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Results for “educational evaluation”

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PubMedDate not supplied

Evaluation of education program developments: illustration of the research and development cycle.

The Research and Development (R and D) cycle is a program development model used to translate research findings into educational programs or products ready for use in the field. The R and D cycle is illustrated by describing its application to Effective Patient Teaching, a course on teaching skills for health professionals. Evaluation is a continuing part of program development. Evaluation methods need not follow a rigid formula; methods will generally change with the stages of program development and the evaluation purposes.

Educational Measurement↗
PubMed1990

[Pilot study for evaluating patient education in asthma, bronchitis, emphysema with the support of the Bad Reichenhall Research Institute for Diseases of Respiratory Organs, Inc].

In a pilot evaluation study, 186 out of-so far-600 patients who underwent 40 "educational cycles" were submitted to a controlled interview to determine the learning effect, patient's views on educational matters and, at least in part, on the success of the latter in terms of improved quality of life, treatment and the social environment. For this purpose, questions that appeared similar while having the identical content, were asked prior to "schooling", immediately following such instruction and six months later. The return rate of the 6-month questionnaires achieved an astonishing almost 80%, which represents a very good figure. Sixteen questions were asked about the contents of instruction, which, in turn, divided up into six complexes.

Asthma↗
PubMed1979

Measures and methods in evaluating patient education programs for chronic illness.

Patient education provides a vehicle for increasing the self-management of chronic illness and promoting modifications of life styles, which are considered important strategies for prevention. Evaluating the impact of such programs is complex and poses a number of methodologic and technical problems. Outcome measures of patient education programs are defined and reviewed in terms of the existing evaluation literature and our own studies utilizing diabetes as a prototype condition. Important dimensions of adaptation are outlined and indices to measure it discussed in an effort to examine aspects of educational programs directed at facilitating coping and maintaining quality of life. Factors which influence outcome variables are identified and include: patient factors (e.g., age, ethnic, socioeconomic, cultural, personality, and emotional), disease factors (e.g., severity of illness, age of onset, length of illness, mode of therapy), system factors (e.g., patient's location in the health care system, relation of teaching program to other health care providers). The effects of these factors are described including their implications for research design.

Age Factors↗
PubMedDate not supplied

Student self-evaluation in clinical education.

Student self-evaluation can be an important component of clinical education. Through self-evaluation, students may experience increased satisfaction with the educational process and decreased anxiety during evaluation. They also learn the process and importance of goal setting. This article reports on the development and use of a student self-evaluation instrument in a baccalaureate-level radiologic technology program. The instrument's reliability and validity were examined, and information was collected regarding students' satisfaction with the self-assessment process. The authors found that student self-evaluation improved the evaluation process for both students and instructors.

Adult↗
PubMed2005

Genetic risk assessment for adult children of people with Alzheimer's disease: the Risk Evaluation and Education for Alzheimer's Disease (REVEAL) study.

As genetic risk factors continue to be identified for common, complex adult-onset diseases, it will become increasingly important to understand if, how, and when to translate these discoveries into clinical practice. This article provides an overview of and results to date from the REVEAL study, a multisite randomized clinical trial (n = 162) examining the impact of a genetic risk assessment program, including apolipoprotein E genotype disclosure, for adult children of people with Alzheimer's disease. The study's rationale and procedures are described, including the generation of numerical lifetime risk curves for use in the education and counseling protocol. Findings are summarized across numerous study questions, including (1) who seeks genetic risk assessment and why, (2) how apolipoprotein E results affect risk perceptions, (3) the psychological impact of genetic risk assessment, and (4) how risk information affects participants' subsequent health and insurance behaviors.

Age of Onset↗
PubMedDate not supplied

Optimizing evaluation of nursing education programs.

Program evaluation data must be meaningful, credible, objective, and responsive. The content, inputs, process, and product model provides an effective and useful framework for organizing the evaluation process. The model is a decision/accountability-oriented approach that emphasizes both proactive and retroactive evaluation to assess program improvement and quality. The authors describe the steps used in developing an evaluation plan to address undergraduate, graduate, and specialty standards and to serve as a framework for data collection, decision-making, continuous quality improvement, and demonstration of outcomes.

Accreditation↗
PubMed1995

Comparative evaluation of educational methods in surgical resident education.

