Table 2. Kirkpatrick Four Levels of Training Evaluation.

Level	Description	Assessment Tool	Results
1. Reaction	Measures how students felt, personal reaction to the training or learning experience	•Postsession questionnaires assessed reaction to individual sessions •Postcourse questionnaire assessed reaction to course overall •Open-ended feedback comments provided opportunity for subjective feedback not otherwise addressed	•Satisfaction with individual session components was high, and following the pilot course, 100% indicated that they would recommend this course to others (Figure 1). •Applicability: 100% felt topics were applicable in the near future to both medical student curriculum and future medical career paths. •Review of subjective feedback showed mostly positive comments, common themes emerging with satisfaction regarding participant interaction, establishment of peer-mentor relationships, and applicability.
2. Learning	Measures gain of knowledge or capability before versus after the course	•Pre-/postcourse questionnaire measured learning and confidence in skills	•Results showed significantly increased confidence in skills and knowledge related to all aspects of leadership compared to participants' level of confidence before the start of the program (Figure 2).
3. Behavior	Measures the extent to which the students applied the learning and changed their behavior	•Reflective writing assignments acted as a surrogate measure of predicted behavior change •Posttraining questionnaire measured utilization of skill 8 months later	•Considering that this course was relatively brief, it was difficult to measure direct training effects on behavior. All participants predicted use of skills in future scenarios and anticipated barriers to skill application. •Unfortunately, only one participant has completed the posttraining questionnaire to date from the pilot course; however, results were positive, with 100% utilization of skills applied on a regular basis.
4. Results	Measures the long-term impact of the training	•Final reflective writing assignment, projecting 1-, 3-, and 5-year achievement goals	•All students projected 1-, 3-, and 5-year leadership achievement goals with appropriate road map development.