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At least 217 records · Page 12Linked to original sources
PubMed2001

A team education project: an evaluation of a collaborative education and practice development in a continuing care unit for older people.

The team education project aims to improve the impact of education on practice. The principles of this approach are that all clinical disciplines are involved and education activities are based in the practice area. This project took place in a continuing care unit for older people and the design was negotiated with staff in the unit. Bereavement was identified as the focus for the project. An education programme which combined information giving with reflective workshops was implemented and evaluated. Emerging findings reflect the complex nature of loss and bereavement in the continuing care unit. Staff adopted the term 'living bereavement ' to describe the reactions to the ongoing losses experienced by those living, working and visiting a continuing care unit. A core group of staff used the groups to reflect on practice and expand their understanding. Although the staff reported the groups were successful, it has been difficult to demonstrate any change in practice. A psychoanalytic approach to analyzing the organizational behaviour offered useful explanations relating to the difficulties in attempting change.

Aged↗
PubMed2006

Evaluation of curricula in higher education: challenges for evaluators.

Evaluation of teaching at universities is traditionally realized in terms of student ratings. Curriculum evaluation is rarely done in a systematic manner. More often, the emphasis is placed on a particular aspect, which is only of little help in terms of modifying education. A very prominent example is that of medical education. Here, evaluations of curricula primarily focus on new curricula by contrasting them to traditional ones. The article at hand deals with a different evaluation approach, in which five phases have to be considered and contrasting results to other teaching formats are not the main focus. In this article, the authors concentrate on the first phase (baseline evaluation) of the systematic evaluation of a medical curriculum. They describe several challenges of such an evaluation approach and illustrate the strategies used to overcome them. In addition, associated relevant empirical findings from this evaluation study are presented.

Austria↗
PubMed1973

Family physician anesthetists: continuing education, observations, evaluation.

A method is described whereby continuing education for family practitioner anesthetists is taken to community hospitals, where patterns of practice, local problems and facilities are different from those of larger urban areas. Five Ontario communities were visited for 4(1/2) days each, by invitation, providing the visiting clinician with an opportunity to observe the quality of anesthesia services and to measure, through a self-evaluation test, the deficiencies in applied basic and clinical knowledge thought to be necessary for modern, safe practice. These programs were well received and thought to be of real benefit to the participants. Similar programs could be provided in general medicine, cardiology, gastroenterology, pediatrics and psychiatry.

Anesthesiology↗
PubMed2003

Review of evaluations of educational approaches to promote safe storage of firearms.

OBJECTIVE: To systematically review evaluation studies of educational interventions promoting safe firearm storage. METHODS: Medline, ERIC, PsycINFO, Criminal Justice Periodicals Index, Cumulative Index of Nursing and Allied Health Literature, and Sociofile were searched. The references from each potentially eligible study were checked, and experts in the field were contacted for additional reports. In addition, an internet search was performed to identify programs not published in the conventional literature. Sources relevant to safe firearm storage promotion were selected and evaluated. RESULTS: Seven studies met inclusion criteria: adult subjects, program description was included, and firearm storage outcomes were measured. One was a randomized controlled trial and the other six were one group pre-test and/or post-test. The studies were classified into the following categories based on the intervention strategies used: (1). counseling and firearm safety materials (n=3); (2). counseling/educational message (n=3); and (3). firearm safety materials distribution (n=1). The outcomes were safe firearms storage (firearms locked up and unloaded or removal from home) after intervention. Four studies, three using counseling and materials distribution, reported improved storage after the interventions. CONCLUSIONS: It is not yet clear what types of interventions, or which specific intervention components, prompt gun owners to securely store their weapons. Increased understanding of gun storage behaviors and stronger evaluation designs will aid further understanding of this important issue.

Adult↗
PubMed2001

Medical education quality evaluation.

The scientific-technological dropping back in Bosnia and Herzegovina in the postwar period tries to exceed in the different forms of education. The medical education represents mostly the transfer of the new informations, and does not contain the evaluation of their quality. In the paper is proposed the model of quality evaluation of medical education, from the aspect of successfulness and achieved degree of new acquired knowledge. The evaluation contains the assessment of the structural, processed and original elements. The structural elements evaluate the organization and used staff and material resources. The processing elements are evaluating the organization and used staff and material resources. The processing elements evaluate the applied methodology and contents of the subject. The original elements evaluate the organization and used staff and material resources. The processing elements evaluate the applied methodology and contents of the subject. The original elements evaluate the degree of the education goals realization and the level of new aquired knowledge of the students in the education. The achieved results of evaluation of quality education for the organizers of the seminar will serve as road sign for the improvement and achieving of higher degree of the successfulness and quality in every phase of education.

