Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “educational evaluation”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 523 records · Page 29Linked to original sources
PubMed1978

Evaluation of patient education programs.

Patient education is a vital component of comprehensive quality care for patients with chronic disease. Rarely is patient instruction evaluated, however, in terms of its effectiveness and efficiency. This article presents a rationale for evaluation of patient education and lists several benefits of evaluation to the clinician. A model for evaluation and evaluation activities is described for both the process of developing a patient education program and evaluating its results. Application of this model and examples of the use of evaluation activities are demonstrated in a "real world" experience. The description of a formal patient education program for rheumatoid arthritis patients in a general hospital setting illustrates the usefulness of evaluation in developing and carrying out effective patient education.

Chronic Disease↗
PubMed2001

Educational level and hypertension: how socioeconomic differences condition health care.

This is the first European study that has evaluated educational level in a large sample of hypertensive outpatients. We established the educational level of the hypertensive outpatients in our unit, and determined whether the awareness of hypertension and its organ damage was education-related. We analysed data from 812 consecutive outpatients (378 men, mean age 50 +/- 10 years) with essential stage I-II hypertension. Subjects were subdivided into two categories: group A subjects were highly educated; group B subjects had a little education. Data were compared with educational level from the 1991 population census for the Campania region (ISTAT data) and with 200 type 2 diabetes patients (96 men, mean age 51 +/- 9 years) from the nearest diabetes unit. For each hypertensive patient we considered clinical, echocardiographic and biochemical parameters. Data from the last census showed a high percentage (80%) of subjects with low education. The percentage of type 2 diabetic patients with little education was high (190 patients, 95%). Conversely, it is somewhat surprising that most hypertensive patients reached high standards of education and worked at sedentary jobs (group A: 736 patients, 91%; P < 0.0001). Multivariate analysis showed that only diastolic blood pressure (P = 0.03) was independently associated with low educational level. Compared to diabetes, hypertension and its risk factors are relatively unknown to people with little education. Education is associated with greater health care and awareness that may overcome the risk related to low physical activity. Thus, we stress the importance of a sound health policy able to reach out to the uneducated and make them aware of hypertension and the health care services available to them.

Adult↗
PubMed1995

The effects of medication education on adherence to medication regimens in an elderly population.

The purpose of this intervention study was to evaluate educational protocols to see which would be more effective in increasing medication compliance rates within an elderly population. Forty-two patients were randomized into four groups. Group 1 received a standard education protocol; group 2 received the standard education and 30 minutes of verbal instruction; group 3 received the standard education and a medication schedule; and group 4 received the standard education, a medication schedule, and 30 minutes of verbal instruction. The intervention was given on the day of hospital discharge. Home visits were made 2 weeks, 1 and 2 months post-hospital discharge. Results of the visits revealed that groups 1 and 2 had higher rates of errors with medications than groups 3 and 4. In conclusion, the groups with a medication schedule had higher compliance rates. Considering the sample size of 42, this study can act as a pilot study to justify further research in the effects of a medication schedule on compliance.

Aged↗
PubMedDate not supplied

Evaluation of a satellite educational program.

OBJECTIVES: To evaluate the effectiveness of an educational program using a combination of live satellite programming and individualized instruction. A secondary goal was to develop an evaluation strategy that would be useful to other educators who provide distance-based educational programs. SETTING: A program designed for public health officers who would serve as laboratory directors in local public health laboratories was presented live by satellite in June 1993. PRACTICE DESCRIPTION: The course emphasized good laboratory practice as needed to direct a laboratory performing moderate complexity tests. Physicians who completed the course received 20 continuing medical education credits and qualified as laboratory directors under the Clinical Laboratory Improvement Amendments of 1988 (CLIA 88). MAIN OUTCOME MEASURES: Increase in participants' knowledge of good laboratory practices and application of the practices in their laboratories. RESULTS: Participant satisfaction levels in areas ranging from quality of the video transmission to meeting the course objectives were favorable. Participants demonstrated a significant gain in scores on a test given before and after the course. Problem solving exercises posed during the telecast demonstrated that the participants were actively involved and had completed the self-study material. A sample of participants surveyed several months after the course indicated that many had applied the course material in their workplaces. CONCLUSIONS: Distance-based education using a combination of interactive videoconferencing and self-study material can be a useful tool to enhance cognitive skills for a geographically diverse group of individuals. If carefully planned in advance, evaluation of distance-based educational programs can provide information that verifies the effectiveness of the program.

Education, Medical, Continuing↗
PubMed1997

Improving combat casualty care and field medicine: focus on the military medic.

As military medicine in general copes with a rapidly changing world environment, so too must the backbone of the medical force, the enlisted medic. To meet these challenges, the training and utilization of military medics must match new and different missions. This paper will explore innovative approaches to training and preparing for combat casualty care and field medicine. The focus will fall on the education, evaluation, operations, patient-care skills, equipment, and telemedicine potential of the military medic. Future directions for study and development will be suggested. Exploration of the following may improve the capability of the military medic: (1) improved training to include advanced-level skills and interventions for combat casualty care and broader exposure to the casualties expected in operations other than war; (2) annual educational and periodic proficiency evaluation requirements; (3) strengthened medical control at all echelons; and (4) carefully selected additional equipment and technologies to enhance medical capabilities.

