Distance Technology in Nursing Education. AACN White Paper.

ERIC Educational Resources Information Center

American Association of Colleges of Nursing, Washington, DC.

Careful use of technology in education may enhance the ability of the nursing education profession to educate nurses for practice, prepare future nurse educators, and advance nursing science. To take full advantage of technology, several factors must be addressed. Superior distance education programs require substantial institutional financial…

34 CFR 692.1 - What is the Leveraging Educational Assistance Partnership?

Code of Federal Regulations, 2013 CFR

2013-07-01

... (LEAP) Program assists States in providing grants and work-study assistance to eligible students who attend institutions of higher education and have substantial financial need. The work-study assistance is provided through campus-based community service work learning study programs, hereinafter referred to as...

34 CFR 692.1 - What is the Leveraging Educational Assistance Partnership?

Code of Federal Regulations, 2012 CFR

2012-07-01

... (LEAP) Program assists States in providing grants and work-study assistance to eligible students who attend institutions of higher education and have substantial financial need. The work-study assistance is provided through campus-based community service work learning study programs, hereinafter referred to as...

34 CFR 692.1 - What is the Leveraging Educational Assistance Partnership?

Code of Federal Regulations, 2011 CFR

2011-07-01

... (LEAP) Program assists States in providing grants and work-study assistance to eligible students who attend institutions of higher education and have substantial financial need. The work-study assistance is provided through campus-based community service work learning study programs, hereinafter referred to as...

34 CFR 692.1 - What is the Leveraging Educational Assistance Partnership?

Code of Federal Regulations, 2014 CFR

2014-07-01

... (LEAP) Program assists States in providing grants and work-study assistance to eligible students who attend institutions of higher education and have substantial financial need. The work-study assistance is provided through campus-based community service work learning study programs, hereinafter referred to as...

Empowering Women through Education: Evidence from Sierra Leone. NBER Working Paper No. 18016

ERIC Educational Resources Information Center

Mocan, Naci H.; Cannonier, Colin

2012-01-01

We use data from Sierra Leone where a substantial education program provided increased access to education for primary-school age children but did not benefit children who were older. We exploit the variation in access to the program generated by date of birth and the variation in resources between various districts of the country. We find that…

Outcome and impact of Master of Public Health programs across six countries: education for change

PubMed Central

2014-01-01

Background The human resources for health crisis has highlighted the need for high-level public health education to add specific capacities to the workforce. Recently, it was questioned whether Master of Public Health (MPH) training prepared graduates with competencies relevant to low- and middle-income countries (LMICs). This study aims to examine the influence of the MPH programs geared towards LMICs offered in Vietnam, China, South Africa, Mexico, Sudan, and the Netherlands on graduates’ careers, application of acquired competencies, performance at the workplace, and their professional contribution to society. Methods A self-administered questionnaire was sent to graduates from six MPH programs. Frequency distributions of the answers were calculated, and a bivariate analysis and logistic regression of certain variables was performed. Results The response rate was 37.5%. Graduates reported change in leadership (69%), in technical position (69%), acquiring new responsibilities (80%), and increased remuneration (63%); they asserted that MPH programs contributed significantly to this. Graduates’ attribution of their application of 7 key competencies ‘substantially to the MPH program’ ranged from 33% to 48%. Of the 26 impact variables, graduates attributed the effect they had on their workplace substantially to the MPH program; the highest rated variable ranged from 31% to 73% and the lowest ranged from 9% to 43%. Of the 10 impact variables on society, graduates attributed the effect they had on society substantially to the MPH program; for the highest rated variable (13% to 71%); for the lowest rated variable (4% to 42%). Candidates’ attribution of their application of acquired competencies as well as their impact at the workplace varied significantly according to institution of study and educational background. Conclusions This study concludes that these MPH programs contribute to improving graduates’ careers and to building leadership in public health. The MPH programs contribute to graduates’ application of competencies. MPH programs contribute substantially towards impact variables on the workplace, such as development of research proposals and reporting on population health needs, and less substantially to their impact on society, such as contributing equitable access to quality services. Differences reported between MPH programs merit further study. The results can be used for curriculum reform. PMID:25099707

PROGRESS REPORT OF VOCATIONAL-TECHNICAL EDUCATION PROGRAM DEVELOPMENT FOR PERSONS WITH SPECIAL NEEDS BY STATES. DISCUSSION COPY.

ERIC Educational Resources Information Center

DEMOND, ALBERT L.; AND OTHERS

PROGRAMS DEVELOPED SINCE THE PASSAGE OF THE VOCATIONAL EDUCATION ACT OF 1963 ARE REPORTED FOR EACH STATE, GUAM, PUERTO RICO AND THE VIRGIN ISLANDS. EACH REPORT INCLUDES INTRODUCTORY INFORMATION AND THE OCCUPATIONAL AREAS IN WHICH TRAINING IS BEING OFFERED. A LARGE NUMBER OF SUCCESSFUL PROGRAMS ARE GETTING SUBSTANTIAL RESULTS IN REDUCING SCHOOL…

Correctional Education: Past Is Prologue to the Future.

ERIC Educational Resources Information Center

Ryan, T. A.

1995-01-01

For two centuries, correctional education's philosophy has alternated between punishment/retribution and reform/rehabilitation. Despite a renewed punitive ethos, a substantial body of research documents the worth of correctional education and the continuing need for high quality programs. (SK)

Native American Education Program, 1981-82: O.E.E. Evaluation Report.

ERIC Educational Resources Information Center

Lehman, Sheila

During 1981-82, the Native American Education Program, based in a lower working class neighborhood in Manhattan, served 360 Native American children (K-12) scattered throughout New York City. Goals of visiting and interviewing 50% of the target population of 500 Native American students in the city were substantially realized. Materials and…

38 CFR 21.9505 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION Post-9/11 GI Bill Definitions § 21.9505 Definitions. For the purposes... education that was substantially the same as programs of education offered to civilians; (ii) Served as a... enlistment agreement; or (iv) Counted for purposes of repayment of an education loan under 10 U.S.C. chapter...

A Successful Compensatory Education Model

ERIC Educational Resources Information Center

Stenner, A. Jackson; Mueller, Siegfried G.

1973-01-01

A major 6-year program in the Chicago schools has proven that the traditional gap between advantaged and disadvantaged students can be systematically and substantially eliminated. The Chicago Child Parent Center program is described. (Author)

Cognitive Training for Children: Effects on Inductive Reasoning, Deductive Reasoning, and Mathematics Achievement in an Australian School Setting

ERIC Educational Resources Information Center

Barkl, Sophie; Porter, Amy; Ginns, Paul

2012-01-01

Inductive reasoning is a core cognitive process of fluid intelligence, predicting a variety of educational outcomes. The Cognitive Training for Children (CTC) program is an educational intervention designed to develop children's inductive reasoning skills, with previous investigations finding substantial effects of the program on both inductive…

Meeting a Growing Demand: Texas A&M AgriLife Extension Service's Early Childhood Educator Online Training Program

ERIC Educational Resources Information Center

Green, Stephen

2013-01-01

Demand for professional development training in the early childhood field has grown substantially in recent years. To meet the demand, Texas A&M AgriLife Extension Service's Family Development and Resource Management unit developed the Early Childhood Educator Online Training Program, a professional development system that currently offers…

Students as a Teaching Resource in Preparing Educational Leaders: An International Masters Programme

ERIC Educational Resources Information Center

Liu, Qiang; Turner, David A.

2016-01-01

The Institute of International and Comparative Education, Beijing Normal University has offered a Masters Program in Educational Leadership and Policy (Comparative Education) for the last four years and it attracts students from around the world, with substantial support in terms of scholarships, from the Chinese government. Beijing Normal…

Supporting Immigrant Families' Access to Prekindergarten

ERIC Educational Resources Information Center

Gelatt, Julia; Adams, Gina; Huerta, Sandra

2014-01-01

In recent years, many states have expanded their state-funded prekindergarten programs, drawing on evidence that public investments in early childhood education bring substantial returns in children's educational trajectories and a more skilled future workforce. Evidence also suggests that returns to early education may be larger for children of…

Tools for Tomorrow. Educational Technology in Southern Classrooms.

ERIC Educational Resources Information Center

Levy, Susan

1986-01-01

The quality of education received by children in the southern states will be greatly impacted by technological change, which will present educators with both unprecedented opportunities and substantial risks. As the four model programs described in this paper illustrate, advances in telecommunications and computer hardware and software can be used…

Gifted Education in Preschool: Perceived Barriers and Benefits of Program Development

ERIC Educational Resources Information Center

Kettler, Todd; Oveross, Mattie E.; Bishop, James C.

2017-01-01

Substantial evidence supports the benefits of quality preschool education for children of all levels and backgrounds. However, early childhood gifted education services rarely exist in preschool centers. This study included 263 preschool centers representing geographic diversity in a southern state in the United States. Narrative data were…

34 CFR 33.34 - Evidence.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Evidence. 33.34 Section 33.34 Education Office of the Secretary, Department of Education PROGRAM FRAUD CIVIL REMEDIES ACT § 33.34 Evidence. (a) The ALJ shall...) Although relevant, evidence may be excluded if its probative value is substantially outweighted by the...

34 CFR 200.42 - Corrective action.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 1 2011-07-01 2011-07-01 false Corrective action. 200.42 Section 200.42 Education... Programs Operated by Local Educational Agencies Lea and School Improvement § 200.42 Corrective action. (a) Definition. “Corrective action” means action by an LEA that— (1) Substantially and directly responds to— (i...

34 CFR 200.42 - Corrective action.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Corrective action. 200.42 Section 200.42 Education... Programs Operated by Local Educational Agencies Lea and School Improvement § 200.42 Corrective action. (a) Definition. “Corrective action” means action by an LEA that— (1) Substantially and directly responds to— (i...

WIOA: Implications for Low-Scoring Adult Learners

ERIC Educational Resources Information Center

Pickard, Amy

2016-01-01

A substantial proportion of participants in public adult education programs struggle with "basic" academic print literacy skills. According to the 2014-2015 National Reporting System (NRS) data, 48.7% of the national adult basic education/adult secondary education (ABE/ ASE) population tested as reading at or below the "Low…

Managing Large-Scale Online Graduate Programs

ERIC Educational Resources Information Center

Singleton, Jacques; Bowser, Audrey; Hux, Annette; Neal, Gwendolyn

2013-01-01

As with most states, Arkansas is experiencing substantial growth in the delivery of academic programs and courses by distance learning provided by institutions of higher education. At Arkansas State University faculty have adhered to the need of students and developed a completely online certification and master's program in Educational…

Regulation of Colleges and Universities Under the Guaranteed Student Loan Program

ERIC Educational Resources Information Center

Jenkins, Harold B.

1976-01-01

As the Guaranteed Student Loan Program became a necessity for a substantial portion of students at many schools, statutory provisions were revised authorizing the Office of Education (OE) to regulate institutions participating in the program. Implications of this regulatory responsibility are discussed. (LBH)

Intersection of Re-Designated National League for Nursing Centers of Excellence(TM) and Quality in Nursing Education

ERIC Educational Resources Information Center

Merriam, Deborah

2013-01-01

Nursing education is challenged to meet a growing demand for nurses, while substantiating the quality of the educational experience as well as the achievement of desired student outcomes. The National League for Nursing (NLN) Centers of Excellence (COE) in Nursing Education(TM) program represents high performing nursing schools which utilize…

Social Programs That Work.

ERIC Educational Resources Information Center

Crane, Jonathan, Ed.

In recent years, social programs for the poor have lost the support of the American public. This book describes some of the very best programs and documents their benefits, demonstrating that we can, in fact, make substantial progress in the fight against educational failure, family dissolution, violent crime, substance abuse, unemployment, and…

Educating More Engineers

ERIC Educational Resources Information Center

Environmental Science and Technology, 1973

1973-01-01

Indicates that there will be a substantially increased demand for environmental engineers during the next few years, especially in the areas of water pollution control and sanitary engineering. Educators see the need for additional engineering graduates and for improved environmental training programs in schools. (JR)

Local Food Systems Course for Extension Educators in North Carolina: Summary of an Innovative Program

ERIC Educational Resources Information Center

Bloom, J. Dara; Lelekacs, Joanna Massey; Dunning, Rebecca; Piner, Abbey; Brinkmeyer, Emma

2017-01-01

Interest in local foods began in the early 2000s and has grown substantially over the past decade and a half. Although Extension is addressing local food systems in many states, training and materials in this program area are nascent. To address this circumstance, we developed a graduate course on local food systems for Extension educators.…

A Revised Guide for Improving Teacher Education in Human Rights.

ERIC Educational Resources Information Center

Phi Delta Kappa, Bloomington, IN. Commission of Education, Human Rights, and Responsibilities.

This document serves as a guide for teacher education institutions and programs designed to prepare educators for meeting their responsibilities in the area of human rights and human relations. This second edition of the guide represents a substantial modification of the original guide, and includes many activities, experiences, and suggestions…

The LSS Review. Volume 2, Number 2

ERIC Educational Resources Information Center

Rohland, Mark, Ed.

2003-01-01

Work-based education (WBE), including traditional vocational education and other career-focused programs, was an important curricular component in American schools for most of the 20th century. The 1990s was a period of substantial change for work-based education (WBE). Spurred on by a concern about the international competitiveness of the…

Developing Evidence & Gathering Data about Teacher Education Program Quality

ERIC Educational Resources Information Center

American Association of State Colleges and Universities, 2007

2007-01-01

Linking teacher practice to pupil outcomes has proven challenging for teacher educators. Methodological problems occur when linking individual teacher actions with subsequent pupil performance, including substantial intervening variables, questions about appropriate measures of student learning, issues regarding the lack of test standardization…

Transitioning Adults to College: Adult Basic Education Program Models. NCSALL Occasional Paper

ERIC Educational Resources Information Center

Zafft, Cynthia; Kallenbach, Silja; Spohn, Jessica

2006-01-01

While the majority of adults who take the General Educational Development (GED) test do so in order to continue their education, few go on to enter postsecondary education. Yet, these same adults stand to make substantial economic and personal gains when they use their adult secondary credential to move from the ranks of high school dropout to…

The Prevalence of Multiple-Choice Testing in Registered Nurse Licensure-Qualifying Nursing Education Programs in New York State.

PubMed

Birkhead, Susan; Kelman, Glenda; Zittel, Barbara; Jatulis, Linnea

The aim of this study was to describe nurse educators' use of multiple-choice questions (MCQs) in testing in registered nurse licensure-qualifying nursing education programs in New York State. This study was a descriptive correlational analysis of data obtained from surveying 1,559 nurse educators; 297 educators from 61 institutions responded (response rate [RR] = 19 percent), yielding a final cohort of 200. MCQs were reported to comprise a mean of 81 percent of questions on a typical test. Baccalaureate program respondents were equally likely to use MCQs as associate degree program respondents (p > .05) but were more likely to report using other methods of assessing student achievement to construct course grades (p < .01). Both groups reported little use of alternate format-type questions. Respondent educators reported substantial reliance upon the use of MCQs, corroborating the limited data quantifying the prevalence of use of MCQ tests in licensure-qualifying nursing education programs.

Utah Report of Participation in Part B Subpart 2 of the Education Professions Development Act (Title V of Higher Education Act of 1965). Phase I.

ERIC Educational Resources Information Center

Utah State Board of Education, Salt Lake City.

This document contains seven reports on the first phase of EPDA programs in Utah which were intended to train people from the community to make a substantial contribution to the classroom. Carbon County School District provided a program for 19 teacher aides which included college courses and assignment to experienced classroom teachers. The…

Implementing Competency-Based Business Curricula in Higher Education

ERIC Educational Resources Information Center

Dragoo, Amie; Barrows, Richard

2016-01-01

Development of competency-based education business curricula at three universities showed substantial variation. Curriculum competencies were developed from traditional learning objectives or employer interviews and addressed once or several times. Assessments were unique or based on traditional program or national examinations. Faculty roles were…

The U.S. Partnership for Education for Sustainable Development: Progress and Challenges Ahead

ERIC Educational Resources Information Center

Rowe, Debra; Gentile, Susan Jane; Clevey, Lilah

2015-01-01

There has been substantial growth in Education for Sustainability (EfS) in the United States over the past 10 years. Efforts within higher education have created thousands of new programs, majors, minors, specializations, certificates, and across-the-curricula integrations of sustainability learning with an emphasis on real-world problem-solving…

Understanding Vocabulary Use by Native American Students and the Relationship with Special Education

ERIC Educational Resources Information Center

Costa-Guerra, Leslie; Costa-Guerra, Boris

2016-01-01

The Pueblo People of the Southwest face numerous challenges with reference to language issues. A substantial number of Native American students are placed into special education possibly due to different linguistic abilities. The over-identification of Native American students for special education programs may be due to the lack of knowledge as a…

Bridging Education and Practice with a Competency-Based Learning Contract

ERIC Educational Resources Information Center

Molina, Veronica; Molina-Moore, Tammy; Smith, Misty G.; Pratt, Francine E.

2018-01-01

Field work programs have a substantial responsibility for providing support and gatekeeping functions while ensuring an educational experience that allows students to master the nine holistic, multidimensional social work accreditation competencies. With additional emphasis on field as a "signature pedagogy," field directors are tasked…

Melding Excellence and Equity.

ERIC Educational Resources Information Center

Bennett, David A.

1983-01-01

This document examines the issues of educational excellence and equity. The Milwaukee Public School System, Wisconsin, is cited as an example of a desegregation program that both exceeded court requirements of equity and also made a substantial contribution to the goals of excellence in education. The school effectiveness movement, like…

Informal optics education and outreach programs in Southern California

NASA Astrophysics Data System (ADS)

Silberman, Donn M.; Cartland, Robert; Monacelli, Brian; Whitmore, Desire

2010-08-01

Over the past decade, Southern California has seen informal optics education and outreach programs grow substantially, mainly due to efforts from members of the Optical Society of Southern California (OSSC) and more recently the Optical Society of America, UC Irvine, Student Chapter. Also, the Optics Institute of Southern California (OISC) has served as a focal point for many of these programs, as an independent organization working closely with society members and other partners. This paper provides an update of these programs, including a new OSSC website that provides a new platform for significantly expanding the member participation efforts.

Go Figure! Using Quantitative Measures to Enhance Program and Student Success

ERIC Educational Resources Information Center

Frost, Leanne H.; Braun, Gwendolyn K.

2006-01-01

Using quantitative assessment, Montana State University-Billings substantially improved and expanded its developmental education program and learning center during the past five years. Student-centered questions drove the research efforts. By gathering, analyzing and sharing hard data, the department identified unmet student needs, discovered…

Promoting Educator Effectiveness: The Effects of Two Key Strategies. NCEE 2018-4009

ERIC Educational Resources Information Center

Wayne, Andrew; Garet, Michael; Wellington, Alison; Chiang, Hanley

2018-01-01

Having a more effective teacher or principal can substantially improve students' academic outcomes. The Teacher Incentive Fund (TIF) program, established in 2006, provided competitive grants to help states and districts implement a multi-strategy approach to enhancing educator effectiveness. TIF grantees were required to measure educator…

29 CFR 570.72 - Exemptions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... educational authority, or in a substantially similar program conducted by a private school; (2) Such student... shall be given by the school and correlated by the employer with on-the-job training; and (iv) that a... person authorized to represent the educational authority or school; and (4) Copies of each such agreement...

29 CFR 570.72 - Exemptions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... educational authority, or in a substantially similar program conducted by a private school; (2) Such student... shall be given by the school and correlated by the employer with on-the-job training; and (iv) that a... person authorized to represent the educational authority or school; and (4) Copies of each such agreement...

29 CFR 570.72 - Exemptions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... educational authority, or in a substantially similar program conducted by a private school; (2) Such student... shall be given by the school and correlated by the employer with on-the-job training; and (iv) that a... person authorized to represent the educational authority or school; and (4) Copies of each such agreement...

Facebook Is an Effective Strategy to Recruit Low-Income Women to Online Nutrition Education

ERIC Educational Resources Information Center

Lohse, Barbara

2013-01-01

Objective: Nutrition education research recruitment expense and effort are substantial; sample selection is crucial for intervention assessment. Effectiveness and cost of Facebook to recruit low-income women to an online nutrition program were examined, including biopsychosocial characteristics of Facebook responders. Methods: An ad appeared on…

PREP inside and out: marriage education for inmates.

PubMed

Einhorn, Lindsey; Williams, Tamara; Stanley, Scott; Wunderlin, Nicole; Markman, Howard; Eason, Joanne

2008-09-01

Although research has demonstrated that marriage education has positive effects on relationship quality, little is known about how such services impact relationships where one partner is incarcerated. The current study implemented an adapted version of the Prevention and Relationship Enhancement Program (PREP Inside and Out) for inmates in Oklahoma correctional facilities. Inmates, with or without their partners, participated in the 12-hour program. The impact of the program was investigated on a range of relationship variables including satisfaction with relationship, dedication, confidence, communication skills, friendship, and negative interactions as reported by the inmate partner. Participants reported substantial gains in all variables and in overall satisfaction with their relationship after completing the program, regardless of their gender and racial/ethnic background. Implications for future marriage education programs and research in prisons are discussed.

Graduate Pharmacoeconomic and Outcomes Research Educational Programs in Colleges and Schools of Pharmacy: A Five-Year Update.

ERIC Educational Resources Information Center

Jackson, Terrence R.; Draugalis, JoLaine R.

2000-01-01

A survey of all 41 U.S. schools and colleges of pharmacy offering social/administrative sciences graduate programs found a substantial increase in the number of programs and participants, and expected completions. Fellows were most apt to secure an industry post upon program completion; PhD graduates were most apt to accept a position with the…

Research Becomes You: Cultivating EdD Students' Identities as Educational Leaders and Researchers and a "Learning by Doing" Meta-Study

ERIC Educational Resources Information Center

Buss, Ray R.; Avery, Andrea

2017-01-01

We examined how end-of-first-year students in a Carnegie Project on the Education Doctorate (CPED)-affiliated EdD program were developing professional identities as educational leaders and researchers. Quantitative and qualitative data revealed substantial development of leadership skills, but even greater growth in perceptions of research skills.…

The Best of Times, the Worst of Times: Rising Standards and Declining Staff Qualifications in Early Childhood Education

ERIC Educational Resources Information Center

French, Robert

2010-01-01

Low pay, meager benefits, poor morale, and high turnover impact the daily experience of many early childhood educators in the United States. While public spending in early childhood education has substantially increased in recent years, it has mainly fueled expansion, not quality enhancement to help programs attract, compensate, and retain…

A Continuing Summary of Pending and Completed Litigation Regarding the Education of Handicapped Children.

ERIC Educational Resources Information Center

Abeson, Alan, Ed.

Reported are summaries of 27 legal cases substantiating the right of handicapped children to equal protection under the law including the right of being provided with an education, and full rights of notice and due process in relation to their selection, placement, and retention in educational programs. Nineteen of the cases concern the right to…

Astronomy for international development

NASA Astrophysics Data System (ADS)

Miley, George

2011-06-01

This review deals with the importance of astronomy for international development a nd capacity building. I shall summarize the present global state of astronomical research and education and describe current global astronomy education and development programs being carried out by the IAU and others. A decadal strategic plan will be described that envisages a substantial increase in IAU education and development activities during the next decade.

The current state of sleep medicine education in US neurology residency training programs: where do we go from here?

PubMed

Avidan, Alon Y; Vaughn, Bradley V; Silber, Michael H

2013-03-15

To evaluate the current state of sleep medicine educational resources and training offered by US neurology residency programs. In 2010, a 20-item peer reviewed Sleep Education Survey (SES) was sent to neurology residency program directors surveying them about sleep medicine educational resources used in teaching residents. Pearson product momentum correlation was used to determine correlation of program attributes with resident interest in pursuing a career in sleep medicine. Of the programs completing the survey, 81% listed a formal sleep rotation and 24% included a forum for sleep research. A variety of innovative approaches for teaching sleep medicine were noted. Program directors noted that 5.7% residents entered sleep medicine fellowship training programs in the preceding 5 years. Programs that had a more substantial investment in sleep medicine teaching resources were more likely to report residents entering a sleep medicine training program. This is the first report providing an analysis of the current state of sleep medicine training in US Neurology Residency Programs. Our data provide evidence that investment by the residency program in sleep education may enhance the ultimate decision by the neurology trainee to pursue a career in sleep medicine.

Preschool and Prosperity. Policy Paper No. 2014-017

ERIC Educational Resources Information Center

Bartik, Timothy J.

2014-01-01

Substantial research shows that high-quality early childhood education programs have a large economic payoff. This payoff is increased earnings for former child participants, increased earnings for parents, and increased earnings for all workers when average worker skills improve. A program package of universal pre-K, combined with child care and…

Is Pair Programming More Effective than Solo Programming for Secondary Education Novice Programmers? A Case Study

ERIC Educational Resources Information Center

Papadakis, Stamatios

2018-01-01

The teaching and learning of programming are often considered a difficult topic for both teachers and students, due to its complexity and abstract nature. The traditional teaching approaches are unable to contribute substantially to the development of the necessary cognitive models by the students, producing high rates of failure and dropout in…

Essential Competencies for Interdisciplinary Graduate Training: Summary Report. GS-10F-0086K

ERIC Educational Resources Information Center

Gamse, Beth C.; Espinosa, Lorelle L.; Roy, Radha

2013-01-01

The Integrative Graduate Education and Research Traineeship (IGERT) program represents a substantial investment by the National Science Foundation (NSF) to improve the quality of graduate education, and ultimately, to increase the number of graduates better prepared to address our nation's 21st century scientific and technological needs. The…

Current Issues in Early Childhood Education.

ERIC Educational Resources Information Center

Katz, Lilian G.

If present trends in family life and education continue into the next decade, most children under five will spend substantial proportions of their early years in various types of early childhood programs, most five- to six-year-olds will attend all-day kindergarten, and during their elementary school years they will spend much of their time before…

Leadership Tenets of Military Veterans Working as School Administrators

ERIC Educational Resources Information Center

Bolles, Elliot; Patrizio, Kami

2016-01-01

This study investigates the leadership tenets informing veterans' work as school leaders. Drawing on 15 interviews and surveys with military veterans working as educational leaders, the study relies on Stake's (2006) case study method to substantiate assertions that veterans: 1) come into education without the support of a transitional program, 2)…

Liberation through Preparation: Building Capacity to Lead America's Urban Schools

ERIC Educational Resources Information Center

Hert, Christopher J.

2010-01-01

Achieving higher levels of learning for all children has become the 21st century educational challenge across the nation. Substantial evidence exists that principals can have a profound effect on the learning climate, educational programs, and professional norms of practice in schools; however, controversy still reigns over the effects of…

Revisiting Economies of Size in American Education: Are We Any Closer to a Consensus?

ERIC Educational Resources Information Center

Andrews, Matthew; Duncombe, William; Yinger, John

2002-01-01

Explores whether state policies encouraging the consolidation of rural school districts to improve efficiency through economies of scale are substantiated in the research literature. Reviews three decades of research on education economies of scale involving cost and production-function studies. Finds little program-evaluation research on school…

Job-Embedded Professional Learning Essential to Improving Teaching and Learning in Early Education

ERIC Educational Resources Information Center

Pacchiano, Debra; Klein, Rebecca; Hawley, Marsha Shigeyo

2016-01-01

Improving classroom teaching improves children's learning outcomes. In pursuit of those goals, the early education field has made substantial investments aimed at increasing the quality of classroom environments and teacher-child interactions. Yet, in publicly funded programs across the country, the quality of instruction remains low and…

The Involvement of Career and Technical Education Advisory Committees in Modularizing Curriculum

ERIC Educational Resources Information Center

Malosh, Ann M.

2012-01-01

The emergence of modularized curriculum in community college career and technical education (CTE) programs has received substantial attention over the last decade, with researchers suggesting that this type of curriculum redesign may assist with student retention and success. The purpose of this study was to describe advisory committee member…

Between the Fears and Hopes for a Different Future for the Nation-States: Scholarship Programs in Saudi Arabia and United Arab Emirates from a Public Policy Standpoint

ERIC Educational Resources Information Center

Hilal, Kholoud T.

2013-01-01

As Bereday (1964) once said, comparative education research, in its most rudimentary form, begins with juxtaposition. When juxtaposing contemporary trends concerning higher education in Saudi Arabia and the United Arab Emirates--both of which currently provide substantial support to improve their higher education systems--differences abound in…

The Changing Pattern of Doctoral Education in Public Health From 1985 to 2006 and the Challenge of Doctoral Training for Practice and Leadership

PubMed Central

Declercq, Eugene; Caldwell, Karen; Hobbs, Suzanne Havala; Guyer, Bernard

2008-01-01

We examined trends in doctoral education in public health and the challenges facing practice-oriented doctor of public health (DrPH) programs. We found a rapid rise in the numbers of doctoral programs and students. Most of the increase was in PhD students who in 2006 composed 73% of the total 5247 current public health doctoral students, compared with 53% in 1985. There has also been a substantial increase (40%) in students in DrPH programs since 2002. Challenges raised by the increased demand for DrPH practice-oriented education relate to admissions, curriculum, assessment processes, and faculty hiring and promotion. We describe approaches to practice-based doctoral education taken by three schools of public health. PMID:18633094

Project ORDER: Organization for Responsibility, Dependability, Education and Reality. Evaluation Report 1974-75.

ERIC Educational Resources Information Center

North Forest Independent School District, Houston, TX.

Project ORDER is a pilot project tested in an urban middle school in Houston, Texas. The program was intended to improve the general school atmosphere; to improve students' attitudes toward the school, its program, faculty, and administration; to show significant improvement in pupil behavior; and to substantially improve teaching-learning…

The Economic Payoffs to Workplace Literacy. Upjohn Institute Staff Working Paper 93-21.

ERIC Educational Resources Information Center

Hollenbeck, Kevin

Although a substantial literature has addressed workplace literacy programs, only two studies have attempted to evaluate rigorously the economic benefits to workplace education. A multivariate model has been suggested that provides evidence about the productivity impacts of participation in a workplace literacy program. The data used in this paper…

Value-Added and Other Methods for Measuring School Performance. Working Paper 2008-17

ERIC Educational Resources Information Center

Meyer, Robert H.; Christian, Michael S.

2008-01-01

One of the central challenges of designing and implementing a performance pay program is developing an approach for determining which schools, teachers, and administrators have performed well enough to have earned a bonus. The U.S. Department of Education's Teacher Incentive Fund (TIF) program provides grantees substantial latitude to create…

The School Improvement Grant Rollout in America's Great City Schools: School Improvement Grants

ERIC Educational Resources Information Center

Lachlan-Hache, Jonathon; Naik, Manish; Casserly, Michael

2012-01-01

The School Improvement Grant (SIG) program, initially enacted as part of the "No Child Left Behind" amendments to the Elementary and Secondary Education Act, underwent a substantial transformation under the American Recovery and Reinvestment Act of 2009. Under the new program, states identified 2,172 persistently low-achieving schools…

Patient education: a tool in the outpatient management of deep vein thrombosis.

PubMed

Haines, S T

1998-01-01

A key to effective outpatient management of thromboembolic disease is patient education. Although highly effective for the treatment of deep vein thrombosis (DVT), antithrombotic treatment may fail as a result of inadequate patient education. The risk of hemorrhage from antithrombotic drugs is related to a number of factors including intensity of anticoagulation achieved, comorbid illness, concurrent drug therapy, and lifestyle. When patients receive inadequate antithrombotic treatment, the risk of recurrent thromboembolic events and long-term complications are substantially increased. A well-organized, structured education program enables patients to learn the necessary skills that permit complex and valuable therapies to be managed on an outpatient basis. Health care professionals who are part of an outpatient DVT treatment program should possess working knowledge of adult learning theory and instructional design. To be effective, education programs should be systematically planned, have an educationally sound structure, and attempt to meet specific objectives. In addition, they should build on patients' existing knowledge, skills, and attitudes. Periodic evaluation of the education program is important to ensure that overall goals are being adequately met and to identify areas of weakness.

Public High School Principals' Perceptions of Academic Reform. Center for Education Statistics Bulletin.

ERIC Educational Resources Information Center

Center for Education Statistics (ED/OERI), Washington, DC.

A survey of public high school principals asked which policies, programs, and practices designed to improve learning were currently in operation at their schools, and whether these policies were instituted or substantially strengthened in the past 5 years. These policies reflect the school-level recommendations for education reform made in "A…

Transforming College Practices and Student Experiences to Advance STEM Education. Scaling Change: National STEM Consortium

ERIC Educational Resources Information Center

Richie, D.

2016-01-01

Several federal grants prioritized the role of community colleges in education and training in recent years, and one of the most substantial investments was the Trade Adjustment Act Community College and Career Training (TAACCCT) program of the United States Department of Labor (DOL). Beginning October 2011, these $2 billion capacity-building…

Essential Competencies for Interdisciplinary Graduate Training in IGERT: Final Report. GS-10F-0086K

ERIC Educational Resources Information Center

Gamse, Beth C.; Espinosa, Lorelle L.; Roy, Radha

2013-01-01

The Integrative Graduate Education and Research Traineeship (IGERT) program represents a substantial investment by the National Science Foundation (NSF) to improve the quality of graduate education, and ultimately, to increase the number of graduates better prepared to address the nation's 21st century scientific and technological needs. The…

If We Teach Them, They Can Learn: Young Students Views of Nature of Science during an Informal Science Education Program

ERIC Educational Resources Information Center

Quigley, Cassie; Pongsanon, Khemmawadee; Akerson, Valarie L.

2011-01-01

There have been substantial reform efforts in science education to improve students' understandings of science and its processes and provide continual support for students becoming scientifically literate (AAAS, "Benchmarks for science literacy," Oxford University Press, New York, 1993; NRC, National Academy Press, Washington, DC, 1996; NSTA,…

Shifting Landscape: A Phenomenological Study of Latinos Social and Academic Integration on Campus

ERIC Educational Resources Information Center

Ruiz, Manuel

2013-01-01

A college degree is widely accepted as a basic goal in education, and the United States labor market reinforces that expectation with substantial financial rewards. Today, Latinos are enrolling in colleges and universities at astronomical rates. As educators, we must provide this growing student population with the adequate programs and resources…

Responsible Conduct of Research Assessment of Doctor of Education Candidates, Graduate Faculty, and Curriculum Considerations

ERIC Educational Resources Information Center

Thompson, Carla J.

2014-01-01

The study included an assessment of doctoral students, graduate faculty, and curriculum considerations to determine the degree of infusion of research integrity and responsible conduct of research (RCR) principles within a Doctor of Education program. Study results showed substantial increases in doctoral candidates' knowledge levels of RCR,…

Access to High Quality Early Care and Education: Readiness and Opportunity Gaps in America. CEELO Policy Report

ERIC Educational Resources Information Center

Nores, Milagros; Barnett, W. Steven

2014-01-01

A substantial body of research establishes that high quality preschool education can enhance cognitive and social development with long-term benefits for later success in school, the economy, and society more broadly. Such programs have been found to have particularly large benefits for children who are economically disadvantaged. Such children…

Impact of the Libby Zion case on graduate medical education in internal medicine.

PubMed

Brensilver, J M; Smith, L; Lyttle, C S

1998-09-01

Residency training in New York State was substantially altered by the Libby Zion case. Work-hour limitations and augmented supervisory requirements changed the patterns of training--particularly in internal medicine--but with uncertain impacts on the quality of education and patient care. In this historical analysis, we review another major effect of the case: a substantial augmentation of the number of trainees. The need to maintain adequate inpatient staffing--within the ground rules of the Residency Review Committee, and in consideration of the reimbursement formulae and financial climate of New York State--conspired to promote substantial residency program expansion. Similar forces contributed to a national trend to increase the number of trainees. The history, cost and impact of these personnel changes are reviewed.

