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PubMedDate not supplied

Conceptual framework underlying the development of a positive youth development program in Hong Kong.

The conceptual framework governing the development of a positive youth development program in Hong Kong is outlined. Based on a thorough literature review on: a) risk factors, protective factors and adolescent resilience; b) adolescent developmental assets; c) deficits-based and assets-based models on adolescent development; d) models on positive youth development programs and e) ecological models, 15 positive youth development constructs covered in this project are presented. The following assertions are maintained in the present positive youth development program: ecological assertion, change assertion, holistic assertion, developmental assets assertion, risk factors assertion, protective factors assertion, positive youth development assertion, positive youth development constructs assertion, integration assertion, and evidence-based assertion.

Adolescent↗
PubMed2004

After-school youth development programs: a developmental-ecological model of current research.

Although there has been a rapid increase in funding and attention to after-school programs, there is little understanding of how after-school programs impact children's developmental trajectories. The heterogeneity of American children makes it very unlikely that all children need after-school programming or that there is but one brand of after-school programming suitable for all youth. We discuss the numerous developmental and contextual factors that may influence which children benefit most from after-school programs as well as the nature of the after-school programs most beneficial to children's needs. The value of utilizing an ecological and developmental perspective to after-school program evaluation are presented, including the need for improved research designs and more detailed analyses of program type and services as well as a more complete determination of which children benefit the most from after-school participation.

Black or African American↗
PubMed1999

Statewide survey of interest in a faculty development program.

Several agencies have placed emphasis on faculty development in order to adapt to the challenging issues of the medical field. However, due to the costs of maintaining a comprehensive faculty development program, the majority of primary care residencies in Louisiana utilize out-of-state agencies for training and education. The implementation of a state-wide faculty development program would benefit the Louisiana medical community in many different areas. This project investigated the interest in a state-wide development program from the primary care residencies in the state.

Education, Medical, Continuing↗
PubMed1999

United Nations Development Program solicits funds from corporations.

The Global Sustainable Development Facility (GSDF) project, a collaboration between the U.N. Development Program and a variety of global corporate sponsors, some with poor human rights, labor, and environmental records, has come under criticism from prestigious nongovernmental organizations around the world. A letter to James Gustave Speth, Administrator of the U.N. Development Program, expresses concern about the threat posed by the GSDF project to the independence and credibility of the U.N. Development Program.

Advertising↗
PubMedDate not supplied

Empathy training as the major thrust of a staff development program.

The purpose of the study was to develop a human-relations-modeled staff development program and obtain an objective measure of the level of empathy of registered nurses who practiced in an acute- and chronic-care hospital. The short-term human-relations-modeled staff development program was designed specifically to assist nurses who scored low in empathy to increase their abilities to perceive and respond with greater empathy. The study indicated that all nurses tested possessed an extremely low level of empathy, that the staff development program significantly raised their levels of empathy, but that more training was needed to enable all or the majority of subjects to reach at least the minimal facilitative level necessary to help another person successfully.

Adult↗
PubMedDate not supplied

Using home visits for multiple purposes: the Comprehensive Child Development Program.

The Comprehensive Child Development Program (CCDP) was a two-generation program that employed case management and home visiting to assure low-income children and their parents of a range of educational, health, and social services. Designed to meet the complex needs of disadvantaged families, CCDP was predicted by its planners to generate positive short- and long-term effects across a variety of child and parent well-being indicators. This article describes the CCDP program and reviews the results of the program evaluation. The evaluation of 21 project sites and 4,410 families followed for five years found no statistically significant impact of CCDP on program families when they were compared with control families in any of the assessed domains: early childhood education, child and family health, parenting education, family economic self-sufficiency, or maternal life course. The authors conclude that the results of this evaluation do not support home visiting as an effective means of social service delivery and parenting education for low-income families.

Adolescent↗
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↗
PubMed2006

The impact of the Stanford Faculty Development Program on ambulatory teaching behavior.