Bosnia and Herzegovina↗
PubMed1986

An evaluation and education program for driving while intoxicated offenders.

This report addresses the development of a mandatory, inpatient, evaluation and education program aimed at reducing Driving While Intoxicated (DWI) at a major Army installation. The program was designed to provide extensive evaluation to all soldiers within a week of the DWI. The majority of soldiers are young males, a population known for heavy drinking and a disproportionate amount of both motor-vehicle accidents and fatalities. Among the initial 490 soldiers admitted to the program, 88% were found to meet DSM-III criteria for alcohol abuse or alcohol dependence. Factors associated with a diagnosis of abuse or dependence were age; scores on the Vaillant alcohol questionnaire, the MacAndrews and F scales of the MMPI, the Mortimer-Filkins questionnaire; BAC at time of arrest; a prior history of alcohol-related problems; and certain blood hematology and chemistry values. Results indicate that DWI is a marker for serious alcohol problems.

Adult↗
PubMedDate not supplied

Educational software evaluation process.

The Active Digital Library at the Vanderbilt University Medical Center has created and implemented an educational software evaluation process to facilitate the timely recommendation for product acquisition. Using this process, breadth and depth of subject coverage, clarity of presentation, quality of construction, and ease of use are being assessed by content and technical experts. The process uses a team approach, employing a bi-level evaluation instrument based on existing software evaluation forms and system bug reports.

Computer-Assisted Instruction↗
PubMed1985

Avoiding type III errors in health education program evaluations: a case study.

Monitoring the implementation of a program being evaluated can improve the interpretability of data collected and help evaluators to avoid committing a Type III error: evaluating a program that has not been adequately implemented. This article describes an evaluation that analyzed the implementation of a school health education curriculum, assessed cognitive learning outcomes attributable to the curriculum, and examined the relationship between classroom implementation and changes in students' knowledge. Five fifth-grade classes (n = 101) participated in the curriculum, and five classes (n = 84) served as a comparison group. Data collection procedures involved a pretest and posttest of all students' health-related knowledge, daily monitoring of classroom implementation by the five teachers participating, and questionnaires completed by principals and teachers. Analysis methods included descriptive statistics, parametric and nonparametric tests of significance, and qualitative assessment procedures. Results indicated that the curriculum had a positive effect on learning in students; curriculum implementation varied considerably among the five classes participating; teaching/learning activities that were most and least likely to be implemented could be identified and described; both teachers and principals perceived the program favorably; some health instruction was occurring in the comparison classes, so it was not appropriate to consider them as pure controls; and no statistically significant relationship between curriculum implementation and cognitive outcomes was observed. This study provides evidence of the need for and value of measuring implementation of programs being evaluated. Implications for developing implementation measures and the role of formative evaluation in health education practice are considered.

Curriculum↗
PubMed1980

Evaluating continuing education: a focus on the client.

This article presents the evaluation methodology used in an NIMH funded continuing education project for mental health professionals. The 96 participants who completed the course in three distinct cycles came both as work teams from agencies and as individuals and had potential impact on 1700 staff and 6913 clients. Forty-eight quantifiable and two qualitative dependent measures were used to assess participants' perceptions of the course, knowledge and attitudes, clinical behaviors as reflected in work environment and ward atmosphere, and impact on client status. A controlled experimental design with pretest, posttest, and follow-up data collection points was planned. Problems encountered and evaluation findings suggest the need for different types of evaluation strategies.

Attitude of Health Personnel↗
PubMedDate not supplied

Evaluating an education project in mental health of older people.

This article describes the development and evaluation of an education and training pathway for older people's mental health. It aimed to increase the knowledge and skills of non-specialist NHS-registered and support staff working on acute wards for older people. The article makes recommendations to improve future training.

Aged↗
PubMed1980

The affective domain in medical technology education.

Evaluation of medical technology students often deemphasizes the affective behavioral domain. The intangible dimensions of the domain and its subsequent difficulties in measurement have been offered as rationales for this lack of curricular emphasis. The work of Klopfer and others in science education constitute a resource from which to construct an affective table of specifications for medical technology students. The Krathwohl taxonomy permits quantifications of these goals. Some techniques for such measurement (open-ended approaches, checklists, Likert scales, and semantic differentials) are reviewed. Finally, the nature of the interface between the affective and cognitive domains is analyzed. The clinical laboratory sciences educator functions as a nonverbal as well as a verbal affective role model for his/her students. This paper emphasizes the responsibility of the educator in creating flexible student assessment approaches in the domain.

