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At least 163 records · Page 9Linked to original sources
PubMed1994

Evaluating generalist education programs: a conceptual framework. Generalist program evaluation working group.

This paper provides and applies a conceptual framework and a list of guiding principles for evaluation of generalist education programs. Programs are systematic efforts to achieve specified objectives. Evaluations gather data in order to improve or appraise programs and have a continuum of purposes and methods. Descriptive evaluations characterize the structures, processes, and outcomes of programs; research evaluations definitively assess the effectiveness of a program in terms of outcomes. Intermediate outcomes are changes in knowledge, attitudes, and skills of program participants; conclusive outcomes reflect the quality of performance of graduates in actual clinical situations. Outcomes are affected by inputs--the qualities of students entering the program. Guiding principles of program evaluation ensure that data gathered are useful. The authors illustrate the guiding principles with an actual pilot study that determined that expert pediatricians, general internists, and family practitioners could agree on key generalist competencies and that explores evaluation design based on these competencies. Finally, they consider the implications of undertaking generalist education evaluation.

Adult↗
PubMed2002

A humanistic-educative approach to evaluation in nursing education.

A continuing challenge for nurse educators is to create a learning environment in which students receive fair and timely evaluations. Traditional or behavioural evaluation methods have been criticized as being too limited. A humanistic-educative evaluation method is offered with its emancipation of faculty and students and emphasis on collaboration, caring, creativity, critical thinking and self-assessment. A teacher-student shared home visit for a Family Nursing clinical assignment is provided to illustrate this approach. The potential benefit of the method for developing self-directed and competent professional nurses is proposed.

Education, Nursing↗
PubMed1999

Using focus groups to evaluate an education program.

Two evaluation studies were carried out in 1995 and 1997. The first evaluation assessed tile effectiveness of the Psychiatric Nurse Practitioner's education program and its impact on mental health and psychiatry in Belize. The second study was done to determine if the mental health services were sustained in the country. Interviews and focus groups were used for data collection. In this paper the focus is on the findings from the focus groups. The findings show that the PNP's role performance was adequate, they have made an impact on the mental health services and the services are sustained.

Attitude of Health Personnel↗
PubMed2000

[Development of the concept of evaluation in educational programmes].

The term evaluation has only recently found its place in educational terminology, in Poland. As in other domains, it has now become established, but even today there are studies in which such terms as control or assessment of teaching, without mentioning evaluation, are used. In the leading Polish education dictionary by Okon from 1984, there is no entry under evaluation. However, the concept of educational evaluation has been taken up in many pedagogic works by the 1990. The precise functions, the object of evaluation and the information needed should be well defined with respect to the evaluated programme. A ISO the criteria must be spelled out and the values of the planners and of the consumers ought to be concordant. This paper attempts to show the trends and the developing concepts in educational evaluation and their significant at the time of Poland's accession to the European Union.

Education↗
PubMed1977

[Formative evaluation of education].

The formative evaluation tries to obtain, analyze and furnish information over the planning and development of a course, which is brought about through a continuous performance of the students during the course. This method allows for the adoption of corrective measures with reference to the course (presentation of other learning opportunities, preparation of instructive materials, revision of curriculum, etc.) and with reference to the student (studies prescribed). The formative evaluation may be fulfilled by means of repeated tests which the student himself will correct and, subsequently, will discuss with the professor; it can also be processed by means of the students self-evaluation, interacting with computer terminals. CLATES/Rio presents its experience employing minicomputers to allow for self-evaluation in bioscience courses.

Computers↗
PubMed1993

Use of NBME and USMLE examinations to evaluate medical education programs.

Criteria are presented for determining whether licensure and/or achievement test results should be used as a basis for making various types of comparisons and judgments about medical education programs for program evaluation purposes. United States Medical Licensing Examination (USMLE) examinations and National Board of Medical Examiners (NBME) subject tests are then considered as sources of evaluation data for medical education programs by evaluating these examinations in the light of the proposed criteria. It is concluded that NBME examination and USMLE results may properly be considered one of several tools to use in an evaluation of medical education programs but are not recommended as the sole basis for a judgment of program effectiveness. However, care must be taken to ensure that test score differences are large enough to be real and to have practical significance. Furthermore, changes in curriculum should not be considered or implemented on the basis of NBME/USMLE results unless the changes in test scores are maintained for at least two years. The focus should generally be on inordinately high failure rates rather than on changes in mean class scores. Efforts to develop objective, standardized, and controlled measures of other clinical competencies for national use should be encouraged to minimize the temptation to use USMLE Step 1 and Step 2 scores as the sole basis for comparisons of medical education programs.

Education, Medical, Undergraduate↗
PubMedDate not supplied

How effective are your patient education materials? Guidelines for developing and evaluating written educational materials.

Written educational materials are an essential component of a comprehensive education program. To be effective and useful, educational materials must meet the specific needs of the target patient population. Many available educational materials may not meet the needs of your patients, therefore efforts to develop appropriate written educational tools may be necessary. Developing quality educational materials include several steps: conducting a needs assessment, establishing learning objectives, writing the text, and evaluating the piece. The quality of the text is often determined by readability. The text should be written on a level that is appropriate for the patient group. Content and style, layout, color, and illustrations all influence readability and quality. Most important, good quality educational materials help promote the relationship between the patient and the health care professional as well as enhance patient knowledge and self-care.

