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PubMed2005

Role of the independent donor advocacy team in ethical decision making.

Adult living donor liver transplantation has developed as a direct result of the critical shortage of deceased donors. Recent regulations passed by New York State require transplant programs to appoint an Independent Donor Advocacy Team to evaluate, educate, and consent to all potential living liver donors. Ethical issues surround the composition of the team, who appoints them, and the role the team plays in the process. Critics of living liver donation have questioned issues surrounding motivation and the ability of donors to provide true informed consent during a time of family crisis. This article will address issues surrounding the controversies and discuss how using the team can effectively evaluate and educate potential living liver donors and improve practice to ensure safety of living donors.

Communication↗
PubMedDate not supplied

A worldwide survey of the use of simulation in anesthesia.

PURPOSE: To gather information regarding the global use of simulation technology in education, evaluation and research in anesthesia. METHODS: The WorldWide Web was searched and located sites with simulation centres (n = 158) were mailed a 67-item questionnaire requesting information regarding demographics, personnel, education use and research involvement. Comments were solicited. Medical school data only are reported in this article. RESULTS: Two web sites were used to generate the list of simulation centres. Sixty responses were received (38%), with 41 emanating from medical schools. Seventy-seven percent of centres were involved in undergraduate education and 85% in postgraduate education. Few centres were involved in evaluation and/or competency assessments. Sixty-one percent of centres indicated ongoing research with a further 25% interested in international collaboration. University or university departmental-based funding largely supported simulation technology used in medical schools. The lack of financial and human resources was the single most common problem identified by respondents. CONCLUSIONS: From the survey responses received, opportunities for the simulator to be used for the assessment of performance appear to be under-utilized. This may be due to the lack of research in this area, lack of standardized, valid and reliable tests and the fact that most centres have only recently acquired this technology. Further research supporting the use of the simulator in education and evaluation is required.

Anesthesiology↗
PubMed1994

Evaluating palliative care education.

This paper illustrates the evaluation of some of the effects of a 3-day workshop for principals and trainees in general practice on a number of aspects of palliative care, using pre-, immediate and late post-tests. Further qualitative evaluation is attempted by including a questionnaire with the late post-test. The evaluation is to demonstrate significant shifts, or differences, in confidence in dealing with physical and psychosocial symptoms, and in participants' perceived ability to cope, and to support these findings with qualitative data where appropriate.

Education, Medical, Continuing↗
PubMed1985

Myths and misconceptions in primary health care: lessons from experience.

Primary health care (PHC) is neither new nor cheap. It is a step forward in the consistent commitment of the public health movement over the past century and a half to seek out and redress the wrongs of society, paying particular attention to those most in need. PHC is not 2nd class medicine; it is not simpler but rather more complex. Selective PHC and primary medical care are significant parts of PHC but not the whole. PHC is essentially a combination of task-oriented basic health services and process-oriented community development. The former is a community-desired service, the latter less so. Community participation and community self-help in health care is more productive if based on an informed community, rather than otherwise, and is open to abuse. Health education and health legislation are the trusted tools of health advancement. Medical schools and other institutions of higher learning have a significant, if not vital, role to play in research education, evaluation, and services. They also have a coordinating role to promote PHC team effort. The selection and preparation of voluntary health workers and paid auxiliaries is at least as difficult as that for professional health workers. The preparation of their teachers is a sadly neglected aspect, without which there is little hope of any major progress in improving the image of PHC. Traditional practitioners could and should have an important role in promoting modern PHC since it is simply an update of their traditional role. Data and information systems require revision to meet the needs of local communities rather than those of central intelligence.

Community Participation↗
PubMed2002

'Ten golden rules' for designing software in medical education: results from a formative evaluation of DIALOG.

Evaluation of educational material has become very important in a climate where there is increasing concern with assessing and maintaining quality. DIALOG (acronym for Distance Interactive Learning in Obstetrics and Gynaecology) is an electronic program on CD-ROM for continuing education. A formative evaluation of DIALOG was carried out to determine whether DIALOG was achieving its educational objectives. The results of the evaluation helped to suggest '10 golden rules' for designing software for the purpose of CPD for medical practitioners. These 'rules' should help in designing future software in medical education. They highlight the importance of content, presentation, design, use of hypermedia and multimedia and reduced cost in order to facilitate appropriate use of such programmes.

CD-ROM↗
PubMed1982

Pathways to impact evaluation in continuing education in the health professions.

This article examines evaluation in continuing education (CE) in the health professions as defined as impact on health care provider competence, health care provider performance, or patient health status. A rationale for engaging in impact evaluation is presented. Areas for impact evaluation, sources of impact data, data collection methods, evaluation study design, and data analysis strategies are discussed. A brief literature review of past CE impact studies, three case studies of CE impact evaluations, and three examples of evaluation instruments are presented to help practitioners design effective evaluations in their own health care settings.