Affect↗
PubMed2004

A randomized trial to evaluate an education programme for patients and carers after stroke.

OBJECTIVES: To evaluate the effectiveness of an education programme for patients and carers recovering from stroke. DESIGN: Randomized controlled trial. SUBJECTS AND SETTING: One hundred and seventy patients admitted to a stroke rehabilitation unit and 97 carers of these patients. INTERVENTIONS: The intervention group received a specifically designed stroke information manual and were invited to attend education meetings every two weeks with members of their multidisciplinary team. The control group received usual practice. MEASURES: Primary outcome was knowledge of stroke and stroke services. Secondary outcomes were handicap (London Handicap Scale), physical function (Barthel Index), social function (Frenchay Activities Index), mood (Hospital Anxiety and Depression Scale) and satisfaction (Pound Scale). Carer mood was measured by the General Health Questionnaire-28. RESULTS: There was no statistical evidence for a treatment effect on knowledge but there were trends that favoured the intervention. The education programme was associated with a significantly greater reduction in patient anxiety score at both three months (p =0.034) and six months (p =0.021) and consequently fewer 'cases' (Hospital Anxiety and Depression Scale anxiety subscale score > or =11). There were no other significant statistical differences between the patient or carer groups for other outcomes, although there were trends in favour of the education programme. CONCLUSION: An education programme delivered within a stroke unit did not result in improved knowledge about stroke and stroke services but there was a significant reduction in patient anxiety at six months post stroke onset.

Adult↗
PubMed1986

High school driver education: further evaluation of the DeKalb County study.

The DeKalb County, Georgia, study is the largest experimental evaluation of high school driver education to date. Detailed reanalyses of data from that study reveal that students assigned to an enhanced driver education program (Safe Performance Curriculum) were more likely to obtain drivers licenses, to be in car crashes and to have traffic violations than control students not assigned to driver education. Students assigned to a minimal program of high school driver education (Pre-Driver Licensing Curriculum) were also more likely than control students to obtain licenses, but the difference was smaller than for the enhanced program and they were not significantly more likely to be in crashes or to have violations. Students in the more limited course were less likely than those in the enhanced course to complete the course in a timely manner, which suggests that exposure differences may explain differences between the two groups. The results confirm that greater availability of driver education causes students to become licensed sooner, although the DeKalb study probably underestimates the effect. Because of this greater exposure, crashes and violations are incurred at an earlier age.

Accidents, Traffic↗
PubMed2001

Assessment in postgraduate dental education: an evaluation of strengths and weaknesses.

UNLABELLED: This paper describes a study designed to evaluate assessment in postgraduate dental education in England, identifying strengths and weaknesses and focusing specifically on its relevance, consistency and cost-effectiveness. METHODS: A four-phase qualitative method was used: a mapping of current career paths, assessment policy, and issues (phase 1); more detailed studies of the practice of assessment for a range of courses, and the systemic/management perspective of assessment (i.e. quality assurance) (phases 2 and 3), and analysis and reporting (phase 4). Data were analysed from documents, interviews, group consultations and observations. RESULTS AND DISCUSSION: Five key issues may be distilled from the findings: (i) lack of formal assessment of general professional training; (ii) trainer variation in assessment; (iii) the extent to which assessments are appropriate indicators of later success; (iv) the relationship between assessment and patient care, and (v) data to assess the costs of assessment. CONCLUSION: Current assessment procedures might be improved if consideration is given to: assessment which supports an integrated period of general professional training; training for trainers and inspection procedures to address variation; more authentic assessments, based directly on clinical work and grading cases and posts, and better data on allocation of resources, in particular clinicians' time given to assessment.

Cost-Benefit Analysis↗
PubMed1997

An evaluation of educational outreach to general practitioners as part of a statewide cervical screening program.

OBJECTIVES: The purpose of this study was to determine the acceptability, effectiveness, and cost of a face-to-face educational outreach intervention in the context of a program aimed at increasing cervical screening in Victoria, Australia. METHODS: All identified general practitioners in a specified intervention area were offered a visit by a general practitioner educator. Practitioners completed a questionnaire evaluating the acceptability of the visit. Odds ratios for a woman being screened in the 3 months following the visits were determined. RESULTS: Fifty-nine general practitioners (69.4%) accepted the offer of a visit. Most found both the process and the content of the intervention to be acceptable. The intervention and nonintervention regions did not differ either before or after the intervention. In both regions, there was a statistically significant increase in number of Pap tests performed. There was no difference in the change in screening between the two regions. Costs were estimated at Au$34 per general practitioner visited. CONCLUSIONS: This strategy cannot be recommended for widespread use in a cervical screening program.

Adult↗