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PubMed1990

AIDS education: evaluation of school and worksite based presentations.

From 1986 through mid-1988, the Westchester County (NY) Health Department made AIDS education presentations upon request to junior and senior high school students and to adult educators and supervisors. In 1987, an evaluation component was added to measure the effectiveness of the presentations in increasing knowledge on AIDS-related topics. Questionnaires were field tested in a pilot study. During 1988, pre- and post-tests were administered 10-14 days before and after each scheduled presentation. Multivariate linear regression on the 847 pre- and 574 post-tests that were returned shows a statistically significant pre-test/post-test difference, controlling for test type, age, and gender, in both overall score (t = 9.00, p less than 0.0001) and in total number of questions answered rather than left blank (t = 6.27, p less than 0.0001). In logistic analyses controlling for test type, age, and gender, the greatest post-test improvements were in questions about differences between AIDS and HIV-related disorders (then called ARC) (adjusted odds ratio, 1.86; 95% confidence limits, 1.65, 2.10); AIDS and drug use (1.73; 1.40, 2.14); sexual practices and AIDS (1.64; 1.40, 1.91); and the definition of AIDS (1.52; 1.29, 1.81). There was also significant post-test improvement on questions dealing with risks in social proximity to persons with AIDS, virus transmission by persons with AIDS, and differences between AIDS and HIV.(ABSTRACT TRUNCATED AT 250 WORDS)

Acquired Immunodeficiency Syndrome↗
PubMed1995

Educational evaluation: what are the outcomes?

The complexity of treatment of end-stage renal disease (ESRD) necessitates in-depth patient education to enable patients to manage their condition when not under the direct supervision of medical personnel. Patient education is only as effective as the extent to which it produces measurable outcomes. Short-term outcomes such as knowledge gains may be a first step in evaluating the effectiveness of patient education; however, transfer of knowledge is often not sufficient to bring about positive outcomes. Specific technical skills, problem solving or coping skills, or self-efficacy may be the most critical mediators of positive outcomes in patient education interventions for ESRD. Few systematic, methodologically sound studies that look at both short-term and long-term outcomes of patient education have been conducted. The need for continuing research in this area is imperative.

Educational Measurement↗
PubMed2002

A strategy for developing educational evaluations for learner, course, and institutional goals.

The curricula for both veterinary and human medicine are undergoing review and change as a new and highly competitive practice environment influences what abilities graduates require to be successful. Concerning many is the contention that some graduates lack skills and aptitudes necessary for economic success. If significant changes are to be considered for the curricula of either profession, it will be difficult to plan for meaningful change in the absence of high-quality information about the needs of graduates and related curriculum gaps. The purpose of this article is to argue why educators should design more effective systems of evaluation that are responsive to the needs of educational program planning. One example from a medical school is described. In this case, the authors discuss how their institution's evaluations were insufficient for answering new and important questions that go beyond traditional cognitive measures: specifically, no data set was available that allowed the institution to answer questions about practice environment and curricular innovations. More recently, institutions have become interested in learning to what extent their broad missions are accomplished or not. Similarly, academic leaders are not simply interested in performance of learners on tests of competence; they want to know more about how their graduates are doing in the practice setting. To answer questions such as these, educators must expand their systems of evaluations to address these broader themes. The authors conclude by identifying several lessons learned from their experiences in developing a new system of educational program evaluation.

Animals↗
PubMed2005

"Safety for agricultural educators": evaluation of an intervention to enhance awareness of agricultural hazards.

Safety for Agricultural Educators (SAGE) is a two-sided fact sheet on agricultural hazards that has been distributed by the New York Center for Agricultural Medicine and Health (NYCAMH) to Northeastern high school agriculture educators over the past six years. It was intended to supplement and stimulate the teaching of safety principles in agricultural education classes and thus enhance the awareness and knowledge of young people working on farms. This paper describes an evaluation of SAGE's success at achieving these goals. Postal surveys from 29 teachers who had not previously received SAGE gathered data on class demographics and the amount of class time devoted to a variety of agricultural topics including tractor operation and agricultural health and safety. Teachers were asked to assess their students' awareness of safety and health issues and also to estimate the number of students working in the farm environment. Following a year of SAGE mailings, the same information was gathered from the 24/29 post-SAGE responders. Comparison of pre-post responses from the 24 matched responding educators showed: limited increase in the teachers' knowledge of basic agricultural safety information; a decline in the amount of class time devoted to health and safety; a marginal increase in estimated student awareness of health and safety and very little evidence of teacher awareness of SAGE as a safety resource. Most notable was the fact that only 8% of all students were currently working on a farm and teachers estimated that only 6% would be working on farms in five years.

Accident Prevention↗
PubMed1992

Drug and alcohol medical education: evaluation of a national programme.

In recognition of inadequacies in drug and alcohol medical education, funds were allocated to all Australian medical schools in 1988 to appoint co-ordinators to develop and implement drug and alcohol curricula. This programme was broadly modelled on the Career Teacher Programme successfully implemented in North America in the 1970s and early 1980s. During 1989 all but one of Australia's 10 medical schools made drug and alcohol co-ordinator appointments. Appointees came from diverse backgrounds including general practice, psychiatry, internal medicine, psychology and social work. The present study is a process evaluation and forms the first examination of the programme. Overall, findings indicated the programme to have achieved a 158% increase in drug and alcohol teaching hours, a 383% increase in the number of electives and a 109% increase in student places for electives. These effects occurred even though the average duration of co-ordinators' appointments was only 15 months. Implications of these recent developments are discussed in terms of teaching strategies, clinical experience and the inclusion of key educational issues such as early intervention. Recommendations are made for a continuation of the programme and for future outcome evaluation.

Alcoholism↗
PubMed1992

The newly registered nurse and the cancer patient: an educational evaluation.

This paper reports a study which aimed to develop an understanding of newly registered nurses' attitudes, knowledge, confidence and educational needs in relation to cancer care. An educational intervention designed to meet these nurses' needs was then developed and evaluated with 127 newly registered nurses from two general hospitals. Nurses attended two different educational interventions; one group of nurses completing a 3 day experiential workshop; and a second group attended a more formal seminar programme. A third group of nurses who were unable to obtain study leave were followed up as a control group. A triangulation strategy was used to collect data from different sources, and included a baseline study, and a study of nurses before, after and 3 months following the educational interventions. Data from the study revealed the perceived need and desire for more education on cancer care, and the strong association of cancer with death amongst newly registered nurses. Significant benefits to those nurses attending the workshop were demonstrated. These differences were however less obvious at 3 months follow-up.

Adult↗