Cognitive intervention in unemployed individuals with reading and writing disabilities.

PubMed

Jensen, J; Lindgren, M; Andersson, K; Ingvar, D H; Levander, S

2000-01-01

Sixty native-born Swedish unemployed participants with reading and writing disabilities (R&WD) participated in a 20-week educational program aimed at improving reading and writing, verbal memory, self-confidence, and flexibility of perspectives. They were tested with a comprehensive battery (interviews, questionnaires, neuropsychological tests, and tests of academic achievement) before and after the intervention. Sixteen controls, matched for sex, age, education, and nonverbal IQ, participated in the pre- and posttest sessions but received only standard unemployment interventions. The educational program participants' performance in tests assessing spelling, decoding of letters, self-confidence, and flexibility improved significantly in comparison with the controls after the intervention. A significantly larger number of the participants had obtained work or started a regular education than expected. A substantial proportion of unemployed participants have R&WD and it appears that an intensive but fairly short educational program can improve their accessibility to the labor market and their motivation for study.

The Rate of Return to the High/Scope Perry Preschool Program.

PubMed

Heckman, James J; Moon, Seong Hyeok; Pinto, Rodrigo; Savelyev, Peter A; Yavitz, Adam

2010-02-01

This paper estimates the rate of return to the High/Scope Perry Preschool Program, an early intervention program targeted toward disadvantaged African-American youth. Estimates of the rate of return to the Perry program are widely cited to support the claim of substantial economic benefits from preschool education programs. Previous studies of the rate of return to this program ignore the compromises that occurred in the randomization protocol. They do not report standard errors. The rates of return estimated in this paper account for these factors. We conduct an extensive analysis of sensitivity to alternative plausible assumptions. Estimated annual social rates of return generally fall between 7-10 percent, with most estimates substantially lower than those previously reported in the literature. However, returns are generally statistically significantly different from zero for both males and females and are above the historical return on equity. Estimated benefit-to-cost ratios support this conclusion.

The Rate of Return to the High/Scope Perry Preschool Program

PubMed Central

Heckman, James J.; Moon, Seong Hyeok; Pinto, Rodrigo; Savelyev, Peter A.; Yavitz, Adam

2010-01-01

This paper estimates the rate of return to the High/Scope Perry Preschool Program, an early intervention program targeted toward disadvantaged African-American youth. Estimates of the rate of return to the Perry program are widely cited to support the claim of substantial economic benefits from preschool education programs. Previous studies of the rate of return to this program ignore the compromises that occurred in the randomization protocol. They do not report standard errors. The rates of return estimated in this paper account for these factors. We conduct an extensive analysis of sensitivity to alternative plausible assumptions. Estimated annual social rates of return generally fall between 7–10 percent, with most estimates substantially lower than those previously reported in the literature. However, returns are generally statistically significantly different from zero for both males and females and are above the historical return on equity. Estimated benefit-to-cost ratios support this conclusion. PMID:21804653

[Implementation of the program of "Collaborative Development of Advanced Practical Education to Train Pharmacists in Leadership" under the joint operation of the pharmaceutical departments in fourteen national universities].

PubMed

Hirata, Kazumasa; Tamura, Satoru; Kobayashi, Motomasa

2012-01-01

"Collaborative Development of Advanced Practical Education Program to Train Pharmacists with Leadership" applied jointly by the pharmaceutical departments of fourteen national universities was selected to receive the special expenditure support of Ministry of Education, Culture, Sports, Science and Technology for fiscal year 2010 under "the Training of Highly Skillful Professionals and Improvement of the Quality of the Function of Professional Education". This project is to promote the collaborative development of the educational program which will make it possible to further advance and substantiate the education of pharmacists in the six year course of the pharmaceutical department for the ultimate purpose to introduce pharmacists with leadership who can play an active role and fill in a leadership position in a wide range of responsibilities into the society which, more and more, has come to expect pharmacy to take the initiative in acting against health hazards caused by infections, foods and environmental pollution as well as to meet the diversification of healthcare. To be more specific, this project is to try and evaluate the following programs repeatedly based on the plan-do-check-act (PDCA) cycle: 1) Practical medical and pharmaceutical education program; 2) Program concerning research on long term themes and advanced education; 3) Program concerning training and education of SPs (standardized patients or simulated patients) and PBL (problem-based learning) tutorial education; and 4) Program concerning the method of evaluation of education. Through this repeated trial and evaluation, this project ultimately seeks to construct a highly effective practical educational program which integrates each university's achievements and educational attempts rich in originality.

34 CFR 299.3 - What priority may the Secretary establish for activities in an Empowerment Zone or Enterprise...

Code of Federal Regulations, 2012 CFR

2012-07-01

... activities in an Empowerment Zone or Enterprise Community? 299.3 Section 299.3 Education Regulations of the... activities in an Empowerment Zone or Enterprise Community? For any ESEA discretionary grant program, the... significant portion of the program funds to address substantial problems in an Empowerment Zone, including a...

34 CFR 299.3 - What priority may the Secretary establish for activities in an Empowerment Zone or Enterprise...

Code of Federal Regulations, 2014 CFR

2014-07-01

... activities in an Empowerment Zone or Enterprise Community? 299.3 Section 299.3 Education Regulations of the... activities in an Empowerment Zone or Enterprise Community? For any ESEA discretionary grant program, the... significant portion of the program funds to address substantial problems in an Empowerment Zone, including a...

34 CFR 299.3 - What priority may the Secretary establish for activities in an Empowerment Zone or Enterprise...

Code of Federal Regulations, 2013 CFR

2013-07-01

... activities in an Empowerment Zone or Enterprise Community? 299.3 Section 299.3 Education Regulations of the... activities in an Empowerment Zone or Enterprise Community? For any ESEA discretionary grant program, the... significant portion of the program funds to address substantial problems in an Empowerment Zone, including a...

Diversity, Knowledge Clusters, and Job Placement: Graduate Economics Teaching of Core Microeconomics

ERIC Educational Resources Information Center

Campbell, Arthur; Feinstein, Jonathan S.; Hong, Soonwook; Qian, Sharon; Williams, Trevor C.

2017-01-01

The authors present an empirical analysis of what is taught in core micro-economics at a set of top U.S. doctoral economics programs. Their aim is to evaluate the diversity across programs and assess whether there are distinct "schools of thought" in graduate economics education. Their empirical findings reveal substantial, in fact,…

34 CFR 299.3 - What priority may the Secretary establish for activities in an Empowerment Zone or Enterprise...

Code of Federal Regulations, 2010 CFR

2010-07-01

... activities in an Empowerment Zone or Enterprise Community? 299.3 Section 299.3 Education Regulations of the... activities in an Empowerment Zone or Enterprise Community? For any ESEA discretionary grant program, the... significant portion of the program funds to address substantial problems in an Empowerment Zone, including a...

34 CFR 299.3 - What priority may the Secretary establish for activities in an Empowerment Zone or Enterprise...

Code of Federal Regulations, 2011 CFR

2011-07-01

... activities in an Empowerment Zone or Enterprise Community? 299.3 Section 299.3 Education Regulations of the... activities in an Empowerment Zone or Enterprise Community? For any ESEA discretionary grant program, the... significant portion of the program funds to address substantial problems in an Empowerment Zone, including a...

The Current State of Sleep Medicine Education in US Neurology Residency Training Programs: Where Do We Go from Here?

PubMed Central

Avidan, Alon Y.; Vaughn, Bradley V.; Silber, Michael H.

2013-01-01

Objective: To evaluate the current state of sleep medicine educational resources and training offered by US neurology residency programs. Methods: In 2010, a 20-item peer reviewed Sleep Education Survey (SES) was sent to neurology residency program directors surveying them about sleep medicine educational resources used in teaching residents. Pearson product momentum correlation was used to determine correlation of program attributes with resident interest in pursuing a career in sleep medicine. Results: Of the programs completing the survey, 81% listed a formal sleep rotation and 24% included a forum for sleep research. A variety of innovative approaches for teaching sleep medicine were noted. Program directors noted that 5.7% residents entered sleep medicine fellowship training programs in the preceding 5 years. Programs that had a more substantial investment in sleep medicine teaching resources were more likely to report residents entering a sleep medicine training program. Conclusion: This is the first report providing an analysis of the current state of sleep medicine training in US Neurology Residency Programs. Our data provide evidence that investment by the residency program in sleep education may enhance the ultimate decision by the neurology trainee to pursue a career in sleep medicine. Citation: Avidan AY; Vaughn BV; Silber MH. The current state of sleep medicine education in us neurology residency training programs: where do we go from here? J Clin Sleep Med 2013;9(3):281-286. PMID:23493388

Determinants and Consequences of Young Women's Access to Education in Kinshasa, Congo. Final Report to the Small Grants Program.

ERIC Educational Resources Information Center

Shapiro, David

A study analyzed data from a series of five household socioeconomic surveys carried out in Kinshasa, Congo, over the period from 1955 to 1990. Results indicated that schooling and educational attainment of both females and males increased substantially over this period, and particularly so for young women. Research analysis provides a detailed…

Putting the Pieces Together: Toward a Comprehensive Program of Social Reform (Reformulating Our Approaches to School Governance).

ERIC Educational Resources Information Center

Cunningham, Luvern L.

1991-01-01

Basic tenets of citizen control of education at state and local levels are well established historically and remain intact after three centuries of U.S. educational experience. This paper advocates substantial change in the structure and management of local governments. Too many change proposals are cosmetic. Kentucky and Memphis-Shelby County are…

Survey of the Child Neurology Program Coordinator Association: Workforce Issues and Readiness for the Next Accreditation System.

PubMed

Feist, Terri B; Campbell, Julia L; LaBare, Julie A; Gilbert, Donald L

2016-03-01

In preparation for the implementation of the Next Accreditation System in Child Neurology, the authors organized the first meeting of child neurology program coordinators in October 2014. A workforce and program-readiness survey was conducted initially. Coordinator job titles varied widely. Most respondents (65%) managed 1 or more fellowships plus child neurology residency. Most had worked in graduate medical education less than 5 years (53%), with no career path (88%), supervised by someone without graduate medical education experience (85%), in divisions where faculty knowledge was judged inadequate (72%). A small proportion of programs had established clinical competency committee policies (28%) and was ready to implement milestone-based evaluations (56%). A post-conference survey demonstrated substantial improvements in relevant skills. The complexity of residency program management in the Next Accreditation System era supports substantive modifications to the program coordinator role. Such changes should include defined career pathway, managerial classification, administrative support, and continuing education. © The Author(s) 2015.

Outcomes of Curricular Enhancement in a Health Program: LPU CAMP Experience

ERIC Educational Resources Information Center

Valdez, Anacleta P.; Panganiban, Citadel A.; Alday, Mark H.

2013-01-01

Higher educational system has gone through substantial reforms and changes vis-à-vis curriculum innovation over the past years. The evaluation of a revised program is one of the most relevant courses of action done when curriculum change is to be implemented. One of the main reasons is that it is a chance for practitioners to test for themselves…

An Analysis of Research on Student Health-Related Fitness Knowledge in K-16 Physical Education Programs

ERIC Educational Resources Information Center

Keating, Xiaofen Deng; Harrison, Louis; Chen, Li; Xiang, Ping; Lambdin, Dolly D.; Dauenhauer, Brian; Rotich, Willy; Pinero, Jose Castro

2009-01-01

Although substantial inquiry has been made into fitness levels of students, there has been scant examination of knowledge in this domain. This article seeks to review and analyze research on student health-related fitness (HRF) knowledge mastery in K-16 programs by examining studies published in the literature. Two major results emerging from the…

Preschool Education in Virginia and the Resulting Academic Effects for Third- and Fifth-Grade At-Risk Students

ERIC Educational Resources Information Center

Randall, Pamela P.

2010-01-01

While there remains little doubt that the "founding" preschool programs in America--the High/Scope Perry Program, the Chicago Child-Parent Centers, and the Abecedarian Project--had a positive academic and social impact on the students they served, such claims are difficult to substantiate for students being served in the Virginia…

Alaska: Improving Referrals of Victims of Maltreatment to the IDEA Part C Program. State Spotlight: Data Sharing

ERIC Educational Resources Information Center

Derrington, Taletha; Peters, Mary Louise; Mauzy, Denise; Ruggiero, Robert

2015-01-01

This 2015 state spotlight document describes how Alaska Part C improved the referral of children from Child Welfare to the Individuals with Disabilities Education Act (IDEA) Part C Program by an automated transfer of data from Child Welfare to Part C for substantiated cases of child maltreatment (i.e., child abuse and/or neglect).

Children's Television Programming. Hearings before the Subcommittee on Telecommunications, Consumer Protection, and Finance of the Committee on Energy and Commerce. House of Representatives, Ninety-Ninth Congress, First Session on H.R. 3216.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Energy and Commerce.

H.R. 3216, the Children's Television Act of 1985--a bill to amend the Communications Act of 1934 to increase the availability of educational and informational television programs for children, deals with establishing a quantifiable children's programming guideline. This bill would establish substantial burdens under the license renewal process for…

Implementation of a worksite educational program focused on promoting healthy eating habits.

PubMed

Tanagra, Dimitra; Panidis, Dimitris; Tountas, Yannis; Remoudaki, Elina; Alexopoulos, Evangelos C

2013-01-01

To estimate the effectiveness of a short-term educational-counseling worksite program focused on lipid intake, by monitoring the possible change on nutrition knowledge and eating habits. an 8-week educational program based on the Health Belief Model was implemented in a honey packaging and sales company in Greece. 20 out of the 29 employees initially enrolled completed the program. Knowledge level and eating habits were evaluated prior and after the intervention by the "Nutrition Knowledge Questionnaire" and the "Food Habits Questionnaire". ANOVA, Spearman rho test and paired Wilcoxon test were employed in statistical analysis. Non smokers and those with higher educational level had healthier eating habits. Knowledge following the intervention was significantly improved concerning recommendations and basic food ingredients but as far as eating habits were concerned, scores were not improved significantly, while intake of fried food was increased. Short-term interventions may produce substantial improvement in knowledge but not necessarily modifications in unhealthy eating habits.

Effects of unique biomedical education programs for engineers: REDEEM and ESTEEM projects.

PubMed

Matsuki, Noriaki; Takeda, Motohiro; Yamano, Masahiro; Imai, Yohsuke; Ishikawa, Takuji; Yamaguchi, Takami

2009-06-01

Current engineering applications in the medical arena are extremely progressive. However, it is rather difficult for medical doctors and engineers to discuss issues because they do not always understand one another's jargon or ways of thinking. Ideally, medical engineers should become acquainted with medicine, and engineers should be able to understand how medical doctors think. Tohoku University in Japan has managed a number of unique reeducation programs for working engineers. Recurrent Education for the Development of Engineering Enhanced Medicine has been offered as a basic learning course since 2004, and Education through Synergetic Training for Engineering Enhanced Medicine has been offered as an advanced learning course since 2006. These programs, which were developed especially for engineers, consist of interactive, modular, and disease-based lectures (case studies) and substantial laboratory work. As a result of taking these courses, all students obtained better objective outcomes, on tests, and subjective outcomes, through student satisfaction. In this article, we report on our unique biomedical education programs for engineers and their effects on working engineers.

Learning About Love: A Meta-Analytic Study of Individually-Oriented Relationship Education Programs for Adolescents and Emerging Adults.

PubMed

Simpson, David M; Leonhardt, Nathan D; Hawkins, Alan J

2018-03-01

Despite recent policy initiatives and substantial federal funding of individually oriented relationship education programs for youth, there have been no meta-analytic reviews of this growing field. This meta-analytic study draws on 17 control-group studies and 13 one-group/pre-post studies to evaluate the effectiveness of relationship education programs on adolescents' and emerging adults' relationship knowledge, attitudes, and skills. Overall, control-group studies produced a medium effect (d = .36); one-group/pre-post studies also produced a medium effect (d = .47). However, the lack of studies with long-term follow-ups of relationship behaviors in the young adult years is a serious weakness in the field, limiting what we can say about the value of these programs for helping youth achieve their aspirations for healthy romantic relationships and stable marriages.

[The problems of professional competence in the complementary professional forensic medical expertise programs of advanced training and professional requalification].

PubMed

Shadymov, A B; Fominykh, S A; Dik, V P

This article reports the results of the analysis of the new tendencies and normatives of the working legislation in the field of additional professional education in the speciality of «forensic medical expertise» and the application of the competency-based approach to the training of specialists in the framework of professional requalification and advanced training programs. Special attention is given to the problems of organization of the educational process and the elaboration of additional training programs based on the competency approach to the training of specialists at the Department of Forensic Medicine and Law with the professor V.N. Kryukov Course of Advanced Professional Training and Professional Requalification of Specialists at the state budgetary educational Institution of higher professional education «Altai State Medical University», Russian Ministry of Health. The study revealed the problems pertaining to the development of professional competencies in the framework of educational programs for the professional requalification and advanced training in the speciality «forensic medical expertise». The authors propose the legally substantiated approaches to the solution of these problems.

Reforming Health Professions Education through a Network of Strategic Multi-Level Partnerships. Scaling Change: Health Professions Pathways (H2P) Consortium

ERIC Educational Resources Information Center

Fox, H. L.

2016-01-01

Several federal grants prioritized the role of community colleges in education and training in recent years, and one of the most substantial investments was the Trade Adjustment Act Community College and Career Training (TAACCCT) program of the United States Department of Labor (DOL). Beginning October 2011, these $2 billion capacity-building…

Strategies for Evaluating Complex Environmental Education Programs

NASA Astrophysics Data System (ADS)

Williams, V.

2011-12-01

Evidence for the effectiveness of environmental education programs has been difficult to establish for many reasons. Chief among them are the lack of clear program objectives and an inability to conceptualize how environmental education programs work. Both can lead to evaluations that make claims that are difficult to substantiate, such as significant changes in student achievement levels or behavioral changes based on acquisition of knowledge. Many of these challenges can be addressed by establishing the program theory and developing a logic model. However, claims of impact on larger societal outcomes are difficult to attribute solely to program activities. Contribution analysis may offer a promising method for addressing this challenge. Rather than attempt to definitively and causally link a program's activities to desired results, contribution analysis seeks to provide plausible evidence that can reduce uncertainty regarding the 'difference' a program is making to observed outcomes. It sets out to verify the theory of change behind a program and, at the same time, takes into consideration other influencing factors. Contribution analysis is useful in situations where the program is not experimental-there is little or no scope for varying how the program is implemented-and the program has been funded on the basis of a theory of change. In this paper, the author reviews the feasibility of using contribution analysis as a way of evaluating the impact of the GLOBE program, an environmental science and education program. Initially conceptualized by Al Gore in 1995, the program's implementation model is based on worldwide environmental monitoring by students and scientists around the globe. This paper will make a significant and timely contribution to the field of evaluation, and specifically environmental education evaluation by examining the usefulness of this analysis for developing evidence to assess the impact of environmental education programs.

Public Pre-K and Test Taking for the NYC Gifted-and-Talented Programs: Forging a Path to Equity

ERIC Educational Resources Information Center

Lu, Ying; Weinberg, Sharon L.

2016-01-01

The New York City Department of Education (NYC DOE) gifted-and-talented programs aim to support all students of exceptional learning potential within the public school system. Using proprietary data made available to us by the NYC DOE, we show, however, that substantial disparities exist in the rates of gifted-and-talented admission test taking,…

Programmatic Research to Develop and Disseminate Improved Instructional Technology for Handicapped Children. Project MORE Quarterly Progress Report, September 1 to December 1, 1972.

ERIC Educational Resources Information Center

Schiefelbusch, Richard L.; Lent, James R.

During the past reporting period the curriculum development staff of Project MORE (Mediated Operational Research for Education) has made substantial progress in attaining its program objectives. Design and development phases have proceeded on schedule. Four programs are currently in the field-testing stage, and four others are under development.…

75 FR 9777 - Magnet Schools Assistance Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-04

... the district-wide average of minority group students. This new flexibility is necessary to permit... elementary and secondary schools'' with substantial proportions of minority students, and ``the development and design of innovative educational methods and practices that promote diversity.'' 20 U.S.C. 7231...

Exploring use of the ICF in health education.

PubMed

Bornbaum, Catherine C; Day, Adam M B; Izaryk, Kristen; Morrison, Stephanie J; Ravenek, Michael J; Sleeth, Lindsay E; Skarakis-Doyle, Elizabeth

2015-01-01

Currently, little is known regarding use of the International Classification of Functioning, Disability and Health (ICF) in health education applications. Therefore, this review sought to examine the scope of work that has been conducted regarding the application of the ICF in health education. A review of the current literature related to use of the ICF in health education programs was conducted. Twelve electronic databases were searched in accordance with a search protocol developed by a health sciences librarian. In total, 17,878 records were reviewed, and 18 articles met the criteria for inclusion in this review. Current evidence regarding use of the ICF in healthcare education revealed that program and participant properties can be essential facilitators or barriers to successful education programs. In addition, gaps in comprehensive outcome measurement were revealed as areas for future attention. Educational applications of the ICF are very much a work in progress as might be expected given the ICF's existence for only a little over a decade. To advance use of the ICF in education, it is important to incorporate the measurement of both knowledge acquisition and behavior change related to ICF-based programs. Ultimately, widespread implementation of the ICF represents not only a substantial opportunity but also poses a significant challenge.

An Authentic Research Experience in an Astronomy Education Professional Development Program: An Analysis of 8 Years of Data on the NASA/IPAC Teacher Archive Research Program (NITARP)

NASA Astrophysics Data System (ADS)

Rebull, Luisa; Roberts, Tracy; Laurence, Wendi; Fitzgerald, Michael; French, Debbie; Gorjian, Varoujan; Squires, Gordon

2018-01-01

The NASA/IPAC Teacher Archive Research Program (NITARP) partners small groups of educators with a research astronomer for a year-long authentic research project. This program aligns well with the characteristics of high-quality professional development (PD) programs and has worked with a total of 103 educators since 2005. In this poster, we explore surveys obtained from 74 different educators, at up to four waypoints during the course of 13 months, incorporating data from the class of 2010 through the class of 2017. The reasons educators participate are mapped onto a continuum ranging from more inward-focused to more outward-focused; NITARP has had more outward-focused educators than inward-focused, though there is a bias against the extremes on either end of the continuum. This insight into teacher motivations has implications for how the educators are supported during the NITARP year. Three-quarters of the educators self-report some or major changes in their understanding of the nature of science. The program provides educators with experience collaborating with astronomers and other educators, and forges a strong link to the astronomical research community; the NITARP community of practice encourages and reinforces these linkages. During the experience, educators get comfortable with learning complex new concepts, with ~40% noting in their surveys that their approach to learning has changed. Educators are provided opportunities for professional growth; at least 12% have changed career paths substantially in part due to the program, and 11% report that the experience was “life changing.” At least 60% are including richer, more authentic science activities in their classrooms. This work illuminates what benefits the program brings to its participants, and serves as a model for similar PD programs in other STEM subjects.

Counselors and Mentors Handbook on Federal Student Aid: A Guide for Those Advising Students about Financial Aid for Postsecondary Education. 2010-11

ERIC Educational Resources Information Center

US Department of Education, 2010

2010-01-01

Student aid is money provided by the federal government or another entity, such as a school or a state government, to help students pay for college or trade school. The U.S. Department of Education's federal student aid programs deliver billions of dollars to students each year, representing a substantial federal commitment to provide financial…

RSA Monitoring Redesign Initiative Informational Booklet #2

ERIC Educational Resources Information Center

US Department of Education, 2005

2005-01-01

The U.S. Department of Education's Rehabilitation Services Administration (RSA) is undertaking a major initiative to substantially redesign its program monitoring and improvement system. The overriding goal is to improve vocational rehabilitation (VR) services and employment outcomes for individuals with disabilities through the development of a…

Getting It Right: Designing Principal Preparation Programs That Meet District Needs for Improving Low-Performing Schools. A Technical Report on Innovative Principal Preparation Models

ERIC Educational Resources Information Center

Fry-Ahearn, Betty; Collins, David

2016-01-01

A grant from the School Leadership Program sponsored by the U.S. Department of Education during 2008-14 provided the opportunities and resources for SREB to bring together its cutting-edge knowledge base, field experience, and substantial bank of publications and training materials in the closely related fields of school improvement and school…

Consensus statement: appropriate consumer education and communication programs for weight- loss agents in Asia.

PubMed

Chan, Siew Pheng; Chui, William C; Lo, Kwok Wing; Huang, Kuo-Chin; Leyesa, Normita D; Lin, Wen-Yuan; Mirasol, Roberto C; Robles, Yolanda R; Tey, Beng Hea; Paraidathathu, Thomas

2012-07-01

The increasing prevalence of overweight and obesity worldwide demands increased efforts in the prevention and management of obesity. This article aims to present consensus statements promoting appropriate consumer education and communication programs for weight-loss agents in Asia. Panel members from various disciplines developed consensus statements based on an expert meeting on the benefits of consumer education and communication programs for over-the-counter weight-loss agents. Key opinion leaders discussed relevant data that served as the basis of the recommendations. Obesity is a growing epidemic in Asia, turning the region into a potential market for weight-loss products and services. Current trends in direct-to-consumer advertising demonstrate the pervasiveness of false representations lacking adequate substantiation. Relevant issues and recommendations were established. Public education on weight management is a shared responsibility; there is a need to raise public awareness of obesity and its health-related consequences. Advertising guidelines should ensure responsible direct-to-consumer advertising of weight-loss agents.

A comparison of the effectiveness of an adult nutrition education program for Aboriginal and non-Aboriginal Australians.

PubMed

Pettigrew, Simone; Jongenelis, Michelle I; Moore, Sarah; Pratt, Iain S

2015-11-01

Adult nutrition education is an important component of broader societal efforts to address the high prevalence of nutrition-related diseases. In Australia, Aboriginal people are a critical target group for such programs because of their substantially higher rates of these diseases. The aim of this study was to assess the relative effectiveness of an adult nutrition education program for Aboriginal and non-Aboriginal participants. Pre-and post-course evaluation data were used to assess changes in confidence in ability to buy healthy foods on a budget, nutrition knowledge, and dietary behaviours among individuals attending FOODcents nutrition education courses. The total sample of 875 Western Australians included 169 who self-identified as Aboriginal or Torres Strait Islander. Perceptions of course usefulness were very high and comparable between Aboriginal and non-Aboriginal participants. Significantly larger improvements in confidence, nutrition knowledge, and reported consumption behaviours were evident among Aboriginal participants. The findings suggest that adult nutrition education programs that address specific knowledge and skill deficits that are common among disadvantaged groups can be effective for multiple target groups, and may also assist in reducing nutrition-related inequalities. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Potential savings from an evidence-based consumer-oriented public education campaign on prescription drugs.

PubMed

Donohue, Julie M; Fischer, Michael A; Huskamp, Haiden A; Weissman, Joel S

2008-10-01

To estimate potential savings associated with the Consumer Reports Best Buy Drugs program, a national educational program that provides consumers with price and effectiveness information on prescription drugs. National data on 2006 prescription sales and retail prices paid for angiotensin-converting enzyme inhibitors (ACEIs), β-blockers, calcium channel blockers, and 3-hydroxy-3-methylglutaryl coenzyme A (HMG-coA) reductase inhibitors (statins). We converted national data on aggregate unit sales of drugs in the four classes to defined daily doses (DDD) and estimated a range of potential savings from generic and therapeutic substitution. We estimated that $2.76 billion, or 7.83 percent of sales, could be saved if use of the drugs recommended by the educational program was increased. The recommended drugs' prices were 15-65 percent lower per DDD than their therapeutic alternatives. The majority (57.4 percent) of potential savings would be achieved through therapeutic substitution. Substantial savings can be achieved through greater use of comparatively effective and lower cost drugs recommended by a national consumer education program. However, barriers to dissemination of consumer-oriented drug information must be addressed before savings can be realized. © Health Research and Educational Trust.

Perceived barriers to online education by radiologic science educators.

PubMed

Kowalczyk, Nina K

2014-01-01

Radiologic science programs continue to adopt the use of blended online education in their curricula, with an increase in the use of online courses since 2009. However, perceived barriers to the use of online education formats persist in the radiologic science education community. An electronic survey was conducted to explore the current status of online education in the radiologic sciences and to identify barriers to providing online courses. A random sample of 373 educators from radiography, radiation therapy, and nuclear medicine technology educational programs accredited by the Joint Review Committee on Education in Radiologic Technology and Joint Review Committee on Educational Programs in Nuclear Medicine Technology was chosen to participate in this study. A qualitative analysis of self-identified barriers to online teaching was conducted. Three common themes emerged: information technology (IT) training and support barriers, student-related barriers, and institutional barriers. Online education is not prevalent in the radiologic sciences, in part because of the need for the clinical application of radiologic science course content, but online course activity has increased substantially in radiologic science education, and blended or hybrid course designs can effectively provide opportunities for student-centered learning. Further development is needed to increase faculty IT self-efficacy and to educate faculty regarding pedagogical methods appropriate for online course delivery. To create an excellent online learning environment, educators must move beyond technology issues and focus on providing quality educational experiences for students.

Weaving public health education into the fabric of a family medicine residency.

PubMed

Potts, Stacy E; Deligiannidis, Konstantinos E; Cashman, Suzanne B; Caggiano, Marie E; Carter, Lisa H; Haley, Heather-Lyn; Ferguson, Warren J

2011-10-01

Policymakers and accrediting bodies have recognized the importance of integrating public health, population health, and prevention into graduate medical education programs. The high prevalence of chronic illness, coupled with the impact of behavioral and societal determinants of health, necessitate an urgent call for family medicine residencies to prepare future leaders to meet these challenges. The University of Massachusetts Worcester Family Medicine Residency recently developed an integrated curriculum that strives to develop a culture of incorporating fundamental public health principles into everyday practice. This public health curriculum was designed to integrate new topics within the current residency structure through longitudinal and concentrated experiences. This strategy has substantially improved public health and prevention education without substantial impact on the already strained residency curricular structure. This paper describes the integration of public health and prevention education into a family medicine residency to help residents acquire the fundamental skills necessary to improve a population's health. Copyright © 2011 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Extended family medicine training: Measuring training flows at a time of substantial pedagogic change.

PubMed

Slade, Steve; Ross, Shelley; Lawrence, Kathrine; Archibald, Douglas; Mackay, Maria Palacios; Oandasan, Ivy F

2016-12-01

To examine trends in family medicine training at a time when substantial pedagogic change is under way, focusing on factors that relate to extended family medicine training. Aggregate-level secondary data analysis based on the Canadian Post-MD Education Registry. Canada. All Canadian citizens and permanent residents who were registered in postgraduate family medicine training programs within Canadian faculties of medicine from 1995 to 2013. Number and proportion of family medicine residents exiting 2-year and extended (third-year and above) family medicine training programs, as well as the types and numbers of extended training programs offered in 2015. The proportion of family medicine trainees pursuing extended training almost doubled during the study period, going from 10.9% in 1995 to 21.1% in 2013. Men and Canadian medical graduates were more likely to take extended family medicine training. Among the 5 most recent family medicine exit cohorts (from 2009 to 2013), 25.9% of men completed extended training programs compared with 18.3% of women, and 23.1% of Canadian medical graduates completed extended training compared with 13.6% of international medical graduates. Family medicine programs vary substantially with respect to the proportion of their trainees who undertake extended training, ranging from a low of 12.3% to a high of 35.1% among trainees exiting from 2011 to 2013. New initiatives, such as the Triple C Competency-based Curriculum, CanMEDS-Family Medicine, and Certificates of Added Competence, have emerged as part of family medicine education and credentialing. In acknowledgment of the potential effect of these initiatives, it is important that future research examine how pedagogic change and, in particular, extended training shapes the care family physicians offer their patients. As part of that research it will be important to measure the breadth and uptake of extended family medicine training programs. Copyright© the College of Family Physicians of Canada.

The Impact of Virtual Reality Programs in Career and Technical Education

ERIC Educational Resources Information Center

Catterson, Anna J.

2013-01-01

Instructional technology has evolved from blackboards with chalk to in some cases three-dimensional virtual reality environments in which students are interacting and engaging with other students worldwide. The use of this new instructional methodology, known as "virtual reality," has experienced substantial growth in higher education…

African Schoolnet Toolkit

ERIC Educational Resources Information Center

Marquard, Stephen

2005-01-01

A schoolnet program is an organized set of activities that expands the use of ICTs and promotes sharing of educational resources by teachers and students at schools. Schoolnet programmes may be located inside or outside government, may be large initiatives with substantial funding, or may be smaller innovative projects without big budgets. The…

The Serrano Problem: An Analysis of Equalization of Public School Support in California.

ERIC Educational Resources Information Center

Lindman, Erick L.

The Serrano case controversy raises the fundamental question: Do differences in school district per pupil expenditures represent cost differences incurred in providing essentially equivalent programs, or do they represent substantial differences in educational offerings? Although the answer is debatable, the California legislature increased…

Interviewing Practicing Administrators: An Underutilized Field Based Instructional Strategy.

ERIC Educational Resources Information Center

Joachim, Pat; Klotz, Jack

Reform of educational administrator preparation programs has received substantial attention from scholars over the past 15 years. Their works stress the importance of a strong knowledge base, problem-centered learning, and a renewed emphasis on affective development. A trend away from managerial, authoritarian leadership styles and toward…

Impact of the Family on the Sex Lives of Adolescents.

ERIC Educational Resources Information Center

Pick, Susan; Palos, Patricia Andrade

1995-01-01

Presents results of three studies as they relate to family influence on adolescents' sex lives. The studies' results support the hypothesis that the family has a substantial influence on adolescents' sexual and contraceptive behavior, justifying the incorporation of such issues as parent-child communication into sex education programs. (RJM)

Sexual Harassment in the Workplace: When Are Hostile Comments Actionable?

ERIC Educational Resources Information Center

Schimmel, David

1994-01-01

In "Harris" the Supreme Court ruled that Title VII is violated when the workplace environment "would reasonably be perceived and is perceived as hostile or abusive." Schools and colleges, by developing appropriate policies, procedures, and educational programs, can substantially increase understanding about the legal aspects of…

Teaching Agricultural Outdoor Programs in an Urban Setting

ERIC Educational Resources Information Center

Tillman, Charles J. D.

1975-01-01

Agricultural education can make a substantial contribution to the quality of the facilities and activities available for outdoor recreation. A teacher relates the course content, objectives, and learning activities of the soils portion of the curriculum of an urban nature center utilized as an outdoor laboratory. (Author/AJ)

Distance Learning: Videoconferences as Vehicles for Faculty Development in Gerontology/Geriatrics.

ERIC Educational Resources Information Center

Wood, Joan B.; Parham, Iris A.

1996-01-01

From 1985-1992 the Virginia Geriatric Education Center broadcast via satellite 22 videoconferences involving over 22,000 health professionals in the United States, Canada, and Bermuda. The program required substantial marketing to attract sufficiently large audiences to be cost effective, was labor intensive, and necessitated technical expertise.…

What We Know about School Counseling: A Reaction to Borders and Drury.

ERIC Educational Resources Information Center

Gerler, Edwin R., Jr.

1992-01-01

Responds to previous article by Borders and Drury (1992) on effectiveness of school counseling programs by focusing on conclusions that school counseling interventions have substantial impact on students' educational and personal development and that individual and small-group counseling, classroom guidance, and consultation activities seem to…

Broadening Educational Horizons: The National Science Foundation GK-12 Teaching Fellowship Program at the University of Maine, Orono, ME, USA.

NASA Astrophysics Data System (ADS)

Wilson, K. R.; Kelley, J. T.

