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 91 records · Page 5Linked to original sources
PubMed1985

School Health Education Evaluation. Implication of results: factors for success.

The four-year evaluation study summarized in this issue brings new evidence and directions for more successful health education programs. Two major factors for success stand out. The implementation of the program requires administrative support to assure adequate teacher preparation, and, fidelity to the curriculum must be maintained. The authors will describe these factors.

Attitude to Health↗
PubMedDate not supplied

The effectiveness of media use in health education: evaluation of an HIV/AIDS radio [corrected] campaign in Ethiopia.

An effective vehicle to change behaviors is entertainment education. To demonstrate entertainment education effects, researchers must first indicate that participants have been exposed to their program. Exposure to effective programs has been associated with increases in knowledge about program topics, attitude change, and self-efficacious perceptions. The purpose of this study was to develop and test a new exposure technique that accurately and precisely determines direct exposure levels to Ethiopia's Journey of Life. Overall, the study found very high listenership, storyline recall, liking of the program, and strong desire to change behavior while maintaining low error rates in terms of verbatim recall of storylines and reported listenership to a fictitious program.

Acquired Immunodeficiency Syndrome↗
PubMed1990

[The concept of man in nursing education: evaluation of the students' answers to the exam questions in nursing].

The purpose of the study was to describe the concept of man in nursing education. The data consisted of the nursing students' answers to the summative exam questions in seven courses in nursing. The total number of answers in the study was 202. The data was analyzed by the method of content analysis. Four dimensions of the concept of man were formed on the basis of the theoretical background: the holistic concept of man, the reduced concept of man, man as an active subject, man as a passive object. From the answers 40% described man as a holistic, active subject and 30% as a reduced, passive object. Man as a holistic, passive object was identified in 16% of the answers and as a reduced, active subject in the rest. The holistic concept of man was expressed as a bio-psychosocial wholeness. The reduced concept meant that man was described mostly as a biological organism. The activity of man was described as concrete activity, man was not described as a decision maker.

Achievement↗
PubMed1984

Curriculum evaluation, education financing, and career plans of 1983 medical school graduates.

The Association of American Medical Colleges annually gathers data on curriculum evaluation, financing, and career plans from senior medical students through a graduation questionnaire. According to the 1983 survey, a majority of the seniors perceived that an appropriate amount of time was devoted to the various areas of instruction at their institutions. The average indebtedness of the graduates was reported to be increasing, and 84.4 percent reported having medical school debts. Only 13.2 percent of the graduates indicated plans to enter a career in research, although over one-third had some research involvement while in medical school. Those who participated in research activities during medical school were somewhat more likely to plan significant research involvement after graduation than those who were not involved in research in medical school.

Career Choice↗
PubMed1997

[Re-education and new education. Evaluation of a training program for occupational health services' personnel aimed for employees with chronic musculoskeletal pain].

Chronic musculoskeletal pain can be perceived as resulting from lack of control and coping in relation to both internal and external demands. Persons with chronic musculoskeletal pain are repetitive users of the occupational and primary health care services, and it seems that traditional medical treatment and physiotherapy are of little help. Health personnel may gain from learning teaching and counselling methods that might enable them to deal with the complexity of the patient's pain. 23 occupational personnel from different professions we invited to participate in a 150 hour training programme based on experience- and process-oriented teaching and counselling methods. After the training programme the participants counselled groups of employees with chronic musculoskeletal pain. Four left the programme after the first workshop. The remaining group felt more competent in meeting persons with chronic pain. When, in stead of giving traditional advice, they used counselling methods and focused on interaction and communication, and on helping the person in pain to find her/his own solutions, they also experienced a change of role in their relationship with these persons.

Chronic Disease↗
PubMed2006

Instruments for evaluating education in evidence-based practice: a systematic review.

CONTEXT: Evidence-based practice (EBP) is the integration of the best research evidence with patients' values and clinical circumstances in clinical decision making. Teaching of EBP should be evaluated and guided by evidence of its own effectiveness. OBJECTIVE: To appraise, summarize, and describe currently available EBP teaching evaluation instruments. DATA SOURCES AND STUDY SELECTION: We searched the MEDLINE, EMBASE, CINAHL, HAPI, and ERIC databases; reference lists of retrieved articles; EBP Internet sites; and 8 education journals from 1980 through April 2006. For inclusion, studies had to report an instrument evaluating EBP, contain sufficient description to permit analysis, and present quantitative results of administering the instrument. DATA EXTRACTION: Two raters independently abstracted information on the development, format, learner levels, evaluation domains, feasibility, reliability, and validity of the EBP evaluation instruments from each article. We defined 3 levels of instruments based on the type, extent, methods, and results of psychometric testing and suitability for different evaluation purposes. DATA SYNTHESIS: Of 347 articles identified, 115 were included, representing 104 unique instruments. The instruments were most commonly administered to medical students and postgraduate trainees and evaluated EBP skills. Among EBP skills, acquiring evidence and appraising evidence were most commonly evaluated, but newer instruments evaluated asking answerable questions and applying evidence to individual patients. Most behavior instruments measured the performance of EBP steps in practice but newer instruments documented the performance of evidence-based clinical maneuvers or patient-level outcomes. At least 1 type of validity evidence was demonstrated for 53% of instruments, but 3 or more types of validity evidence were established for only 10%. High-quality instruments were identified for evaluating the EBP competence of individual trainees, determining the effectiveness of EBP curricula, and assessing EBP behaviors with objective outcome measures. CONCLUSIONS: Instruments with reasonable validity are available for evaluating some domains of EBP and may be targeted to different evaluation needs. Further development and testing is required to evaluate EBP attitudes, behaviors, and more recently articulated EBP skills.

Educational Measurement↗