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<div><p>Purpose</p><p>The aim of this scoping review was to explore current program evaluation practices across various medical schools.</p><p>Methods</p><p>We conducted searches in MEDLINE (Ovid), Embase (Elsevier) and ERIC (ed.gov) for original research and review articles related to medical education evaluation with key words <i>evaluation</i>, <i>program</i>, <i>medical education</i>, <i>pre-registration</i>, <i>framework</i>, <i>curriculum</i>, <i>outcomes</i>, <i>evaluation</i>, <i>quality</i>. We followed Arksey and O’Malley’s (2005) process for scoping reviews.</p><p>Results</p><p>Thirty-two articles were included. Studies were primarily concerned with either proving (n = 21) or improving efficacy of their programs (n = 11). No studies aimed at comparing programs. Nine were literature reviews. Others aimed to develop a new evaluation model (n = 7) or apply (n = 12) or validate (n = 4) an existing model (or part thereof). Twenty-two studies explicitly identified an evaluation model they had used or would recommend. Most frequently used models for evaluation were: Context-Input-Process-Product, Kirkpatrick, World Federation Medical Education, and the Standards by Joint Committee on Standards for Educational Evaluation. Overall, evaluations were learner-focused and accreditation driven with a minority considering the broader influences of program success.</p><p>Conclusion</p><p>Program evaluation is fundamental to driving the quality of education delivered to produce workforce<b>-</b>ready healthcare professionals. The focus of current evaluations is on student experience and content delivery with a significant gap in the existing literature on evaluation related to staff, learner/staff well-being, equity, diversity, and meta evaluation.</p></div>