2005-12-01

The future of meaningful scientific research in the United States depends heavily upon the quality of the science and mathematics education received by students in our grade K-12 education system. The National Science Foundation's GK-12 Teaching Fellowship Program provides opportunities for scientific enrichment for students and their teachers at the K-12 level. Currently in its fifth year at the University of Maine, Orono, the program is one of over 100 such programs in the country. Last year, the program was honored by the New England Board of Higher Education with a Regional Award for Excellence in Project Achievement. The program has three broad goals: to enrich the scientific education of students by providing equipment, role models, and expertise that they may not otherwise be exposed; to provide professional development for teachers through curriculum enrichment and participation at scientific conferences; and to improve the teaching and communication skills of fellows. Fellows represent a broad spectrum of research interests at the University of Maine, including Biology, Chemistry, Engineering, Forestry, Geological Sciences, and Marine Science. This past year, 13 graduate students and 1 undergraduate student worked with 52 teachers and 2300 students in 26 schools across the state of Maine. The benefits of this program are tangible and substantial. New awareness of the innovative ways that K-12 and University education systems can work together to promote hands-on science and the scientific method, is one of the major contributions of the NSF GK-12 Teaching Fellowship Program.

Accreditation status of U.S. military graduate medical education programs.

PubMed

De Lorenzo, Robert A

2008-07-01

Military graduate medical education (GME) comprises a substantial fraction of U.S. physician training capacity. The wars in Iraq and Afghanistan have placed substantial stress on military medicine, and lay and professional press accounts have raised awareness of the effects on military GME. To date, however, objective data on military GME quality remains sparse. Determine the accreditation status of U.S. military GME programs. Additionally, military GME program data will be compared to national (U.S.) accreditation lengths. Retrospective review of Accreditation Council for Graduate Medical Education (ACGME) data. All military-sponsored core programs in specialties with at least three residencies were included. Military-affiliated but civilian-sponsored programs were excluded. The current and past cycle data were used for the study. For each specialty, the current mean accreditation length and the net change in cycle was calculated. National mean accreditation lengths by specialty for 2005 to 2006 were obtained from the ACGME. Comparison between the overall mean national and military accreditation lengths was performed with a z test. All other comparisons employed descriptive statistics. Ninety-nine military programs in 15 specialties were included in the analysis. During the study period, 1 program was newly accredited, and 6 programs had accreditation withdrawn or were closed. The mean accreditation length of the military programs was 4.0 years. The overall national mean for the same specialties is 3.5 years (p < 0.01). In previous cycles, 68% of programs had accreditation of 4 years or longer, compared to 70% in the current cycle, while 13% had accreditation of 2 years or less in the previous cycle compared to 14% in the current cycle. Ten (68%) of the military specialties had mean accreditation lengths greater than the national average, while 5 (33%) were below it. Ten (68%) specialties had stable or improving cycle lengths when compared to previous cycles. Military GME accreditation cycle lengths are, overall, longer than national averages. Trends show many military programs are experiencing either stable or slightly lengthening accreditation compared to previous cycles. A few specialties show a declining trend. There has been a modest 5% decline in the number of military core residency programs since 2000.

Solar Decathlon 2017: Final Report and Lessons Learned

DOE Office of Scientific and Technical Information (OSTI.GOV)

Incorporated, Energetics

This final report introduces the Solar Decathlon 2017 Program Administrator, Core Advisory Committee, event sponsors and donors, and regional stakeholders that were integral to the success of Solar Decathlon 2017. The substantial balance of this report presents evaluative metrics and lessons learned about the primary aspects of administering Solar Decathlon 2017, including Project Management, Competition and Site Management, Stakeholder Engagement, Communications, Sponsor Management, Education Programming, and Volunteer Coordination. Several appendices compliment the discussion.

HerzMobil Tirol network: rationale for and design of a collaborative heart failure disease management program in Austria.

PubMed

Von der Heidt, Andreas; Ammenwerth, Elske; Bauer, Karl; Fetz, Bettina; Fluckinger, Thomas; Gassner, Andrea; Grander, Willhelm; Gritsch, Walter; Haffner, Immaculata; Henle-Talirz, Gudrun; Hoschek, Stefan; Huter, Stephan; Kastner, Peter; Krestan, Susanne; Kufner, Peter; Modre-Osprian, Robert; Noebl, Josef; Radi, Momen; Raffeiner, Clemens; Welte, Stefan; Wiseman, Andreas; Poelzl, Gerhard

2014-11-01

Heart failure (HF) is approaching epidemic proportions worldwide and is the leading cause of hospitalization in the elderly population. High rates of readmission contribute substantially to excessive health care costs and highlight the fragmented nature of care available to HF patients. Disease management programs (DMPs) have been implemented to improve health outcomes, patient satisfaction, and quality of life, and to reduce health care costs. Telemonitoring systems appear to be effective in the vulnerable phase after discharge from hospital to prevent early readmissions. DMPs that emphasize comprehensive patient education and guideline-adjusted therapy have shown great promise to result in beneficial long-term effects. It can be speculated that combining core elements of the aforementioned programs may substantially improve long-term cost-effectiveness of patient management.We introduce a collaborative post-discharge HF disease management program (HerzMobil Tirol network) that incorporates physician-controlled telemonitoring and nurse-led care in a multidisciplinary network approach.

Measuring conflict management, emotional self-efficacy, and problem solving confidence in an evaluation of outdoor programs for inner-city youth in Baltimore, Maryland.

PubMed

Caldas, Stephanie V; Broaddus, Elena T; Winch, Peter J

2016-08-01

Substantial evidence supports the value of outdoor education programs for promoting healthy adolescent development, yet measurement of program outcomes often lacks rigor. Accurately assessing the impacts of programs that seek to promote positive youth development is critical for determining whether youth are benefitting as intended, identifying best practices and areas for improvement, and informing decisions about which programs to invest in. We generated brief, customized instruments for measuring three outcomes among youth participants in Baltimore City Outward Bound programs: conflict management, emotional self-efficacy, and problem solving confidence. Measures were validated through exploratory and confirmatory factor analyses of pilot-testing data from two groups of program participants. We describe our process of identifying outcomes for measurement, developing and adapting measurement instruments, and validating these instruments. The finalized measures support evaluations of outdoor education programs serving urban adolescent youth. Such evaluations enhance accountability by determining if youth are benefiting from programs as intended, and strengthen the case for investment in programs with demonstrated success. Copyright © 2016 Elsevier Ltd. All rights reserved.

Evaluating the effectiveness of a post-license education program for young novice drivers in Belgium.

PubMed

Brijs, Kris; Cuenen, Ariane; Brijs, Tom; Ruiter, Robert A C; Wets, Geert

2014-05-01

The disproportionately large number of traffic accidents of young novice drivers highlights the need for an effective driver education program. The Goals for Driving Education (GDE) matrix shows that driver education must target both lower and higher levels of driver competences. Research has indicated that current education programs do not emphasize enough the higher levels, for example awareness and insight. This has raised the importance of insight programs. On the Road (OtR), a Flemish post-license driver education program, is such an insight program that aims to target these higher levels. The program focus is on risky driving behavior like speeding and drink driving. In addition, the program addresses risk detection and risk-related knowledge. The goal of the study was to do an effect evaluation of this insight program at immediate post-test and 2 months follow-up. In addition, the study aimed to generalize the results of this program to comparable programs in order to make usable policy recommendations. A questionnaire based on the Theory of Planned Behavior (TPB) was used in order to measure participants' safety consciousness of speeding and drink driving. Moreover, we focused on risk detection and risk-related knowledge. Participants (N=366) were randomly assigned to a baseline-follow-up group or a post-test-follow-up group. Regarding speeding and driving, we found OtR to have little effect on the TPB variables. Regarding risk detection, we found no significant effect, even though participants clearly needed substantial improvement when stepping into the program. Regarding risk-related knowledge, the program did result in a significant improvement at post-test and follow-up. It is concluded that the current program format is a good starting point, but that it requires further attention to enhance high level driving skills. Program developers are encouraged to work in a more evidence-based manner when they select target variables and methods to influence these variables. Copyright © 2014 Elsevier Ltd. All rights reserved.

Outcomes of teacher preparation in allied health sciences.

PubMed

Conine, T A; Smith, G T; Jackson, E H

1979-11-01

Formal preparation of allied health instructors for responsibilities of teaching and educational leadership has been encouraged through substantial federal grants, institutional funds and university programming. A review of the literature reveals very little regarding formal measurements of outcomes in terms of career progress of the graduates their professional activities and their level of satisfaction with the educational content and preparation as a teacher. This study focuses on the achievements and opinions of 106 graduates of a master's degree teacher preparation program. Graduates were found to be employed in positions commensurate with their preparation, and rewarded by their employers with career advancement, salary increases and promotions. The graduates believed that they had gained the skills needed. They also identified the strengths and weaknesses of the program. Implications of the findings are discussed.

Problem-based learning in laboratory medicine resident education: a satisfaction survey.

PubMed

Lepiller, Quentin; Solis, Morgane; Velay, Aurélie; Gantner, Pierre; Sueur, Charlotte; Stoll-Keller, Françoise; Barth, Heidi; Fafi-Kremer, Samira

2017-04-01

Theoretical knowledge in biology and medicine plays a substantial role in laboratory medicine resident education. In this study, we assessed the contribution of problem-based learning (PBL) to improve the training of laboratory medicine residents during their internship in the department of virology, Strasbourg University Hospital, France. We compared the residents' satisfaction regarding an educational program based on PBL and a program based on lectures and presentations. PBL induced a high level of satisfaction (100%) among residents compared to lectures and presentations (53%). The main advantages of this technique were to create a situational interest regarding virological problems, to boost the residents' motivation and to help them identify the most relevant learning objectives in virology. However, it appears pertinent to educate the residents in appropriate bibliographic research techniques prior to PBL use and to monitor their learning by regular formative assessment sessions.

The General Education Astronomy Source (GEAS) Project: Extending the Reach of Astronomy Education

NASA Astrophysics Data System (ADS)

Vogt, N. P.; Muise, A. S.

2014-07-01

We present a set of NASA and NSF sponsored resources to aid in teaching astronomy remotely and in the classroom at the college level, with usage results for pilot groups of students. Our goal is to increase the accessibility of general education science coursework to underserved populations nationwide. Our materials are available for use without charge, and we are actively looking for pilot instructors. Primary components of our program include an interactive online tutorial program with over 12,000 questions, an instructor review interface, a set of hands-on and imaging- and spectra-driven laboratory exercises, including video tutorials, and interviews with diverse individuals working in STEM fields to help combat stereotypes. We discuss learning strategies often employed by students without substantial scientific training and suggest ways to incorporate them into a framework based on the scientific method and techniques for data analysis, and we compare cohorts of in-class and distance-education students.

Psycho-educational Therapy among Nigerian Adult Patients with Epilepsy: A Controlled Outcome Study.

ERIC Educational Resources Information Center

Olley, B. O.; Osinowo, H. O.; Brieger, W. R.

2001-01-01

Evaluates the efficacy of a two-day psychoeducational program among patients with epilepsy in Nigeria. Results reveal that participants showed a substantial significant decrease in level of depression; a significant increase in the knowledge about epilepsy; and significant decrease in all measures of neurotic disorders except for hysterical…

34 CFR 609.20 - What are the application requirements for a grant under this part?

Code of Federal Regulations, 2013 CFR

2013-07-01

... GRADUATE INSTITUTIONS PROGRAM How Does an Eligible Institution Apply for a Grant? § 609.20 What are the... funds and how those activities will improve graduate educational opportunities for Black and low-income... applicant is making a substantial contribution to the legal, medical, dental, veterinary or other graduate...

34 CFR 609.20 - What are the application requirements for a grant under this part?

Code of Federal Regulations, 2010 CFR

2010-07-01

... GRADUATE INSTITUTIONS PROGRAM How Does an Eligible Institution Apply for a Grant? § 609.20 What are the... funds and how those activities will improve graduate educational opportunities for Black and low-income... applicant is making a substantial contribution to the legal, medical, dental, veterinary or other graduate...

34 CFR 609.20 - What are the application requirements for a grant under this part?

Code of Federal Regulations, 2012 CFR

2012-07-01

... GRADUATE INSTITUTIONS PROGRAM How Does an Eligible Institution Apply for a Grant? § 609.20 What are the... funds and how those activities will improve graduate educational opportunities for Black and low-income... applicant is making a substantial contribution to the legal, medical, dental, veterinary or other graduate...

34 CFR 609.20 - What are the application requirements for a grant under this part?

Code of Federal Regulations, 2011 CFR

2011-07-01

... GRADUATE INSTITUTIONS PROGRAM How Does an Eligible Institution Apply for a Grant? § 609.20 What are the... funds and how those activities will improve graduate educational opportunities for Black and low-income... applicant is making a substantial contribution to the legal, medical, dental, veterinary or other graduate...

The Open College of the North West, Distance Learning, and the "Open Tech" Programme.

ERIC Educational Resources Information Center

Percy, Keith; Saunders, Murray

1982-01-01

A regional program of pre-university courses in northwestern England open to adults with no entry qualifications is discussed. It uses some distance learning techniques but is investigating expansion to technical education through distance learning. The complexities and potential costs of such a substantial directional change are examined. (MSE)

The Cost of the Consolidation Option for Student Loans. A CBO Paper

ERIC Educational Resources Information Center

Weinberg, Steven; Moore, Damien

2006-01-01

The federal government's student loan programs for higher education convey substantial financial benefits to borrowers because of their broad availability and favorable terms. Of the various provisions included in a federal student loan contract, the option to consolidate individual loans contributes greatly to a borrower's benefits and the cost…

Preventing Preschool Fadeout through Instructional Intervention in Kindergarten and First Grade

ERIC Educational Resources Information Center

Duncan, Greg J.; Jenkins, Jade M.; Watts, Tyler W.; Magnuson, Katherine; Clements, Douglas; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine

2015-01-01

A substantial literature documents the benefits of early childhood education and formal preschool experiences on children's school readiness, with low-income and otherwise disadvantaged children benefitting the most from these programs. However, these academic benefits often fade out as children age, and most disappear by the end of kindergarten…

Upskilling the Aerospace Workforce in Washington. Scaling Change: Air Washington Consortium

ERIC Educational Resources Information Center

Bragg, D. D.

2016-01-01

Several federal grants prioritized the role of community colleges in education and training in recent years, and one of the most substantial investments was the Trade Adjustment Act Community College and Career Training (TAACCCT) program of the United States Department of Labor (DOL). Beginning October 2011, these $2 billion capacity-building…

Preventing Obsolescence through Adult Retraining. ERIC Digest No. 72.

ERIC Educational Resources Information Center

Naylor, Michele

In the past, employer-provided, job-specific training for new employees and continuing education for those who wished to advance in their jobs were often sufficient to keep abreast of technological changes. This is no longer the case, however. The substantial monetary and time expenditures associated with retraining programs that are begun only…

Expanding Student Support Services. Scaling Change: MoHealthWINs Consortium

ERIC Educational Resources Information Center

Kirby, C. L.

2016-01-01

Several federal grants prioritized the role of community colleges in education and training in recent years, and one of the most substantial investments was the Trade Adjustment Act Community College and Career Training (TAACCCT) program of the United States Department of Labor (DOL). Beginning October 2011, these $2 billion capacity-building…

Child Care Lead Poisoning Prevention. Training Curriculum.

ERIC Educational Resources Information Center

California Dept. of Health Services, Oakland. Childhood Lead Poisoning Prevention Branch.

In an effort to address young children's substantial risk for exposure to lead in out-of-home child care programs, outreach and training were developed for child care providers. This workshop curriculum consists of training activities and materials appropriate for child care providers in centers or homes for the purpose of educating them about the…

A Validity Study of the Self-Esteem Inventory.

ERIC Educational Resources Information Center

Landis, H. John

Results of this validation study of a slightly modified version of the Coppersmith Self-Esteem Inventory substantiate its use with seventh graders to assess Goal I (concerning self-understanding and appreciation of self-worth) of the Educational Quality Assessment Program in Pennsylvania. Appendixes include the definition and rationale for Goal I,…

The Impact of Increased Loan Utilization among Low Family Income Students.

ERIC Educational Resources Information Center

Mortenson, Thomas G.

This study used economic investment theory and attitudinal survey data to examine the relationship between the decline in low-income participation in higher education and the substitution of loans for grants in federal student financial aid programs. Loans are seen to substantially decrease the net benefits of college attendance to low-income…

Going Solar Yields Long-Term Economical, Educational Benefits

ERIC Educational Resources Information Center

von Moos, Brian

2009-01-01

Going solar is not an easy decision, but a long-term investment with a potentially substantial up-front cost. While some schools have enough capital in reserve, can raise bond money, or can solicit sufficient donations, many schools rely on creative financial programs to make a solar energy system economically feasible. Thinking about going solar…

Resisting Racial Awareness: How Teachers Understand the Social Order from Their Racial, Gender, and Social Class Locations.

ERIC Educational Resources Information Center

Sleeter, Christine E.

1992-01-01

A study of predominantly white teachers participating in a multicultural education staff development program illustrated how social class and gender experiences informed their understanding of the social order they used to understand race. Following the staff development, few teachers substantially restructured their perspectives about racial…

Using the Madeline Hunter Direct Instruction Model to Improve Outcomes Assessments in Marketing Programs

ERIC Educational Resources Information Center

Steward, Michelle D.; Martin, Gregory S.; Burns, Alvin C.; Bush, Ronald F.

2010-01-01

This study introduces marketing educators to the Madeline Hunter Direct Instruction Model (HDIM) as an approach to significantly and substantially improve student learning through course-embedded assessment. The effectiveness of the method is illustrated in three different marketing courses taught by three different marketing professors. The…

16 CFR 254.6 - Deceptive use of diplomas, degrees, or certificates.

Code of Federal Regulations, 2011 CFR

2011-01-01

... high school diploma unless the program of instruction to which it pertains is substantially equivalent to that offered by a resident secondary school, and unless the student is informed, by a clear and... GUIDES FOR PRIVATE VOCATIONAL AND DISTANCE EDUCATION SCHOOLS § 254.6 Deceptive use of diplomas, degrees...

16 CFR 254.6 - Deceptive use of diplomas, degrees, or certificates.

Code of Federal Regulations, 2012 CFR

2012-01-01

... high school diploma unless the program of instruction to which it pertains is substantially equivalent to that offered by a resident secondary school, and unless the student is informed, by a clear and... GUIDES FOR PRIVATE VOCATIONAL AND DISTANCE EDUCATION SCHOOLS § 254.6 Deceptive use of diplomas, degrees...

16 CFR 254.6 - Deceptive use of diplomas, degrees, or certificates.

Code of Federal Regulations, 2013 CFR

2013-01-01

... high school diploma unless the program of instruction to which it pertains is substantially equivalent to that offered by a resident secondary school, and unless the student is informed, by a clear and... GUIDES FOR PRIVATE VOCATIONAL AND DISTANCE EDUCATION SCHOOLS § 254.6 Deceptive use of diplomas, degrees...

16 CFR 254.6 - Deceptive use of diplomas, degrees, or certificates.

Code of Federal Regulations, 2010 CFR

2010-01-01

... high school diploma unless the program of instruction to which it pertains is substantially equivalent to that offered by a resident secondary school, and unless the student is informed, by a clear and... GUIDES FOR PRIVATE VOCATIONAL AND DISTANCE EDUCATION SCHOOLS § 254.6 Deceptive use of diplomas, degrees...

How effective is drug abuse resistance education? A meta-analysis of Project DARE outcome evaluations.

PubMed Central

Ennett, S T; Tobler, N S; Ringwalt, C L; Flewelling, R L

1994-01-01

OBJECTIVES. Project DARE (Drug Abuse Resistance Education) is the most widely used school-based drug use prevention program in the United States, but the findings of rigorous evaluations of its effectiveness have not been considered collectively. METHODS. We used meta-analytic techniques to review eight methodologically rigorous DARE evaluations. Weighted effect size means for several short-term outcomes also were compared with means reported for other drug use prevention programs. RESULTS. The DARE effect size for drug use behavior ranged from .00 to .11 across the eight studies; the weighted mean for drug use across studies was .06. For all outcomes considered, the DARE effect size means were substantially smaller than those of programs emphasizing social and general competencies and using interactive teaching strategies. CONCLUSIONS. DARE's short-term effectiveness for reducing or preventing drug use behavior is small and is less than for interactive prevention programs. PMID:8092361

Education and cost/benefit ratios in pulmonary patients.

PubMed

Folgering, H; Rooyakkers, J; Herwaarden, C

1994-04-01

The need for education of pulmonary patients stems from bad symptom perception, problems in using instruments for assessment of the severity of obstruction, problems in understanding and using (inhaled) medications, and lack in insight in the process of the underlying disease. Education of asthma patients usually leads to better management of the disease, less visits to doctors, less hospital admissions, and less days lost at school or at work. The use of medication often increases. Quality of life improves after an education program. The cost-benefit balance usually is favourable. The effects of education in COPD patients is equivocal. The costs usually are high; the benefits are substantially less than in the asthma group.

Predicting Performance in Higher Education Using Proximal Predictors.

PubMed

Niessen, A Susan M; Meijer, Rob R; Tendeiro, Jorge N

2016-01-01

We studied the validity of two methods for predicting academic performance and student-program fit that were proximal to important study criteria. Applicants to an undergraduate psychology program participated in a selection procedure containing a trial-studying test based on a work sample approach, and specific skills tests in English and math. Test scores were used to predict academic achievement and progress after the first year, achievement in specific course types, enrollment, and dropout after the first year. All tests showed positive significant correlations with the criteria. The trial-studying test was consistently the best predictor in the admission procedure. We found no significant differences between the predictive validity of the trial-studying test and prior educational performance, and substantial shared explained variance between the two predictors. Only applicants with lower trial-studying scores were significantly less likely to enroll in the program. In conclusion, the trial-studying test yielded predictive validities similar to that of prior educational performance and possibly enabled self-selection. In admissions aimed at student-program fit, or in admissions in which past educational performance is difficult to use, a trial-studying test is a good instrument to predict academic performance.

Potential Savings from an Evidence-Based Consumer-Oriented Public Education Campaign on Prescription Drugs

PubMed Central

Donohue, Julie M; Fischer, Michael A; Huskamp, Haiden A; Weissman, Joel S

2008-01-01

Objective To estimate potential savings associated with the Consumer Reports Best Buy Drugs program, a national educational program that provides consumers with price and effectiveness information on prescription drugs. Data Sources National data on 2006 prescription sales and retail prices paid for angiotensin-converting enzyme inhibitors (ACEIs), β-blockers, calcium channel blockers, and 3-hydroxy-3-methylglutaryl coenzyme A (HMG-coA) reductase inhibitors (statins). Study Design We converted national data on aggregate unit sales of drugs in the four classes to defined daily doses (DDD) and estimated a range of potential savings from generic and therapeutic substitution. Principal Findings We estimated that $2.76 billion, or 7.83 percent of sales, could be saved if use of the drugs recommended by the educational program was increased. The recommended drugs’ prices were 15–65 percent lower per DDD than their therapeutic alternatives. The majority (57.4 percent) of potential savings would be achieved through therapeutic substitution. Conclusions Substantial savings can be achieved through greater use of comparatively effective and lower cost drugs recommended by a national consumer education program. However, barriers to dissemination of consumer-oriented drug information must be addressed before savings can be realized. PMID:18479406

Interactive, culturally sensitive education on colorectal cancer screening.

PubMed

Menon, Usha; Szalacha, Laura A; Belue, Rhonda; Rugen, Kathryn; Martin, Kelly R; Kinney, Anita Y

2008-09-01

Increasing colorectal cancer screening (CRCS) can have a substantial positive impact on morbidity and mortality. The purpose of this report is to describe the development and feasibility testing of a computer-based, theory-guided educational program designed to increase CRCS. This mixed-methods study used focus groups and subsequent randomized controlled trial design. Participants (N = 199) were randomized to an intervention or control group; 75% were African American; mean age was 57.36 (SD = 6.8); 71% were male. Previously validated measures on knowledge, beliefs, and screening test adherence were used to establish pre- and post-intervention perceptions. Feasibility was measured by response and completion rates, and participants' perceptions of the program. Before feasibility testing, the program was presented to 2 focus groups. Changes were made to the program based on discussion, leading to a visually appealing, easy to understand and navigate, self-paced program. In the RCT pilot test that followed, of the participants in the intervention group, 80% said the education helped them decide to get CRCS; 49% agreed it helped them overcome barriers; 91% agreed it was useful, 68% thought it raised new concerns about cancer, but only 30% said it made them worry about CRC; 95% agreed their doctor's office should continue giving such education, and 99% said they would inform family about the program. The response rate of 83% demonstrated feasibility of conducting colorectal cancer education in the primary care setting; overall the program was well received; participants averaged 23 minutes to complete it. Participants sought no help from attending data collectors and navigated the revised touch screen program with ease. Computer-based education is feasible in primary care clinics.

Supporting voluntary faculty members in departments of psychiatry.

PubMed

Magen, Jed; Ley, Alyse

2011-01-01

Unpaid voluntary faculty members do substantial amounts of teaching in medical schools. This article discusses strategies for recruitment, retention, and development for these individuals. The authors describe a compendium of literature searches and their own experience administering a large medical student education program and residency programs. Voluntary faculty members are internally motivated to teach. Concrete or monetary compensation is much less valued than simple acknowledgment and teaching-excellence awards. Departments should thoughtfully decide how they wish to reward voluntary faculty members for their contributions. Small gestures of gratitude generally are appreciated out of proportion to their intrinsic value. Departments can successfully retain excellent teachers who contribute to the educational mission without spending scarce resources. Copyright © 2011 Academic Psychiatry

Facebook is an effective strategy to recruit low-income women to online nutrition education.

PubMed

Lohse, Barbara

2013-01-01

Nutrition education research recruitment expense and effort are substantial; sample selection is crucial for intervention assessment. Effectiveness and cost of Facebook to recruit low-income women to an online nutrition program were examined, including biopsychosocial characteristics of Facebook responders. An ad appeared on the Facebook page of low-income women, 18-45 years old, living in Pennsylvania to invite access to an online nutrition program. Eligible persons completed surveys about food-related behaviors including eating competence, food security, and assistance program use. Of 465 people who clicked on the ad, 81 completed the eligibility survey, and 62 were eligible; 52 completed a preprogram survey. Completers were mostly white (79%), overweight/obese (mean body mass index 36.2 ± 12.9), and not eating competent (75%). Low-income status was identified for 75% (n = 39) of completers. Total recruitment cost over 19 days was $596.71. Facebook appears to be an effective tool to recruit low-income women to nutrition education projects. Copyright © 2013 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

An innovative approach to post-graduate education in veterinary public health.

PubMed

Toribio, Jenny-Ann L M L; Forsyth, Hannah; Laxton, Ruth; Whittington, Richard J

2009-01-01

The past decade has seen a substantially increased need for animal health professionals who have advanced education in areas that impact on veterinary public health (VPH). The University of Sydney has made a significant contribution to the international capacity for training in this field by developing an online, distance program in Veterinary Public Health Management. This paper describes the distinctive characteristics of this program, which combines technical material in a range of units that influence VPH with leadership and project management. It then describes the educational model developed for delivery of its course material, including the four modalities that are structured to support engaged learning by busy animal health professionals who are working full-time (self-led, facilitator-led, peer-led, and assessment-led instructional approaches). Finally, having reflected on the efficacy of this model for post-graduate training in VPH, we discuss the progress of the program since its inception in 2002, reflecting on the challenges it has encountered and defining the factors that are critical to the success of this program.

MO-DE-207-04: Imaging educational program on solutions to common pediatric imaging challenges

DOE Office of Scientific and Technical Information (OSTI.GOV)

Krishnamurthy, R.

This imaging educational program will focus on solutions to common pediatric imaging challenges. The speakers will present collective knowledge on best practices in pediatric imaging from their experience at dedicated children’s hospitals. The educational program will begin with a detailed discussion of the optimal configuration of fluoroscopes for general pediatric procedures. Following this introduction will be a focused discussion on the utility of Dual Energy CT for imaging children. The third lecture will address the substantial challenge of obtaining consistent image post -processing in pediatric digital radiography. The fourth and final lecture will address best practices in pediatric MRI includingmore » a discussion of ancillary methods to reduce sedation and anesthesia rates. Learning Objectives: To learn techniques for optimizing radiation dose and image quality in pediatric fluoroscopy To become familiar with the unique challenges and applications of Dual Energy CT in pediatric imaging To learn solutions for consistent post-processing quality in pediatric digital radiography To understand the key components of an effective MRI safety and quality program for the pediatric practice.« less

A scoping review of the literature on benefits and challenges of participating in patient education programs aimed at promoting self-management for people living with chronic illness.

PubMed

Stenberg, Una; Haaland-Øverby, Mette; Fredriksen, Kari; Westermann, Karl Fredrik; Kvisvik, Toril

2016-11-01

To give a comprehensive overview of benefits and challenges from participating in group based patient education programs that are carried out by health care professionals and lay participants, aimed at promoting self-management for people living with chronic illness. We searched 8 literature databases. Full text articles meeting the inclusion criteria were retrieved and reviewed. Arksey and O'Malley's framework for scoping studies guided the review process and thematic analysis was undertaken to synthesize extracted data. Of the 5935 titles identified, 47 articles were included in this review. The participants experienced the programs as beneficial according to less symptom distress and greater awareness of their own health, improved self-management strategies, peer support, learning and hope. A substantial evidence base supports the conclusion that group based self-management patient education programs in different ways have been experienced as beneficial, but more research is needed. The insights gained from this review can enable researchers, health care professionals, and participants to understand the complexity in evaluating self-management patient education programs, and constitute a basis for a more standardized and systematic evaluation. The results may also encourage health care professionals in planning and carrying out programs in cooperation with lay participants. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

National School Lunch Program and School Breakfast Program: Eliminating Applications Through Community Eligibility as Required by the Healthy, Hunger-Free Kids Act of 2010. Final rule.

PubMed

2016-07-29

This final rule establishes requirements for State agencies, local educational agencies, and schools operating the Community Eligibility Provision, a reimbursement option that allows the service of school meals to all children at no-cost in high poverty schools without collecting household applications. By eliminating the household application process and streamlining meal counting and claiming procedures through the Community Eligibility Provision, local educational agencies may substantially reduce administrative burden related to operating the National School Lunch and School Breakfast Programs. This rule codifies many requirements that were implemented through policy guidance following enactment of the Healthy, Hunger-Free Kids Act of 2010, as well as provisions of the proposed rule. These requirements will result in consistent, national implementation of the Community Eligibility Provision.

Improving oversight of the graduate medical education enterprise: one institution's strategies and tools.

PubMed

Afrin, Lawrence B; Arana, George W; Medio, Franklin J; Ybarra, Angela F N; Clarke, Harry S

2006-05-01

Accreditation organizations, financial stakeholders, legal systems, and regulatory agencies have increased the need for accountability in educational processes and curricular outcomes of graduate medical education. This demand for greater programmatic monitoring has placed pressure on institutions with graduate medical education (GME) programs to develop greater oversight of these programs. Meeting these challenges requires development of new GME management strategies and tools for institutional GME administrators to scrutinize programs, while still allowing these programs the autonomy to develop and implement educational methods to meet their unique training needs. At the Medical University of South Carolina (MUSC), senior administrators in the college of medicine felt electronic information management was a critical strategy for success and thus proceeded to carefully select an electronic residency management system (ERMS) to provide functionality for both individual programs and the GME enterprise as a whole. Initial plans in 2002 for a phased deployment had to be changed to a much more rapid deployment due to regulatory issues. Extensive communication and cooperation among MUSC's GME leaders resulted in a successful deployment in 2003. Evaluation completion rates have substantially improved, duty hours are carefully monitored, patient safety has improved through more careful oversight of residents' procedural privileges, regulators have been pleased, and central GME administrative visibility of program performance has dramatically improved. The system is now being expanded to MUSC's medical school and other health professions colleges. The authors discuss lessons learned and opportunities and challenges ahead, which include improving tracking of development of procedural competency, establishing and monitoring program performance standards, and integrating the ERMS with GME reimbursement systems.

The economic contribution of the Northern Ontario School of Medicine to communities participating in distributed medical education.

PubMed

Hogenbirk, John C; Robinson, David R; Hill, Mary Ellen; Pong, Raymond W; Minore, Bruce; Adams, Ken; Strasser, Roger P; Lipinski, Joe

2015-01-01

The economic contribution of medical schools to major urban centres can be substantial, but there is little information on the contribution to the economy of participating communities made by schools that provide education and training away from major cities and academic health science centres. We sought to assess the economic contribution of the Northern Ontario School of Medicine (NOSM) to northern Ontario communities participating in NOSM's distributed medical education programs. We developed a local economic model and used actual expenditures from 2007/08 to assess the economic contribution of NOSM to communities in northern Ontario. We also estimated the economic contribution of medical students or residents participating in different programs in communities away from the university campuses. To explore broader economic effects, we conducted semistructured interviews with leaders in education, health care and politics in northern Ontario. The total economic contribution to northern Ontario was $67.1 million based on $36.3 million in spending by NOSM and $1.0 million spent by students. Economic contributions were greatest in the university campus cities of Thunder Bay ($26.7 million) and Sudbury ($30.4 million), and $0.8-$1.2 million accrued to the next 3 largest population centres. Communities might realize an economic contribution of $7300-$103 900 per pair of medical learners per placement. Several of the 59 interviewees remarked that the dollar amount could be small to moderate but had broader economic implications. Distributed medical education at the NOSM resulted in a substantial economic contribution to participating communities.

Self-care management of Thai Buddhists and Muslims with type 2 diabetes after an empowerment education program.

PubMed

Lundberg, Pranee C; Thrakul, Supunnee

2018-04-23

The aim of the present study was to explore self-care management of Thai Buddhists and Muslims with type 2 diabetes and inadequate blood glucose levels, after they had been subjected to a 6-month diabetes empowerment education program. Twenty-seven participants (male and female) were selected through purposive convenience sampling for an explorative qualitative study. Semistructured focus group interviews with four open-ended questions were used to study the participants' self-care behavior at the beginning and the end of the program, and the data obtained were subjected to content analysis. At the end, one third of the participants had been able to reduce their blood glucose to acceptable levels. Most of the others had achieved reduced but irregular blood glucose levels; however, some did not achieve any reduction. Diet was the most difficult problem, and economic difficulties, incorrect knowledge, and misleading beliefs were barriers. In conclusion, an empowerment education program can substantially improve the outcome of self-care management for many people with type 2 diabetes. In the planning of such programs, barriers should be taken into account. © 2018 John Wiley & Sons Australia, Ltd.

California's Proposition 227: Implications and Costs of the Unz Initiative.

ERIC Educational Resources Information Center

Council of the Great City Schools, Washington, DC.

Voters in California will vote June 2, 1998 to decide the fate of Proposition 227, a measure proposed by businessman Ron Unz that would substantially change the way that students who are not proficient in English are taught. If approved by the voters, Proposition 227, the Unz Initiative, would essentially eliminate bilingual education programs in…

Feasibility and Acceptability of a Web-Based HIV/STD Prevention Program for Adolescent Girls Targeting Sexual Communication Skills

ERIC Educational Resources Information Center

Widman, L.; Golin, C. E.; Kamke, K.; Massey, J.; Prinstein, M. J.

2017-01-01

Adolescent girls are at substantial risk of sexually transmitted diseases including HIV. To reduce these risks, we developed Health Education And Relationship Training (HEART), a web-based intervention focused on developing sexual assertiveness skills and enhancing sexual decision-making. This study assessed the feasibility and acceptability of…

Mothers' Experiences of a Women's Health and Empowerment Program for Mothers of a Child with a Disability

ERIC Educational Resources Information Center

Bourke-Taylor, Helen M.; Jane, Fiona M.

