goal

Inputs Activities Outputs Outcomes

Newsletters

Exercise class

Activities

Seminars

Walking groups

Financial Resources

Human Resources

Informational Resources

Process

Outcome

Impact