Clinical Competence↗
PubMed2002

Evaluation of interventions for gay men: two desiderata.

This paper was presented in a session at the AIDS Impact conference devoted to a debate on the methods that should be used to evaluate educational interventions. The paper highlights two desiderata for evaluation of interventions directed at gay men. First, the view is presented that there is no acceptable substitute for assessing the effect of an intervention on gay men's sexual behaviour (rather than, for example, their AIDS-related attitudes or beliefs). This view is justified in terms of (a) the differences that exist between AIDS-related thinking in the cold light of day and during actual sexual encounters; and (b) the often faulty nature of intuitions about the factors that contribute to sexual risk-taking and the ways in which it might be reduced. Second, it is argued that the randomized control study design represents the best means for ensuring that interventions will be as effective as possible. Criticisms which have been made of this design are discussed and the conclusion drawn that they do not amount to a strong case against it.

Attitude of Health Personnel↗
PubMed1999

Medical education in China for the 21st century.

Drastic changes are occurring in medical education around the world. Medicine and medical technologies are developing rapidly and expanding beyond the multidisciplinary area. The needs of medical care and medical education are different even from those of several years ago. In order to cope with these increasing social needs, the innovation of medical education in China has become an urgent and important problem. This study is an attempt to answer the question of how to develop medical education in China for the 21st century, based on a historical review of the development of medical education. This development might be divided into three periods: (1) before the Cultural Revolution; (2) the Cultural Revolution (1966-76); and (3) post-Cultural Revolution (1977-present) in modern China, and based on problem analysis of the curriculum, teaching methods, education evaluation, systems and policies and the balance between educational needs and supplies. We concentrate on the discussion of how to solve these problems, and have designed a new strategy for the further development of medical education in China. This discussion and newly developing strategy focuses on the main targets and priorities and adoption of suitable measures according to the conditions of the country. The purposes are to elevate the quality of medical education, to train qualified doctors to meet continuously increasing needs and to maintain the development of medical education for the 21st century in China.

China↗
PubMed1974

The health information specialist: a new resource for hospital library services and education programs.

Growing pressures for more effective education programs at community hospitals demand better and more responsive hospital library resources and services. It is suggested that, with a modest amount of additional training and support, a community hospital librarian can play a key role in (1) improving the effectiveness of the hospital's library services and resources, (2) assisting hospital educators with the task of developing, implementing, and evaluating education programs, and (3) facilitating coordination of health information resources and services with all aspects of hospital education programs. An expanded, more active role, that of the Health Information Specialist, is suggested for hospital librarians. A one-week training program for librarians and special orientation for hospital educators and administrators plus followup field consultation for all three is described and proposed as an implementation strategy to provide the background and impetus needed to help hospital librarians evolve and expand their functional role into that of a Health Information Specialist.

Health Education↗
PubMed1998

Some evaluation criteria for educational multimedia applications.

This article is a fragmented overview of my personal baggage and considerations of evaluation criteria for educational multimedia. So let me begin with the single most important evaluation criteria: Use you own common sense. Your first impression normally says a lot, and you will quite soon sense it if it is quality stuff you are dealing with. Having said that, of course a number of more or less explicit pedagogical and technical evaluation criteria can be formulated. For many years various bodies have produced checklists for the evaluation of educational software. Some are just headlines, others are more detailed. Notice that multimedia is not a new thing, only the word is. Ten years ago 'multi' meant text (and drawings). Now the technical communication tools have become more sophisticated, adding sound, photos and video to the scene, not forgetting improved and more easy interaction with the software. But it is still educational software. A number of previous evaluation studies have been excellently summarised and commented upon by Squires and McDougall [1]. Many others exist, e.g. back in 1985, 1987 helpful software evaluation guidelines were published by the Council of Ministers of Education, Canada [2], and The Toronto Board of Education. [3].

Computer-Assisted Instruction↗
PubMed1990

Importance of attitude evaluation in diabetes patient education.

Attitudes were evaluated according to the 'Personal Responsibility Attitude Assessment System' (PRAS), which allows grading of patients' attitudes into five levels of perception of responsibility toward their disease. In 59 diabetics evaluated in this study, no sex difference was observed in attitude level, but more of those aged less than 40 years showed lower attitude levels (levels 1-4) than those aged 40 years or over (P less than 0.01). Of those aged 40 or over, more patients with a high attitude level (level 5) had had diabetes for 10 years or longer than those with low attitude levels (levels 1-4) (P less than 0.05). Among those not treated with insulin, patients with a low attitude level showed higher hemoglobin A1 (HbA1) levels (P less than 0.01) and more frequently had retinopathy (P less than 0.05) than patients with high attitude levels. As for women, low attitude level patients consumed less fruit, meat or fish, and vegetables (P less than 0.05) but more fat and sweetening agents (P less than 0.05) than high attitude level patients. These results suggest an association between the attitude level of diabetic patients evaluated by PRAS and the degree of their self-care. Evaluation of patients' attitudes is important in predicting the response to educational intervention in diabetes.