2018-01-01

Substantial research identifies mothers of children with a disability as a vulnerable group with compromised health outcomes and restrictions for their own self-care, social, economic and leisure participation. This study investigated perceptions and experiences of mothers following attendance at health education and empowerment workshops (Healthy…

The Relationship between SLA Research and Language Pedagogy: Teachers' Perspectives

ERIC Educational Resources Information Center

Nassaji, Hossein

2012-01-01

There is currently a substantial body of research on second language (L2) learning and this body of knowledge is constantly growing. There are also many attempts in most teacher education programs around the world to inform practicing and prospective L2 teachers about second language acquisition (SLA) research and its findings. However, an…

Attracting a New Market to Northwestern's Undergraduate Programs: Older Women Living on the North Shore.

ERIC Educational Resources Information Center

Fox, Karen F. A.

Women over age 25 represent a substantial age group that may be recruited to bolster undergraduate student recruitment efforts at Northwestern University and similar institutions of higher education. By 1990, the number of recruitable 18-year-olds will fall by 20 percent nationwide, causing financial hardship for many private colleges and…

Usage of an online healthy lifestyle program by pregnant women attending midwifery practices in Amsterdam.

PubMed

van Zutphen, Moniek; Milder, Ivon E; Bemelmans, Wanda J

2008-06-01

To determine reach, attrition and program engagement and their associations with user characteristics for an online healthy lifestyle program for pregnant women. From March to August 2006, 1382 pregnant women visiting 20 midwifery practices in Amsterdam were invited to enroll in a healthy lifestyle program through registration on the program website (at home). User characteristics were self-reported upon enrollment, while program use was objectively monitored until January 2007. Seventeen percent (n=238) of the women who received information from their midwife enrolled. Most women were highly educated (68%) and already had a healthy lifestyle. About half of them (52%) continued to use the program throughout their pregnancy. Less lower than higher educated women continued using the program (45% vs. 63%, p=0.02). When e-mails were opened almost all lifestyle topics were accessed (85%), but links to related websites were used less often (12%). The healthy lifestyle program did not reach a substantial proportion of the target population. Only 9% of those invited continued to use the program throughout their pregnancies. In addition to that there was selective enrollment and selective attrition. This research confirms that disadvantaged women, who need the intervention most, are least easily reached.

Medicaid-based child restraint system disbursement and education and the vaccines for children program: comparative cost-effectiveness.

PubMed

Goldstein, Jesse A; Winston, Flaura K; Kallan, Michael J; Branas, Charles C; Schwartz, J Sanford

2008-01-01

Low-income children are disproportionately at risk for preventable motor-vehicle injury. Many of these children are covered by Medicaid programs placing substantial economic burden on states. Child restraint systems (CRSs) have demonstrated efficacy in preventing death and injury among children in crashes but remain underutilized because of poor access and education. The objective of this study was to evaluate the cost-effectiveness of Medicaid-based reimbursement for CRS disbursement and education for low-income children and compare it with vaccinations covered under the Vaccines For Children (VFC) program. A cost-effectiveness analysis was performed of Medicaid reimbursement for CRS disbursement/education for low-income children based on data from public and private databases. Primary outcomes measured include cost per life-year saved, death, serious injury, and minor injury averted, as well as medical, parental work loss, and future productivity loss costs averted. Cost-effectiveness calculations were compared with published cost-effectiveness data for vaccinations covered under the VFC program. The adoption of a CRS disbursement/education program could prevent up to 2 deaths, 12 serious injuries, and 51 minor injuries per 100,000 low-income children annually. When fully implemented, the program could save Medicaid over $1 million per 100,000 children in direct medical costs while costing $13 per child per year after all 8 years of benefit. From the perspective of Medicaid, the program would cost $17,000 per life-year saved, $60,000 per serious injury prevented, and $560,000 per death averted. The program would be cost saving from a societal perspective. These data are similar to published vaccination cost-effectiveness data. Implementation of a Medicaid-funded CRS disbursement/education program was comparable in cost-effectiveness with federal vaccination programs targeted toward similar populations and represents an important potential strategy for addressing injury disparities among low-income children.

Evidence-Based Medicine and State Health Care Coverage: The Washington Health Technology Assessment Program.

PubMed

Rothman, David J; Blackwood, Kristy L; Adair, Whitney; Rothman, Sheila M

2018-04-01

To evaluate the Washington State Health Technology Assessment Program (WHTAP). Washington State Health Technology Assessment Program proceedings in Seattle, Washington. We assessed the program through observation of its proceedings over a 5-year period, 2009-2014. We conducted detailed analyses of the documents it produced and reviewed relevant literature. Washington State Health Technology Assessment Program is unique compared to other state and federal programs. It has successfully applied evidence-based medicine to health care decision making, limited by the strength of available data. It claims cost savings, but they are not substantiated. Washington State Health Technology Assessment Program is a useful model for other states considering implementation of technology assessment programs. We provide key lessons for improving WHTAP's process. © Health Research and Educational Trust.

Education and Public Outreach Programs at Columbus State University's Mead Observatory

NASA Astrophysics Data System (ADS)

Cruzen, S.; Rutland, C.; Carr, D.; Seckinger, M.

2003-12-01

Columbus State University (CSU) has made a substantial commitment to community education in astronomy and space science. Through the programs of the Mead Observatory at CSU's Coca-Cola Space Science Center, students, staff and faculty have been providing public outreach programs in astronomy for more than seven years. Recently, a generous grant from a private foundation has facilitated an astounding growth in the observatory's astronomy outreach activities. The grant made possible the purchase of a van, a portable planetarium, and additional telescope and computer equipment. It also funded a two-year scholarship that has supported a pair of CSU's science education majors who have staffed the program and made it a success. NASA, through the Georgia Space Grant Consortium, has provided additional funding for scholarships for 2003-2004. Prior to receiving these funds, the observatory program consisted of monthly open houses, occasional public observing nights at remote locations and approximately 6 to 8 school visits per year. Annually, these programs served approximately 3500 people. Since beginning the new phase of this program in October of 2001, the number of people served has soared to more than 23,000 in only 24 months. Over 60 schools have been visited, increasing our previous annual rate by nearly five times. Additional groups served include boys and girls scouting groups, state parks and other community organizations. School presentations have been designed to assist K-12 teachers in meeting science education standards. More than 200 teachers were asked to assess the program, and their responses were quite positive. More information about the program is available at our website (http://www.ccssc.org).

Screening Program Reduced Melanoma Mortality at the Lawrence Livermore National Laboratory, 1984-1996

DOE Office of Scientific and Technical Information (OSTI.GOV)

Schneider, MD, J S; II, PhD, D; MD, PhD, M

Worldwide incidence of cutaneous malignant melanoma has increased substantially, and no screening program has yet demonstrated reduction in mortality. We evaluated the education, self examination and targeted screening campaign at the Lawrence Livermore National Laboratory (LLNL) from its beginning in July 1984 through 1996. The thickness and crude incidence of melanoma from the years before the campaign were compared to those obtained during the 13 years of screening. Melanoma mortality during the 13-year period was based on a National Death Index search. Expected yearly deaths from melanoma among LLNL employees were calculated by using California mortality data matched by age,more » sex, and race/ethnicity and adjusted to exclude deaths from melanoma diagnosed before the program began or before employment at LLNL. After the program began, crude incidence of melanoma thicker than 0.75 mm decreased from 18 to 4 cases per 100,000 person-years (p = 0.02), while melanoma less than 0.75mm remained stable and in situ melanoma increased substantially. No eligible melanoma deaths occurred among LLNL employees during the screening period compared with a calculated 3.39 expected deaths (p = 0.034). Education, self examination and selective screening for melanoma at LLNL significantly decreased incidence of melanoma thicker than 0.75 mm and reduced the melanoma-related mortality rate to zero. This significant decrease in mortality rate persisted for at least 3 yr after employees retired or otherwise left the laboratory.« less

Changing the course of geriatrics education: an evaluation of the first cohort of Reynolds geriatrics education programs.

PubMed

Reuben, David B; Bachrach, Peter S; McCreath, Heather; Simpson, Deborah; Bragg, Elizabeth J; Warshaw, Gregg A; Snyder, Rani; Frank, Janet C

2009-05-01

To describe geriatric training initiatives implemented as a result of Reynolds Foundation grants awarded in 2001 (and concluding in 2005) and evaluate the resulting structure, process, and outcome changes. Cross-sectional survey of program directors at 10 academic institutions augmented by review of reports and secondary analyses of existing databases to identify structural and process measures of curriculum implementation, participation rates, and students' responses to Association of American Medical Colleges Medical School Graduation Questionnaires about geriatrics training. All 10 institutions reported structural changes, including newly developed or revised geriatric rotations or courses for their trainees. Most used online Internet educational materials, sent students to new training venues, incorporated geriatric case discussions, implemented standardized patients, and used digital media. On average, each institution trained more than 1,000 medical students, 500 residents, 100 faculty, and 700 nonfaculty community physicians during the award period. Reynolds institutions also provided geriatrics training across 22 non-primary-care disciplines. Eight schools implemented formal faculty development programs. By 2005, students at Reynolds-supported schools reported higher levels of geriatrics/gerontology education and more exposure to expert geriatric care by the attending faculty compared with students at non-Reynolds schools. Innovations and products were disseminated via journal publications, conference presentations, and the Portal of Geriatric Online Education. The investment of extramural and institutional funds in geriatrics education has substantially influenced undergraduate, graduate, and practicing physician education at Reynolds-supported schools. The full impact of these programs on care of older persons will not be known until these trainees enter practice and educational careers.

Clinical Impact and Cost-Effectiveness of an Education Program for PD Patients: A Randomized Controlled Trial

PubMed Central

Ory-Magne, Fabienne; Arcari, Céline; Mohara, Christine; Pourcel, Laure; Derumeaux, Hélène; Bérard, Emilie; Bourrel, Robert; Molinier, Laurent; Brefel-Courbon, Christine

2016-01-01

Background Parkinson’s disease (PD) is characterized by its impact on quality of life, constituting a substantial economic burden on society. Education programs implicating patients more in the management of their illness and complementing medical treatment may be a beneficial adjunct in PD. This study assessed the impact of an education program on quality of life and its cost-effectiveness in PD patients. Methods This single-center, prospective, randomized study assessed an education program consisting of individual and group sessions over a 12-month period. A total of 120 PD patients were assigned to either the Treated by Behavioral Intervention group (TTBI) or the no TTBI group. The primary outcome criterion was quality of life assessed using PDQ39. The Unified Parkinson’s Disease Rating Scale (UPDRS) and psychological status were collected. An economic evaluation was performed, including calculations of incremental cost-effectiveness ratios (ICERs). Results After 12 months of follow-up, changes recorded in the PDQ39 between the groups were not significantly different but better changes were observed in each dimension in the TTBI group compared to the no TTBI group. UPDRS I, II and total score were significantly improved in TTBI group compared to the no TTBI group. Mean annual costs did not differ significantly between the two groups. Conclusion This study suggested that the education program positively impacts the perceived health of PD patients without increasing medical costs. PMID:27685455

Hazardous Waste Worker Education

PubMed Central

McQuiston, Thomas H.; Coleman, Paula; Wallerstein, Nina B.; Marcus, Alfred C.; Morawetz, John S.; Ortlieb, David W.

2014-01-01

This study illustrates how a union education center successfully integrated adult empowerment education principles into the teaching methods and curriculum of a health and safety training program. The 12-month follow-up phone survey involved 481 local union respondents each representing a separate plant site and a group of 50 manager trainees. The evaluation shows that the training manual continued to be used by more than 70% of respondents, more than 70% taught coworkers, more than 50% of union trainees went on to train their managers, and more than 90% identified problems at work and sought and obtained changes in programs, training, or equipment. More than 20% reported that major spills had occurred following training. The majority stated that the handling of the spills improved. More than 80% stated that the training better prepared them for their health and safety duties. The managers’ data substantially supported union members’ reports. PMID:7884572

A comparative study of interprofessional education in global health care

PubMed Central

Herath, Chulani; Zhou, Yangfeng; Gan, Yong; Nakandawire, Naomie; Gong, Yanghong; Lu, Zuxun

2017-01-01

Abstract Background: The World Health Organization (WHO) and its partners identify interprofessional (IP) collaboration in education and practice as an innovative strategy that plays an important role in mitigating the global health workforce crisis. Evidence on the practice of global health level in interprofessional education (IPE) is scarce and hampered due to the absence of aggregate information. Therefore, this systematic review was conducted to examine the incidences of IPE and summarize the main features about the IPE programs in undergraduate and postgraduate education in developed and developing countries. Methods: The PubMed, Embase, Web of Science, and Google Scholar were searched from their inception to January 31, 2016 for relevant studies regarding the development of IPE worldwide, IPE undergraduate and postgraduate programs, IP interaction in health education, IPE content, clinical placements, and teaching methods. Countries in which a study was conducted were classified as developed and developing countries according to the definition by the United Nations (UN) in 2014. Results: A total of 65 studies from 41 countries met our inclusion criteria, including 45 studies from 25 developed countries and 20 studies from 16 developing countries. Compared with developing countries, developed countries had more IPE initiatives. IPE programs were mostly at the undergraduate level. Overall, the university was the most common academic institution that provided IPE programs. The contents of the curricula were mainly designed to provide IP knowledge, skills, and values that aimed at developing IP competencies. IPE clinical placements were typically based in hospitals, community settings, or both. The didactic and interactive teaching methods varied significantly within and across universities where they conducted IPE programs. Among all health care disciplines, nursing was the discipline that conducted most of the IPE programs. Conclusion: This systematic review illustrated that the IPE programs vary substantially across countries. Many countries, especially the academic institutions are benefiting from the implementation of IPE programs. There is a need to strengthen health education policies at global level aiming at initiating IPE programs in relevant institutions. PMID:28930816

Magnetic resonance imaging in multiple sclerosis--patients' experiences, information interests and responses to an education programme.

PubMed

Brand, Judith; Köpke, Sascha; Kasper, Jürgen; Rahn, Anne; Backhus, Imke; Poettgen, Jana; Stellmann, Jan-Patrick; Siemonsen, Susanne; Heesen, Christoph

2014-01-01

Magnetic resonance imaging (MRI) is a key diagnostic and monitoring tool in multiple sclerosis (MS) management. However, many scientific uncertainties, especially concerning correlates to impairment and prognosis remain. Little is known about MS patients' experiences, knowledge, attitudes, and unmet information needs concerning MRI. We performed qualitative interviews (n = 5) and a survey (n = 104) with MS patients regarding MRI patient information, and basic MRI knowledge. Based on these findings an interactive training program of 2 hours was developed and piloted in n = 26 patients. Interview analyses showed that patients often feel lost in the MRI scanner and left alone with MRI results and images while 90% of patients in the survey expressed a high interest in MRI education. Knowledge on MRI issues was fair with some important knowledge gaps. Major information interests were relevance of lesions as well as the prognostic and diagnostic value of MRI results. The education program was highly appreciated and resulted in a substantial knowledge increase. Patients reported that, based on the program, they felt more competent to engage in encounters with their physicians. This work strongly supports the further development of an evidence-based MRI education program for MS patients to enhance participation in health-care.

Curricular Approaches in Research Ethics Education: Reflecting on More and Less Effective Practices in Instructional Content.

PubMed

Torrence, Brett S; Watts, Logan L; Mulhearn, Tyler J; Turner, Megan R; Todd, E Michelle; Mumford, Michael D; Connelly, Shane

2017-01-01

Over the past decade, the effectiveness of ethics education programs has increased with regard to trainee outcomes, such as knowledge, awareness, and ethical decision making. However, despite the overall improvement in training effectiveness, considerable variability still exists across programs. One potential source of variability arises from the substantial range in instructional training content utilized across ethics training courses. The goal of the present effort was to clarify which approaches in ethics education result in positive training outcomes through the identification of instructional content themes. Through a qualitative review of ethics training courses, we identified key themes in instructional content curriculum associated with effective courses: domain-general, domain-specific, standard compliance, professionalism, and process-based. In addition, we identified key themes associated with less effective courses: mixed-specificity, narrow coverage, and idealized ethics. Descriptions and key characteristics of each theme along with example courses are provided. Implications of the content themes for ethics education are discussed.

Substantiating the Need to Apply a Sociocultural Lens to the Preparation of Teachers in an Effort to Achieve Science Reform

ERIC Educational Resources Information Center

Zapata, Mara

2013-01-01

This qualitative, sociocultural study examines how teacher preparation programs may have deliberate impact on science reform by unearthing the complex layers of diversity inherent in the contextual reality of education. This study was conducted in one of the largest school districts in the Southeastern United States, serving a predominately…

State Capacity to Support School Turnaround. NCEE Evaluation Brief. NCEE 2015-4012

ERIC Educational Resources Information Center

Tanenbaum, Courtney; Boyle, Andrea; Graczewski, Cheryl; James-Burdumy, Susanne; Dragoset, Lisa; Hallgren, Kristin

2015-01-01

One objective of the U.S. Department of Education's (ED) School Improvement Grants (SIG) and Race to the Top (RTT) program is to help states enhance their capacity to support the turnaround of low-performing schools. This capacity may be important, given how difficult it is to produce substantial and sustained achievement gains in low-performing…

Fuel for Success: Academic Momentum as a Mediator between Dual Enrollment and Educational Outcomes of Two-Year Technical College Students

ERIC Educational Resources Information Center

Wang, Xueli; Chan, Hsun-yu; Phelps, L. Allen; Washbon, Janet I.

2015-01-01

Objective: Despite the fairly substantial body of literature devoted to understanding whether dual enrollment programs are related to academic success in college, less is known regarding how dual enrollment transmits its potentially positive influence, especially among two-year college students. In this study, we fill this gap by delving into the…

School Turnarounds: Evidence from the 2009 Stimulus. Program on Education Policy and Governance Working Papers Series. PEPG 12-04

ERIC Educational Resources Information Center

Dee, Thomas S.

2012-01-01

The American Recovery and Reinvestment Act of 2009 (ARRA) targeted substantial School Improvement Grants (SIGs) to the nation's "persistently lowest achieving" public schools (i.e., up to $2 million per school annually over 3 years) but required schools accepting these awards to implement a federally prescribed school-reform model.…

Bridging the Virtual Gap in Internet Based Music Instruction: A Feasibility Study in Trombone Performance Education

ERIC Educational Resources Information Center

Wilson, Aaron James

2013-01-01

Since being introduced into classrooms in the late 1990s, online instruction has grown substantially both in student enrollment and the number of programs offered at state, district, and multi-district levels. Although having been applied liberally to all core subjects and many supplemental subjects, online instruction has yet to be utilized…

An Interview with Larry Golden: Long-Time Marriage and Family Counselor and Counselor Educator

ERIC Educational Resources Information Center

Juhnke, Gerald A.; Yu, Fangzhou

2010-01-01

Larry Golden started the marriage and family therapy program at Our Lady of the Lake University and was founding chair of the Department of Counseling at the University of Texas at San Antonio. He has contributed substantially to the literature in marriage and family counseling. This interview secured his unique perspective on developments in the…

By Hook or by MOOC: Lessons Learned and the Road Ahead

ERIC Educational Resources Information Center

Korsunsky, Boris; Li, Clara

2017-01-01

As online education has exploded in the past decade, the number of physics and physics-related massive open online courses (or MOOCs, to use the industry lingo) has grown substantially as well. Several such courses aim at high school students, especially those involved in the AP Physics program. One of us (BK) was involved in creating two such…

Mexico: perspectives in school health.

PubMed

Allensworth, D M; Greene, A G

1990-09-01

The school health program in Mexico, directed by the Office of School Hygiene (la Unidad de Higiene Escolar), is in a state of flux. The program will change substantially if an initiative between the national offices of health and education is enacted. The initiative would establish a national commission to be replicated at state, county, and district levels. Commissions would oversee integration of the health services component, social participation, and research into the school health program which currently only focuses on health instruction and a healthy school environment. The initiative would restore and improve a former model that incorporated health services as a part of the school health program. The history of the school health program, which can trace its roots to 1861 and President Benito Juarez, is provided.

Economic Evidence for U.S. Asthma Self-Management Education and Home-Based Interventions

PubMed Central

Hsu, Joy; Wilhelm, Natalie; Lewis, Lillianne; Herman, Elizabeth

2016-01-01

The health and economic burden of asthma in the United States is substantial. Asthma self-management education (AS-ME) and home-based interventions for asthma can improve asthma control and prevent asthma exacerbations, and interest in health care-public health collaboration regarding asthma is increasing. However, outpatient AS-ME and home-based asthma intervention programs are not widely available; economic sustainability is a common concern. Thus, we conducted a narrative review of existing literature regarding economic outcomes of outpatient AS-ME and home-based intervention programs for asthma in the United States. We identified 9 outpatient AS-ME programs and 17 home-based intervention programs with return on investment (ROI) data. Most programs were associated with a positive ROI; a few programs observed positive ROIs only among selected populations (e.g., higher health care utilization). Interpretation of existing data is limited by heterogeneous ROI calculations. Nevertheless, the literature suggests promise for sustainable opportunities to expand access to outpatient AS-ME and home-based asthma intervention programs in the United States. More definitive knowledge about how to maximize program benefit and sustainability could be gained through more controlled studies of specific populations and increased uniformity in economic assessments. PMID:27658535

The Ecological Areawide Management (TEAM) of leafy spurge program of the United States Department of Agriculture-Agricultural Research Service.

PubMed

Anderson, Gerald L; Prosser, Chad W; Wendel, Lloyd E; Delfosse, Ernest S; Faust, Robert M

2003-01-01

The Ecological Areawide Management (TEAM) of Leafy Spurge program was developed to focus research and control efforts on a single weed, leafy spurge, and demonstrate the effectiveness of a coordinated, biologically based, integrated pest management program (IPM). This was accomplished through partnerships and teamwork that clearly demonstrated the advantages of the biologically based IPM approach. However, the success of regional weed control programs horizontally across several states and provinces also requires a vertical integration of several sectors of society. Awareness and education are the essential elements of vertical integration. Therefore, a substantial effort was made to produce a wide variety of information products specifically designed to educate different segments of society. During its tenure, land managers and agency decision makers have seen the potential of using the TEAM approach to accelerate the regional control of leafy spurge. The example set by the TEAM organization and participants is viewed as a model for future weed-control efforts.

Medicare Financing of Graduate Medical Education

PubMed Central

Rich, Eugene C; Liebow, Mark; Srinivasan, Malathi; Parish, David; Wolliscroft, James O; Fein, Oliver; Blaser, Robert

2002-01-01

The past decade has seen ongoing debate regarding federal support of graduate medical education, with numerous proposals for reform. Several critical problems with the current mechanism are evident on reviewing graduate medical education (GME) funding issues from the perspectives of key stakeholders. These problems include the following: substantial interinstitutional and interspecialty variations in per-resident payment amounts; teaching costs that have not been recalibrated since 1983; no consistent control by physician educators over direct medical education (DME) funds; and institutional DME payments unrelated to actual expenditures for resident education or to program outcomes. None of the current GME reform proposals adequately address all of these issues. Accordingly, we recommend several fundamental changes in Medicare GME support. We propose a re-analysis of the true direct costs of resident training (with appropriate adjustment for local market factors) to rectify the myriad problems with per-resident payments. We propose that Medicare DME funds go to the physician organization providing resident instruction, keeping DME payments separate from the operating revenues of teaching hospitals. To ensure financial accountability, we propose that institutions must maintain budgets and report expenditures for each GME program. To establish educational accountability, Residency Review Committees should establish objective, annually measurable standards for GME program performance; programs that consistently fail to meet these minimum standards should lose discretion over GME funds. These reforms will solve several long-standing, vexing problems in Medicare GME funding, but will also uncover the extent of undersupport of GME by most other health care payers. Ultimately, successful reform of GME financing will require “all-payer” support. PMID:11972725

Childhood nutrition education in health promotion and disease prevention.

PubMed Central

Olson, C. M.

1989-01-01

In the last 10 to 15 years, nutrition has become a major component of health promotion and chronic disease prevention. Two widely recommended strategies for incorporating nutrition education directed toward children and youth into health promotion and disease prevention efforts are school-based nutrition education and the integration of nutritional care into health care. School-based nutrition education programs targeted toward very specific eating behaviors are showing very promising results in regard to behavior and attitude change of children and adolescents. Substantial changes in health care providers' attitudes and practices and in the funding and financing of health care will be needed if nutrition education delivered in the context of routine health care is to be a major force in health promotion and disease prevention for youth. PMID:2629968

Education and training to support the use of clinical telehealth: A review of the literature.

PubMed

Edirippulige, S; Armfield, N R

2017-02-01

Introduction Despite a growing literature base, substantial investment, and policy changes within governments, the integration of telehealth into routine clinical care has been limited. The availability of appropriate systematic education and training for practitioners has been highlighted as necessary for strong adoption. However, the availability and nature of telehealth-related education and training for practitioners is not understood. By reviewing the literature, we aimed to describe the delivery of education and training in telehealth, with particular focus on content, modes of delivery, types of institutions, and target clinician groups. Methods We performed searches using PubMed, Scopus, Embase, Web of Science, PsycINFO, the Cochrane Library, and ERIC. We included studies that were focused on the delivery of telehealth-related academic or vocational education and training. We extracted information pertaining to country, programs and their participants, and tabulated the results. Results Altogether 388 articles were identified, of which nine studies were selected for final review. Programs from five countries were represented and articles were spread across telemedicine and clinically oriented journals. Education and training in telehealth has been provided as both university level and vocational courses using conventional classroom based delivery methods and e-learning. Reported curriculum items included terminology, clinical applications, the evidence-base, and technological aspects. Conclusions Published evidence in peer-reviewed literature on telehealth education and training is limited. According to this review, a number of topics relating to telehealth have been covered by existing education programs both within tertiary and professional development levels.

Health Mentor-Reported Outcomes and Perceptions of Student Team Performance in a Longitudinal Interprofessional Education Program.

PubMed

Umland, Elena; Collins, Lauren; Baronner, Ashley; Lim, Edwin; Giordano, Carolyn

2016-01-01

The need to evaluate the impact of interprofessional education (IPE) on learner outcomes is clear, but assessment of IPE's impact on patient health and well-being is lacking. This mixed-methods study evaluated perspectives of community volunteers, health mentors (HMs) who have at least one chronic condition, who participated in an IPE curriculum. In May 2014, 93 HMs concluding the Health Mentors Program completed a survey evaluating their student teams according to the Interprofessional Education Collaborative core competencies' four domains and program impact on health/wellbeing using a 4-point Likert scale (1=strongly disagree; 4=strongly agree). The average response to statements regarding the four domains of values/ethics, roles/responsibilities, communication, and teamwork statements were all >3.0. HMs rated program satisfaction on a 10-point scale (1=least satisfied, 10=most satisfied) and answered open-ended outcome questions. The average program satisfaction score was 9.13±1.43; increased motivation to make and maintain healthy behaviors was reported. In a follow-up focus group with 10 mentors, high satisfaction levels from working with interprofessional student teams were reported, and substantial improvements in managing health conditions and improving overall health status were relayed. Further studies will determine if the patient-reported outcomes of the mentors correlate with objective health measures.

Implementing the Recent Curricular Changes to English Language Instruction in Turkey: Opinions and Concerns of Elementary School Administrators

ERIC Educational Resources Information Center

Çelik, Servet; Kasapoðlu, Hülya

2014-01-01

Recent modifications to the Turkish educational system have mandated that instruction in English begin in the 2nd grade, rather than the 4th grade, as was previously required. Consequently, substantial modification of the elementary (2nd through 8th grade) English language teaching program has been carried out in order to accommodate this change.…

CVX Damage Control Information Technology Evolutionary Model

DTIC Science & Technology

1999-03-01

technology -based learning generally) may be exciting technically, it does not automatically lead to better educational programs. Good instructional design...expected to act on the first Aircraft Carrier to attempt substantial manning reductions if nothing is learned from Smart Ship. Beyond the technologies ... technology of the day. Many of the lessons learned then are in use today. However, technology breakthroughs we are now experiencing invite us to

Changing the Course of Geriatrics Education: An Evaluation of the First Cohort of Reynolds Geriatrics Education Programs

PubMed Central

Reuben, David B.; Bachrach, Peter S.; McCreath, Heather; Simpson, Deborah; Bragg, Elizabeth J.; Warshaw, Gregg A.; Snyder, Rani; Frank, Janet C.

2013-01-01

Background/Purpose To describe geriatric training initiatives implemented as a result of Reynolds Foundation grants awarded in 2001 (and concluding in 2005) and evaluate the resulting structure, process, and outcome changes Methods Cross-sectional survey of program directors at 10 academic institutions augmented by review of reports and secondary analyses of existing databases to identify structural and process measures of curriculum implementation, participation rates, and students’ responses to Association of American Medical Colleges Medical School Graduation Questionnaires about geriatrics training. Results All 10 institutions reported structural changes including newly developed or revised geriatric rotations or courses for their trainees. Most used online internet educational materials, sent students to new training venues, incorporated geriatric case discussions, implemented standardized patients, and utilized digital media. On average, each institution trained over 1,000 medical students, 500 residents, 100 faculty, and 700 non-faculty community physicians during the award period. Reynolds institutions also provided geriatrics training across 22 non-primary care disciplines. Eight schools implemented formal faculty development programs. By 2005, students at Reynolds-supported schools reported higher levels of geriatrics/gerontology education and more exposure to expert geriatric care by the attending faculty compared to students at non-Reynolds schools. Innovations and products were disseminated via journal publications, conference presentations, and POGOe (Portal of Geriatric Online Education). Conclusions The investment of extramural and institutional funds in geriatrics education has substantially influenced undergraduate, graduate, and practicing physician education at Reynolds-supported schools. The full impact of these programs on care of older persons will not be known until these trainees enter practice and educational careers. PMID:19704195

Early compensatory sensory re-education.

PubMed

Daniele, Hugo R; Aguado, Leda

2003-02-01

After a neurorrhaphy, there will be a distal disconnection between the cortex and skin receptors, along with interruption of sensibility information. This report demonstrates the efficacy of a new sensory re-education program for achieving optimal sensation in a relatively short time. Between 1999 and 2001, in the authors' Hand Rehabilitation Department, 11 patients with previous neurorrhaphy were subjected to a program of early "compensatory sensory re-education." Lesions were caused by clean cut. There were 13 primary digital nerve procedures, 12 at the distal palmar MP level, and one at the radial dorsal branch of the index (just after emerging from the common digital nerve). The technique of compensatory sensory re-education was based on a previous, but modified, sensory re-education method. In order to evaluate the results in the compensatory sensory re-education series described, additional tests for evaluation of achieved functional sensibility were used. The authors' best results were achieved in a maximum of 8 weeks (4-8 weeks), much less time than with the original method (1-2 years). Using the British classification, it was possible to compare the achieved levels of sensibility and the time required for optimal results. The different methods of sensibility re-education may be similar, but with the authors' compensatory sensory re-education method, substantial time is saved.

Assessing and Promoting the Wellness of United States Ophthalmology Residents: A Survey of Program Directors.

PubMed

Tran, Elaine M; Scott, Ingrid U; Clark, Melissa A; Greenberg, Paul B

To report on the status of residency-based wellness initiatives in ophthalmic graduate medical education and identify strategies for promoting ophthalmology resident wellness by surveying US ophthalmology program directors (PDs). The PDs were each sent an e-mail containing a link to an anonymous online 15-question survey. The PDs also received a letter with the survey link and a $1 incentive. After 2 weeks, nonresponders received 2 weekly reminder e-mails and phone calls. Descriptive statistics were used to analyze the multiple choice responses and categorize the free response answers. National survey. All 111 US ophthalmology PDs were invited to participate. Of 111 PDs, 56 (50%) responded; 14 (26%) of 53 respondents reported that their programs faced an issue involving resident depression, burnout, or suicide within the last year; 25 (45%) of 56 reported that their department had a resident wellness program. Respondents without wellness programs reported a shortage of time (19/30; 63%) and lack of training and resources (19/30; 63%) as barriers to instituting these programs. Respondents reported that the Accreditation Council for Graduate Medical Education could better promote resident wellness by providing training resources for burnout and depression screening (35/53; 66%), resilience skills building (38/53; 72%), and wellness program development (36/53; 68%). This survey suggests that there is a substantial burden of burnout and depression among residents in ophthalmic graduate medical education and that this burden can be addressed by promoting the training of educators to recognize the signs of burnout and depression, and providing resources to develop and expand formal wellness programs. Published by Elsevier Inc.

US medical specialty global health training and the global burden of disease

PubMed Central

Kerry, Vanessa B.; Walensky, Rochelle P.; Tsai, Alexander C.; Bergmark, Regan W.; Bergmark, Brian A.; Rouse, Chaturia; Bangsberg, David R.

2013-01-01

Background Rapid growth in global health activity among US medical specialty education programs has lead to heterogeneity in types of activities and global health training models. The breadth and scope of this activity is not well chronicled. Methods Using a standardized search protocol, we examined the characteristics of US medical residency global health programs by number of programs, clinical specialty, nature of activity (elective, research, extended curriculum based field training), and geographic location across seven different clinical medical residency education specialties. We tabulated programmatic activity by clinical discipline, region and country. We calculated the Spearman's rank correlation coefficient to estimate the association between programmatic activity and country–level disease burden. Results Of the 1856 programs assessed between January and June 2011, there were 380 global health residency training programs (20%) working in 141 countries. 529 individual programmatic activities (elective–based rotations, research programs, extended curriculum–based field training, or other) occurred at 1337 specific sites. The majority of the activities consisted of elective–based rotations. At the country level, disease burden had a statistically significant association with programmatic activity (Spearman's ρ = 0.17) but only explained 3% of the total variation between countries. Conclusions There were a substantial number of US medical specialty global health programs, but a relative paucity of surgical and mental health programs. Elective–based programs were more common than programs that offer longitudinal experiences. Despite heterogeneity, there was a small but statistically significant association between program location and the global burden of disease. Areas for further study include the degree to which US–based programs develop partnerships with their program sites, the significance of this activity for training, and number and breadth of programs in medical specialty global health education in other countries around the world. PMID:24363924

JROTC as a Substitute for PE: Really?

PubMed Central

Lounsbery, Monica A. F.; Holt, Kathryn A.; Monnat, Shannon A.; McKenzie, Thomas L.; Funk, Brian

2014-01-01

Purpose Even though physical education (PE) is an evidence-based strategy for providing and promoting physical activity, alternative programs such as Junior Reserve Officer Training Corps (JROTC) are commonly substituted for PE in many states. The purpose of this study was to compare student physical activity and lesson contexts during high school PE and JROTC sessions. Method SOFIT (System for Observing Fitness Instruction Time) was used to assess PE and JROTC sessions (N=38 each) in 4 high schools that provided both programs. Data were analyzed using t-tests, negative binomial regression, and logistic regression. Results Students engaged in significantly more moderate to vigorous physical activity during PE than JROTC sessions and they were significantly less sedentary. Significant differences between the two program types were also found among lesson contexts. Conclusions PE and JROTC provide substantially different content and contexts and students in them engage in substantially different amounts of moderate to vigorous physical activity. Students in JROTC, and perhaps other alternative programs, are less likely to accrue health-supporting physical activity and engage in fewer opportunities to be physically fit and motorically skilled. Policies and practices for providing substitutions for PE should be carefully examined. PMID:25141093

Summary of the Journal of Geoscience Education Urban Theme Issue (Published in November, 2004)

NASA Astrophysics Data System (ADS)

Abolins, M. J.

