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Results for “Self-Evaluation Programs”

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The placement process.

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Education, Nursing, Baccalaureate↗
PubMed1976

The development of criteria for evaluating psychiatric education programs.

During the last year, the Psychiatry Education Branch of the National Institute of Mental Health undertook an exhaustive review of 530 training proposals from 205 institutions. The scope of such an endeavor, as well as the desire to maintain peer review, necessitated the recruitment of 90 outside consultants. The need for consistency of judgment among a large group of site visitors gave rise to a document that detailed points of concern in the evaluation of psychiatric training programs. Broader dissemination of this document might be useful in a program's self-evaluation, and might further its understanding of the site-visit process. The result of many such evaluations should be the improvement of psychiatric education throughout the country.

Education, Medical↗
PubMed1978

[Health and handicaps in the population older than 65 years of age in Basel and Bern].

A preliminary communication is made about an epidemiological survey concerning the habits and problems of the elderly in Switzerland. Special interest is given the aspects of health and competence in the activities of daily life. Data about self-rated health status as well as degree of restriction in the activities of daily life are presented. No sex differences were found in these two dimensions. When looking at the different age groups, perceived health does not vary with age, whereas the frequency of self-rated dependency is nearly eight times higher among those aged 85 + (55.5%) compared to those aged 65--74 (7.4%). Further analyses will test hypotheses about selective mortality, sex role and adaptation to different types of handicaps.

Aged↗
PubMed1979

Laboratory studies of self-reinforcement (SR) phenomena.

Fifty-three empirical laboratory studies of self-reinforcement (SR) published between 1962 and 1977 are discussed and critiqued. Studies are organized under two major headings--infrahuman and human--and are summarized in relation to the acquisition, motivational properties and comparative effectiveness of SR procedures. Each experiment is rated in terms of the degree to which the procedures reported represent actual SR operations, and in terms of overall experimental validity. The reviewed literature shows that SR behavioral patterns can be readily acquired through modeling or direct external reinforcement; and affected by a variety of training, individual difference, procedural, and task factors; and, once acquired, have sometimes been shown to possess functional reinforcing properties, and to be generally as effective as external reinforcement procedures in maintaining and strengthening conditional or target responses. A variety of methodological and theoretical issues pertaining to SR research are discussed, and the relationships between SR and contemporary radical operant and social learning psychology are discussed.

Adolescent↗
PubMed1979

The effect of supplemental lecture, evaluation method and instructional type on student performance in a preclinical technique project.

This study examined two types of instruction, two methods of evaluation, and the effects of a supplemental lecture in teaching a laboratory technique exercise. Students were randomly assigned to one of four groups: (1) self-instruction, self-evaluation; (2) self-instruction, teacher-evaluation; (3) teacher-aided instruction, self evaluation; and (4) teacher-aided instruction, teacher-evaluation. In addition, half of the students in each of the four groups received a supplemental lecture. Ratings of technical performance, a didactic posttest, and project completion time, were used as outcome measures. Of 27 main treatment effects tested, 25 demonstrated no significant differences. This study fails to demonstrate any major advantage of using self versus traditional forms of instruction and evaluation when student performance is the primary consideration.

Composite Resins↗