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Short-term outcomes in a program are primarily characterized by immediate and measurable changes that occur as a direct result of the program's activities. These often include variations in the knowledge or skills of participants. For instance, if a health education program is implemented, and participants gain new information about nutrition or physical activity, this represents a change that is typically assessed soon after the program concludes.

The focus on changes in knowledge or skills highlights the immediate impact of educational interventions. These outcomes are usually evaluated through pre- and post-intervention assessments, participant feedback, or skill demonstrations. They serve as crucial indicators of whether the program is effective in providing the necessary information or training to participants, laying the groundwork for potential longer-term changes in behavior and health.

In contrast, the other options involve aspects that are typically associated with longer time frames or broader impacts of a program. Reductions in program costs may arise as a result of efficiencies gained through program implementation but aren't a direct outcome of the educational process itself. Lasting changes in community health and long-term policy changes reflect more systemic and sustained impacts that require time and further actions beyond the initial program. Understanding the distinction between short-term and long-term outcomes is vital for evaluating the effectiveness of health education programs.