2004-12-01

The urban geoscience education theme issue includes twelve manuscripts describing efforts to make geoscience more inclusive. These efforts reflect two central beliefs: (1) that urban geoscience education more effectively serves urban residents (slightly more than 80% of the American population) and (2) that urban education encourages minority participation in the geosciences. These convictions spawned educational programs serving many different kinds of learners. Educators developed unique curricula to meet the needs of each audience, but most curricula incorporate content associated with the built environment. The following paragraphs summarize audience characteristics and curricular content. Audience Urban geoscience education served many different kinds of learners. Although most programs targeted an audience with a specific level of educational experience (e.g., elementary school students) at a specific location (e.g., Syracuse, NY), audience characteristics varied greatly from one program to another: (1) Participants included elementary, middle, and high school students, undergraduates (both majors and non-majors), K-12 teachers (both pre-service and in-service), graduate students, realtors, and community members. (2) At least three programs served populations with substantial numbers of African American, Hispanic, and Asian American students. (3) Audiences were drawn from every corner of the nation except the Pacific Northwest and Florida and resided in cities varying greatly in population. These cities included the nation's largest combined metropolitan area (New York City, NY-NJ-CT-PA), other metropolitan areas containing populations of over one million, and communities as small as Ithaca, NY (population: 96,501). As illustrated by the preceding examples, urban geoscience education served learners with different levels of educational experience, some programs focused on minority learners, and program participants lived in cities both big and small. Content Most urban geoscience curricula include content associated with the built environment. Some content is organized around themes that are unique to the largest cities, but much content is explicitly suburban. Examples follow: (1) A good example of a theme unique to the largest cities is the impact of geology on the construction of early Twentieth Century skyscrapers. (2) Much explicitly suburban material addresses human-environment interactions in urbanizing areas. The above examples show that curricula described in the theme issue include content relevant to both big city and suburban learners. Summary Although urban geoscience education programs serve many different kinds of learners, most curricula include content focusing on the built environment. Taken together, urban geoscience education programs utilized content relevant to both big city and suburban learners and served audiences with different levels of educational experience and various ethnic backgrounds.

Continuing medical education, continuing professional development, and knowledge translation: improving care of older patients by practicing physicians.

PubMed

Thomas, David C; Johnston, Bree; Dunn, Kathel; Sullivan, Gail M; Brett, Belle; Matzko, Marilyn; Levine, Sharon A

2006-10-01

Many community-based internists and family physicians lack familiarity with geriatrics knowledge and best practices, but they face overwhelming fiscal and time barriers to expanding their skills and improving their behavior in the care of older people. Traditional lecture-and-slide-show continuing medical education (CME) programs have been shown to be relatively ineffective in changing this target group's practice. The challenge for geriatrics educators, then, is to devise CME programs that are highly accessible to practicing physicians, that will have an immediate and significant effect on practitioners' behavior, and that are financially viable. Studies of CME have shown that the most effective programs for knowledge translation in these circumstances involve what is known as active-mode learning, which relies on interactive, targeted, and multifaceted techniques. A systematic literature review, supplemented by structured interviews, was performed to inventory active-mode learning techniques for geriatrics knowledge and skills in the United States. Thirteen published articles met the criteria, and leaders of 28 active-mode CME programs were interviewed. This systematic review indicates that there is a substantial experience in geriatrics training for community-based physicians, much of which is unpublished and incompletely evaluated. It appears that the most effective methods to change behaviors involved multiple educational efforts such as written materials or toolkits combined with feedback and strong communication channels between instructors and learners.

Learning from history: the legacy of Title VII in academic family medicine.

PubMed

Newton, Warren; Arndt, Jane E

2008-11-01

The current renaissance of interest in primary care could benefit from reviewing the history of federal investment in academic family medicine. The authors review 30 years of experience with the Title VII, Section 747 Training in Primary Care Medicine and Dentistry (Title VII) grant program, addressing three questions: (1) What Title VII grant programs were available to family medicine, and what were their goals? (2) How did Title VII change the discipline? and (3) What impact did Title VII family medicine programs have outside the discipline?Title VII grant programs evolved from broad support for the new discipline of family medicine to a sharper focus on specific national workforce objectives such as improving care for underserved and vulnerable populations and increasing diversity in the health professions. Grant programs were instrumental in establishing family medicine in nearly all medical schools and in supporting the educational underpinnings of the field. Title VII grants helped enhance the social capital of the discipline. Outside family medicine, Title VII fostered the development of innovative ambulatory education, institutional initiatives focusing on underserved and vulnerable populations, and primary care research capacity. Adverse effects include relative inattention to clinical and research missions in family medicine academic units and, institutionally, the development of medical education initiatives without core institutional support, which has put innovation and extension of education to communities at risk as grant funding has decreased. Reinvestment in academic family medicine can yield substantial benefits for family medicine and help reorient academic health centers. This article is part of a theme issue of Academic Medicine on the Title VII health professions training programs.

Community of inquiry model: advancing distance learning in nurse anesthesia education.

PubMed

Pecka, Shannon L; Kotcherlakota, Suhasini; Berger, Ann M

2014-06-01

The number of distance education courses offered by nurse anesthesia programs has increased substantially. Emerging distance learning trends must be researched to ensure high-quality education for student registered nurse anesthetists. However, research to examine distance learning has been hampered by a lack of theoretical models. This article introduces the Community of Inquiry model for use in nurse anesthesia education. This model has been used for more than a decade to guide and research distance learning in higher education. A major strength of this model learning. However, it lacks applicability to the development of higher order thinking for student registered nurse anesthetists. Thus, a new derived Community of Inquiry model was designed to improve these students' higher order thinking in distance learning. The derived model integrates Bloom's revised taxonomy into the original Community of Inquiry model and provides a means to design, evaluate, and research higher order thinking in nurse anesthesia distance education courses.

Impact of Residency Training Redesign on Residents' Clinical Knowledge.

PubMed

Waller, Elaine; Eiff, M Patrice; Dexter, Eve; Rinaldo, Jason C B; Marino, Miguel; Garvin, Roger; Douglass, Alan B; Phillips, Robert; Green, Larry A; Carney, Patricia A

2017-10-01

The In-training Examination (ITE) is a frequently used method to evaluate family medicine residents' clinical knowledge. We compared family medicine ITE scores among residents who trained in the 14 programs that participated in the Preparing the Personal Physician for Practice (P4) Project to national averages over time, and according to educational innovations. The ITE scores of 802 consenting P4 residents who trained in 2007 through 2011 were obtained from the American Board of Family Medicine. The primary analysis involved comparing scores within each academic year (2007 through 2011), according to program year (PGY) for P4 residents to all residents nationally. A secondary analysis compared ITE scores among residents in programs that experimented with length of training and compared scores among residents in programs that offered individualized education options with those that did not. Release of ITE scores was consented to by 95.5% of residents for this study. Scores of P4 residents were higher compared to national scores in each year. For example, in 2011, the mean P4 score for PGY1 was 401.2, compared to the national average of 386. For PGY2, the mean P4 score was 443.1, compared to the national average of 427, and for PGY3, the mean P4 score was 477.0, compared to the national PGY3 score of 456. Scores of residents in programs that experimented with length of training were similar to those in programs that did not. Scores were also similar between residents in programs with and without individualized education options. Family medicine residency programs undergoing substantial educational changes, including experiments in length of training and individualized education, did not appear to experience a negative effect on resident's clinical knowledge, as measured by ITE scores. Further research is needed to study the effect of a wide range of residency training innovations on ITE scores over time.

An Investigation of Teaching and Learning Programs in Pharmacy Education

PubMed Central

Baia, Patricia

2016-01-01

Objective. To investigate published, peer-reviewed literature on pharmacy teaching and learning development programs and to synthesize existing data, examine reported efficacy and identify future areas for research. Methods. Medline and ERIC databases were searched for studies on teaching development programs published between 2001 and 2015. Results. Nineteen publications were included, representing 21 programs. Twenty programs were resident teaching programs, one program described faculty development. The majority of programs spanned one year and delivered instruction on teaching methodologies and assessment measures. All except one program included experiential components. Thirteen publications presented outcomes data; most measured satisfaction and self-perceived improvement. Conclusion. Published literature on teacher development in pharmacy is focused more on training residents than on developing faculty members. Although programs are considered important and highly valued by program directors and participants, little data substantiates that these programs improve teaching. Future research could focus on measurement of program outcomes and documentation of teaching development for existing faculty members. PMID:27293226

An Investigation of Teaching and Learning Programs in Pharmacy Education.

PubMed

Strang, Aimee F; Baia, Patricia

2016-05-25

Objective. To investigate published, peer-reviewed literature on pharmacy teaching and learning development programs and to synthesize existing data, examine reported efficacy and identify future areas for research. Methods. Medline and ERIC databases were searched for studies on teaching development programs published between 2001 and 2015. Results. Nineteen publications were included, representing 21 programs. Twenty programs were resident teaching programs, one program described faculty development. The majority of programs spanned one year and delivered instruction on teaching methodologies and assessment measures. All except one program included experiential components. Thirteen publications presented outcomes data; most measured satisfaction and self-perceived improvement. Conclusion. Published literature on teacher development in pharmacy is focused more on training residents than on developing faculty members. Although programs are considered important and highly valued by program directors and participants, little data substantiates that these programs improve teaching. Future research could focus on measurement of program outcomes and documentation of teaching development for existing faculty members.

Awareness of the Food and Drug Administration's Bad Ad Program and Education Regarding Pharmaceutical Advertising: A National Survey of Prescribers in Ambulatory Care Settings.

PubMed

O'Donoghue, Amie C; Boudewyns, Vanessa; Aikin, Kathryn J; Geisen, Emily; Betts, Kevin R; Southwell, Brian G

2015-01-01

The U.S. Food and Drug Administration's Bad Ad program educates health care professionals about false or misleading advertising and marketing and provides a pathway to report suspect materials. To assess familiarity with this program and the extent of training about pharmaceutical marketing, a sample of 2,008 health care professionals, weighted to be nationally representative, responded to an online survey. Approximately equal numbers of primary care physicians, specialists, physician assistants, and nurse practitioners answered questions concerning Bad Ad program awareness and its usefulness, as well as their likelihood of reporting false or misleading advertising, confidence in identifying such advertising, and training about pharmaceutical marketing. Results showed that fewer than a quarter reported any awareness of the Bad Ad program. Nonetheless, a substantial percentage (43%) thought it seemed useful and 50% reported being at least somewhat likely to report false or misleading advertising in the future. Nurse practitioners and physician assistants expressed more openness to the program and reported receiving more training about pharmaceutical marketing. Bad Ad program awareness is low, but opportunity exists to solicit assistance from health care professionals and to help health care professionals recognize false and misleading advertising. Nurse practitioners and physician assistants are perhaps the most likely contributors to the program.

A Comparison of the Effects of Classroom and Multi-User Virtual Environments on the Perceived Speaking Anxiety of Adult Post-Secondary English Language Learners

ERIC Educational Resources Information Center

Abal, Abdulaziz

2013-01-01

The population of English Language Learners (ELLs) globally has been increasing substantially every year. In the United States alone, adult ELLs are the fastest growing portion of learners in adult education programs (Yang, 2005). There is a significant need to improve the teaching of English to ELLs in the United States and other English-speaking…

"Yes, Master's": A Graduate Degree's Moment in the Age of Higher Education Innovation

ERIC Educational Resources Information Center

Gallagher, Sean

2014-01-01

Over the past decade, enrollment in professional master's degree programs has grown substantially, and this category has outpaced the overall recent flattening of college enrollment. Today, 5 million more U.S. adults hold a master's degree compared with a decade ago, and in some circles the master's is being referred to as "the…

Practice to Pedagogy: A Study of the Lived Experiences of Part-Time Nursing Faculty Transitioning from Expert Nurse to Novice Educator

ERIC Educational Resources Information Center

Testut, Tammy A.

2013-01-01

Part-time faculty in nursing programs are increasingly being hired as a supplement to the deteriorating pool of full-time nursing faculty. There is a growing need to fill the many vacant slots in nursing academe at the same time that there is substantial growth in prospective students inspiring to become nurses. While these "expert"…

Effects of Third Age Learning Programs on the Life Satisfaction, Self-Esteem, and Depression Level among a Select Group of Community Dwelling Filipino Elderly

ERIC Educational Resources Information Center

Escolar Chua, Rowena L.; de Guzman, Allan B.

2014-01-01

With the growing number of older adults becoming a global concern, many countries have focused on education as a means of promoting successful aging. Although third age learning is gaining substantial ground in other countries, it is not well-established in the Philippines. The overall intent of this experimental study was to assess the…

TV as storyteller: how exposure to television narratives impacts at-risk preschoolers' story knowledge and narrative skills.

PubMed

Linebarger, Deborah L; Piotrowski, Jessica Taylor

2009-03-01

Educational media serve as informal educators within the home by supplementing young children's development. Substantial evidence documents the contributions of educational television to preschoolers' acquisition of a variety of skills; however, television's natural capacity as storyteller and the role it plays in preschoolers' early literacy development has been largely overlooked. This study examined the effects of viewing different TV program types on 311 at-risk preschoolers' story knowledge and narrative skills. Children were assigned to one of 4 viewing conditions (i.e. watching up to 40 episodes of a particular program type): no viewing; expository; embedded narrative; or traditional narrative. Story knowledge scores were higher for those viewing either narrative type. In contrast, viewing specific narrative types differentially affected the component skills of narrative competence. Story retelling and identification of explicit story events were higher after repeat viewing of embedded narratives while generating implicit story content was higher after repeat viewing of traditional narratives.

The research rotation: competency-based structured and novel approach to research training of internal medicine residents.

PubMed

Kanna, Balavenkatesh; Deng, Changchun; Erickson, Savil N; Valerio, Jose A; Dimitrov, Vihren; Soni, Anita

2006-10-17

In the United States, the Accreditation Council of graduate medical education (ACGME) requires all accredited Internal medicine residency training programs to facilitate resident scholarly activities. However, clinical experience and medical education still remain the main focus of graduate medical education in many Internal Medicine (IM) residency-training programs. Left to design the structure, process and outcome evaluation of the ACGME research requirement, residency-training programs are faced with numerous barriers. Many residency programs report having been cited by the ACGME residency review committee in IM for lack of scholarly activity by residents. We would like to share our experience at Lincoln Hospital, an affiliate of Weill Medical College Cornell University New York, in designing and implementing a successful structured research curriculum based on ACGME competencies taught during a dedicated "research rotation". Since the inception of the research rotation in 2004, participation of our residents among scholarly activities has substantially increased. Our residents increasingly believe and appreciate that research is an integral component of residency training and essential for practice of medicine. Internal medicine residents' outlook in research can be significantly improved using a research curriculum offered through a structured and dedicated research rotation. This is exemplified by the improvement noted in resident satisfaction, their participation in scholarly activities and resident research outcomes since the inception of the research rotation in our internal medicine training program.

The research rotation: competency-based structured and novel approach to research training of internal medicine residents

PubMed Central

Kanna, Balavenkatesh; Deng, Changchun; Erickson, Savil N; Valerio, Jose A; Dimitrov, Vihren; Soni, Anita

2006-01-01

Background In the United States, the Accreditation Council of graduate medical education (ACGME) requires all accredited Internal medicine residency training programs to facilitate resident scholarly activities. However, clinical experience and medical education still remain the main focus of graduate medical education in many Internal Medicine (IM) residency-training programs. Left to design the structure, process and outcome evaluation of the ACGME research requirement, residency-training programs are faced with numerous barriers. Many residency programs report having been cited by the ACGME residency review committee in IM for lack of scholarly activity by residents. Methods We would like to share our experience at Lincoln Hospital, an affiliate of Weill Medical College Cornell University New York, in designing and implementing a successful structured research curriculum based on ACGME competencies taught during a dedicated "research rotation". Results Since the inception of the research rotation in 2004, participation of our residents among scholarly activities has substantially increased. Our residents increasingly believe and appreciate that research is an integral component of residency training and essential for practice of medicine. Conclusion Internal medicine residents' outlook in research can be significantly improved using a research curriculum offered through a structured and dedicated research rotation. This is exemplified by the improvement noted in resident satisfaction, their participation in scholarly activities and resident research outcomes since the inception of the research rotation in our internal medicine training program. PMID:17044924

Changing educational inequalities in India in the context of affirmative action.

PubMed

Desai, Sonalde; Kulkarni, Veena

2008-05-01

Indian society suffers from substantial inequalities in education, employment, and income based on caste and ethnicity. Compensatory or positive discrimination policies reserve 15% of the seats in institutions of higher education and state and central government jobs for people of the lowest caste, the Scheduled Caste; 7.5% of the seats are reserved for the Scheduled Tribe. These programs have been strengthened by improved enforcement and increased funding in the 1990s. This positive discrimination has also generated popular backlash and on-the-ground sabotage of the programs. This paper examines the changes in educational attainment between various social groups for a period of nearly 20 years to see whether educational inequalities have declined over time. We use data from a large national sample survey of over 100,000 households for each of the four survey years--1983, 1987-1988, 1993-1994, and 1999-2000--and focus on the educational attainment of children and young adults aged 6-29. Our results show a declining gap between dalits, adivasis, and others in the odds of completing primary school. Such improvement is not seen for Muslims, a minority group that does not benefit from affirmative action. We find little improvement in inequality at the college level. Further, we do not find evidence that upper-income groups, the so-called creamy layer of dalits and adivasis, disproportionately benefit from the affirmative action programs at the expense of their lower-income counterparts.

Changing Educational Inequalities in India in the Context of Affirmative Action

PubMed Central

DESAI, SONALDE; KULKARNI, VEENA

2008-01-01

Indian society suffers from substantial inequalities in education, employment, and income based on caste and ethnicity. Compensatory or positive discrimination policies reserve 15% of the seats in institutions of higher education and state and central government jobs for people of the lowest caste, the Scheduled Caste; 7.5% of the seats are reserved for the Scheduled Tribe. These programs have been strengthened by improved enforcement and increased funding in the 1990s. This positive discrimination has also generated popular backlash and on-the-ground sabotage of the programs. This paper examines the changes in educational attainment between various social groups for a period of nearly 20 years to see whether educational inequalities have declined over time. We use data from a large national sample survey of over 100,000 households for each of the four survey years—1983, 1987–1988, 1993–1994, and 1999–2000—and focus on the educational attainment of children and young adults aged 6–29. Our results show a declining gap between dalits, adivasis, and others in the odds of completing primary school. Such improvement is not seen for Muslims, a minority group that does not benefit from affirmative action. We find little improvement in inequality at the college level. Further, we do not find evidence that upper-income groups, the so-called creamy layer of dalits and adivasis, disproportionately benefit from the affirmative action programs at the expense of their lower-income counterparts. PMID:18613480

Global health education in United States anesthesiology residency programs: a survey of resident opportunities and program director attitudes.

PubMed

Kaur, Gunisha; Tabaie, Sheida; Brar, Jasmit; Tangel, Virginia; Pryor, Kane O

2017-11-16

Interest in global health during postgraduate residency training is increasing across medical specialties, and multiple disciplines have categorized global health training opportunities in their arena. No such cataloging exists for anesthesiology residency programs. The aim of this study was to assess and characterize global health opportunities and the attitudes of program directors (PDs) in U.S. anesthesiology residency programs towards this training. A cross-sectional 20-question survey on global health opportunities was distributed to 128 ACGME accredited anesthesiology residency program directors via email between October 2015 and January 2016. Descriptive statistics and exploratory inferential analyses were applied. Maximal nonresponse selection bias was estimated. The overall response rate was 44%. Of those who responded, 61% reported that their residency program had a global health elective, with a maximal bias estimate of 6.5%. 45% of program directors with no global health elective reported wanting to offer one. 77% of electives have articulated educational goals, but there is substantial heterogeneity in curricula offered. Program director attitudes regarding the value of global health programs differed significantly between those with and without existing programs. The proportion of U.S. anesthesiology residency programs offering global health electives is similar to that in other medical specialties. There is inconsistency in program structure, goals, curriculum, and funding. Attitudes of program directors differ between programs with and without electives, which may reflect bidirectional influence to be investigated further. Further studies are needed to codify curricula, assess effectiveness, and validate methodologies.

The Current Studies of Education for a Traditional and Complementary Medicine in Malaysia

PubMed Central

Kim, Yun Jin

2017-01-01

The aim of this study is to understand the current tradition and complementary medicine (T&CM) education in Malaysia. We referred to literature regarding to traditional medicine education in Malaysia, and collected the information via website or interview with faculty of T&CM in universities/colleges and Division of T&CM, Ministry of Health, Malaysia. T&CM education in Malaysia has been following China’s T&CM systems for 50 years. Currently, Division of T&CM, Ministry of Health; and Ministry of Higher Education has approved 11 institutions to offer T&CM education. Students may major in Chinese herbal medicine, acupuncture, or other T&CM subjects. Generally, clinical training programs in China, Taiwan, or Australia include substantial proportion of clinical training. We report on the general information of T&CM education in Malaysia. This result would be the first-stage information for the establishment of a strategy regarding the enhancement of T&CM education in Malaysia. PMID:28853309

Extended family medicine training

PubMed Central

Slade, Steve; Ross, Shelley; Lawrence, Kathrine; Archibald, Douglas; Mackay, Maria Palacios; Oandasan, Ivy F.

2016-01-01

Abstract Objective To examine trends in family medicine training at a time when substantial pedagogic change is under way, focusing on factors that relate to extended family medicine training. Design Aggregate-level secondary data analysis based on the Canadian Post-MD Education Registry. Setting Canada. Participants All Canadian citizens and permanent residents who were registered in postgraduate family medicine training programs within Canadian faculties of medicine from 1995 to 2013. Main outcome measures Number and proportion of family medicine residents exiting 2-year and extended (third-year and above) family medicine training programs, as well as the types and numbers of extended training programs offered in 2015. Results The proportion of family medicine trainees pursuing extended training almost doubled during the study period, going from 10.9% in 1995 to 21.1% in 2013. Men and Canadian medical graduates were more likely to take extended family medicine training. Among the 5 most recent family medicine exit cohorts (from 2009 to 2013), 25.9% of men completed extended training programs compared with 18.3% of women, and 23.1% of Canadian medical graduates completed extended training compared with 13.6% of international medical graduates. Family medicine programs vary substantially with respect to the proportion of their trainees who undertake extended training, ranging from a low of 12.3% to a high of 35.1% among trainees exiting from 2011 to 2013. Conclusion New initiatives, such as the Triple C Competency-based Curriculum, CanMEDS–Family Medicine, and Certificates of Added Competence, have emerged as part of family medicine education and credentialing. In acknowledgment of the potential effect of these initiatives, it is important that future research examine how pedagogic change and, in particular, extended training shapes the care family physicians offer their patients. As part of that research it will be important to measure the breadth and uptake of extended family medicine training programs. PMID:27965351

The Medical Education Partnership Initiative (MEPI), a collaborative paradigm for institutional and human resources capacity building between high- and low- and middle-income countries: the Mozambique experience

PubMed Central

Noormahomed, Emilia Virginia; Carrilho, Carla; Ismail, Mamudo; Noormahomed, Sérgio; Nguenha, Alcido; Benson, Constance A.; Mocumbi, Ana Olga; Schooley, Robert T.

2017-01-01

ABSTRACT Background: Collaborations among researchers based in lower and middle income countries (LMICs) and high income countries (HICs) have made major discoveries related to diseases disproportionately affecting LMICs and have been vital to the development of research communities in LMICs. Such collaborations have generally been scientifically and structurally driven by HICs. Objectives: In this report we outline a paradigm shift in collaboration, exemplified by the Medical Education Partnership Initiative (MEPI), in which the formulation of priorities and administrative infrastructure reside in the LMIC. Methods: This descriptive report outlines the critical features of the MEPI partnership. Results: In the MEPI, LMIC program partners translate broad program goals and define metrics into priorities that are tailored to local conditions. Program funds flow to a LMIC-based leadership group that contracts with peers from HICs to provide technical and scientific advice and consultation in a 'reverse funds flow' model. Emphasis is also placed on strengthening administrative capacity within LMIC institutions. A rigorous monitoring and evaluation process modifies program priorities on the basis of evolving opportunities to maximize program impact. Conclusions: Vesting LMIC partners with the responsibility for program leadership, and building administrative and fiscal capacity in LMIC institutions substantially enhances program relevance, impact and sustainability. PMID:28452653

The scope and variety of combined baccalaureate-MD programs in the United States.

PubMed

Eaglen, Robert H; Arnold, Louise; Girotti, Jorge A; Cosgrove, Ellen M; Green, Marianne M; Kollisch, Donald O; McBeth, Dani L; Penn, Mark A; Tracy, Sarah W

2012-11-01

The landscape of combined baccalaureate-MD programs has changed substantially in the last two decades but has not been documented in detail. The authors review the current state of these programs and discuss opportunities for future study of their evolving role and potential impact.In 2011, using a definition of baccalaureate-MD program built on prior research, the authors reviewed Association of American Medical Colleges sources and medical school Web sites to identify and characterize 81 active programs. In addition, they surveyed the 57 medical schools offering those programs; 31 schools with 39 programs responded. The resulting database inventories the number and distribution of programs; institutional affiliations; missions or goals; length; size; admissions criteria; curricula; and retention requirements.Since the inception of combined programs in 1961, their number and curricular length have increased. Pressures that spurred earlier programs remain evident in the goals of today's programs: attract talented high school or early college students, especially from diverse backgrounds; prepare physicians to meet societal needs; and offer an enriched premedical environment. Baccalaureate educational activities achieve program goals through special courses, medical experiences, community service, and learning communities tailored to students' needs. Admission and retention criteria are comparable to those of traditional medical schools.Combined baccalaureate-MD programs have evolved along several paths during the last half century and have enriched the baccalaureate experiences of medical students. Shifting expectations for the selection and education of future physicians warrant focused research on these programs to document their effectiveness in addressing those expectations.

The impact of conditional cash transfers on marriage and divorce.

PubMed

Bobonis, Gustavo J

2011-01-01

A growing number of less-developed countries have introduced conditional cash transfer programs in which funds are targeted to women. Economic models of the family suggest that these transfer programs may lead to marital turnover among program beneficiaries. Data from the experimental evaluation of the PROGRESA program in Mexico is used to provide new evidence on the short-run impacts of targeted transfers on couples' union dissolution and individuals' new union formation decisions. We find that, although the overall share of women in union does not change as a result of the program, marital turnover increases. Intact families eligible for the transfers experienced a modest (0.32 percentage points) increase in separation rates, with most of the effect concentrated among young and relatively educated women households. In contrast, young single women with low educational attainment levels experienced a substantial increase in new union formation rates. The marital transition patterns are consistent with the workhorse economic model of the marriage market-individuals with the greatest prospects to start new unions and those who may become more attractive in the marriage market are more likely to transition out of existing relationships and form new ones.

Milestone-specific, Observed data points for evaluating levels of performance (MODEL) assessment strategy for anesthesiology residency programs.

PubMed

Nagy, Christopher J; Fitzgerald, Brian M; Kraus, Gregory P

2014-01-01

Anesthesiology residency programs will be expected to have Milestones-based evaluation systems in place by July 2014 as part of the Next Accreditation System. The San Antonio Uniformed Services Health Education Consortium (SAUSHEC) anesthesiology residency program developed and implemented a Milestones-based feedback and evaluation system a year ahead of schedule. It has been named the Milestone-specific, Observed Data points for Evaluating Levels of performance (MODEL) assessment strategy. The "MODEL Menu" and the "MODEL Blueprint" are tools that other anesthesiology residency programs can use in developing their own Milestones-based feedback and evaluation systems prior to ACGME-required implementation. Data from our early experience with the streamlined MODEL blueprint assessment strategy showed substantially improved faculty compliance with reporting requirements. The MODEL assessment strategy provides programs with a workable assessment method for residents, and important Milestones data points to programs for ACGME reporting.

Graduate Periodontics Programs' Integration of Implant Provisionalization in Core Curricula: Implementation of CODA Standard 4-10.2.d.

PubMed

Barwacz, Christopher A; Pantzlaff, Ed; Allareddy, Veerasathpurush; Avila-Ortiz, Gustavo

2017-06-01

The aim of this descriptive study was to provide an overview of the status of implementation of Commission on Dental Accreditation (CODA) Standard 4-10.2.d (Provisionalization of Dental Implants) by U.S. graduate periodontics programs since its introduction in 2013. Surveys were sent in May 2015 to 56 accredited postdoctoral periodontics program directors to ascertain program director characteristics; status of planning, implementation, and curriculum resulting from adoption of Standard 4-10.2.d; preferred clinical protocols for implant provisionalization; interdisciplinary educational collaborators; and competency assessment mechanisms. The survey response rate was 52% (N=29); the majority were male, aged 55 or older, and had held their position for less than ten years. Among the responding programs, 93% had formal educational curricula established in implant provisionalization. Graduate periodontics (96%) and prosthodontics (63%) faculty members were predominantly involved with curriculum planning. Of these programs, 96% used immediate implant provisionalization, with direct (chairside) provisionalization protocols (86%) being preferred over indirect protocols (14%) and polyethylethylketone provisional abutments (75%) being preferred to titanium (25%) provisional abutments. Straight and concave transmucosal emergence profile designs (46% each) were preferred in teaching, with only 8% of programs favoring convex transmucosal profiles. A majority of responding programs (67%) lacked protocols for communicating to the restorative referral a mechanism to duplicate the mature peri-implant mucosal architecture. Regional location did not play a significant role in any educational component related to implant provisionalization for these graduate periodontal programs. Overall, this study found that a clear majority of graduate periodontics programs had established formal curricula related to implant provisionalization, with substantial clinical and philosophical consensus within the specialty.

Setting the scene: the challenges of universal health coverage and the contribution of management education.

PubMed

Tarricone, Rosanna

2013-01-01

The last decades are being characterized by global trends such as population growth, aging, escalation of non communicable diseases and technological innovation. These unprecedented changes are moving faster than economic growth and threaten universal health coverage. What is at stake nowadays is governments' and healthcare systems' ability to renovate themselves and develop new paradigms aimed at finding innovative solutions to manage the new global forces so to maintain universal access to care in a changing environment. We have to be imaginative because if we keep relying on current paradigms to answer already too far-ahead complex problems, we will fail. And here education has a role to play. Although the recent years have seen a steep increase in the offerings of post-graduate management education programs in health and healthcare, the majority of these programs are still traditionally conceived and designed, aiming to train students to deal with specific, domestic, current problems. With the promise of making students the best specialists on Earth, to get the highest return on his or her investment in education, the performance of these programs is often measured in terms of earnings maximization. Although an indicator of success, this often incentivizes individuals to be context-based, individualistic, short-sighted and self-focused. Education has the greatest potential to foster imagination, to leverage diversity, to exploit team-working and free creative thinking. Education can substantially contribute to anticipate the impact of global forces by but an endeavor is needed to design programs and measures performances differently. Copyright © 2013 International Society for Pharmacoeconomics and Outcomes Research (ISPOR). Published by Elsevier Inc. All rights reserved.

Developing Healthy Food Preferences in Preschool Children Through Taste Exposure, Sensory Learning, and Nutrition Education.

PubMed

Nekitsing, Chandani; Hetherington, Marion M; Blundell-Birtill, Pam

2018-03-01

The present review was undertaken in order to summarize and evaluate recent research investigating taste exposure, sensory learning, and nutrition education interventions for promoting vegetable intake in preschool children. Overall, taste exposure interventions yielded the best outcomes for increasing vegetable intake in early childhood. Evidence from sensory learning strategies such as visual exposure and experiential learning also show some success. While nutrition education remains the most common approach used in preschool settings, additional elements are needed to strengthen the educational program for increasing vegetable intake. There is a substantial gap in the evidence base to promote vegetable intake in food fussy children. The present review reveals the relative importance of different intervention strategies for promoting vegetable intake. To strengthen intervention effects for improving vegetable intake in preschool children, future research could consider integrating taste exposure and sensory learning strategies with nutrition education within the preschool curriculum.

Financial dimensions of veterinary medical education: an economist's perspective.

PubMed

Lloyd, James W

2013-01-01

Much discussion has transpired in recent years related to the rising cost of veterinary medical education and the increasing debt loads of graduating veterinarians. Underlying these trends are fundamental changes in the funding structure of higher education in general and of academic veterinary medicine specifically. As a result of the ongoing disinvestment by state governments in higher education, both tuition rates and academic programs have experienced a substantial impact across US colleges and schools of veterinary medicine. Programmatically, the effects have spanned the entire range of teaching, research, and service activities. For graduates, both across higher education and in veterinary medicine specifically, the impact has been steadily increasing levels of student debt. Although the situation is clearly worrisome, viable repayment options exist for these escalating debt loads. In combination with recent income and employment trends for veterinarians, these options provide a basis for cautious optimism for the future.

A Web-Based Education Program for Colorectal Lesion Diagnosis with Narrow Band Imaging Classification.

PubMed

Aihara, Hiroyuki; Kumar, Nitin; Thompson, Christopher C

2018-04-19

An education system for narrow band imaging (NBI) interpretation requires sufficient exposure to key features. However, access to didactic lectures by experienced teachers is limited in the United States. To develop and assess the effectiveness of a colorectal lesion identification tutorial. In the image analysis pretest, subjects including 9 experts and 8 trainees interpreted 50 white light (WL) and 50 NBI images of colorectal lesions. Results were not reviewed with subjects. Trainees then participated in an online tutorial emphasizing NBI interpretation in colorectal lesion analysis. A post-test was administered and diagnostic yields were compared to pre-education diagnostic yields. Under the NBI mode, experts showed higher diagnostic yields (sensitivity 91.5% [87.3-94.4], specificity 90.6% [85.1-94.2], and accuracy 91.1% [88.5-93.7] with substantial interobserver agreement [κ value 0.71]) compared to trainees (sensitivity 89.6% [84.8-93.0], specificity 80.6% [73.5-86.3], and accuracy 86.0% [82.6-89.2], with substantial interobserver agreement [κ value 0.69]). The online tutorial improved the diagnostic yields of trainees to the equivalent level of experts (sensitivity 94.1% [90.0-96.6], specificity 89.0% [83.0-93.2], and accuracy 92.0% [89.3-94.7], p < 0.001 with substantial interobserver agreement [κ value 0.78]). This short, online tutorial improved diagnostic performance and interobserver agreement. © 2018 S. Karger AG, Basel.

Breaking bad news is a teachable skill in pediatric residents: A feasibility study of an educational intervention.

PubMed

Reed, Suzanne; Kassis, Karyn; Nagel, Rollin; Verbeck, Nicole; Mahan, John D; Shell, Richard

2015-06-01

Patients and physicians identify communication of bad news as a skill in need of improvement. Our objectives were to measure change in performance of first-year pediatric residents in the delivery of bad news after an educational intervention and to measure if changes in performance were sustained over time. Communication skills of 29 residents were assessed via videotaped standardized patient (SP) encounters at 3 time points: baseline, immediately post-intervention, and 3 months post-intervention. Educational intervention used was the previously published "GRIEV_ING Death Notification Protocol." The intraclass correlation coefficient demonstrated substantial inter-rater agreement with the assessment tool. Performance scores significantly improved from baseline to immediate post-intervention. Performance at 3 months post-intervention showed no change in two subscales and small improvement in one subscale. We concluded that breaking bad news is a complex and teachable skill that can be developed in pediatric residents. Improvement was sustained over time, indicating the utility of this educational intervention. This study brings attention to the need for improved communication training, and the feasibility of an education intervention in a large training program. Further work in development of comprehensive communication curricula is necessary in pediatric graduate medical education programs. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

[Fundamentals of socio-hygienic monitoring of environmental conditions for students of higher education schools].

PubMed

Blinova, E G; Kuchma, V R

2012-01-01

Socioeconomic transformations and the poor environment of an industrial megalopolis negatively affected quality of life and morbidity rates in students (n = 2160). Academic intensity contributed to an increase in overall morbidity and morbidity from nervous system involvement. The regional sociohygienic monitoring of high-school training conditions within the framework of the surveillance system substantiates programs to prevent worse health and life quality in high school students.

Definition of "rural" determines the placement outcomes of a rural medical education program: analysis of Jichi Medical University graduates.

