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PubMedDate not supplied

Guidelines for objective student clinical education evaluations.

Student clinical evaluations need to take into consideration the many variables associated with the production of quality radiographs. Using performance objectives with correction factors for atypical training conditions and a scale of achievement with an evaluation formula, objective student clinical education evaluations may be realized.

Educational Measurement↗
PubMed1992

Evaluating education in intensive care.

In its promotional literature for the Higher Award, the English National Board include a logo promoting 'Quality Education for Quality Care'. The purpose of this paper is to examine how we can assess the impact of continuing education, specifically the English National Board (ENB) Course 100, on quality of care in an Intensive Care Unit (ICU). The paper provides an examination of the relationship between education and practice, methods of evaluating education and the impact that the course can make on clinical practice.

Clinical Competence↗
PubMed1992

How to evaluate educational programmes in the health professions.

This paper advocates an alternative approach to the evaluation of educational programmes in the health professions. In the past, effectiveness of programmes has been judged by casual observations, visitation reports by outside experts, student performance at nationwide examinations, systematic surveys and experimental research. Decisions have been made based on either one or more of the above methods. It is being argued that these methods are not always appropriate and mostly inadequate in providing a holistic description and judgement of the educational programme. Social science disciplines have contributed to the development of case study, an alternative methodology, for evaluating educational programmes. The case study design is emerging as a legitimate approach for evaluating educational programmes. Qualitative methods such as participant observation, interviewing and documentary analysis have been found to bring new insights in evaluating short-term and long-term programmes in medical and allied professions. Although qualitative methods are emphasized in case studies, quantitative data from survey instruments can increase the credibility and understanding of the evaluation results. Different measures have been suggested to deal with questions of validity and reliability in case study evaluation.

Health Education↗
PubMed1985

Selecting and recruiting health programs for the School Health Education Evaluation.

The School Health Curriculum Project (SHCP) and three promising health education approaches, Project Prevention, 3 Rs and High Blood Pressure (HBP), and Health Education Curriculum Guide, were the curricula used in the School Health Education Evaluation (SHEE) project. This paper contains program descriptions of each, and a brief description of the process that led to their selection. Inclusion of the School Health Curriculum Project (SHCP) was mandated by the use of government funds to support the SHEE. The three alternative curricula, Project Prevention, 3 Rs and High Blood Pressure, and Health Education Curriculum Guide, were selected on the basis of a protocol devised jointly by contractors, government project officers, and the project advisory panel.

Attitude to Health↗
PubMed1985

Summary of findings of the School Health Education Evaluation: health promotion effectiveness, implementation, and costs.

A summary of important findings from the School Health Education Evaluation (SHEE) are reported. This paper focuses on the four principal outcome scores of Overall Knowledge, Attitude, Practice, and Program-Specific Knowledge. The relationship of those scores to measures of program implementation and cost also is described. A consistent pattern of findings emerged across the participating health instruction programs, suggesting that health instruction was effective in meeting program objectives as taught in the study classrooms, and that school health program effectiveness was strongly related to the level of implementation. Significant increases in Overall Knowledge and Program-Specific Knowledge were found for treatment classrooms when compared with control classrooms. Smaller, yet statistically significant, increases were found for attitudes and self-reported practices. Curriculum implementation measures were related to program effectiveness. A higher level of program implementation produced greater increases in all scores, but was most strongly related to improvement in attitudes and self-reported practices. Analysis of cost data revealed wide variation across the program. Implementation costs (those associated directly with the number of classroom instruction hours) accounted for more than 90% of the total costs and were, in turn, related to program effectiveness. Analysis of effects-to-classroom hours revealed that, while relatively few hours of instruction can produce large effects for knowledge, more hours are required for the development of attitude and practice effects, and that stable effects are established for all three domains at about 40-50 classroom hours.

Attitude to Health↗
PubMed1985

School Health Education Evaluation. The impact of instructional experience and the effects of cumulative instruction.