CONTEXT: Faculty development has received considerable investment of resources from medical institutions, though the impact of these efforts has been infrequently studied. OBJECTIVE: To measure the impact of the Stanford Faculty Development Program in Clinical Teaching on ambulatory teaching behavior. DESIGN: Pre-post. SETTING AND PARTICIPANTS: Eight internal medicine faculty participating in local faculty development. INTERVENTION: Participants received 7 2-hour sessions of faculty development. Each session included didactic, role-play, and videotaped performance evaluation. MAIN OUTCOME MEASURE: Before and after the intervention, faculty were video-taped during a case presentation from a standardized learner, who had been trained to portray 3 levels of learners: a third-year medical student, an intern, and a senior medical resident. Teacher and learner utterances (i.e, phrases) were blindly and randomly coded, using the Teacher Learner Interaction Analysis System, into categories that capture both the nature and intent of the utterances. We measured change in teaching behavior as detected through analysis of the coded utterances. RESULTS: Among the 48 videotaped encounters, there were a total of 7,119 utterances, with 3,203 (45%) by the teacher. Examining only the teacher, the total number of questions asked declined (714 vs 426, P=.02) with an increase in the proportion of higher-level, analytic questions (44% vs 55%, P<.0001). The quality of feedback also improved, with less "minimal" feedback (87% vs 76%, P<.0005) and more specific feedback (13% vs 22%) provided. CONCLUSIONS: Teaching behaviors improved after participation in this faculty development program, specifically in the quality of questions asked and feedback provided.

Ambulatory Care↗
PubMed1997

Types of faculty development programs.

This paper offers an overview of faculty development program types, with references to specific programs described in the recent literature. Faculty development programs have been categorized in a number of ways. This review uses a variation of those typologies and suggests six types of faculty development activities: 1) organizational strategies, 2) fellowships, 3) comprehensive local programs, 4) workshops and seminars, 5) continuing medical education, and 6) individual activities. While these categories provide a conceptual basis for distinguishing among programs, actual programs in use often contain elements of more than on type.

Curriculum↗
PubMed1997

A fellowship in rural family medicine: program development and outcomes.

BACKGROUND AND OBJECTIVES: Many strategies have been used by academic institutions to address the shortage of rural family physicians. Fellowship training in rural family medicine represents one approach. METHODS: Tacoma Family Medicine developed a fellowship program of this type. Five years of operations are described, including applicants, educational outcomes, rural outcomes, and adverse outcomes. RESULTS: An adequate applicant pool does exist, composed of both applicants from residency and from practice. A curriculum of advanced obstetrics, electives, and a rural experience has been successful. Unforeseen problems included a strained relationship with family practice residents in the program and competition for community preceptors. CONCLUSIONS: Family practice residencies with a mission of rural training are encouraged to consider the strategy of a rural fellowship.

Curriculum↗
PubMed1979

A method for continuing education program development in a semirural setting.

This paper describes a method of continuing education program development for use in a semirural setting. The method was tested by the development and presentation of four allied health interdisciplinary continuing education programs in a predominately agricultural region. This style of program development can be used to produce continuing education activities that are educationally sound, but do not require extensive educational expertise in the teaching/learning process. A semirural setting presents many barriers to the production of and the participation in continuing education activities. These barriers include: scarcity of the traditional academic resources for content, expertise and potential faculty; small aggregate numbers of practitioners to support activities; limited resources of small health care facilities; and geographic restrictions for travel. A method of program development was generated to utilize local practitioner interest, and at the same time, develop future resources for the area. A series of steps was developed to focus program planning activity for the planning committee.

Allied Health Personnel↗
PubMed1993

Substance abuse and AIDS: a faculty development program for primary care providers.