PubMed

Matsumoto, Masatoshi; Inoue, Kazuo; Kajii, Eiji

2010-01-01

To show the impact of changing the definition of what is "rural" on the outcomes of a rural medical education program. A cross-sectional sample of 643 graduates under obligatory rural service and 1,699 graduates after serving their obligation, all from Jichi Medical University (JMU), a binding rural education program in Japan, were used as the data source. Communities were divided into decile groups according to population density, and the cut-off for "rural/nonrural" was altered in order to study its impact on the data. The rural practice rate of obliged graduates had its peak in the decile groups with the lowest population densities, while the peak rates of postobligation graduates and non-JMU physicians were at the decile groups with the highest population densities. Rural practice rates of all of the 3 groups of physicians increased with the increase in inclusiveness of rural definition. The ratio of rural practice rate of obliged graduates to that of non-JMU physicians ("relative effectiveness") increased remarkably with the increase in exclusiveness of rural definition. The relative effectiveness of postobligation graduates did not substantially increase after the cut-off exceeded a certain point of exclusiveness. Definition of "rural" largely determined the rural practice rate and relative effectiveness of JMU graduates. The results suggest that results of past outcome studies of rural medical education programs are potentially biased depending on how rural is defined.

Sustainability of an Integrated Adventure-Based Training and Health Education Program to Enhance Quality of Life Among Chinese Childhood Cancer Survivors: A Randomized Controlled Trial.

PubMed

Chung, Oi Kwan Joyce; Li, Ho Cheung William; Chiu, Sau Ying; Ho, Ka Yan; Lopez, Violeta

2015-01-01

Physical activity is of paramount importance to enhance the quality of life of childhood cancer survivors. The objectives of this study were to examine the sustainability, feasibility, and acceptability of an adventure-based training and health education program in changing the exercise behavior and enhancing the physical activity levels, self-efficacy, and quality of life of childhood cancer survivors. A follow-up study (12 and 18 months) of a previous study was conducted. Participants in the experimental group (n = 33) joined a 4-day integrated adventure-based training and health education program. The control group (n = 36) received the standard medical care. Changes in exercise behavior, levels of physical activity, self-efficacy, and quality of life were assessed from the time of recruitment, and at 12 and 18 months after starting the intervention. Process evaluation was conducted to determine whether the program was feasible and acceptable to participants. From baseline to 18 months after the intervention, the experimental group reported statistically significant differences in the stages of change in physical activity and higher levels of physical activity, self-efficacy, and quality of life than did the control group. The results of process evaluation revealed that the program was both feasible and acceptable to participants. The program was found to have substantial effects on enhancing the physical activity levels, self-efficacy, and quality of life of childhood cancer survivors over at least 18 months. Healthcare professionals should consider adopting such programs to promote the regular physical activity among childhood cancer survivors.

The Stanford Medical Youth Science Program: educational and science-related outcomes.

PubMed

Crump, Casey; Ned, Judith; Winkleby, Marilyn A

2015-05-01

Biomedical preparatory programs (pipeline programs) have been developed at colleges and universities to better prepare youth for entering science- and health-related careers, but outcomes of such programs have seldom been rigorously evaluated. We conducted a matched cohort study to evaluate the Stanford Medical Youth Science Program's Summer Residential Program (SRP), a 25-year-old university-based biomedical pipeline program that reaches out to low-income and underrepresented ethnic minority high school students. Five annual surveys were used to assess educational outcomes and science-related experience among 96 SRP participants and a comparison group of 192 youth who applied but were not selected to participate in the SRP, using ~2:1 matching on sociodemographic and academic background to control for potential confounders. SRP participants were more likely than the comparison group to enter college (100.0 vs. 84.4 %, p = 0.002), and both of these matriculation rates were more than double the statewide average (40.8 %). In most areas of science-related experience, SRP participants reported significantly more experience (>twofold odds) than the comparison group at 1 year of follow-up, but these differences did not persist after 2-4 years. The comparison group reported substantially more participation in science or college preparatory programs, more academic role models, and less personal adversity than SRP participants, which likely influenced these findings toward the null hypothesis. SRP applicants, irrespective of whether selected for participation, had significantly better educational outcomes than population averages. Short-term science-related experience was better among SRP participants, although longer-term outcomes were similar, most likely due to college and science-related opportunities among the comparison group. We discuss implications for future evaluations of other biomedical pipeline programs.

Endogenous coresidence and program incidence: South Africa's Old Age Pension.

PubMed

Hamoudi, Amar; Thomas, Duncan

2014-07-01

We investigate whether living arrangements respond to an arguably exogenous shift in the distribution of power in family economic decision-making. In the early 1990s, the South African Old Age Pension was expanded to cover most black South Africans above a sex-specific age cut-off resulting in a substantial increase in the income of older South Africans and potentially their say in the economic decisions of their families. Beneficiaries of the program are more likely to coreside with adults who have less human capital as measured by height and education. Since height and education are fixed for adults, this cannot be an effect of the pension income but reflects selective changes in living arrangements resulting from the pension. The findings highlight the endogeneity of living arrangements and illustrate the potential value of moving beyond theory and data that are confined to a spatially determined definition of the household.

Promoting children's agency and communication skills in an informal science program

NASA Astrophysics Data System (ADS)

Wulf, Rosemary; Hinko, Kathleen; Finkelstein, Noah

2013-01-01

The Partnerships for Informal Science Education in the Community (PISEC) program at the University of Colorado Boulder brings together university and community institutions to create an environment where K-12 students join with university educators to engage in inquiry-based scientific practices after school. In our original framing, these afterschool activities were developed to reinforce the traditional learning goals of the classroom, including mastering scientific content, skills and processes. Recently, the primary focus of the PISEC curriculum has been shifted towards the development of students' scientific identity, an explicit objective of informal learning environments. The new curriculum offers students more activity choices, affords opportunities for scientific drawings and descriptions, and provides incentive for students to design their own experiments. We have analyzed student science notebooks from both old and new curricula and find that with the redesigned curriculum, students exhibit increased agency and more instances of scientific communication while still demonstrating substantial content learning gains.

Personal finances of urology residents in Canada.

PubMed

Teichman, J M; Tongco, W; MacNeily, A E; Smart, M

2000-12-01

We examined how Urology residents in Canada manage their personal finances. A survey instrument was designed to elicit information on demographics, expenses, savings and incomes. The questionnaire was completed by 40 Urology residents attending the 2000 Queen's Urology Exam Skills Training (QUEST) program. Twenty-eight residents (70%) had educational debt (median debt $50 000). Seventeen residents (45%) paid credit card interest charges within the last year. Four residents (10%) maintained an unpaid credit card balance > $7500 at 17% annual interest rate. Twenty-six residents (67%) contributed to Registered Retirement Savings Program (RRSP) accounts. Seventeen residents (44%) contributed to non-RRSP retirement accounts. Nineteen residents (50%) budgeted expenses. Median resident income was $45 000. Thirteen residents (34%) had cash reserves < $250. Many residents save little, and incur substantial debt over and above educational loans. Many residents would benefit from instruction concerning prudent financial management. Residents should be informed of the consequences of low saving and high debt.

The Aeronautics Education, Research, and Industry Alliance (AERIAL) 2002 Report

NASA Technical Reports Server (NTRS)

Bowen, Brent D.; Box, Richard C.; Fink, Mary; Gogos, George; Lehrer, Henry R.; Narayanan, Ram M.; Nickerson, Jocelyn S.; Tarry, Scott E.; Vlasek, Karisa D.; O'Neil, Patrick D.

2002-01-01

The NASA Nebraska Space Grant Consortium (NSGC) & EPSCoR programs at the University of Nebraska at Omaha are involved in a variety of innovative research activities. Such research is supported through the Aeronautics Education, Research, and Industry Alliance (AERIAL) and collaborative seed funds. AERIAL is a comprehensive, multi-faceted, five year NASA EPSCoR initiative that contributes substantially to the strategic research and technology priorities of NASA while intensifying Nebraska s rapidly growing aeronautics research and development endeavors. AERIAL includes three major collaborative research teams (CRTs) whose nexus is a common focus in aeronautics research. Each CRT - Small Aircraft Transportation System (SATS), Airborne Remote Sensing for Agricultural Research and Commercialization Applications (ARS), and Numerical Simulation of the Combustion of Fuel Droplets: Finite Rate Kinetics and Flame Zone Grid Adaptation (CEFD) -has a distinct research agenda. This program provides the template for funding of new and innovative research that emphasizes aerospace technology.

Group-based education for patients with type 2 diabetes: a survey of Australian dietitians.

PubMed

Odgers-Jewell, Kate; Isenring, Elisabeth A; Thomas, Rae; Reidlinger, Dianne P

2017-09-01

Group-based education has the potential to substantially improve the outcomes of individuals with type 2 diabetes mellitus (T2DM) and reduce the enormous burden that chronic diseases place on healthcare systems worldwide. Despite this proven effectiveness, the utilisation of group services for the management of T2DM by Australian dietitians is surprisingly low. This study surveyed a sample of 263 Australian dietitians to explore the utilisation of group-based education for T2DM, as well as dietitians' preferences for practice and training. The results of this study indicate that Australian dietitians are currently under-utilising group-based education programs for the management of T2DM, with the primary reasons identified as a lack of training provided to dietitians in the area, limited access to facilities suitable for conducting group education, the perceived poor cost-effectiveness of these programs, and the lack of evidence-based practice guidelines for the group-based management of persons with T2DM. Additionally, the majority of preferences for further training were for either face-to-face or web-based formal training conducted over 3-6h. Clear, evidence-based practice guidelines and training resources for group education for the management of T2DM are needed in order to encourage better utilisation of group-based education by Australian dietitians.

Discrepancies between Patients' Preferences and Educational Programs on Oral Anticoagulant Therapy: A Survey in Community Pharmacies and Hospital Consultations.

PubMed

Macquart de Terline, Diane; Hejblum, Gilles; Fernandez, Christine; Cohen, Ariel; Antignac, Marie

2016-01-01

Oral anticoagulation therapy is increasingly used for the prevention and treatment of thromboembolic complications in various clinical situations. Nowadays, education programs for patients treated with anticoagulants constitute an integrated component of their management. However, such programs are usually based on the healthcare providers' perceptions of what patients should know, rather than on patients' preferences. To investigate patients' viewpoints on educational needs and preferred modalities of information delivery. We conducted an observational study based on a self-administered questionnaire. To explore several profiles of patients, the study was designed for enrolling patients in two settings: during outpatient consultations in a cardiology department (Saint Antoine Hospital, Paris, France) and in community pharmacies throughout France. Of the 371 patients who completed the questionnaire, 187 (50.4%) were recruited during an outpatient consultation and 184 (49.6%) were recruited in community pharmacies. 84.1% of patients were receiving a vitamin K antagonist and 15.6% a direct oral anticoagulant. Patients ranked 16 of 21 (76.2%) questionnaire items on information about their treatment as important or essential; information on adverse effects of treatment was the highest ranked domain (mean score 2.38, 95% CI 2.30-2.46). Pharmacists (1.69, 1.58-1.80), nurses (1.05, 0.95-1.16), and patient associations (0.36, 0.29-0.44), along with group sessions (0.85, 0.75-0.95), the internet (0.77, 0.67-0.88), and delivery of material at the patient's home (1.26, 1.14-1.38), were ranked poorly in terms of delivering educational material. This study revealed substantial discrepancies between patient preferences and current educational programs. These findings should be useful for tailoring future educational programs that are better adapted to patients, with a potential associated enhancement of their effectiveness.

A new perspective on nonprescription statins: an opportunity for patient education and involvement.

PubMed

Fuster, Valentin

2007-09-01

Education of the public and encouragement of patients' involvement in their own health care have been repeatedly proved effective means of increasing health awareness, promoting lifestyle modifications, and improving early disease detection in a variety of clinical scenarios. Despite substantial efforts from different public and private organizations to educate the population on cardiovascular risk, coronary heart disease remains the leading cause of death in the United States, and its prevalence continues to grow. Therefore, alternative approaches with the potential to elicit a meaningful impact in the community deserve consideration. A nonprescription statin program could provide consumers with a tool of proved benefit in cardiovascular risk prevention. The magnitude of the target population (millions of subjects with intermediate to high risk), as well as the safety and efficacy profile of lovastatin 20 mg, support the consideration of this drug for "over-the-counter" availability. Moreover, a nonprescription statin program could represent a unique opportunity not only to enhance patients' involvement in primary prevention but also to reinforce the education of the public and to encourage interaction with health care providers. The success of such a program will undoubtedly require precise labeling of the risks and benefits of the therapy, as well as active support and participation from major medical organizations. In conclusion, nonprescription statin availability, through enhanced unique patients' involvement, offers the potential for enormous public health benefit.

Civil Rights, Social Justice, and Black America. A Review of Past and Current Ford Foundation Efforts to Promote Racial Justice for Black Americans in Employment, Education, Housing, Political Participation, and Other Areas. Working Paper.

ERIC Educational Resources Information Center

Walker, Lynn

For more than 15 years, the Ford Foundation has supported a substantial program to expand opportunity for black Americans, and more recently, for America's other racial minorities and for women. This working paper summarizes the Foundation's past efforts and describes new initiatives being taken on behalf of these minorities, particularly blacks.…

Comprehensive outreach, prevention education, and skin cancer screening for Utah ski resorts.

PubMed

Varedi, Amir; Secrest, Aaron M; Harding, Garrett; Maness, Lori; Branson, Donna; Smith, Kristi; Hull, Christopher M

2018-02-15

Outdoor recreation can lead to substantial sun exposure. Employees of outdoor recreation establishments with extended time outdoors have amplified cumulative exposure to ultraviolet (UV) radiation and an increased risk of skin cancer. The "Sun Safe on the Slopes" program was created by Huntsman Cancer Institute at the University of Utah and the Utah Cancer Action Network to address increased UV exposure and skin cancer risk with free skin cancer screenings, outreach, and prevention education to local ski resorts. Herein, we describe the processes and barriers to implementation of a ski resort skin screening and education program and our 5-year report of the experience and screening data. Nine free skin cancer screenings were held at Utah ski resorts between 2011 and 2016, resulting in the presumptive diagnosis of 38 skin cancers (9.6%) in 394 participants. Behavioral data collected from participants indicates suboptimal sun safety practices, including underuse of sunscreen and protective clothing. Ski resort employees who experience sun exposure during peak hours at high altitudes and UV reflection from the snow are at an increased risk of skin cancer. These data indicate a need for emphasis on sun safety education and screening and can serve as a model for future endeavors.

Real-world educational experience through project-oriented graduate classes in collaboration with industry

NASA Astrophysics Data System (ADS)

Zurbuchen, Thomas H.

2007-04-01

There is a need for a motivated and innovative work force for the U.S. aerospace industry. The education of such engineers and scientists typically revolves around a fundamental knowledge of basic important technologies, such as the mechanics relevant to orbit-design, structures, avionics, and many others. A few years ago, the University of Michigan developed a Masters of Engineering program that provides students with skills that are not taught as part of a typical engineering curriculum. This program is focused on open problem solving, space systems, and space policy, as well as other classes that further their understanding of the connections between technologies and the nontechnical aspects of managing a space mission. The value of such an education is substantially increased through a direct connection to industry. An innovative problem-oriented approach has been developed that enables direct connections between industry and classroom teaching. The class works as a system study group and addresses problems of interest to and defined by a company with a specific application. We discuss such an application, a near-space lidar wind measurement system to enhance weather predictions, as well as the approach taken to link educational rationales.

SU-F-E-12: Elective International Rotations in Medical Physics Residency Programs

DOE Office of Scientific and Technical Information (OSTI.GOV)

Brown, D; Mundt, A; Einck, J

Purpose: The purpose of this educational program is to motivate talented, intelligent individuals to become stakeholders in the global effort to improve access to radiotherapy. Methods: The need to improve global access to radiotherapy has been clearly established and several organizations are making substantial progress in securing funding and developing plans to achieve this worthwhile goal. The incorporation of elective international rotations in residency programs may provide one possible mechanism to promote and support this future investment. We recently incorporated an elective 1-month international rotation into our CAMPEP accredited Medical Physics residency program, with our first rotation taking place inmore » Vietnam. A unique aspect of this rotation was that it was scheduled collaboratively with our Radiation Oncology residency program such that Radiation Oncology and Medical Physics residents traveled to the same clinic at the same time. Results: We believe the international rotation substantially enhances the educational experience, providing additional benefits to residents by increasing cross-disciplinary learning and offering a shared learning experience. The combined international rotation may also increase benefit to the host institution by modeling positive multidisciplinary working relationships between Radiation Oncologists and Medical Physicists. Our first resident returned with several ideas designed to improve radiotherapy in resource-limited settings – one of which is currently being pursued in collaboration with a vendor. Conclusion: The elective international rotation provides a unique learning experience that has the potential to motivate residents to become stakeholders in the global effort to improve access to radiotherapy. What better way to prepare the next generation of Medical Physicists to meet the challenges of improving global access to radiotherapy than to provide them with training experiences that motivate them to be socially conscious and equip them with the clinical and problem solving skills required to deliver effective treatments in resource limited settings?.« less

The Arctic Research Consortium of the United States (ARCUS)

NASA Astrophysics Data System (ADS)

Wiggins, H. V.; Warnick, W. K.

2008-12-01

The Arctic Research Consortium of the United States (ARCUS) is a nonprofit membership organization composed of universities and institutions that have a substantial commitment to research in the Arctic. ARCUS was formed in 1988 to serve as a forum for planning, facilitating, coordinating, and implementing interdisciplinary studies of the Arctic; to act as a synthesizer and disseminator of scientific information on arctic research; and to educate scientists and the general public about the needs and opportunities for research in the Arctic. ARCUS, in collaboration with the broader science community, relevant agencies and organizations, and other stakeholders, coordinates science planning and educational activities across disciplinary and organizational boundaries. Examples of current ARCUS science planning activities include: serving as the project office for the multi- agency Study of Environmental Arctic Change (SEARCH) program, providing support to the related Bering Ecosystem Study (BEST), and serving as the Science Management Office for the National Science Foundation (NSF) Arctic System Science (ARCSS) Program. ARCUS" central educational activity is PolarTREC (Teachers and Researchers Exploring and Collaborating), an International Polar Year (IPY) program whereby K-12 educators and researchers work together in hands-on field experiences in the Arctic and Antarctic to advance polar science education. Additional science planning, educational, information, and outreach activities include, among many others, the Witness the Arctic newsletter, the Arctic Visiting Speakers" Series, the ArcticInfo listserve, the Internet Media Archive (IMA), and the annual Arctic Forum conference. More information about these and other ARCUS activities can be found at the ARCUS website at: http://www.arcus.org.

The Arctic Research Consortium of the United States

NASA Astrophysics Data System (ADS)

Warnick, W. K.; Wiggins, H. V.

2007-12-01

The Arctic Research Consortium of the United States (ARCUS) is a nonprofit membership organization composed of universities and institutions that have a substantial commitment to research in the Arctic. ARCUS was formed in 1988 to serve as a forum for planning, facilitating, coordinating, and implementing interdisciplinary studies of the Arctic; to act as a synthesizer and disseminator of scientific information on arctic research; and to educate scientists and the general public about the needs and opportunities for research in the Arctic. ARCUS, in collaboration with the broad science community, relevant agencies and organizations, and other stakeholders, coordinates science planning and educational activities across disciplinary and organizational boundaries. Examples of current ARCUS science planning activities include: serving as the project office for the multi-agency Study of Environmental Arctic Change (SEARCH) program and providing support to the related Bering Ecosystem Study (BEST), and serving as the Science Management Office for the National Science Foundation (NSF) Arctic System Science (ARCSS) Program. ARCUS' central educational activity is PolarTREC (Teachers and Researchers Exploring and Collaborating), an International Polar Year (IPY) program whereby K-12 educators and researchers work together in hands-on field experiences in the Arctic and Antarctic to advance polar science education. Additional science planning, educational, information, and outreach activities include the Witness the Arctic newsletter, the Arctic Visiting Speakers' Series, the ArcticInfo listserve, the Internet Media Archive (IMA), the annual Arctic Forum conference, and many others. More information about these and other ARCUS activities can be found at the ARCUS website at www.arcus.org.

The Arctic Research Consortium of the United States (ARCUS)

NASA Astrophysics Data System (ADS)

Creek, K. R.; Fox, S. E.; Wiggins, H. V.

2010-12-01

The Arctic Research Consortium of the United States (ARCUS) is a nonprofit membership organization composed of universities and institutions that have a substantial commitment to research in the Arctic. ARCUS was formed in 1988 to serve as a forum for planning, facilitating, coordinating, and implementing interdisciplinary studies of the Arctic; to act as a synthesizer and disseminator of scientific information on arctic research; and to educate scientists and the general public about the needs and opportunities for research in the Arctic. ARCUS, in collaboration with the broader science community, relevant agencies and organizations, and other stakeholders, coordinates science planning and educational activities across disciplinary and organizational boundaries. Examples of current ARCUS science planning activities include: serving as the project office for the multi-agency Study of Environmental Arctic Change (SEARCH) program, providing support to the related Bering Ecosystem Study (BEST), and serving as the Science Management Office for the National Science Foundation (NSF) Arctic System Science (ARCSS) Program. ARCUS’ central educational activity is PolarTREC (Teachers and Researchers Exploring and Collaborating), an International Polar Year (IPY) program whereby K-12 educators and researchers work together in hands-on field experiences in the Arctic and Antarctic to advance polar science education. Additional science planning, educational, information, and outreach activities include, among many others, the Witness the Arctic newsletter, the Arctic Visiting Speakers’ Series, the ArcticInfo listserve, the Internet Media Archive (IMA), and the annual Arctic Forum conference. More information about these and other ARCUS activities can be found at the ARCUS website at: http://www.arcus.org.

Students' perceptions and doubts about menstruation in developing countries: a case study from India.

PubMed

Chothe, Vikas; Khubchandani, Jagdish; Seabert, Denise; Asalkar, Mahesh; Rakshe, Sarika; Firke, Arti; Midha, Inuka; Simmons, Robert

2014-05-01

Menstrual education is a vital aspect of adolescent health education. Culture, awareness, and socioeconomic status often exert profound influence on menstrual practices. However, health education programs for young women in developing countries do not often address menstrual hygiene, practices, and disorders. Developing culturally sensitive menstrual health education and hygiene programs for adolescent females has been recommended by professional health organizations like the World Health Organization and UNICEF. These programs cannot be developed without understanding existing myths and perceptions about menstruation in adolescent females of developing countries. Thus, the purpose of this qualitative study from India was to document existing misconceptions regarding menstruation and perceptions about menarche and various menstrual restrictions that have been understudied. Out of the 612 students invited to participate by asking questions, 381 girls participated by asking specific questions about menstruation (response rate = 62%). The respondents consisted of 84 girls from sixth grade, 117 from seventh grade, and 180 from eighth grade. The questions asked were arranged into the following subthemes: anatomy and physiology, menstrual symptoms, menstrual myths and taboos, health and beauty, menstrual abnormalities, seeking medical advice and home remedies; sanitary pads usage and disposal; diet and lifestyle; and sex education. Results of our study indicate that students had substantial doubts about menstruation and were influenced by societal myths and taboos in relation to menstrual practices. Parents, adolescent care providers, and policy makers in developing countries should advocate for comprehensive sexuality education and resources (e.g., low-cost sanitary pads and school facilities) to promote menstrual health and hygiene promotion.

Academic family medicine in Canada.

PubMed Central

Hennen, B K

1993-01-01

Fifty years ago family practice in Canada had no academic presence. Stimulated by a number of general practitioners and with the support of the Canadian Medical Association, the College of General Practitioners of Canada (CGPC) was founded in 1954. In 1962, conferences on education for general practice attended by the Association of Canadian Medical Colleges and the CGPC led to pilot postgraduate residencies in family practice supported by Department of National Health and Welfare. The first certification examination was held in 1969 and, by 1974, all Canadian medical schools had a family medicine residency program. Today departments of family medicine contribute substantially to undergraduate education in all 16 schools. In Canada, the medical profession, governments and the medical schools have demonstrated the importance they place on appropriate education for family physicians. PMID:8477381

Strength Through Options: Providing Choices for Undergraduate Education in the Geosciences

NASA Astrophysics Data System (ADS)

Furman, T.; Freeman, K. H.; Faculty, D.

2003-12-01

Undergraduate major enrollments in the Department of Geosciences at Penn State have held steady over the past 5 years despite generally declining national trends. We have successfully recruited and retained new students through intensive advising coupled with innovative curricular revision aimed to meet an array of students' educational and career goals. Our focus is on degree programs that reflect emerging interdisciplinary trends in both employment and student interest, and are designed to attract individuals from underrepresented groups. In addition to a traditional Geosciences BS program we offer a rigorous integrated Earth Sciences BS and a Geosciences BA tailored to students with interests in education and environmental law. The Earth Sciences BS incorporates course work from Geosciences, Geography and Meterology, and requires completion of an interdisciplinary minor (e.g., Climatology, Marine Sciences, Global Business Strategies). A new Geobiology BS program will attract majors with interests at the intersection of the earth and life sciences. The curriculum includes both paleontological and biogeochemical coursework, and is also tailored to accommodate pre-medicine students. We are working actively to recruit African-American students. A new minor in Science and Technology in Africa crosses disciplinary boundaries to educate students from the humanities as well as sciences. Longitudinal recruitment programs include summer research group experiences for high school students, summer research mentorships for college students, and dual undergraduate degree programs with HBCUs. Research is a fundamental component of every student's degree program. We require a capstone independent thesis as well as a field program for Geosciences and Geobiology BS students, and we encourage all students to pursue research as early as the freshman year. A new 5-year combined BS-MS program will enable outstanding students to carry their undergraduate research further before pursuing employment or doctoral programs. Enrollments in courses for non-majors have also increased substantially over the past 5 years, while those of other PSU science departments have decreased. We attribute this success to changes in pedagogic approaches, focusing on active learning exercises in large (200+) and small (<75) courses. Innovative use of an electronic personal response system has also improved attendance, enrollment and student learning in our general education courses. This approach was developed by a fixed-term faculty hire in Geoscience Education. As per our departmental strategic plan, we plan to hire again in this area to further these successes and implement new approaches to learning and teaching in our undergraduate educational programs.

Effectiveness of an intergenerational approach for enhancing knowledge and improving attitudes toward the environment

NASA Astrophysics Data System (ADS)

Liu, Shih-Tsen

One area in which many environmental education programs are deficient is in reaching and involving the adult population. For senior adults in particular, the disconnect from environmental centers and other settings represents a missed opportunity for strengthening relationships, utilizing community resources and promoting civic engagement. In this sense, "intergenerational programming" could serve as an effective strategy for broadening the public's awareness and participation in environmental activities. Although the concept of involving older adults and young people in joint environmental education experiences is compelling on several fronts, there is no body of evidence to draw upon; nor is there a blueprint to guide efforts to translate this general goal into practice. This research was therefore designed to: (1) assess the effectiveness of an intergeneration outdoor education program in enhancing participants' environmental knowledge and positive attitudes, (2) explore other program impacts on the participants and the environmental centers, and (3) learn about environmental educators' experiences and opinions in regard to utilizing senior adults in their programs. This study was conducted in two phases in order to address the research purposes: (1) a nonequivalent-control-group quasi-experimental research incorporated with the Outdoor School program at the Shaver's Creek Environmental Center, and (2) a statewide mail-in survey with environmental educators in Pennsylvania. According to the quantitative data, both intergenerational groups obtained higher mean scores for environmental attitudes than the monogenerational groups, although the difference in scores was not statistically significant than one of the two monogenerational groups. The qualitative data showed that senior adults have certain characteristics that allowed them to make a substantial contribution toward enriching children's awareness and appreciation of the natural environment. Although the environmental knowledge level held by students in the intergenerational groups was not tested to be significantly higher than that of the monogenerational groups, this may due to the test itself. Qualitative data suggested that senior adults did indeed make a contribution. Both the quantitative and qualitative data of the experimental research indicated that the inclusion of senior volunteers in an environmental education program has positive impacts on children's attitudes toward older adults. The results also showed many positive program impacts on participating senior adults. The survey of Pennsylvania environmental educators revealed the educators' affirmation of the need to utilize senior volunteers in environmental centers. The recommendations for further research are to (1) assess the correlations between program effectiveness and facilitation styles, (2) assess the correlations between program effectiveness and roles of senior volunteers, (3) determine whether actively involving adult volunteers in environmental centers or classrooms will facilitate greater learning about the environment and other generations than using students to educate adults at home, and (4) to evaluate the impacts of an intergenerational environmental education program on multiple levels, including impact on the participating organizations, and the surrounding community. (Abstract shortened by UMI.)

Reproducibility of self-reported pap test utilization in middle-aged African-American women.

PubMed

Hoyo, Cathrine; Ostbye, Truls; Skinner, Celette S; Yarnall, Kimberly S H; Chowdhary, Jaspreet

2005-01-01

Both clinicians who perform Pap tests and prescribe re-screens and public health officials, who periodically evaluate the success of Pap test screening programs, often depend on women to self-report their most recent Pap test. However, reliability of self-reported Pap test utilization is putatively low, and even lower in African-American women compared to Whites. Between 2001 and 2002, Pap test screening histories were obtained from 144 African-American women, aged 45 to 64 years at two in-person interviews conducted three to six weeks apart. Reproducibility of self-reported Pap test was substantial (kappa=0.64; 95% confidence interval: .46-.82), with the highest agreement among women with greater income and educational attainment, and those who were younger. This level of reproducibility is likely sufficient both to evaluate the population coverage of public health screening programs and for prescribing re-screens among younger African-American women and those of higher income and education. Not using self-reports to base clinic decisions may still be prudent among those with less education.

Ambulatory-based education in internal medicine: current organization and implications for transformation. Results of a national survey of resident continuity clinic directors.

PubMed

Nadkarni, Mohan; Reddy, Siddharta; Bates, Carol K; Fosburgh, Blair; Babbott, Stewart; Holmboe, Eric

2011-01-01

Many have called for ambulatory training redesign in internal medicine (IM) residencies to increase primary care career outcomes. Many believe dysfunctional, clinic environments are a key barrier to meaningful ambulatory education, but little is actually known about the educational milieu of continuity clinics nationwide. We wished to describe the infrastructure and educational milieu at resident continuity clinics and assess clinic readiness to meet new IM-RRC requirements. National survey of ACGME accredited IM training programs. Directors of academic and community-based continuity clinics. Two hundred and twenty-one out of 365 (62%) of clinic directors representing 49% of training programs responded. Wide variation amongst continuity clinics in size, structure and educational organization exist. Clinics below the 25th percentile of total clinic sessions would not meet RRC-IM requirements for total number of clinic sessions. Only two thirds of clinics provided a longitudinal mentor. Forty-three percent of directors reported their trainees felt stressed in the clinic environment and 25% of clinic directors felt overwhelmed. The survey used self reported data and was not anonymous. A slight predominance of larger clinics and university based clinics responded. Data may not reflect changes to programs made since 2008. This national survey demonstrates that the continuity clinic experience varies widely across IM programs, with many sites not yet meeting new ACGME requirements. The combination of disadvantaged and ill patients with inadequately resourced clinics, stressed residents, and clinic directors suggests that many sites need substantial reorganization and institutional commitment.New paradigms, encouraged by ACGME requirement changes such as increased separation of inpatient and outpatient duties are needed to improve the continuity clinic experience.

Impact of internet vs traditional Special Supplemental Nutrition Program for Women, Infants, and Children nutrition education on fruit and vegetable intake.

PubMed

Bensley, Robert J; Anderson, Judith V; Brusk, John J; Mercer, Nelda; Rivas, Jason

2011-05-01

The purpose of this project was to compare the impact of Internet nutrition education to traditional nutrition education on Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) participant fruit and vegetable consumption. Interventions were delivered at 15 WIC clinics after normal WIC clinic operations or delivered online. A total of 692 and 872 participants from eight WIC agencies self-enrolled into two phases. A quasi-experimental design using an interrupted time series to determine the impact of two methods of nutrition education and follow-up nutrition counseling was used. Data were collected online and at Michigan WIC clinics during 2005-2007 at 3-month intervals during a 9-month period (per phase). Two Internet nutrition education modules were compared to WIC traditional nutrition education, which included either group classes or a self-guided nutrition education information mall. All interventions were based on the same program learning objectives. Optional motivational negotiation counseling followed 3 months post-intervention. Stage of change progression, belief in ability to change, and fruit and vegetable consumption were measured at baseline, immediately after the intervention, and 3 and 6 months post-intervention. Significance (P<0.05) was analyzed using independent samples t tests, χ(2) distribution, and sample tests for differences in binomial proportions. The Internet group experienced substantial positive differences in stage of change progression, perception that the intervention was helpful and easy to use, and fruit and vegetable consumption. Traditional nutrition education required follow-up counseling to achieve fruit and vegetable consumption levels similar to the Internet nutrition education group. Based on these findings, this study supports Internet nutrition education as a viable alternative to traditional nutrition education for increasing fruit and vegetable consumption in some WIC clients. Copyright © 2011 American Dietetic Association. Published by Elsevier Inc. All rights reserved.

NASA University Program Management Information System

NASA Technical Reports Server (NTRS)

Gans, Gary

1997-01-01

As basic policy, NASA believes that colleges and universities should be encouraged to participate in the nation's space and aeronautics program to the maximum extent practicable. Indeed, universities are considered as partners with government and industry in the nation's aerospace program. NASA's objective is to have them bring their scientific, engineering, and social research competence to bear on aerospace problems and on the broader social, economic, and international implications of NASA's technical and scientific programs. It is expected that, in so doing, universities will strengthen both their research and their educational capabilities to contribute more effectively to the national well-being. NASA field codes and certain Headquarters program offices provide funds for those activities in universities which contribute to the mission needs of that particular NASA element. Although NASA has no predetermined amount of money to devote to university activities, the effort funded each year is substantial. This annual report is one means of documenting the NASA-university relationship, frequently denoted, collectively, as NASA's University Program. This report is consistent with agency accounting records, as the data is obtained from NASA's Financial and Contractual Status (FACS) System, operated by the Financial Management Division and the Procurement Office. However, in accordance with interagency agreements, the orientation differs from that required for financial or procurement purposes. Any apparent discrepancies between this report and other NASA procurement or financial reports stem from the selection criteria for the data. This report was prepared by the Education Division/FE, Office of Human Resources and Education, using a management information system which was modernized during FY 1993.

NASA University Program Management Information System

NASA Technical Reports Server (NTRS)

2000-01-01

As basic policy, NASA believes that colleges and universities should be encouraged to participate in the nation's space and aeronautics program to the maximum extent practicable. Indeed, universities are considered as partners with government and industry in the nation's aerospace program. NASA:s objective is to have them bring their scientific, engineering, and social research competence to bear on aerospace problems and on the broader social, economic, and international implications of NASA's technical and scientific programs. It is expected that, in so doing, universities will strengthen both their research and their educational capabilities to contribute more effectively to the national well-being. NASA field codes and certain Headquarters program offices provide funds for those activities in universities which contribute to the mission needs of that particular NASA element. Although NASA has no predetermined amount of money to devote to university activities, the effort funded each year is substantial. This annual report is one means of documenting the NASA-university relationship, frequently denoted, collectively, as NASA's University Program. This report is consistent with agency accounting records, as the data is obtained from NASA:s Financial and Contractual Status (FACS) System, operated by the Financial Management Division and the Procurement Office. However, in accordance with interagency agreements, the orientation differs from that required for financial or procurement purposes. Any apparent discrepancies between this report and other NASA procurement or financial reports stem from the selection criteria for the data.* This report was prepared by the Education Division/FE, Office of Human Resources and Education, using a management information system which was modernized during FY 1993.

Universal screening increases the representation of low-income and minority students in gifted education.

