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PubMed1981

Course evaluation in post-basic education.

Course evaluation is defined 'as the collection and use of information in order to make decisions about an educational programme' (Cronbach 1963). The study described in this paper was undertaken by members of the professional and research staff of the Joint Board of Clinical Nursing Studies, London. The paper describes how the need for work on course evaluation arose and how a package was developed and piloted in 15 course centres with a total of 205 students. The ways in which the package is being used by schools of nursing and colleges of higher and further education is also described. The philosophy that evaluation has an important part to play in developing dynamic and sound educational systems is emphasized. Evaluation should be an integral part of every course and planned at the outset with other parts of the detailed course programme, involving both students and teachers in measuring the effectiveness of the course.

Education, Nursing, Continuing↗
PubMed2001

Implementation of the enhanced primary care items requires ongoing education and evaluation.

OBJECTIVE: The study aimed to evaluate the uptake and usage of the Federal Government's Enhanced Primary Care (EPC) items by general practitioners in outer urban general practice. METHOD: Faxed questionnaire with telephone follow up of a random sample of 347 GPs in South West Sydney, in March and April 2000. RESULTS: There was a response rate of 70.6%. Seventy-three percent of respondents reported they had heard of the EPC package and 27% of all the respondents had used one or more of the items. Twenty-three percent had claimed for health assessments (median number 3), 4.5% for care plans (median number 3) and 4% for case conferences (median number 1). Just under half of the GPs who had claimed for health assessments had conducted them in the patient's home. Most GPs either had no system for the use of the items or planned to use them opportunistically. Forty-nine percent of GPs had an age-sex register and those who did were more likely to have claimed for an EPC item and to have specific plans for their use. CONCLUSION: While most GPs had heard of the EPC items, only a minority had used them and few planned to use them systematically within their practice. There is a need to address barriers to the uptake of the EPC items and to provide greater support to GPs and health professionals involved with their implementation, especially for care plans and case conferences. Evaluation of the EPC items needs to be an integral part of the implementation process.

Adult↗
PubMed1994

The challenges of educational program evaluation.

The demand for fiscal restraint and accountability has forced health care facilities to carefully evaluate the benefits of new programs. Some time ago, the Long Term Care Nursing Department of Sunnybrook Health Science Centre in Toronto, Ontario, collaborated with Centennial College to provide a Gerontology Certificate Program to registered nurses. While originally conceived as a retention and recruitment strategy, it became obvious that such a program could and should have additional benefits to staff and long term care residents alike. This article describes the changes as indicated by three scales, and the benefits described by the registered nurses. It also illustrates, rather humorously, that even the more educated and experienced among us can make mistakes and learn from them!

Aged↗
PubMed1995

A score sheet for evaluating breastfeeding educational materials.

Lactation consultants and other professionals are frequently asked to review or recommend a video, pamphlet, or teaching aid for a specific audience. This article lists positive features that support the art and science of breastfeeding, and identifies errors and concepts detrimental to the course of breastfeeding. Six central messages are detailed: milk supply, comfort during breastfeeding, health of baby and mother, social support, presentation of the message, and packaging, including the financial motivation of the author.

Breast Feeding↗
PubMed2005

Patient education for preventing diabetic foot ulceration.

