Abstract
Wellness programs—whether webinars, health talks, or workshops—are everywhere, helping employees learn, grow, and feel better. But here’s the challenge: how do we know if they really work? Pre- and post-assessment questionnaires are a simple, evidence-based way to measure knowledge gains, attitude shifts, and even future intentions. This article draws on current research to show why these tools matter and how organisations can use them to make wellness programs more impactful.
Moving Beyond “Did You Enjoy It?”
Corporate wellness is booming. From virtual yoga sessions to nutrition webinars, organisations are investing heavily in employee well-being. Yet, many rely only on satisfaction surveys—questions like “Did you like the session?” While useful, these don’t reveal whether people actually learned something or plan to change their behaviour.
That’s where pre- and post-assessment questionnaires come in. Widely used in health education and behavioural science (Davis, 2017; Luetsch et al., 2016), they measure what participants know, believe, and intend to do before and after a program. This gives organisations hard evidence of impact and helps refine future activities.
Why Pre- and Post-Assessments Matter
1. Setting the Starting Line 🏁
Pre-assessments establish a baseline of knowledge and attitudes. Without this, it’s impossible to measure progress (Brigham & Women’s Hospital, n.d.).
2. Celebrating Knowledge Gains 🎓
Research shows wellness education often boosts knowledge by 20–50% when pre-post tools are used (Luetsch et al., 2016; Gupta et al., 2023). That’s a measurable leap worth celebrating.
3. Tracking Confidence and Motivation 💪
Behaviour change isn’t just about knowledge—it’s about confidence and self-efficacy. Studies highlight that shifts in these areas strongly predict future behaviour (Schroé et al., 2020).
4. Spotting Intentions to Change 🌱
Post-assessments capture short-term intentions like “I’ll exercise more” or “I’ll try stress-management techniques.” These intentions are powerful predictors of future behaviour (Washington et al., 2023).
5. Showing Stakeholders the Numbers 📊
Organisations need proof of value. Pre-post data can show:
- % improvement in knowledge
- % increase in confidence
- % of participants planning healthier behaviours
Statistical tests such as paired t-tests or Wilcoxon signed-rank tests help demonstrate significance (Rezai et al., 2020).
6. Boosting Engagement 🚀
Pre-tests make participants aware of their knowledge gaps, sparking curiosity. Post-tests reinforce learning by encouraging reflection (Davis, 2017).
How Organisations Can Do It Right
- Match pre and post questions for comparability.
- Include both knowledge and psychosocial items (e.g., confidence ratings).
- Keep it short—5 to 10 questions max.
- Ensure anonymity for honest responses.
- Use appropriate statistical tests (paired t-test, Wilcoxon).
- Add open-ended questions for richer insights.
Limitations (And How to Fix Them)
- Self-report bias and response bias can skew results.
- Focus is often short-term.
Solutions:
- Add follow-ups at 30–90 days.
- Use retrospective pre-post assessments when time is limited (Davis, 2017).
- Combine surveys with objective data (steps, biometrics) for stronger validity
Conclusion
Pre- and post-assessment questionnaires aren’t just surveys—they’re powerful tools that measure learning, confidence, and readiness for change. For organisations, they provide proof of impact. For participants, they spark reflection and motivation.
By embedding pre-post assessments into wellness programs, companies can demonstrate value, continuously improve, and ensure that initiatives lead to meaningful outcomes.
References
Barbati, C., Marcellini, L., & Ricciardi, W. (2025). Effectiveness of eHealth literacy interventions: A systematic review. International Journal of Public Health.
Brigham and Women’s Hospital. (n.d.). Pre and post-test questionnaire guidelines. Boston, MA.
Davis, G. C. (2017). Using pre- and post-survey instruments in interventions: Advancing evaluation effectiveness. Journal of Nursing Education, 56(2), 67–74.
Gupta, A., Menon, S., & Patel, R. (2023). Menstrual cup webinar series: A developing model for digital health education. Journal of Women’s Health, 32(5), 612–620.
Luetsch, K., Rowett, D., & Kaadan, N. (2016). Certainty rating in pre- and post-tests of online study modules. BMC Medical Education, 16, 70.
Rezai, R., et al. (2020). Efficacy and costs of a workplace wellness programme: A pre-post evaluation. Occupational Medicine, 70(3), 180–187.
Schroé, H., et al. (2020). Behaviour change techniques to promote physical activity: A systematic review. International Journal of Behavioral Nutrition and Physical Activity, 17, 92.
Washington, A., Park, J., & Murphy, N. (2023). Health education interventions and their impact on health behaviour: A systematic review. Health Promotion Practice, 24(1), 45–59.
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