PubMed

Card, David; Giuliano, Laura

2016-11-29

Low-income and minority students are substantially underrepresented in gifted education programs. The disparities persist despite efforts by many states and school districts to broaden participation through changes in their eligibility criteria. One explanation for the persistent gap is that standard processes for identifying gifted students, which are based largely on the referrals of parents and teachers, tend to miss qualified students from underrepresented groups. We study this hypothesis using the experiences of a large urban school district following the introduction of a universal screening program for second graders. Without any changes in the standards for gifted eligibility, the screening program led to large increases in the fractions of economically disadvantaged and minority students placed in gifted programs. Comparisons of the newly identified gifted students with those who would have been placed in the absence of screening show that Blacks and Hispanics, free/reduced price lunch participants, English language learners, and girls were all systematically "underreferred" in the traditional parent/teacher referral system. Our findings suggest that parents and teachers often fail to recognize the potential of poor and minority students and those with limited English proficiency.

Universal screening increases the representation of low-income and minority students in gifted education

PubMed Central

Card, David; Giuliano, Laura

2016-01-01

Low-income and minority students are substantially underrepresented in gifted education programs. The disparities persist despite efforts by many states and school districts to broaden participation through changes in their eligibility criteria. One explanation for the persistent gap is that standard processes for identifying gifted students, which are based largely on the referrals of parents and teachers, tend to miss qualified students from underrepresented groups. We study this hypothesis using the experiences of a large urban school district following the introduction of a universal screening program for second graders. Without any changes in the standards for gifted eligibility, the screening program led to large increases in the fractions of economically disadvantaged and minority students placed in gifted programs. Comparisons of the newly identified gifted students with those who would have been placed in the absence of screening show that Blacks and Hispanics, free/reduced price lunch participants, English language learners, and girls were all systematically “underreferred” in the traditional parent/teacher referral system. Our findings suggest that parents and teachers often fail to recognize the potential of poor and minority students and those with limited English proficiency. PMID:27856741

Characteristics of Pediatric Antimicrobial Stewardship Programs: Current Status of the Sharing Antimicrobial Reports for Pediatric Stewardship (SHARPS) Collaborative

PubMed Central

McPherson, Christopher; Lee, Brian R.; Terrill, Cindy; Hersh, Adam L.; Gerber, Jeffrey S.; Kronman, Matthew P.; Newland, Jason G.

2018-01-01

In response to the growing epidemic of antibiotic-resistant bacterial infections, antimicrobial stewardship programs (ASP) have been rapidly implemented in the United States (US). This study examines the prevalence of the Centers for Disease Control and Prevention’s (CDC) seven core elements of a successful ASP within a large subset of US Children’s Hospitals. In 2016, a survey was conducted of 52 pediatric hospitals assessing the presence of the seven core elements: leadership commitment, accountability, drug expertise, action, tracking, reporting, and education. Forty-nine hospitals (94%) had established ASPs and 41 hospitals (79%) included all seven core elements. Physician accountability (87%) and a dedicated ASP pharmacist or drug expert (88%) were present in the vast majority of hospitals. However, substantial variability existed in the financial support allotted to these positions. This variability did not predict program actions, tracking, reporting, and education. When compared with previous surveys, these results document a dramatic increase in the prevalence and resources of pediatric stewardship programs, although continued expansion is warranted. Further research is required to understand the feasibility of various core stewardship activities and the impact on patient outcomes in the setting of finite resources. PMID:29370071

Characteristics of Pediatric Antimicrobial Stewardship Programs: Current Status of the Sharing Antimicrobial Reports for Pediatric Stewardship (SHARPS) Collaborative.

PubMed

McPherson, Christopher; Lee, Brian R; Terrill, Cindy; Hersh, Adam L; Gerber, Jeffrey S; Kronman, Matthew P; Newland, Jason G

2018-01-25

In response to the growing epidemic of antibiotic-resistant bacterial infections, antimicrobial stewardship programs (ASP) have been rapidly implemented in the United States (US). This study examines the prevalence of the Centers for Disease Control and Prevention's (CDC) seven core elements of a successful ASP within a large subset of US Children's Hospitals. In 2016, a survey was conducted of 52 pediatric hospitals assessing the presence of the seven core elements: leadership commitment, accountability, drug expertise, action, tracking, reporting, and education. Forty-nine hospitals (94%) had established ASPs and 41 hospitals (79%) included all seven core elements. Physician accountability (87%) and a dedicated ASP pharmacist or drug expert (88%) were present in the vast majority of hospitals. However, substantial variability existed in the financial support allotted to these positions. This variability did not predict program actions, tracking, reporting, and education. When compared with previous surveys, these results document a dramatic increase in the prevalence and resources of pediatric stewardship programs, although continued expansion is warranted. Further research is required to understand the feasibility of various core stewardship activities and the impact on patient outcomes in the setting of finite resources.

An inclusive Research Education Community (iREC): Impact of the SEA-PHAGES program on research outcomes and student learning.

PubMed

Hanauer, David I; Graham, Mark J; Betancur, Laura; Bobrownicki, Aiyana; Cresawn, Steven G; Garlena, Rebecca A; Jacobs-Sera, Deborah; Kaufmann, Nancy; Pope, Welkin H; Russell, Daniel A; Jacobs, William R; Sivanathan, Viknesh; Asai, David J; Hatfull, Graham F

2017-12-19

Engaging undergraduate students in scientific research promises substantial benefits, but it is not accessible to all students and is rarely implemented early in college education, when it will have the greatest impact. An inclusive Research Education Community (iREC) provides a centralized scientific and administrative infrastructure enabling engagement of large numbers of students at different types of institutions. The Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) is an iREC that promotes engagement and continued involvement in science among beginning undergraduate students. The SEA-PHAGES students show strong gains correlated with persistence relative to those in traditional laboratory courses regardless of academic, ethnic, gender, and socioeconomic profiles. This persistent involvement in science is reflected in key measures, including project ownership, scientific community values, science identity, and scientific networking. Copyright © 2017 the Author(s). Published by PNAS.

An inclusive Research Education Community (iREC): Impact of the SEA-PHAGES program on research outcomes and student learning

PubMed Central

Hanauer, David I.; Graham, Mark J.; Betancur, Laura; Bobrownicki, Aiyana; Cresawn, Steven G.; Garlena, Rebecca A.; Jacobs-Sera, Deborah; Kaufmann, Nancy; Pope, Welkin H.; Russell, Daniel A.; Jacobs, William R.; Sivanathan, Viknesh; Asai, David J.

2017-01-01

Engaging undergraduate students in scientific research promises substantial benefits, but it is not accessible to all students and is rarely implemented early in college education, when it will have the greatest impact. An inclusive Research Education Community (iREC) provides a centralized scientific and administrative infrastructure enabling engagement of large numbers of students at different types of institutions. The Science Education Alliance–Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) is an iREC that promotes engagement and continued involvement in science among beginning undergraduate students. The SEA-PHAGES students show strong gains correlated with persistence relative to those in traditional laboratory courses regardless of academic, ethnic, gender, and socioeconomic profiles. This persistent involvement in science is reflected in key measures, including project ownership, scientific community values, science identity, and scientific networking. PMID:29208718

A pilot study of orthopaedic resident self-assessment using a milestones’ survey just prior to milestones implementation

PubMed Central

Bradley, Kendall E.

2016-01-01

Objectives To pilot test if Orthopaedic Surgery residents could self-assess their performance using newly created milestones, as defined by the Accreditation Council on Graduate Medical Education.  Methods In June 2012, an email was sent to Program Directors and administrative coordinators of the154 accredited Orthopaedic Surgery Programs, asking them to send their residents a link to an online survey. The survey was adapted from the Orthopaedic Surgery Milestone Project. Completed surveys were aggregated in an anonymous, confidential database. SAS 9.3 was used to perform the analyses. Results Responses from 71 residents were analyzed. First and second year residents indicated through self-assessment that they had substantially achieved Level 1 and Level 2 milestones. Third year residents reported they had substantially achieved 30/41, and fourth year residents, all Level 3 milestones. Fifth year, graduating residents, reported they had substantially achieved 17 Level 4 milestones, and were extremely close on another 15. No milestone was rated at Level 5, the maximum possible.  Earlier in training, Patient Care and Medical Knowledge milestones were rated lower than the milestones reflecting the other four competencies of Practice Based Learning and Improvement, Systems Based Practice, Professionalism, and Interpersonal Communication. The gap was closed by the fourth year. Conclusions Residents were able to successfully self-assess using the 41 Orthopaedic Surgery milestones. Respondents’ rate improved proficiency over time. Graduating residents report they have substantially, or close to substantially, achieved all Level 4 milestones.  Milestone self-assessment may be a useful tool as one component of a program’s overall performance assessment strategy. PMID:26752012

The Influence of the Pedagogical Content Knowledge Theoretical Framework on Research on Preservice Teacher Education

ERIC Educational Resources Information Center

Mecoli, Storey

2013-01-01

Pedagogical Content Knowledge, Lee S. Shulman's theoretical framework, has had a substantial influence on research in preservice teacher education, and consequently, schools of education. This review builds from Grossman's case studies that concluded that beginning teachers provided with excellent teacher education developed more substantial PCK…

Comprehensive School Reform: Meta-Analytic Evidence of Black-White Achievement Gap Narrowing.

PubMed

Gorey, Kevin M

2009-12-30

This meta-analysis extends a previous review of the achievement effects of comprehensive school reform (CSR) programs (Borman, Hewes, Overman, & Brown, 2003). That meta-analysis observed significant effects of well endowed and well-researched programs, but it did not account for race/ethnicity. This article synthesizes 34 cohort or quasi-experimental outcomes of studies that incorporated the policy-critical characteristic of race/ethnicity. compared with matched traditional schools, the black-white achievement gap narrowed significantly more among students in CSR schools. In addition, the aggregate effects were large, substantially to completely eliminating the achievement gap between African American and non-Hispanic white students in elementary and middle schools. Title I policies before or after the No Child Left Behind Act of 2001 seem to have had essentially no impact on the black-white achievement gap. Curricular and testing mandates along with the threat of sanctions without concomitant resource supports seem to have failed. This study suggests that educational achievement inequities need not be America's destiny. It seems that they could be eliminated through concerted political will and ample resource commitments to evidence-based educational programs.

[Rehabilitation and outpatient physiotherapy in rheumatic disease patients. Results of cross-sectional studies of patients with rheumatoid arthritis or ankylosing spondylitis and rheumatologists].

PubMed

Mau, W; Müller, A

2008-11-01

Rehabilitation and outpatient physiotherapy were investigated from the perspectives of patients suffering from rheumatoid arthritis (RA) or ankylosing spondylitis (AS) and of rheumatologists. In 2007, 204 outpatients with RA and 47 with AS at the Arthritis Center in Halle, Germany, and 117 rheumatologists from all over the country participated in two questionnaire surveys. Patients and rheumatologists gave predominantly positive judgements of physiotherapy, psychological interventions, and patient education programs. However, outpatient care including these interventions was judged to be mainly limited by fixed budgets and other formal restrictions. Even though these therapeutic options are part of (primarily inpatient) rehabilitation programs, the estimate of the need for multidisciplinary rehabilitation programs varied widely among the rheumatologists. Significant objections against rehabilitation include reluctance of the patients, administrative burden for the physicians, payers' rejections, and limited choice of rehabilitation clinic. Despite major functional limitations, a substantial portion of the patients received no multidisciplinary medical rehabilitation, outpatient physiotherapy, psychological interventions, or patient education. Recommendations for the improvement of care are derived from these data.

Physician-workforce and educational planning in Canada: has the pendulum swung too far?

PubMed Central

Ryten, E

1995-01-01

Since the early '80s, and especially since the publication in 1991 of Toward Integrated Medical Resource Policies for Canada (the Barer-Stoddart Report), received wisdom has been that there is an oversupply of physicians in Canada and that medical school enrollment should be cut. In a CMAJ article published July 1, 1994, that described a computer program to forecast the supply and demand of health care resources, Denton, Gafni and Spencer projected a substantial physician surplus in Ontario in the years 2000 and 2010, despite substantial cuts in Ontario medical school enrollment. The author questions the data used in the forecasts and reaches different conclusions. She advances an alternative hypothesis that current medical school admission levels are, in fact, too low. PMID:7728687

Higher Education: Information on Incentive Compensation Violations Substantiated by the U.S. Department of Education. GAO-10-370R

ERIC Educational Resources Information Center

Iritani, Katherine M.

2010-01-01

The Higher Education Opportunity Act (HEOA) mandated that GAO conduct a study on Education's enforcement of the incentive compensation ban in light of the safe harbors and report on the number of violations substantiated by the Secretary of Education since 1998, the nature of these violations, and the names of the institutions involved. This…

SWOT analysis: strengths, weaknesses, opportunities and threats of the Israeli Smallpox Revaccination Program.

PubMed

Huerta, Michael; Balicer, Ran D; Leventhal, Alex

2003-01-01

During September 2002, Israel began its current revaccination program against smallpox, targeting previously vaccinated "first responders" among medical and emergency workers. In order to identify the potential strengths and weaknesses of this program and the conditions under which critical decisions were reached, we conducted a SWOT analysis of the current Israeli revaccination program, designed to identify its intrinsic strengths and weaknesses, as well as opportunities for its success and threats against it. SWOT analysis--a practical tool for the study of public health policy decisions and the social and political contexts in which they are reached--revealed clear and substantial strengths and weaknesses of the current smallpox revaccination program, intrinsic to the vaccine itself. A number of threats were identified that may jeopardize the success of the current program, chief among them the appearance of severe complications of vaccination. Our finding of a lack of a generation of knowledge on smallpox vaccination highlights the need for improved physician education and dissipation of misconceptions that are prevalent in the public today.

The Implementation of Virtual Instruction in Relation to X-ray Anatomy and Positioning in a Chiropractic Degree Program: A Descriptive Paper.

PubMed

Rush, Perry O; Boone, William R

2009-01-01

This article provides information regarding the introduction of virtual education into classroom instruction, wherein a method of classroom instruction was developed with the use of a computer, digital camera, and various software programs. This approach simplified testing procedures, thus reducing institutional costs substantially by easing the demand for manpower, and seemed to improve average grade performance. Organized files with hundreds of digital pictures have created a range of instructor resources. Much of the new course materials were organized onto compact disks to complement course notes. Customizing presentations with digital technology holds potential benefits for students, instructors and the institution.

Tackling the child malnutrition problem: from what and why to how much and how.

PubMed

McLachlan, Milla

2006-12-01

There is strong economic evidence to invest in improving the economic status of young children, yet programs remain underresourced. Returns on investment in child nutrition in terms of improved health, better education outcomes and increased productivity are substantial, and cost estimates for effective programs are in the range of $2.8 to $5.3 billion. These amounts are modest when compared with total international development assistance or current spending on luxury goods in wealthy nations. New initiatives to redefine nutrition science and to apply innovative problem-solving technologies to the global nutrition problem suggest that steps are being taken to accelerate progress toward a malnutrition-free world.

A Survey of Sun Protection Policy and Education in Secondary Schools

PubMed Central

Buller, David B.; Buller, Mary Klein; Reynolds, Kim D.

2006-01-01

Background The Centers for Disease Control and Prevention (CDC) issued recommendations for school programs to reduce skin cancer. Objective Personnel at U.S. secondary schools were surveyed to describe sun protection policy and education prior to these recommendations. Methods School principals or other personnel at 484 secondary schools in 27 cities responded to a telephone survey in January and February 2002 (response rate = 31%). Results A sun protection policy was reported at 10% of the schools but sun protection education occurred at nearly all schools (96%). Policies were more prevalent in regions with high ultraviolet radiation (p<.0001) but education was not. Many personnel were willing to adopt a policy (41%) and interested in obtaining a sun safety curriculum (96%). Limitations Self-report measures, non-response, and new schools not in the sampling frame. Conclusion Sun protection was a low policy priority for U.S. schools. Sun safety education was prevalent but written materials were used infrequently. A substantial proportion of school personnel were receptive to the CDC’s advice. PMID:16488293

Transferring learning from faculty development to the classroom.

PubMed

Rock, Kim Z

2014-12-01

This study’s purpose was to better understand the transfer of learning by uncovering how various factors supported the integration of health information technology knowledge and skills gleaned from the Health Resources and Services Administration–funded faculty development programs into nursing education curricula. Through interviews with 20 participants from four programs, this study confirmed the importance of findings related to faculty, program, and work environment characteristics for supporting successful transfer of learning and substantiates a variety of other transfer-of-learning research. New or seldom discussed supportive individual characteristics were found, including leadership abilities, lifelong learning, ability to recognize limitations, persistence, creativity, and risk taking. The importance of networking, diversity of perspectives, postconference support, and teams in program designs were found to positively influence transfer. The variety of supportive factors and barriers in the participants’ work environments strengthens the assertions that transfer may be context dependent. Findings provided insight for recommendations to improve learning transfer. Copyright 2014, SLACK Incorporated.

Foot and Ankle Fellowship Websites: An Assessment of Accessibility and Quality.

PubMed

Hinds, Richard M; Danna, Natalie R; Capo, John T; Mroczek, Kenneth J

2017-08-01

The Internet has been reported to be the first informational resource for many fellowship applicants. The objective of this study was to assess the accessibility of orthopaedic foot and ankle fellowship websites and to evaluate the quality of information provided via program websites. The American Orthopaedic Foot and Ankle Society (AOFAS) and the Fellowship and Residency Electronic Interactive Database (FREIDA) fellowship databases were accessed to generate a comprehensive list of orthopaedic foot and ankle fellowship programs. The databases were reviewed for links to fellowship program websites and compared with program websites accessed from a Google search. Accessible fellowship websites were then analyzed for the quality of recruitment and educational content pertinent to fellowship applicants. Forty-seven orthopaedic foot and ankle fellowship programs were identified. The AOFAS database featured direct links to 7 (15%) fellowship websites with the independent Google search yielding direct links to 29 (62%) websites. No direct website links were provided in the FREIDA database. Thirty-six accessible websites were analyzed for content. Program websites featured a mean 44% (range = 5% to 75%) of the total assessed content. The most commonly presented recruitment and educational content was a program description (94%) and description of fellow operative experience (83%), respectively. There is substantial variability in the accessibility and quality of orthopaedic foot and ankle fellowship websites. Recognition of deficits in accessibility and content quality may assist foot and ankle fellowships in improving program information online. Level IV.

BEHAVIOR ANALYSTS IN THE WAR ON POVERTY: A REVIEW OF THE USE OF FINANCIAL INCENTIVES TO PROMOTE EDUCATION AND EMPLOYMENT

PubMed Central

Holtyn, August F.; Jarvis, Brantley P.; Silverman, Kenneth

2017-01-01

Poverty is a pervasive risk factor underlying poor health. Many interventions that have sought to reduce health disparities associated with poverty have focused on improving health-related behaviors of low-income adults. Poverty itself could be targeted to improve health, but this approach would require programs that can consistently move poor individuals out of poverty. Governments and other organizations in the United States have tested a diverse range of antipoverty programs, generally on a large scale and in conjunction with welfare reform initiatives. This paper reviews antipoverty programs that used financial incentives to promote education and employment among welfare recipients and other low-income adults. The incentive-based, antipoverty programs had small or no effects on the target behaviors; they were implemented on large scales from the outset, without systematic development and evaluation of their components; and they did not apply principles of operant conditioning that have been shown to determine the effectiveness of incentive or reinforcement interventions. By applying basic principles of operant conditioning, behavior analysts could help address poverty and improve health through development of effective antipoverty programs. This paper describes a potential framework for a behavior-analytic antipoverty program, with the goal of illustrating that behavior analysts could be uniquely suited to make substantial contributions to the war on poverty. PMID:28078664

Progress toward improved leadership and management training in pathology.

PubMed

Weiss, Ronald L; Hassell, Lewis A; Parks, Eric R

2014-04-01

Competency gaps in leadership and laboratory management skills continue to exist between what training programs deliver and what recent graduates and future employers expect. A number of recent surveys substantiate this. Interest in delivering content in these areas is challenged by time constraints, the presence of knowledgeable faculty role models, and the necessary importance placed on diagnostic skills development, which overshadows any priority trainees have toward developing these skills. To describe the problem, the near-future horizon, the current solutions, and the recommendations for improving resident training in laboratory management. The demands of new health care delivery models and the value being placed on these skills by the Pathology Milestones and Next Accreditation System initiative of the Accreditation Council for Graduate Medical Education for training programs emphasizes their importance. This initiative includes 6 milestone competencies in laboratory management. Organizations like the American Society for Clinical Pathology, the American Pathology Foundation, the College of American Pathologists, and the Association of Pathology Chairs Program Directors Section recognize these competencies and are working to create new tools for training programs to deploy. It is our recommendation that (1) every training program develop a formal educational strategy for management training, (2) greater opportunity and visibility be afforded for peer-reviewed publications on management topics in mainstream pathology literature, and (3) pathology milestones-oriented tools be developed to assist program directors and their trainees in developing this necessary knowledge and skills.

Behavior analysts in the war on poverty: A review of the use of financial incentives to promote education and employment.

PubMed

Holtyn, August F; Jarvis, Brantley P; Silverman, Kenneth

2017-01-01

Poverty is a pervasive risk factor underlying poor health. Many interventions that have sought to reduce health disparities associated with poverty have focused on improving health-related behaviors of low-income adults. Poverty itself could be targeted to improve health, but this approach would require programs that can consistently move poor individuals out of poverty. Governments and other organizations in the United States have tested a diverse range of antipoverty programs, generally on a large scale and in conjunction with welfare reform initiatives. This paper reviews antipoverty programs that used financial incentives to promote education and employment among welfare recipients and other low-income adults. The incentive-based, antipoverty programs had small or no effects on the target behaviors; they were implemented on large scales from the outset, without systematic development and evaluation of their components; and they did not apply principles of operant conditioning that have been shown to determine the effectiveness of incentive or reinforcement interventions. By applying basic principles of operant conditioning, behavior analysts could help address poverty and improve health through development of effective antipoverty programs. This paper describes a potential framework for a behavior-analytic antipoverty program, with the goal of illustrating that behavior analysts could be uniquely suited to make substantial contributions to the war on poverty. © 2017 Society for the Experimental Analysis of Behavior.

The Regional Asthma Disease Management Program (RADMP) for low income underserved children in rural western North Carolina: a National Asthma Control Initiative Demonstration Project.

PubMed

Shuler, Melinda S; Yeatts, Karin B; Russell, Donald W; Trees, Amy S; Sutherland, Susan E

2015-01-01

A substantial proportion of low-income children with asthma living in rural western North Carolina have suboptimal asthma management. To address the needs of these underserved children, we developed and implemented the Regional Asthma Disease Management Program (RADMP); RADMP was selected as one of 13 demonstration projects for the National Asthma Control Initiative (NACI). This observational intervention was conducted from 2009 to 2011 in 20 rural counties and the Eastern Band Cherokee Indian Reservation in western North Carolina. Community and individual intervention components included asthma education in-services and environmental assessments/remediation. The individual intervention also included clinical assessment and management. Environmental remediation was conducted in 13 childcare facilities and 50 homes; over 259 administrative staff received asthma education. Fifty children with mild to severe persistent asthma were followed for up to 2 years; 76% were enrolled in Medicaid. From 12-month pre-intervention to 12-month post-intervention, the total number of asthma-related emergency department (ED) visits decreased from 158 to 4 and hospital admissions from 62 to 1 (p < 0.0001). From baseline to intervention completion, lung function FVC, FEV1, FEF 25-75 increased by 7.2%, 13.2% and 21.1%, respectively (all p < 0.001), and average school absences dropped from 17 to 8.8 days. Healthcare cost avoided 12 months post-intervention were approximately $882,021. The RADMP program resulted in decreased ED visits, hospitalizations, school absences and improved lung function and eNO. This was the first NACI demonstration project to show substantial improvements in healthcare utilization and clinical outcomes among rural asthmatic children.

Microeconomic loans and health education to families in impoverished communities: implications for the HIV pandemic.

PubMed

Sherer, Renslow D; Bronson, John D; Teter, Caroline J; Wykoff, Randolph F

2004-01-01

Poverty is among the root causes of death and poor health worldwide. Project HOPE's Village Health Bank (VHB) program is a public health intervention that combines integrated microcredit lending and health education. Groups of 18 to 25 women receive small loans, and biweekly, one-hour health education sessions. Since 1993, about 50,000 women in 949 VHBs have participated in seven countries in the Americas, Africa, and Southeast Asia, receiving more than US$25 million in loans and 8,445 hours of health education. Members of VHBs are charged modest interest rates that enable them to become self-sufficient (eg, able to cover all operating charges, including the costs of the health education staff, and the necessary loan capital to continue without infusion of outside resources). The VHB program produces substantial economic improvements for individuals and groups, and benefits in health knowledge and behaviors, including increased utilization of healthcare services. Data from Guatemala, Malawi, and Thailand demonstrate that VHBs in countries with high HIV prevalence have been comparably successful in spite of the enormous added burdens of chronic illness, deaths, and orphans in need of support. For example, in 2004, 48 percent of 266 VHB members in Malawi experienced at least one death in their household in the preceding year, and 67 percent housed one or more orphans with an average of two orphans per household. Because of the unique combination of increased household economic stability and improved health knowledge, the VHB program is now being adapted to families of people affected by HIV/AIDS, including orphans.

Effectiveness of Nutrition Education vs. Non-Nutrition Education Intervention in Improving Awareness Pertaining Iron Deficiency among Anemic Adolescents.

PubMed

Yusoff, Hafzan; Wan Daud, Wan Nudri; Ahmad, Zulkifli

2013-01-01

This study was carried out to compare the effect between nutrition education intervention and non-nutrition education intervention on awareness regarding iron deficiency among schooling adolescents in Tanah Merah, one of rural district in Kelantan, Malaysia. This study which was started in year 2010 involved 280 respondents (223 girls, 57 boys, age: 16 yr) from schools in Tanah Merah. The selection criteria were based on hemoglobin level (Hb = 7 - 11.9 g/dL for girls; Hb = 7 - 12.9 g/dL for boys). They were divided into 2 groups. The first group received nutrition education package (Nutrition education, NE), whereas another group was entitled to receive non-nutrition education intervention (Non-Nutrition Education, NNE) (supplement only). Both interventions were implemented for 3 months. The changes in awareness among respondents of both groups were evaluated using multi-choices questionnaire. Nutrition education receiver group (NE) demonstrated improvement in awareness at post-intervention. No substantial improvement was demonstrated by the counterpart group (NNE). Multimedia nutrition education program conducted at school setting was in fact practical and effective in improving awareness on iron deficiency among anemic adolescents.

School-based Yoga Programs in the United States: A Survey

PubMed Central

Butzer, Bethany; Ebert, Marina; Telles, Shirley; Khalsa, Sat Bir S.

2016-01-01

Context Substantial interest has begun to emerge around the implementation of yoga interventions in schools. Researchers have found that yoga practices may enhance skills such as self-regulation and prosocial behavior, and lead to improvements in students’ performance. These researchers, therefore, have proposed that contemplative practices have the potential to play a crucial role in enhancing the quality of US public education. Objective The purpose of the present study was to provide a summary and comparison of school-based yoga programs in the United States. Design Online, listserv, and database searches were conducted to identify programs, and information was collected regarding each program’s scope of work, curriculum characteristics, teacher-certification and training requirements, implementation models, modes of operation, and geographical regions. Setting The online, listserv, and database searches took place in Boston, MA, USA, and New Haven, CT, USA. Results Thirty-six programs were identified that offer yoga in more than 940 schools across the United States, and more than 5400 instructors have been trained by these programs to offer yoga in educational settings. Despite some variability in the exact mode of implementation, training requirements, locations served, and grades covered, the majority of the programs share a common goal of teaching 4 basic elements of yoga: (1) physical postures, (2) breathing exercises, (3) relaxation techniques, and (4) mindfulness and meditation practices. The programs also teach a variety of additional educational, social-emotional, and didactic techniques to enhance students’ mental and physical health and behavior. Conclusions The fact that the present study was able to find a relatively large number of formal, school-based yoga programs currently being implemented in the United States suggests that the programs may be acceptable and feasible to implement. The results also suggest that the popularity of school-based yoga programs may continue to grow. PMID:26535474

Healthy Start: a comprehensive health education program for preschool children.

PubMed

Williams, C L; Squillace, M M; Bollella, M C; Brotanek, J; Campanaro, L; D'Agostino, C; Pfau, J; Sprance, L; Strobino, B A; Spark, A; Boccio, L

1998-01-01

Healthy Start is a 3-year demonstration and education research project designed to evaluate the effectiveness of a multidimensional cardiovascular (CV) risk reduction intervention in preschool centers over a 3-year period of time. Two primary interventions are employed. The first is the preschool food service intervention program designed to reduce the total fat in preschool meals and snacks to less than 30% of calories and reduce the saturated fat to less than 10% of calories. The second major intervention is a comprehensive preschool health education curriculum, focused heavily on nutrition. Effectiveness of the intervention will be determined through evaluation of changes in dietary intake of preschool children at school meals and snacks, especially with respect to intake of total and saturated fat. Evaluation of the education component will include assessment of program implementation by teachers, assessment of changes in nutrition knowledge by preschool children, and assessment of changes in home meals that children consume (total and saturated fat content). Blood cholesterol will be evaluated semiannually to evaluate changes that may be due to modification of dietary intake. Growth and body fatness will also be assessed. While substantial efforts have targeted CV risk reduction and health education for elementary school children, similar efforts aimed at preschool children have been lacking. The rationale for beginning CV risk reduction programs for preschool children is based upon the premise that risk factors for heart disease are prevalent by 3 years of age and tend to track over time, most commonly hypercholesterolemia and obesity, both related to nutrition. Since the behavioral antecedents for nutritional risk factors begin to be established very early in life, it is important to develop and evaluate new educational initiatives such as Healthy Start, aimed at the primary prevention of cardiovascular risk factors in preschool children. The purpose of this publication is to describe the rationale and methods for the Healthy Start project.

Graduate Automotive Technology Education (GATE) Program: Center of Automotive Technology Excellence in Advanced Hybrid Vehicle Technology at West Virginia University

DOE Office of Scientific and Technical Information (OSTI.GOV)

Nigle N. Clark

2006-12-31

This report summarizes the technical and educational achievements of the Graduate Automotive Technology Education (GATE) Center at West Virginia University (WVU), which was created to emphasize Advanced Hybrid Vehicle Technology. The Center has supported the graduate studies of 17 students in the Department of Mechanical and Aerospace Engineering and the Lane Department of Computer Science and Electrical Engineering. These students have addressed topics such as hybrid modeling, construction of a hybrid sport utility vehicle (in conjunction with the FutureTruck program), a MEMS-based sensor, on-board data acquisition for hybrid design optimization, linear engine design and engine emissions. Courses have been developedmore » in Hybrid Vehicle Design, Mobile Source Powerplants, Advanced Vehicle Propulsion, Power Electronics for Automotive Applications and Sensors for Automotive Applications, and have been responsible for 396 hours of graduate student coursework. The GATE program also enhanced the WVU participation in the U.S. Department of Energy Student Design Competitions, in particular FutureTruck and Challenge X. The GATE support for hybrid vehicle technology enhanced understanding of hybrid vehicle design and testing at WVU and encouraged the development of a research agenda in heavy-duty hybrid vehicles. As a result, WVU has now completed three programs in hybrid transit bus emissions characterization, and WVU faculty are leading the Transportation Research Board effort to define life cycle costs for hybrid transit buses. Research and enrollment records show that approximately 100 graduate students have benefited substantially from the hybrid vehicle GATE program at WVU.« less

Online course delivery modes and design methods in the radiologic sciences.

PubMed

Kowalczyk, Nina; Copley, Stacey

2013-01-01

To determine the current status of online education in the radiologic sciences and to explore learning management systems, course design methods, and online educational tools used in the radiologic sciences. A random sample of 373 educators from Joint Review Committee-accredited radiography, radiation therapy, and nuclear medicine technology educational programs was invited to participate in this study with an online survey. The majority of the programs responding to the survey do not offer online core courses. However, the institutions that do provide online core radiologic courses reported limited use of online tools for course delivery. BlackBoard was reported as the most commonly used learning management system. No significant relationships were identified in reference to self-reported instructor information technology self-efficacy and the instructors' age, years of teaching in higher education, years of teaching online, or use of asynchronous and synchronous technologies. Survey results did demonstrate a significant relationship between the type of institution and the use of synchronous technologies, suggesting that university-based programs were more likely to use this technology. Although the results suggest that online distance education is still not prevalent in radiologic science education, the past 3 years have seen a substantial increase in online course activity. This increase emphasizes the importance of adequate educator instruction and continuing education in the use of interactive technologies for online content delivery. Most educators report receiving 1 to 4 hours of training prior to online course implementation, but additional postimplementation training is necessary to improve the success of online delivery and further integrate interactive learning activities into an online format. The traditional classroom setting is still the primary course offering for radiologic science programs. PowerPoint remains the primary content delivery tool, suggesting a need for educators to incorporate tools that promote student interactions and interactive learning. Although the results did not reveal a significant relationship between assessed factors, the small correlations identified suggest that the younger instructors have a higher information technology self-efficacy. In addition, survey results suggest that instructors responding to this survey received limited training in reference to online course methods and design both before and after implementing an online course. Although educators may not have a choice regarding the system adopted by their university or college, they should seek additional training regarding the best tools available for online course delivery methods.

Telemedicine as an innovative model for rebuilding medical systems in developing countries through multipartnership collaboration: the case of Albania.

PubMed

Latifi, Rifat; Dasho, Erion; Shatri, Zhaneta; Tilley, Elizabeth; Osmani, Kalterina L; Doarn, Charles R; Dogjani, Agron; Olldashi, Fatos; Koçiraj, Agim; Merrell, Ronald C

2015-06-01

The U.S. Government and other developed nations provide billions of dollars annually in relief assistance to countries around the world. The long-term benefits of this aid, however, are often difficult to elucidate. The aim of this article is to present a model of a multipartnership collaboration among U.S. governmental, nongovernmental organizations, and academia to rebuild medical systems using telemedicine as a sustainable model of foreign aid. The International Virtual e-Hospital implemented the "initiate-build-operate-transfer" strategy to establish an effective telemedicine system in Albania that includes the National Telemedicine Center and 12 regional telemedicine centers. This nationwide telemedicine network has active clinical programs, virtual educational programs, and an electronic library that has substantially improved the access to care while advancing medical education. We propose that telemedicine is an optimal, sustainable, low-cost model for rebuilding medical systems of developing countries when implemented through a multipartnership approach.

Comparison of Medicaid Payments Relative to Medicare Using Inpatient Acute Care Claims from the Medicaid Program: Fiscal Year 2010-Fiscal Year 2011.

PubMed

Stone, Devin A; Dickensheets, Bridget A; Poisal, John A

2018-02-01

To compare Medicaid fee-for-service (FFS) inpatient hospital payments to expected Medicare payments. Medicaid and Medicare claims data, Medicare's MS-DRG grouper and inpatient prospective payment system pricer (IPPS pricer). Medicaid FFS inpatient hospital claims were run through Medicare's MS-DRG grouper and IPPS pricer to compare Medicaid's actual payment against what Medicare would have paid for the same claim. Average inpatient hospital claim payments for Medicaid were 68.8 percent of what Medicare would have paid in fiscal year 2010, and 69.8 percent in fiscal year 2011. Including Medicaid disproportionate share hospital (DSH), graduate medical education (GME), and supplemental payments reduces a substantial proportion of the gap between Medicaid and Medicare payments. Medicaid payments relative to expected Medicare payments tend to be lower and vary by state Medicaid program, length of stay, and whether payments made outside of the Medicaid claims process are included. © Health Research and Educational Trust.

Reflective learning in community-based dental education.