BACKGROUND: Ulceration of the feet, which can result in loss of limbs and even death, is one of the major health problems for people with diabetes mellitus. OBJECTIVES: To assess the effectiveness of patient education on the prevention of foot ulcers in patients with diabetes mellitus. SEARCH STRATEGY: Eligible studies were identified by searching the Cochrane Wounds Group Specialised Register, (September 2004) and the Cochrane Central Register of Controlled Trials (CENTRAL) (The Cochrane Library Issue 3, 2004). SELECTION CRITERIA: Prospective randomised controlled trials (RCTs) which evaluated educational programmes for the prevention of foot ulcers in people with diabetes mellitus. There was no restriction on language of the publications. DATA COLLECTION AND ANALYSIS: Two reviewers undertook data extraction and assessment of study quality independently. MAIN RESULTS: Nine RCTs were included. Four trials compared the effect of intensive with brief educational interventions; two of these reported clinical endpoints. One study involving high-risk patients reported a reduction in ulcer incidence (Peto OR: 0.28 (95% CI 0.13 - 0.59)) and amputation rate (Peto OR: 0.32 (95% CI 0.14 - 0.71)) after one year. The other RCT did not find an effect at seven years follow-up. Participants' foot care knowledge significantly improved with education in two trials. In one trial foot care knowledge improved significantly in the control group, in contrast to the intervention group. Non-calcaneal callus was significantly reduced by education in one trial. One RCT did not find that patient foot care education, as part of a general diabetes education program, reduced foot ulceration compared with usual care. Patient education as part of a complex intervention, targeted at both people with diabetes and doctors, reduced the number of serious foot lesions at one year in one RCT (OR: 0.41(95% CI 0.16 -1.00)) and improved foot care behaviour. Evidence from three RCTs comparing the effect of patient-tailored education in addition to usual care was conflicting.The methodological quality of the nine included RCTs was poor. The internal validity score (range 0 - 10) of individual RCTs ranged from 2 to 5. AUTHORS' CONCLUSIONS: RCTs evaluating education for people with diabetes, aimed at preventing diabetic foot ulceration, are mostly of poor methodological quality. Weak evidence suggests that patient education may reduce foot ulceration and amputations, especially in high-risk patients. Foot care knowledge and behaviour of patients seem positively influenced by patient education in the short term. Because of conflicting results and the methodological shortcomings more RCTs are needed.

Diabetic Foot↗
PubMed1989

[Basic social competence of retarded children: problems of education and evaluation].

Eight mentally retarded children in the preschool age were engaged in behavioral training group focused on cooperative responding during play. Behavioral measures used early in training and after four weeks revealed only marginal increase of social initiation skills, while there was no significant change in the rate of responding behaviors. Issues of evaluation studies in clinical settings and suggestions for more effective procedures are discussed.

Adolescent↗
PubMed2005

Widespread brain activity during an abdominal task markedly reduced after pain physiology education: fMRI evaluation of a single patient with chronic low back pain.

The way people with chronic low back pain think about pain can affect the way they move. This case report concerns a patient with chronic disabling low back pain who underwent functional magnetic resonance imaging scans during performance of a voluntary trunk muscle task under three conditions: directly after training in the task and, after one week of practice, before and after a 2.5 hour pain physiology education session. Before education there was widespread brain activity during performance of the task, including activity in cortical regions known to be involved in pain, although the task was not painful. After education widespread activity was absent so that there was no brain activation outside of the primary somatosensory cortex. The results suggest that pain physiology education markedly altered brain activity during performance of the task. The data offer a possible mechanism for difficulty in acquisition of trunk muscle training in people with pain and suggest that the change in activity associated with education may reflect reduced threat value of the task.

Abdominal Muscles↗
PubMed2006

Educational supervisors evaluate the preparedness of graduates from a reformed UK curriculum to work as pre-registration house officers (PRHOs): a qualitative study.

INTRODUCTION: In 1996 the University of Liverpool introduced an integrated problem-based learning (PBL) medical curriculum incorporating the recommendations of Tomorrow's Doctors. This paper investigates whether the PRHO (pre-registration house officer) educational supervisors who supervise Liverpool graduates believe that the reformed curriculum is producing house officers who have the competencies outlined by the General Medical Council. METHODS: Forty-one interviews were arranged with a sample of educational supervisors in the Mersey Deanery area to ascertain their views on the competencies of Liverpool PRHOs. The interviews were tape-recorded, transcribed and analysed. RESULTS: The supervisors felt that the PRHOs had been well prepared to work as PRHOs, and compared with traditional graduates they were actually better prepared for the job of PRHO. They saw the PRHOs as competent communicators with improved clinical skills, who had good attitudes, were aware of limitations, were team workers, good at history-taking and examination and had different approaches to finding information. There was a very confusing picture regarding basic knowledge, with some consultants expressing concerns, despite saying they had adequate knowledge to work as PRHOs. It emerged that there was little consensus about the knowledge base of the traditional or PBL graduates or what knowledge level was needed at this stage. DISCUSSION: Educational supervisors believe that the reformed curriculum in Liverpool is producing competent PRHOs who have been better prepared for the role of PRHO than previous graduates. It could be that uncertainty over knowledge base may be the price paid for reducing the factual burden and improving preparedness for professional practice.