The authors implemented a three-day faculty development program on substance abuse and AIDS for primary care faculty. Objectives included: 1) increased knowledge concerning clinical issues; 2) skill development focusing on provider-patient interactions; and 3) the development of educational approaches for teaching about substance abuse and AIDS. Teaching formats included didactic (40%) and experimental (60%) sessions emphasizing role playing with patients affected by both substance abuse and HIV infection. Four courses have been given to 109 participants, who have rated the course highly in terms of its educational quality (4.4/5.0) and usefulness (4.2/5.0). At six-month follow-up, 75% of the participants reported enhanced teaching as a result of this faculty development program.

Acquired Immunodeficiency Syndrome↗
PubMed1976

Components in program development.

There has been a great deal of discussion and deliberation concerning the composition of program development. Nonetheless, the question still remains--what is program development? What are possible components in program development? In this paper the following components are described, differentiated, and integrated: Statement of Purpose, Curriculum Design, Program Competencies, Content, Content Competencies, and Practice Environments.

Curriculum↗
PubMed1993

Evaluation of a faculty development program in substance abuse education.

OBJECTIVE: To determine whether a faculty development program was effective in increasing clinical skills and the amount of substance abuse teaching of individual general medical faculty. DESIGN: Program participants were evaluated with a structured assessment before and several months after participating in a faculty development program in substance abuse education. PARTICIPANTS: Eighty percent were general internal medicine faculty, who on average devoted 25% of their time to teaching. The remainder of the participants were family medicine, psychiatry, or other internal medicine faculty and nonphysician teachers. INTERVENTION: The participants attended a learner-centered, largely experiential faculty development program in substance abuse education to improve their clinical and teaching skills relevant to substance abuse among patients in the general medical setting. MEASUREMENTS AND MAIN RESULTS: Eighty-six percent of the participants completed the evaluation. The participants reported increased confidence in their clinical skills in recognizing substance abuse, presenting the problem to the patient, and referring the patient for treatment. The participants also reported improved attitudes toward patients and increased teaching about the management of the primary problem of substance abuse, but not at the expense of teaching about medical complications. CONCLUSIONS: Clinically oriented, interactive faculty development courses in substance abuse education can contribute to increased confidence in clinical skills in substance abuse as well as teaching about substance abuse.

Alcoholism↗
PubMed2002

Bereavement support for couples following death of a baby: program development and 14-year exit analysis.

Program development, implementation, and a 14-year exit analysis of a bereavement support program for couples whose baby died in the Neonatal Intensive Care Unit (NICU) is presented. A closed, hospital-based, time-limited (12 weeks) format was used. Team leadership was used and 54% of bereaved NICU parents participated. Each group was structured with a 2-week introductory period, open format grief-focused weekly discussions,evaluation in Week 11, and summary session with termination in Week 12. The exit analysis details program strengths, weaknesses, and recommendations. Bereavement support groups are one part of what we contend should be a comprehensive bereavement program,organized to care for families prior to, during, and after a baby's death. A sensitive, spiritually aware, supportive environment should be maintained throughout with relationship building as a cornerstone of the program.

Bereavement↗
PubMed2005

[Health education program development for infants, toddlers and preschool children].

PURPOSE: The purpose of this study was to develop a health education program for child care workers of infants, toddlers and preschoolers to improve their care ability. The program provided child care teachers and children with information on how to take care of their health. METHOD: This program development was based on a systematic design of instruction by Dick & Carey(1996). The process included a review of literature, setting an instructional goal, getting advice from various experts, designing instruction and instructional medias, designing formative evaluation, revising the program and making a summative evaluations. RESULT: The products of this program were the 'Teachers Guide Book & CD-ROM.' The guide book included health education programs for infants, toddlers and preschoolers. The infant program included a basic baby care program for teachers. The toddlers and preschoolers program included basic health promotion, dental health, nutrition management, communicable disease prevention, substance abuse prevention and a safety program. CONCLUSION: These programs provided a systematic content of health education for children and their teachers, and useful data which can be applied to child care centers.

Caregivers↗