OBJECTIVE: To determine the influence of study methods on American Board of Surgery (ABS) examination performance. DESIGN: Performance on ABS examinations by and faculty evaluations of 54 categorical surgical residents from 1976 to 1992 were correlated with the residents' use of commonly available educational methods (textbooks, Selected Readings in General Surgery, grand rounds, preceptor guidance, clinical surgery review courses, surgical science review courses, Surgical Education and Self-Assessment Program [SESAP], and continuing medical education lectures) in early, late, and after residency. SETTING: An average-sized midwestern US university surgical residency. RESULTS: Residents who consistently scored above the 33rd percentile on ABS examinations had used texts early, Selected Readings later, and SESAP after residency more frequently than those with ABS In-Training Examination scores in the lower one third. Selected Readings and clinical review courses were associated with significant increases in ABS percentile scores when used in late or after residency and, along with SESAP, were used when residents improved their low ABS In-Training Examination scores. CONCLUSIONS: Independent study methods are the most effective pathway to successful ABS examination performance. Formal surgical review courses may help improve the ABS examination scores of residents at a higher risk of failure.

Clinical Competence↗
PubMed1977

Testing as a component of continuing education programs: evaluation of conference presentations by this method.

As a means of evaluating the effect of each presentation at a national medical conference and of the meeting as a whole, the scheduled lecturers were asked to supply the testers with several questions that summarized the most important points of their talks. Audience participants at the meeting were given tests drawn from these questions--one test before the beginning of the meeting, and another at the end. The results were compared for the answers to each lecturer's 3-question group, and for the complete tests. All scores were better at the end than at the beginning of each lecture. A follow-up survey of the attitudes of participants showed a positive reaction to the use of such testing at future meetings.

Congresses as Topic↗
PubMedDate not supplied

Monitoring and evaluating the educational effects of the cochlear implant.

For more than 2 years, the House Ear Institute has monitored the educational progress of children who have received the cochlear implant at the Institute. A program has been developed to ensure that the Institute receives information from and provides information to each child's school. Additionally, the Institute is involved in a number of projects designed to assist children in their educational setting. This paper describes the Institute's program for maintaining contacts with the schools. It presents results from a Teacher Evaluation Form on how implant children are responding to sound in the classroom. Educational changes exhibited by 14 children are examined. Two projects, the Cochlear Implant/Auditory Trainer Project and the Educational Outreach Program are described. Finally, discussion of the future educational prospects of implant children is presented.

Achievement↗
PubMedDate not supplied

Educational program evaluation: the University of Vermont family nurse practitioner program.

Graduates of the Family Nurse Practitioner (FNP) Program at the University of Vermont, Burlington, were surveyed to determine if the FNPs had enlarged their nursing roles following completion of the program. A sample of Vermont nurses served as a control group. Results of a questionnaire, used to obtain information about the nurses' training, functions, and attitudes, indicated that FNPs performed activities associated with an expanded nursing role more frequently than did their nonpractiioner counterparts. There was evidence that the two groups differed in their attitudes toward various aspects of their nursing roles. The evaluation is an ongoing study; as the number of program graduates increases, further characterization of their roles will be possible.

Attitude of Health Personnel↗
PubMed1995

Evaluation status, educational setting, and behavior ratings of students with serious emotional disturbance.

60 students' files were randomly selected from a pool of 308 who were designated as seriously emotionally disturbed by their school districts. Analysis indicated that n = 30 students receiving their initial evaluations were rated more negatively by their special education and homeroom teachers than those 30 being reevaluated. Compared with the 60 special education teachers, more negative ratings were given by the 60 homeroom teachers. Elementary and secondary school placement did not significantly affect the behavior ratings.

Adolescent↗
PubMed2005

Designing and evaluating parent educational materials.

Families of infants in the neonatal intensive care unit (NICU) are continually seeking information about their infant. Communicating with and providing education to parents is a crucial focus for nurses, who are often challenged to provide families with culturally sensitive health information they can read, understand, and act on when necessary. Understanding the literacy level of specific parent populations allows healthcare providers to develop and test written educational materials for readability and suitability and to assure that the materials used are targeted at parents' specific learning needs. This article presents pragmatic suggestions for evaluating current written materials and developing new NICU parent-education materials with lower readability levels. Additionally, the article identifies strategies to honor the cultural needs of families and actively involve families in the development of parent-education materials.

Caregivers↗