Two substudies were conducted within the School Health Education Evaluation (SHEE) to assess implementation practices and cumulative effects. In both studies, special samples were identified that permitted independent analysis of contributing factors. For the implementation study, teachers who had taught only one year were assessed in their second year to determine what changes they made during implementation and how those changes were related to classroom performance. Teachers taught significantly fewer hours, fewer components of the curriculum, and made more changes. However, the classroom performance, compared with the first year, improved for both knowledge and attitude with a marginal trend toward improvement in self-reported practices. These results suggest that teachers became both more efficient and effective in the second iteration. The cumulative effects study tracked children through different levels of exposure to health instruction across two consecutive grade levels. Using partial classrooms as the unit of analysis, the results revealed that for knowledge, attitudes, and self-reported practices, exposure to two units of School Health Curriculum Project (SHCP) were more effective than one which was, in turn, more effective than no exposure. Analysis of self-reported smoking practices indicated cumulative program effectiveness in reducing both current smoking and future intent to smoke.

Attitude to Health↗
PubMed1985

Development and application of the student test used in the School Health Education Evaluation.

To accurately assess the health knowledge, attitudes, and practices of students in grades four-seven, the staff of the School Health Education Evaluation (SHEE) project devoted extensive effort to identify a test appropriate for such assessment. An extensive literature review failed to produce an instrument sufficiently comprehensive or psychometrically sound that could be employed. In this paper, the philosophic orientation and the detailed processes followed in developing a noncurriculum specific, psychometrically sound evaluation instrument for use in the study is described. Included are the bases for the test framework, test objective development, test item review, the various measures constructed using the test blueprint, student performance on the test battery, the psychometric qualities of the test, and suggestions for appropriate use of the final test in other school health education settings.

Attitude to Health↗
PubMed1985

Design of the School Health Education Evaluation.

The Center for Health Promotion and Education, Centers for Disease Control, and the Office of Disease Prevention and Health Promotion, US Dept. of Health and Human Services, contracted with Abt Associates, Inc., to evaluate the School Health Curriculum Project as compared with three other approaches to school health education. Background on the reasons for initiating this project, a summary of the original design, and highlights of the main features of the actual implementation of the School Health Education Evaluation (SHEE) are detailed.

Adolescent↗
PubMed1989

The Medical Education Evaluation Program of the state of Ohio.

In October 1988, seven foreign medical graduates participated in the first administration of the examination devised by the Medical Education Evaluation Program (MEEP) mandated by the State Medical Board of Ohio. The MEEP was established to provide an objective evaluation of an applicant's clinical competencies; passing the MEEP examination was intended to certify that the applicant's clinical skills were comparable to those of a medical student graduating from a school accredited by the Liaison Committee on Medical Education. An applicant who successfully passed the MEEP examination and fulfilled the other Ohio licensure requirements would be eligible to take the Federation Licensing Examination (FLEX) and apply for an unrestricted license to practice medicine in Ohio. The paper describes the origin and development of the MEEP examination and the testing modalities selected (multiple-choice examinations and the use of standardized patients). Four fundamental areas were tested; these are named and described, along with the method for calculating scores for each area and the criteria for passing the different components of the examination. Although the small sample size prohibited meaningful data analysis for the performance of the first group of MEEP candidates, the MEEP examination appears to meet psychometric standards of certifying and licensing examinations, based on data from comparable tests taken by beginning fourth-year medical students in New England and NBME Part III examination examinees. Some potential pitfalls of the MEEP examination are mentioned, as well as the fact that it presents a challenge to boards of medical examiners of other states to implement performance-based assessments of physicians who graduate from non-accredited medical schools.

Clinical Competence↗
PubMed1985

School Health Education Evaluation. Methodological and substantive significance.

As two of the consultants on the team that advised on design and execution of the School Health Education Evaluation (SHEE), the authors offer retrospective comments on the accomplishments and significance of the study. Comments are divided into three parts. First, the authors point out why many evaluators would argue a priori that the design of the study would not be feasible. Second, the authors discuss why the study did work and what makes it exemplary. Finally, the authors point out the several substantive findings of the study that have broad significance in education beyond health education alone.

Child↗
PubMed1990

A secondary analysis of the School Health Education Evaluation data base.

This secondary analysis examined variables directly related to teacher training not fully examined in the School Health Education Evaluation (SHEE). The problem was to determine the effect of School Health Curriculum Project (SHCP) teacher training and curriculum implementation variables on overall student health knowledge, attitude, and self-reported practice scores in SHCP grades four-six. The major variables of interest had no statistically significant interactive effects on student scores in the knowledge, attitude, and practice domains. The teacher implementation variable had significant (p less than or equal to .05) main effects on student scores within attitude and practice domains in addition to statistically significant effects on related subscores within categorical item areas. Design flaws, which represent serious threats to internal and external validity of the primary analysis, may have effected results associated with this project.

Curriculum↗