Humans↗
PubMedDate not supplied

A CQI approach to evaluating continuing education: processes and outcomes.

Traditional methods of evaluating continuing nursing education have focused on end-of-session feedback and/or testing related to the learning experience. A continuous quality improvement (CQI) framework and associated statistical process control tools provide an alternative approach to assessing both processes and outcomes of continuing nursing education. One implementation example demonstrates the value of this approach. The CQI model offers an exciting option to continuing education/staff development educators looking for creative and beneficial ways to evaluate educational activities.

Education, Nursing, Continuing↗
PubMed1991

A model of evaluation exemplified by Swedish nursing education.

In an historical perspective it can be seen that the target for educational evaluation in Swedish nursing education was changed from that of student to programme evaluation. Since education, however, is an interaction of student prerequisites and educational goal-directed influences, there is a need for a more general evaluation model. This should preferably incorporate both student and programme influences over time at different levels, from classroom to societal level. Such a model is presented here based on data from a Swedish longitudinal twin project (Fischbein, 1979). A discussion of the model is initiated from an example of a recent evaluation study made of nurse education in Sweden.

Curriculum↗
PubMed1998

A perspective on clinical evaluation in nursing education.

Clinical evaluation in nursing education is an important activity with potentially serious implications for students, teachers, and the recipients of nursing care. The evaluation of student learning in the clinical area has been the focus of much effort and energy as educators struggle with issues arising from the subjective nature of clinical evaluation and the role of clinical instructors as both teachers and evaluators. In this paper, the objectivity-subjectivity debate is reviewed and the limits of evaluation practices based solely in positivism are discussed. The teacher-evaluator and formative-summative distinction is viewed as a false dichotomy which enforces power differentials and impoverishes student learning. A case is built for clinical evaluation as a form of inquiry, the purpose being the discovery and verification of the process and product of the teaching and learning of nursing practice. Fourth generation evaluation is proposed as a basis for evaluation practices that address the unique and context-dependent nature of clinical practice, are capable of producing credible and dependable clinical evaluations, and are supportive of empowering teacher-student relationships.

Clinical Competence↗
PubMed1983

Research in cancer patient education and compliance.

A study design has been presented which has the advantage of combining the research questions of education program evaluation and patient compliance. While it would be possible to evaluate education programs in other ways (e.g., using a sample of all program participants rather than a sample of all patients for whom a regimen was recommended), such an alternative design would not assess the potentially significant proportion of noncompliance which might occur when the regimen recommendation is made. It is the specification of inception cohorts as the study population that allows the accrual of more complete compliance data for the regimen as well as evaluation data for the education program. Given the recognized need for data on the compliance of cancer patients, the added cost of specifying inception cohorts for education program evaluations seems small. The proposed research design has the potential to contribute to cancer control programs: 1. a careful evaluation of new education programs for patients; 2. modifications of education programs based on feedback from professionals and patients during the initial implementation; 3. needed data on cancer patient compliance with extended detection and treatment regimens; and 4. increased understanding of the process of patient compliance, including identification of key variables in the health belief model which account for compliance among cancer patients.

Evaluation Studies as Topic↗
PubMed1994

[Students' evaluation of education in psychiatry].

Students' written evaluations covering four years of education have been collected. According to the students' judgment, excursions, seminars involving presentation of patients, and teaching and problem solving in small groups were worthwhile. In general, the gain from lectures was regarded as low. The clinical rotation, predominantly based on hospital inpatient services, had been valuable for some, of limited value for about one half, and a waste of time for more than a quarter of the students. Hospital based teaching takes up most of the students' time and most of the institute's financial resources. According to the student's reports, however, it contributes only with 14% of the total gain from the course. Evaluations collected on several years of education provide information which cannot be obtained from a single assessment.

Evaluation Studies as Topic↗
PubMed1991

Evaluating written patient education materials.

Evaluation, the last component in the process of patient education, is the most frequently omitted step in producing informative material. Yet, it is essential that program/material evaluation be conducted to determine the impact and success or failure of the program or material. It is vital to be aware of this need and possess knowledge about types of evaluation and those areas that must be included to provide a comprehensive evaluation.

Humans↗
PubMed2000

Web-based continuing medical education. (II): Evaluation study of computer-mediated continuing medical education.

BACKGROUND: Over the years, various distance learning technologies and methods have been applied to the continuing medical education needs of rural and remote physicians. They have included audio teleconferencing, slow scan imaging, correspondence study, and compressed videoconferencing. The recent emergence and growth of Internet, World Wide Web (Web), and compact disk read-only-memory (CD-ROM) technologies have introduced new opportunities for providing continuing education to the rural medical practitioner. This evaluation study assessed the instructional effectiveness of a hybrid computer-mediated courseware delivery system on dermatologic office procedures. METHODS: A hybrid delivery system merges Web documents, multimedia, computer-mediated communications, and CD-ROMs to enable self-paced instruction and collaborative learning. Using a modified pretest to post-test control group study design, several evaluative criteria (participant reaction, learning achievement, self-reported performance change, and instructional transactions) were assessed by various qualitative and quantitative data collection methods. RESULTS: This evaluation revealed that a hybrid computer-mediated courseware system was an effective means for increasing knowledge (p < .05) and improving self-reported competency (p < .05) in dermatologic office procedures, and that participants were very satisfied with the self-paced instruction and use of asynchronous computer conferencing for collaborative information sharing among colleagues.

Adult↗