Allied Health Personnel↗
PubMed1982

Evaluation of clinical education centers in physical therapy.

The purpose of this research was to test a set of 20 physical therapy clinical education standards and three related evaluation forms that were published in 1976 by Moore and Perry. Mail questionnaires and telephone interviews with 134 Academic Coordinators of Clinical Education, 708 Center Coordinators of Clinical Education, 15 Clinical Instructors, and 52 students were used to collect data reported here. The resulting standards and evaluation forms were found to be practical, reliable, and valid for use by personnel of physical therapy and physical therapist assistant educational programs responsible for selecting clinical education centers for part-time and full-time students. We recommend that the standards and evaluation forms be used by personnel of physical therapy educational programs, clinical education centers, and selected committees of the American Physical Therapy Association because the standards and forms incorporate aspects of clinical education currently believed important to providing high-quality learning experiences in physical therapy practice.

Clinical Competence↗
PubMed2003

Attributes of curriculum athletic training programs related to the passing rate of first-time certification examinees.

The purpose of this study was twofold: (1) to identify attributes of athletic training programs that have been accredited by the Commission on Accreditation of Allied Health Education Programs (CAAHEP) as they relate to outcomes of their students on the National Athletic Training Association Board of Certification (NATABOC) examination and (2) to determine the most effective curriculum in preparing candidates for the examination. For all subjects, the following survey information was assessed: the seven domains (competencies), number of clinical rotation sites, grade point average requirement, faculty responsibilities, faculty terminal degrees, faculty K-12 experience, association with allied health schools, capstone course availability, and course examination similarities. Fifty-four subjects, representing 60% of all of the program directors of CAAHEP accredited athletic training programs, responded in this study. Data were analyzed using a general linear model procedure and regression analyses. Even domains of athletic training, variety of rotation sites, clinical responsibility of faculty, faculty terminal degrees, and faculty K-12 school experience significantly affected the passing rate of first time certification examinees. Grade point average requirement, allied health school association, course examination format, and capstone course were not related significantly to the passing rate of first-time certification examinees. The most effective curricular model included the seven domains of athletic training, faculty clinical responsibilities, and faculty K-12 work experience as related to the passing rate. Emphasizing the domains of athletic training (competencies), having a variety of rotation sites, separating clinical and academic responsibilities for faculty, and having faculty with terminal degrees and less public school experience increase the passing rate of first-time NATABOC examinees. The most effective curricular model in affecting passing rate, according to this study, includes emphasizing the seven domains of athletic training (competencies), separating clinical and academic responsibilities of faculty, and not focusing on hiring faculty with K-12 work experience. Although this article focuses primarily on athletic training education, we believe that this study can be used as a model to evaluate educational programs in other allied health, competency-based educational programs.

Allied Health Personnel↗
PubMed1989

The impact of AIDS education on junior and senior high school students. A pilot study.

Prevention, through school-based education campaigns, has been suggested as a response to the AIDS crisis although the impact of such education is unproven. The seventh and tenth grade classes (n = 313) in one Rhode Island school district were surveyed regarding AIDS knowledge, attitudes, and coping skills before and after a two-session educational program. Following instruction, students reported more knowledge, greater tolerance of AIDS patients, and more hesitancy toward high-risk behaviors, but the changes were modest. Using residual change scores to control for baseline levels, two subgroups (seventh grade boys and tenth grade girls) changed the most in tolerance, and the correlations between variables were the strongest. In the general sample, change in knowledge was independent of change in tolerance, attitudes regarding high-risk behaviors, or coping strategies. These data lend support to the potential usefulness of school-based education programs, especially if behavior and coping skills are emphasized in the education. Evaluation of such programs should include assessment of change in subgroups to determine components of programs that can be tailored for more effective education.

Acquired Immunodeficiency Syndrome↗
PubMed1986

The development and validation of a standardized in-training examination for pediatric surgery.

This paper reports on the development and validation of a standardized in-training examination for approved graduate program in pediatric surgery. The major purpose of the examination was to provide an external source of data for program and/or educational evaluation. The method used for equating the examination across years, ensuring content relevance are detailed. Given the emphasis on program evaluation, validation procedures concentrated on determining if differences in training would be reflected in performance differences on the examination. The performance of four groups differing in levels of training was compared. Three of the groups represented increasing levels of training within pediatric surgery. The fourth group consisted of trainees in general surgery with an average of 2.5 postgraduate years. Analysis of variance revealed a significant difference in mean performance across and between all four groups. Trend analysis showed the greatest difference to be between trainees in general surgery and trainees just beginning their pediatric surgical training. The smallest difference is noted between the first and second year trainees in pediatric surgery. Performance gains within the second year of training seem to be more specialized and concentrated in certain subject areas. The impact of the above findings and the examination in general for residency program development and evaluation are discussed.

Education, Medical, Graduate↗
PubMed1986

Education of the adult learner: a practical approach for the infection control practitioner.

Infection control practitioners (ICPs) are expected to be educators in their role, yet few have had formal training in preparing, presenting, and evaluating education programs for personnel from different disciplines. This article presents guidance from several sources specific to "andragogy"--the art and science of helping adults learn--to assist the ICP in the role of educator.

Adult↗