Cohort Studies↗
PubMedDate not supplied

Changes in leadership styles as a function of a four-day leadership training institute for nurse managers: a perspective on continuing education program evaluation.

This study measured changes in knowledge acquisition and application of the Hersey and Blanchard model of leadership styles and leadership style adaptability among 144 registered nurses who participated in a four-day management institute. A pre- and post-institute administration of the LEAD-Self instrument was conducted. Although the findings demonstrated a significant change in the participants' leadership styles, the data revealed that outcomes were not as positive as had been assumed based on participants' self-reports. The discussion of findings reveals the complexity and the necessity of measuring learning outcomes for continuing education program improvement.

Education, Nursing, Continuing↗
PubMed1998

Computers in medical education 1: evaluation of a problem-orientated learning package.

BACKGROUND: A computer-based learning package has been developed, aimed at expanding students' knowledge base, as well as improving data-handling abilities and clinical problem-solving skills. The program was evaluated by monitoring its use by students, canvassing users' opinions and measuring its effectiveness as a learning tool compared to tutorials on the same material. METHODS: Evaluation was undertaken using three methods: initially, by a questionnaire on computers as a learning tool and the applicability of the content: second, through monitoring by the computer of student use, decisions and performance; finally, through pre- and post-test assessment of fifth-year students who either used a computer package or attended a tutorial on equivalent material. RESULTS: Most students provided positive comments on the learning material and expressed a willingness to see computer-aided learning (CAL) introduced into the curriculum. Over a 3-month period, 26 modules in the program were used on 1246 occasions. Objective measurement showed a significant gain in knowledge, data handling and problem-solving skills. CONCLUSIONS: Computer-aided learning is a valuable learning resource that deserves better attention in medical education. When used appropriately, the computer can be an effective learning resource, not only for the delivery of knowledge. but also to help students develop their problem-solving skills.

Clinical Competence↗
PubMed1991

Use of focus groups in evaluating nutrition education materials.

Focus groups were used to study public reaction to the nutrition education material, Dietary Guidelines for Americans, US Department of Agriculture bulletin HG232. Respondents were asked to comment specifically on the content and format of bulletin HG232 and to compare it with several other commonly used nutrition education print materials. The focus group discussions were recorded on videotape and the information was analyzed by two independent reviews of the tapes. The focus groups produced good information on perceived usability of a variety of nutrition education print materials and made specific suggestions for improving HG232. Although there are limitations to using focus groups as a data collection technique (data are not quantitative, making data analysis difficult; responses are influenced by group dynamics; and some suggestions made by the group are not appropriate), the richness and innovativeness of the data collected make focus groups a worthwhile evaluation method for nutritionists.

Female↗
PubMed1992

An analysis of transaction logs to evaluate the educational needs of end users.

End users at the University of Southern California (USC) have free access to the last ten years of MEDLINE through a local online system known as USCInfo. Librarians at USC Norris Medical Library provide documentation and offer formal and informal training on the use of the system to search MEDLINE. To assess the educational needs of the end users, 643 searches were analyzed. Although a high proportion (84%) of the searches were judged to be successful, the use of medical subject headings (MeSH) to obtain optimal results was low; only 20% of all successful subject searches employed MeSH. Also, the advanced features of the system were underutilized. While it is promising to learn that many end users are obtaining positive results, methods which will encourage end users improve their retrievals need to be developed.

Computer User Training↗
PubMed1989

Analysing qualitative data: ethnography and the evaluation of medical education.

Quantitative methods of evaluating the outcomes of medical education may not always deliver the information which course organizers and teachers most need in order to improve their courses. Qualitative methods of research could provide such information. However, the use of qualitative methods has been limited by the difficulties associated with the analysis of subjective data and by the validity of its results. Qualitative data from an evaluation of the 2-year part-time MSc Course in General Practice at Guy's and St Thomas's Hospitals are presented and a rigorous method of analysis demonstrated. It is argued that for qualitative research validity is progressively achieved through the process of analysis, unlike experimental research where validity is ascribed in the research design. The relationship of research methods and approaches to evaluation is discussed and the potential contribution of qualitative research methods is outlined.

Attitude of Health Personnel↗