Adult↗
PubMedDate not supplied

Evaluation of breastfeeding Web sites for patient education.

PURPOSE: To evaluate the quality of Web sites on breastfeeding for patient education. STUDY DESIGN AND METHOD: Descriptive study of 30 Web sites on breastfeeding for patient education, evaluated based on the Health Information Technology Institute (HITI) criteria, readability, and eight content criteria from the American Academy of Pediatrics (AAP) policy statement on breastfeeding. RESULTS: The mean Flesch-Kincaid Grade Level for readability of the 30 sites was 9.2. Seven of the sites included all eight of the content criteria from the AAP, and three sites did not include any of the information recommended by the AAP content criteria. CLINICAL IMPLICATIONS: Nurses should be able to recommend best patient education materials for their patients. The five best Web sites for breastfeeding education are identified for patient teaching, and the HITI criteria are explained for nurses to learn how to evaluate Web sites for themselves and their patients.

Breast Feeding↗
PubMed2001

[Evaluation of a leadership education at the Rigshospitalet. How an evaluation design can support organizational learning].

INTRODUCTION: The aim of the present study was to evaluate a Management & Leadership Education and Training Programme at the hospital before, during, and after implementation, allowing stakeholders to qualify alteration of the Programme as a process by using for instance formative evaluation. MATERIAL AND METHODS: The Delphi method is used for pre-evaluation of the concept of the Programme. Pre- and post-questionnaires were employed to measure the participants' adaptation of the hospital's "Management Fundamentals" before and after the Programme. RESULTS: The Expert panel stated that the Programme concept was pertinent and applicable. One hundred per cent recommended the Programme to be interdisciplinary. Eighty-two per cent stated that it would probably be difficult to acquire organisational learning. The results of the pre- and post-questionnaires showed that the participants and their superiors found that they adapted the hospital's "Management Fundamentals" better after having followed the Programme. DISCUSSION: With the use of the Delphi method (formative evaluation), the Programme concept could be altered already before implementation. The experts stated that they were not sure that the Programme would support organisational learning. Having this knowledge, it has been possible to work with activities supporting organisational learning already during implementation. In future, the experience with pre- and post-measurements will be used in a concrete way to support the learning environment in the organisation.

Decision Making↗
PubMed2006

Interviewer as instrument: accounting for human factors in evaluation research.

This methodological study examines an original data collection model designed to incorporate human factors and enhance data richness in qualitative and evaluation research. Evidence supporting this model is drawn from in-depth youth and adult interviews in one of the largest policy/program evaluations undertaken in the United States, the Drug, Alcohol, and Tobacco Education evaluation (77 districts, 118 schools). When applying the explicit observation technique (EOT)--the strategic and nonjudgmental disclosure of nonverbal human factor cues by the interviewer to the respondent during interview--data revealed the observation disclosure pattern. Here, respondents linked perceptions with policy or program implementation or effectiveness evidence. Although more research is needed, it is concluded that the EOT yields richer data when compared with traditional semistructured interviews and, thus, holds promise to enhance qualitative and evaluation research methods. Validity and reliability as well as qualitative and evaluation research considerations are discussed.

Adolescent↗
PubMed2000

Response rate comparisons of e-mail- and mail-distributed student evaluations.

BACKGROUND: The proliferation of electronic information delivery systems has led to increasing use of e-mail as a rapid method of gathering information. Little research has been conducted on the use of e-mail for collecting curriculum evaluations. PURPOSE: To compare e-mailed and mailed educational evaluations for 4th-year medical students. METHODS: Curriculum evaluations were sent to 4th-year medical students who were randomly assigned to receive the survey either by mail or e-mail. RESULTS: Mailed evaluations yielded a higher return rate, fewer number of students omitting items, and shorter responses to an open-ended question than evaluations completed via e-mail. CONCLUSIONS: Although the findings have limited generalizability because of low response rates and small sample sizes, the results suggest caution when using e-mail to collect curriculum evaluations from 4th-year medical students.

Clinical Clerkship↗
PubMed1975

Notes on prediction of behavioural change in evaluation of drug education.

Much drug education has, rightly or wrongly, been concerned, implicitly or explicitly, with affecting the probability of drug use. This note is concerned with the assumption, often underlying both the application of educational methods and their evaluation, that behaviour change is somehow caused by changes in attitude and can be predicted on the basis of changes in response to attitude scales. Evaluation results are discussed to demonstrate that attitude and behaviour do not necessarily co-vary as one might expect. A model of choice is outlined as a step towards a more adequate formulation that recognises the situational context of verbal and non-verbal behaviours.

Attitude↗