PubMed

Deogade, Suryakant C; Naitam, Dinesh

2016-01-01

Community-based dental education (CBDE) is the implementation of dental education in a specific social context, which shifts a substantial part of dental clinical education from dental teaching institutional clinics to mainly public health settings. Dental students gain additional value from CBDE when they are guided through a reflective process of learning. We propose some key elements to the existing CBDE program that support meaningful personal learning experiences. Dental rotations of 'externships' in community-based clinical settings (CBCS) are year-long community-based placements and have proven to be strong learning environments where students develop good communication skills and better clinical reasoning and management skills. We look at the characteristics of CBDE and how the social and personal context provided in communities enhances dental education. Meaningfulness is created by the authentic context, which develops over a period of time. Structured reflection assignments and methods are suggested as key elements in the existing CBDE program. Strategies to enrich community-based learning experiences for dental students include: Photographic documentation; written narratives; critical incident reports; and mentored post-experiential small group discussions. A directed process of reflection is suggested as a way to increase the impact of the community learning experiences. We suggest key elements to the existing CBDE module so that the context-rich environment of CBDE allows for meaningful relations and experiences for dental students and enhanced learning.

NGO-promoted microcredit programs and women's empowerment in rural Bangladesh: quantitative and qualitative evidence.

PubMed

Amin, R; Becker, S; Bayes, A

1998-01-01

Nongovernmental organizations (NGOs) in rural Bangladesh are reaching out to poor women with collateral-free credit programs aimed at both alleviating poverty and increasing women's status. The present study investigated the hypothesis that participation in credit-related activities by NGO credit members leads to greater empowerment of credit members compared to nonmembers. The sample was comprised of 1164 loanees and 1200 nonloanees from the five NGO areas in Bangladesh and of 1200 nonloanees from non-program areas of rural Bangladesh with no significant NGO presence. NGO credit members had significantly higher scores on all three indices of female empowerment: inter-spouse consultation, autonomy, and authority. Moreover, nonmembers within NGO program areas had higher autonomy and authority scores than nonmembers within the comparison areas. Even after background variables were controlled in the multivariate analysis, NGO credit membership and residence in an NGO program area remained significantly and positively associated with both the autonomy and authority indices. Other variables that exerted a significant positive effect on women's empowerment were concrete or corrugated buildings, area of residence outside the southern or eastern regions, nonagricultural occupation, respondent's education, and age. In focus group discussions, NGO credit loanees reported that the program made them more confident, assertive, intelligent, self-reliant, and aware of their rights. NGO credit programs that target poor women are likely to produce substantial improvements in women's social and economic status, without the long delays associated with education or employment opportunities in the formal sector.

Use of evidence-based treatments in substance abuse treatment programs serving American Indian and Alaska Native communities.

PubMed

Novins, Douglas K; Croy, Calvin D; Moore, Laurie A; Rieckmann, Traci

2016-04-01

Research and health surveillance activities continue to document the substantial disparities in the impacts of substance abuse on the health of American Indian and Alaska Native (AI/AN) people. While Evidence-Based Treatments (EBTs) hold substantial promise for improving treatment for AI/ANs with substance use problems (as they do for non-AI/ANs), anecdotal reports suggest that their use is limited. In this study, we examine the awareness of, attitudes toward, and use of EBTs in substance abuse treatment programs serving AI/AN communities. Data are drawn from the first national survey of tribal substance abuse treatment programs. Clinicians or clinical administrators from 192 programs completed the survey. Participants were queried about their awareness of, attitudes toward, and use of 9 psychosocial and 3 medication EBTs. Cognitive Behavioral Therapy (82.2%), Motivational Interviewing (68.6%), and Relapse Prevention Therapy (66.8%) were the most commonly implemented psychosocial EBTs; medications for psychiatric comorbidity was the most commonly implemented medication treatment (43.2%). Greater EBT knowledge and use were associated with both program (e.g., funding) and staff (e.g., educational attainment) characteristics. Only two of the commonly implemented psychosocial EBTs (Motivational Interviewing and Relapse Prevention Therapy) were endorsed as culturally appropriate by a majority of programs that had implemented them (55.9% and 58.1%, respectively). EBT knowledge and use is higher in substance abuse treatment programs serving AI/AN communities than has been previously estimated. However, many users of these EBTs continue to have concerns about their cultural appropriateness, which likely limits their further dissemination. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Melding Research and Education in a Zoological Setting

NASA Astrophysics Data System (ADS)

Foote, Dustin

The first zoo was opened in London in 1828 and was intended for scientific study, but was eventually opened to the public in 1847. Since then, public dogma has dictated the development, role, and standards concerning the use of animals across the zoological community. Too often there is disconnect between research programs, captive propagation, and public education. In the fight against human driven extinction of earth's flora and fauna, it is vital that these areas be aligned. Thus in an effort to unite research and education in a zoological setting, East Carolina University (ECU) and Sylvan Heights Bird Park (SHBP) have partnered for a collaborative project involving the study of evolution in the African brood parasitic finches (Viduidae), specifically he Pin-tailed Whydah (Vidua macroura). I attempt to quantify the educational impact of Avian Pirates and SHBP, and assess basic demographic factors that will allow insights into what areas of exhibit design pertain to education. It is important to understand what aspects of zoos facilitate visitor learning in areas of conservation and biodiversity. This is vital as Zoos are under new pressure to substantiate claims of education during visits.

Creating opportunities for training California's public health workforce.

PubMed

Demers, Anne L; Mamary, Edward; Ebin, Vicki J

2011-01-01

Today there are significant challenges to public health, and effective responses to them will require complex approaches and strategies implemented by a qualified workforce. An adequately prepared workforce requires long-term development; however, local health departments have limited financial and staff resources. Schools and programs accredited by the Council for Education on Public Health (CEPH) are required to provide continuing education but are constrained by the lack of resources, limited time, and geography. To meet these challenges, a statewide university/community collaborative model for delivering continuing education programs was developed. A needs assessment of California's public health workforce was conducted to identify areas of interest, and two continuing education trainings were developed and implemented using innovative distance education technology. Thirty-six percent of the participants completed electronic evaluations of learning outcomes and use of the digital technology platform. Participants indicated a significant increase in knowledge, reported that the trainings were cost effective and convenient, and said that they would participate in future online trainings. Collaborative partners found that this model provides a cost-effective, environmentally sound, and institutionally sustainable method for providing continuing education to public health professionals. Offering continuing education via distance technology requires substantial institutional infrastructure and resources that are often beyond what many public institutions can provide alone. This project provides a model for collaborating with community partners to provide trainings, using a digital technology platform that requires minimal training and allows presenters and participants to log on from anywhere there is Internet access. Copyright © 2011 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

Global Health and Primary Care: Increasing Burden of Chronic Diseases and Need for Integrated Training

PubMed Central

Truglio, Joseph; Graziano, Michelle; Vedanthan, Rajesh; Hahn, Sigrid; Rios, Carlos; Hendel-Paterson, Brett; Ripp, Jonathan

2015-01-01

Noncommunicable diseases, including cardiovascular disease, chronic respiratory disease, diabetes, cancer, and mental illness, are the leading causes of death and disability worldwide. These diseases are chronic and often mediated predominantly by social determinants of health. Currently there exists a global-health workforce crisis and a subsequent disparity in the distribution of providers able to manage chronic noncommunicable diseases. Clinical competency in global health and primary care could provide practitioners with the knowledge and skills needed to address the global rise of noncommunicable diseases through an emphasis on these social determinants. The past decade has seen substantial growth in the number and quality of US global-health and primary-care training programs, in both undergraduate and graduate medical education. Despite their overlapping competencies, these 2 complementary fields are most often presented as distinct disciplines. Furthermore, many global-health training programs suffer from a lack of a formalized curriculum. At present, there are only a few examples of well-integrated US global-health and primary-care training programs. We call for universal acceptance of global health as a core component of medical education and greater integration of global-health and primary-care training programs in order to improve the quality of each and increase a global workforce prepared to manage noncommunicable diseases and their social mediators. PMID:22786735

Why do GPs hesitate to refer diabetes patients to a self-management education program: a qualitative study.

PubMed

Sunaert, Patricia; Vandekerckhove, Marie; Bastiaens, Hilde; Feyen, Luc; Bussche, Piet Vanden; De Maeseneer, Jan; De Sutter, An; Willems, Sara

2011-09-08

Self-management support is seen as a cornerstone of good diabetes care and many countries are currently engaged in initiatives to integrate self-management support in primary care. Concerning the organisation of these programs, evidence is growing that engagement of health care professionals, in particular of GPs, is critical for successful application. This paper reports on a study exploring why a substantial number of GPs was (initially) reluctant to refer patients to a self-management education program in Belgium. Qualitative analysis of semi-structured face-to-face interviews with a purposive sample of 20 GPs who were not regular users of the service. The Greenhalgh diffusion of innovation framework was used as background and organising framework. Several barriers, linked to different components of the Greenhalgh model, emerged from the interview data. One of the most striking ones was the limited readiness for innovation among GPs. Feelings of fear of further fragmentation of diabetes care and frustration and insecurity regarding their own role in diabetes care prevented them from engaging in the innovation process. GPs needed time to be reassured that the program respects their role and has an added value to usual care. Once GPs considered referring patients, it was not clear enough which of their patients would benefit from the program. Some GPs expressed the need for training in motivational skills, so that they could better motivate their patients to participate. A practical but often mentioned barrier was the distance to the centre where the program was delivered. Further, uncertainty about continuity interfered with the uptake of the offer. The study results contribute to a better understanding of the reasons why GPs hesitate to refer patients to a self-management education program. First of all, the role of GPs and other health care providers in diabetes care needs to be clarified before introducing new functions. Feelings of security and a basic trust of providers in the health system are a prerequisite for participation in care innovation. Moreover, some important lessons regarding the implementation of an education program in primary care have been learned from the study.

Why do GPs hesitate to refer diabetes patients to a self-management education program: a qualitative study

PubMed Central

2011-01-01

Background Self-management support is seen as a cornerstone of good diabetes care and many countries are currently engaged in initiatives to integrate self-management support in primary care. Concerning the organisation of these programs, evidence is growing that engagement of health care professionals, in particular of GPs, is critical for successful application. This paper reports on a study exploring why a substantial number of GPs was (initially) reluctant to refer patients to a self-management education program in Belgium. Methods Qualitative analysis of semi-structured face-to-face interviews with a purposive sample of 20 GPs who were not regular users of the service. The Greenhalgh diffusion of innovation framework was used as background and organising framework. Results Several barriers, linked to different components of the Greenhalgh model, emerged from the interview data. One of the most striking ones was the limited readiness for innovation among GPs. Feelings of fear of further fragmentation of diabetes care and frustration and insecurity regarding their own role in diabetes care prevented them from engaging in the innovation process. GPs needed time to be reassured that the program respects their role and has an added value to usual care. Once GPs considered referring patients, it was not clear enough which of their patients would benefit from the program. Some GPs expressed the need for training in motivational skills, so that they could better motivate their patients to participate. A practical but often mentioned barrier was the distance to the centre where the program was delivered. Further, uncertainty about continuity interfered with the uptake of the offer. Conclusions The study results contribute to a better understanding of the reasons why GPs hesitate to refer patients to a self-management education program. First of all, the role of GPs and other health care providers in diabetes care needs to be clarified before introducing new functions. Feelings of security and a basic trust of providers in the health system are a prerequisite for participation in care innovation. Moreover, some important lessons regarding the implementation of an education program in primary care have been learned from the study. PMID:21902832

Increasing diabetic patient engagement and self-reported medication adherence using a web-based multimedia program.

PubMed

Elsabrout, Kerri

2018-05-01

Evidence-based, multimedia applications to supplement clinical care can improve patient engagement and clinical outcomes. Patients with diabetes with potentially devastating complication of foot ulcers present a substantial opportunity to improve engagement. This project examines how providing an online, multimedia self-management program affects patient engagement and self-reported medication adherence scores within 4-6 weeks compared with preprogram scores. Participants included 14 adult, diabetic outpatients receiving care at a Wound Care Center in suburban New York. Participants watched a Type 2 diabetes Emmi educational module on an electronic tablet during a routine wound treatment visit. Self-reported medication adherence was measured immediately before and at 4-6 weeks after the educational intervention. Patient engagement was measured immediately before, immediately after, and at 4-6 weeks postintervention. Self-reported medication adherence results demonstrated a modest increase at the delayed postintervention time. In addition, there was a large increase in engagement scores at the delayed postintervention time. The direction of change for both measures was consistent with the intervention being effective. Incorporating this type of novel, multimedia patient education resource may provide opportunities to enhance diabetes care.

Clinical services provided by staff pharmacists in a community hospital.

PubMed

Garrelts, J C; Smith, D F

1990-09-01

A program for developing staff pharmacists' clinical skills and documenting pharmacists' clinical interventions in a large community teaching hospital is described. A coordinator hired in 1984 to develop clinical pharmacy services began a didactic and experiential program for baccalaureate-level staff pharmacists. Fourteen educational modules are supplemented by journal and textbook articles and small-group discussions of clinical cases, and the clinical coordinator provides individual training on the patient-care units for each pharmacist. Monitoring of clinical pharmacy services began in June 1987; each intervention provided by a pharmacist is recorded on a specially designed form. A target-drug program is used to document cost avoidance achieved through clinical services. Information collected through these monitoring activities is used to educate the pharmacy staff, shared with the pharmacy and therapeutics committee, and used to monitor prescribing patterns of individual physicians. The data are used in the hospital's productivity-monitoring system. All pharmacists who were on staff in 1984 have completed the educational modules, and all new employees are in the process. Since monitoring began, the number of clinical interventions has averaged 2098 per month. Cost avoidance has averaged $9306 per month. Over a five-year period, the development of staff pharmacists' clinical services raised the level of professional practice, produced substantial cost avoidance, and increased the number of pharmacist interventions in medication use.

Randomized controlled trial of a nonpharmacologic cholesterol reduction program at the worksite.

PubMed

Bruno, R; Arnold, C; Jacobson, L; Winick, M; Wynder, E

1983-07-01

Under experimental clinical conditions diet modification has been shown to reduce serum cholesterol levels. This paper reports such a positive response to a nonpharmacologic, behavioral education program at the worksite. Employees at the New York Telephone Company corporate headquarters were assigned randomly to treatment and control groups. Treatment consisted of an 8-week group cholesterol reduction program conducted during employee lunch hours. It comprised a multiple-treatment approach--food behavior change techniques combined with nutrition education, physical activity planning, and self-management skills. The treatment group showed substantial change compared with the control group at the program's completion. Those treated displayed a significant 6.4% reduction in total serum cholesterol (266 mg% average at baseline) as compared with control subjects with a corresponding decrease in high-density lipoprotein levels. A significant increase in nutrition knowledge and moderate weight loss were also documented for this group. The magnitudes of a participant's baseline serum cholesterol level and his/her reduction in percentage of ideal body weight were positively and independently correlated with percentage changes in serum cholesterol levels. Over the same period, decreases in high-density lipoprotein levels and no changes in serum cholesterol, weight, and nutrition knowledge were observed for the control group. Overall, participants in the treatment program successfully reduced the coronary heart disease risk factors of elevated cholesterol and weight. Directions for future study are suggested.

Clinical risk management and patient safety education for nurses: a critique.

PubMed

Johnstone, Megan-Jane; Kanitsaki, Olga

2007-04-01

Nurses have a pivotal role to play in clinical risk management (CRM) and promoting patient safety in health care domains. Accordingly, nurses need to be prepared educationally to manage clinical risk effectively when delivering patient care. Just what form the CRM and safety education of nurses should take, however, remains an open question. A recent search of the literature has revealed a surprising lack of evidence substantiating models of effective CRM and safety education for nurses. In this paper, a critical discussion is advanced on the question of CRM and safety education for nurses and the need for nurse education in this area to be reviewed and systematically researched as a strategic priority, nationally and internationally. It is a key contention of this paper that without 'good' safety education research it will not be possible to ensure that the educational programs that are being offered to nurses in this area are evidence-based and designed in a manner that will enable nurses to develop the capabilities they need to respond effectively to the multifaceted and complex demands that are inherent in their ethical and professional responsibilities to promote and protect patient safety and quality care in health care domains.

How prepared are transition-age deaf and hard of hearing students for adult living? Results of the transition competence battery.

PubMed

Luft, Pamela; Huff, Kelly

2011-01-01

One result of the Individuals With Disabilities Education Act and related legislation is that most deaf and hard of hearing (DHH) students attend local public schools. Although such placements may provide greater access to general education classrooms and curriculum, DHH students' specialized needs are less likely to be addressed. Using the Transition Competence Battery (TCB; Reiman, Bullis, & Davis, 1993), the researchers examined the transition strengths and needs of 53 middle and high school DHH students attending public schools. It was found that the students had substantial transition competence deficits and that none reached the recommended competence levels on more than 4 of the 6 subtests. The TCB is an important transition tool that fulfills requirements under the 2004 Individuals With Disabilities Education Improvement Act Amendments to use age-appropriate and results-oriented transition assessments that document program and intervention outcomes.

Comprehensive School Reform: Meta-Analytic Evidence of Black-White Achievement Gap Narrowing1

PubMed Central

Gorey, Kevin M.

2016-01-01

This meta-analysis extends a previous review of the achievement effects of comprehensive school reform (CSR) programs (Borman, Hewes, Overman, & Brown, 2003). That meta-analysis observed significant effects of well endowed and well-researched programs, but it did not account for race/ethnicity. This article synthesizes 34 cohort or quasi-experimental outcomes of studies that incorporated the policy-critical characteristic of race/ethnicity. Findings: compared with matched traditional schools, the black-white achievement gap narrowed significantly more among students in CSR schools. In addition, the aggregate effects were large, substantially to completely eliminating the achievement gap between African American and non-Hispanic white students in elementary and middle schools. Title I policies before or after the No Child Left Behind Act of 2001 seem to have had essentially no impact on the black-white achievement gap. Curricular and testing mandates along with the threat of sanctions without concomitant resource supports seem to have failed. This study suggests that educational achievement inequities need not be America’s destiny. It seems that they could be eliminated through concerted political will and ample resource commitments to evidence-based educational programs. PMID:27453681

Detection of prostate cancer with multiparametric MRI (mpMRI): effect of dedicated reader education on accuracy and confidence of index and anterior cancer diagnosis

PubMed Central

Garcia-Reyes, Kirema; Passoni, Niccolò M.; Palmeri, Mark L.; Kauffman, Christopher R.; Choudhury, Kingshuk Roy; Polascik, Thomas J.; Gupta, Rajan T.

2015-01-01

Purpose To evaluate the impact of dedicated reader education on accuracy/confidence of peripheral zone index cancer and anterior prostate cancer (PCa) diagnosis with mpMRI; secondary aim was to assess the ability of readers to differentiate low-grade cancer (Gleason 6 or below) from high-grade cancer (Gleason 7+). Materials and methods Five blinded radiology fellows evaluated 31 total prostate mpMRIs in this IRB-approved, HIPAA-compliant, retrospective study for index lesion detection, confidence in lesion diagnosis (1–5 scale), and Gleason grade (Gleason 6 or lower vs. Gleason 7+). Following a dedicated education program, readers reinterpreted cases after a memory extinction period, blinded to initial reads. Reference standard was established combining whole mount histopathology with mpMRI findings by a board-certified radiologist with 5 years of prostate mpMRI experience. Results Index cancer detection: pre-education accuracy 74.2%; post-education accuracy 87.7% (p = 0.003). Confidence in index lesion diagnosis: pre-education 4.22 ± 1.04; post-education 3.75 ± 1.41 (p = 0.0004). Anterior PCa detection: pre-education accuracy 54.3%; post-education accuracy 94.3% (p = 0.001). Confidence in anterior PCa diagnosis: pre-education 3.22 ± 1.54; post-education 4.29 ± 0.83 (p = 0.0003). Gleason score accuracy: pre-education 54.8%; post-education 73.5% (p = 0.0005). Conclusions A dedicated reader education program on PCa detection with mpMRI was associated with a statistically significant increase in diagnostic accuracy of index cancer and anterior cancer detection as well as Gleason grade identification as compared to pre-education values. This was also associated with a significant increase in reader diagnostic confidence. This suggests that substantial interobserver variability in mpMRI interpretation can potentially be reduced with a focus on education and that this can occur over a fellowship training year. PMID:25034558

Establishing and maintaining a satellite campus connected by synchronous video conferencing.

PubMed

Fox, Brent I; McDonough, Sharon L; McConatha, Barry J; Marlowe, Karen F

2011-06-10

Pharmacy education has experienced substantial growth in the number of new schools and existing schools establishing satellite campuses. Several models have previously been used to connect primary and satellite campuses. We describe the Auburn University Harrison School of Pharmacy's (AUHSOP's) experiences using synchronous video conferencing between the Auburn University campus in Auburn and a satellite campus in Mobile, Alabama. We focus on the technology considerations related to planning, construction, implementation, and continued use of the various resources that support our program. Students' perceptions of their experiences related to technology also are described.

24 CFR 968.105 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-04-01

... purpose of funding physical and management improvements. Modernization program. A PHA's program for... substantially the same kind does qualify, but reconstruction, substantial improvement in the quality or kind of... resident participation in each of the required program components. PHMAP. The Public Housing Management...

Weekend sun protection and sunburn in Australia trends (1987-2002) and association with SunSmart television advertising.

PubMed

Dobbinson, Suzanne J; Wakefield, Melanie A; Jamsen, Kris M; Herd, Natalie L; Spittal, Matthew J; Lipscomb, John E; Hill, David J

2008-02-01

The Australian state of Victoria has run a population-based skin cancer prevention program called SunSmart since 1988, incorporating substantial public education efforts and environmental change strategies. Trends over 15 years in behavioral risk factors for skin cancer were examined in a population exposed to the SunSmart program. Whether outcomes were associated with extent of SunSmart television advertising was then assessed. In nine cross-sectional surveys from 1987 to 2002, 11,589 adults were interviewed by telephone about their sun exposure and sun protection during outdoor activities on summer weekends. Analyses completed in 2007 adjusted for ambient temperature and ultraviolet radiation. Sun protection and sunburn show substantial general improvement over time, but have stalled in recent years. Use of hats and sunscreens significantly increased over time and peaked during the mid to late 1990s, compared with the pre-SunSmart baseline. The mean proportion of unprotected skin was reduced and was lowest in the summer of 1997-1998. Summer sunburn incidence declined over time and was 9.1% in 2002, almost half baseline (OR=0.53; 95% CI=0.39-0.73). Higher exposure to SunSmart advertising in the 4 weeks before the interview increased: (1) preference for no tan, (2) hat and sunscreen use, and (3) proportion of body surface protected from the sun. The general improvement in sun-protective behaviors over time highlight that a population's sun-protective behaviors are amenable to change. Population-based prevention programs incorporating substantial television advertising campaigns into the mix of strategies may be highly effective in improving a population's sun-protective behaviors.

Efficacy of an outdoor air pollution education program in a community at risk for asthma morbidity.

PubMed

Dorevitch, Samuel; Karandikar, Abhijay; Washington, Gregory F; Walton, Geraldine Penny; Anderson, Renate; Nickels, Leslie

2008-11-01

Asthma management guidelines recommend avoiding exposure to indoor and outdoor air pollutants. A limitation of such recommendations is that they do not provide information about how the public should obtain and act on air quality information. Although the Air Quality Index (AQI) provides simplified outdoor air quality forecasts, communities with high rates of asthma morbidity tend to have low rates of internet access due to factors such as low socioeconomic status. Assessments of knowledge about air quality among low-income minority communities are lacking, as are community-based programs to educate the public about using the AQI. An air quality education program and system for disseminating air quality information were developed to promote pollutant avoidance during the reconstruction of a major highway in a low-income minority community on Chicago's South Side. The program, which centered on workshops run by community asthma educators, was evaluated using a pre-test, post-test, and 1-year follow-up questionnaire. A total of 120 community workshop participants completed at least a portion of the evaluation process. At baseline, knowledge about air quality was limited. Following the workshops, substantial increases were noted in rates of correct answers to questions about health effects of air pollution, the availability of air quality information, and the color code for an AQI category. Approximately 1 year after the workshops were held, few participants could recall elements of the training. Few participants have internet access, and alternative means of distributing air quality information were suggested by study participants. Baseline knowledge of air quality information was limited in the community studied. Air quality education workshops conducted by community educators can increase knowledge about outdoor air quality and its impact on health over the short term. Refresher workshops or other efforts to sustain the knowledge increase may be useful. Given the known short-term and long-term effects of air quality on morbidity and mortality, air quality education efforts should be further developed, evaluated, and promoted for the general public, for people with underlying cardiopulmonary disease, and given the documented health disparities within the general population, for low-income and minority communities.

Assessing Undergraduate Curriculum Through Student Exit Vectors

NASA Astrophysics Data System (ADS)

Keane, C. M.; Gonzales, L.; Martinez, C.

2008-12-01

One aspect of assessing the undergraduate curriculum is recognizing that the exit vector of the student is a metric in the absence of a structured assessment program. Detailed knowledge across all geosciences departments regarding the disposition of their recent baccalaureate recipients has been at best inconsistent, and in the case of about half of geoscience programs, non-existent. However, through examining of multiple datasets, a pattern of disposition of geosciences BS recipients emerges, providing a snapshot of the system- wide response to the system-wide "average" program. This pattern can also be juxtaposed against several frameworks of desired skill sets for recent graduates and the employment sectors likely to hire them. The question remains is can one deduce the effectiveness of the undergraduate program in placing graduates in their next step, whether in graduate school or the workplace. Likewise, with an increasing scrutiny on the "value" of an education, is the resulting economic gain sufficient for the student, such that programs will be viewed as sustainable. A factor in answering this question is the importance of the undergraduate program in the ultimate destination of the professional. Clear pathways exist for "optimal" schools for the production of new faculty and new industry professionals, but is it possible to identify those trends further up the educational pipeline? One major mechanism to examine the undergraduate program effectiveness related to exit vectors is to look at hiring trends witnessed related to markedly different program structures, such as those at universities outside of the United States. Rectifying academic programs between the United States and other national systems is often a challenge, but even given the substantial differences between depth of technical knowledge and breadth of education across these programs, in the end, the sum product is often viewed as roughly comparable. This paper will look at end-of-baccalaureate vectors in several countries, including Australia and South Africa, and how it reflects on the structure of their programs, how the programs align with the country's professional needs, and the ability for the undergraduate geosciences system to provide the key intellectual feedstock for sustaining the geosciences discipline in these countries.

Transtracheal oxygen therapy.

PubMed

Christopher, Kent L; Schwartz, Michael D

2011-02-01

Transtracheal oxygen therapy (TTO) has been used for long-term oxygen therapy for nearly 30 years. Numerous investigators have explored the potential benefits of TTO. Those results are reviewed in this article. TTO is best viewed not as a catheter but as a program for care. This article discusses patient selection for TTO. Publications evaluating complications are reviewed. In the past, a modified Seldinger technique (MST) was used for the creation of the tracheocutaneous fistula. The rather long program required for tract maturation with MST was labor-intensive and required substantial patient education and monitoring, particularly during the immature tract phase. Minor complications were not infrequent. More recently, the Lipkin method has been used to create a surgical tract under conscious sedation with topical anesthesia. The procedure is safe and well tolerated. Transtracheal oxygen is initiated the day following the procedure. Similarly, the tract matures in 7 to 10 days rather than the 6 to 8 weeks with MST. More rapid healing time and superior tract characteristics substantially reduce complications. The TTO program tailored for the Lipkin procedure is shortened, streamlined, and much less labor-intensive. Optimal outcomes with the TTO program require a committed pulmonologist, respiratory therapist, nurse, and surgeon (for the Lipkin procedure). This article discusses new directions in the use of transtracheal gas delivery, including the management of obstructive sleep apnea. Preliminary investigations regarding transtracheal augmented ventilation are presented. These include nocturnal use in severe chronic lung disease and liberation from prolonged mechanical ventilation.

How much is not enough? A Community Randomized trial of a Water and Health Education program for Trachoma and Ocular C. trachomatis infection in Niger

PubMed Central

Abdou, Amza; Munoz, Beatriz E; Nassirou, Baido; Kadri, Boubacar; Moussa, Fati; Baarè, Ibrahim; Riverson, Joseph; Opong, Emmanuel; West, Sheila K

2009-01-01

Summary Objective To determine the impact after two years of a water and health education (W/HE) program on ocular C. trachomatis infection and trachoma. Methods We randomized 12 trachoma-endemic communities in Maradi, Niger 1:1 to W/HE intervention and control arms and collected data on 10 of the 12 villages. In the intervention villages, at least one clean water well was constructed, and a three-month, modest health education program was provided immediately prior to the two year survey. We censused all households, and 557 children ages 1 to 5 years were randomly selected as sentinel children and examined at baseline and at one and two years from baseline. Trachoma was clinically assessed and a swab taken and analyzed for C. trachomatis. Tetracycline eye ointment was provided to all children in either arm during the surveys who had signs of trachoma. Results Infection with C. trachomatis declined slightly, and not significantly, in the children in the control villages over the two years, from 15% to 11%. The decline in infection was more pronounced, and significant, in the children in the intervention villages, from 26% to 15%. However, the change in infection rates in the intervention villages was not significantly different from the change in infection rates in the control villages (p=0.39, and 0.11 for change from baseline to one year and two year respectively). There was also no difference in the change in overall trachoma rates between the two arms. Conclusion These data suggest that the provision of water plus a modest health education program did not result in a significant difference in trachoma or ocular C. trachomatis infection in endemic communities in Niger. A more substantial health education intervention is likely necessary to produce change. PMID:20409284

On the use of naturalistic methods to examine safety-relevant behaviours amongst children and evaluate a cycling education program.

PubMed

Hatfield, J; Dozza, M; Patton, D A; Maharaj, P; Boufous, S; Eveston, T

2017-11-01

School-based cycling education programs aim to improve cycling safety and participation amongst children. Available research suggests that typical programs, which focus on bicycle manoeuvring skills, have limited effects on behaviour observed on a track or planned route. The current study uses theoretically more valid, naturalistic cycling data, to evaluate Safe Cycle, a program that incorporates hazard and self-awareness training. Soon after Safe Cycle was delivered at treatment schools, research bicycles instrumented with a rearward- and a forward-facing camera were loaned to six children from treatment schools and six children from (waitlist) control schools. In each group half the children were in Year 6, and half were in Year 7/8. Each child was instructed to ride the research bicycle instead of their own bicycle for the 1-2 weeks that they had a research bicycle. Video data were reduced using a purpose-designed coding scheme that identified whether participants performed specific safety-relevant behaviours in appropriate circumstances. While the participants controlled their bicycles well, gave way appropriately to traffic at intersections, and stopped at red lights, participants frequently removed one or both hands from the handlebars, and seldom signalled turns, conducted over-shoulder-checks when changing lanes, or looked in multiple directions at intersections (except when crossing a road). While aspects of design and small sample sizes limited evaluation findings, this research demonstrated the feasibility and potential of naturalistic data to support cycling education program evaluation. Further, the study substantially extended available naturalistic study of children's cycling behaviour to highlight behaviours which might be targeted by cycling safety initiatives. Copyright © 2017 Elsevier Ltd. All rights reserved.

Neurophysiology training in the Neurology Specialist Education Program in Spain.

PubMed

Rodríguez-Antigüedad, A; Matías-Guiu, J; Hernández-Pérez, M A; Jiménez Hernández, M D; Martín González, M R; Morales Ortiz, A; Delgado, G; Frank, A; López de Silanes, C; Martínez-Vila, E

2011-06-01

The training period in neurophysiology is a substantial part of the Neurology Specialist Program in Spain. The National Neurology Committee (La Comisión Nacional de Neurología (CNN), which is the body reporting to the Ministries of Health and Education, must ensure compliance to the Program. During the first trimester of 2008, the CNN sent a questionnaire, in which there was a question asking about this training period, to each of the managers of the 69 teaching units accredited for neurology training in Spain, for them to answer. Of the 69 questionnaires issued, 49 were received completed, which was a response rate of 71%. The neurophysiology training period of the neurology specialist program in Spain was carried out in the same hospital in 44 teaching unit (90%): the remaining 5 sent their neurology trainees to 4 different hospitals. The Unit that carried out the neurophysiology training period was incorporated into the Neurology Department in 27 (55%) cases, and the formula was mixed in 3 (6%). A total of 69% of tutors were satisfied with the training, but was 90% in the hospitals where the unit was integrated into Neurology, and was 65% where this relationship did not exist. The neurologists in training were informed about EEG in 49% of education units, performed EMG/ENG 57%, and informed about evoked potentials in 35% after their training period. Although the level of satisfaction is high, the level of responsibility assumed by the neurologists in training during their rotation into neurophysiology does not appear to comply to the demands laid out in the training program, particularly in these units not integrated into Neurology Departments. Copyright © 2010 Sociedad Española de Neurología. Published by Elsevier Espana. All rights reserved.

Transfer of training through a science education professional development program

NASA Astrophysics Data System (ADS)

Sowards, Alan Bosworth

Educational research substantiates that effective professional development models must be developed in order for reform-based teaching strategies to be implemented in classrooms. This study examined the effectiveness of an established reform-based science education professional development program, Project LIFE. The study investigated what impact Project LIFE had on participants implementation of reform-based instruction in their classroom three years after participation in the science inservice program. Participants in the case studies described use of reform-based instruction and program factors that influenced transfer of training to their classrooms. Subjects of the study were 5th--10th grade teachers who participated in the 1997--98 Project LIFE professional development program. The study employed a mixed design including both qualitative and quantitative methodology. The qualitative data was collected from multiple sources which included: an open-ended survey, classroom observations, structured interviews, and artifacts. Three purposeful selection of teachers for case studies were made with teacher approval and authorization from building principals. Interview responses from the three case studies were further analyzed qualitatively using the microcomputer software NUD*IST. Tables and figures generated from NUD*IST graphically represented the case study teachers response and case comparison to six established categories: (1) continued implementation of reform-based instruction, (2) use of reform-based instruction, (3) program factors supporting transfer of training, (4) professional development, (5) goals of Project LIFE, and (6) critical issues in science education. Paired t-tests were used to analysis the quantitative data collected from the Survey of Attitudes Toward Science and Science Teaching. The study concluded the 1997--98 Project LIFE participants continued to implement reform-based instruction in their classrooms three years later. According to the teachers the program factors having the most influence on transferring training to their classroom were the positive responses from students; reflections with other teachers regarding instructional activities and strategies; modeling of activities and strategies they received from Project LIFE staff while participating in the program; and teachers commitment to reform-based instruction. These findings are important in enhancing national science reform goals. In order for teachers to be able to implement science-reform-based instruction in their classrooms they must experience effective professional development models. Designers of professional development programs must understand which factors in staff development programs most contribute to transfer of training.

Doctoral Programs Need Changes to Attract and Retain Underrepresented Groups

NASA Astrophysics Data System (ADS)

Bernard, R. E.; Mayfield, K. K.

2017-12-01

Geoscience is currently recognized as the least diverse of all STEM fields. While attention typically focuses on K-12 and undergraduate populations, the extreme lack of diversity among graduate students, and doctoral students in particular, should be examined and addressed. In 2016, members of underrepresented minority (URM) groups made up only 6% of those graduating with geoscience PhDs. In all STEM fields, only 48% of Hispanic/Latino and 38% of Black/African American doctoral studies had earned doctorates within 7 years, with 36% of members of these groups leaving the program entirely. Recent studies suggest that these high attrition rates can be attributed, in part, to a mismatch between motivations of URM members and PhD-granting institutions while students are pursuing scientific education and careers. Traditional STEM doctoral programs do not offer, facilitate, or incentivize substantial opportunities to integrate social justice issues, community involvement, and altruism—factors which have been found to be of more importance to these populations than to male members of well-represented groups. URM members are also less likely to be interested in purely academic research careers, so doctoral programs may be failing to attract (and failing to prepare) diverse populations by not offering experiences beyond typical research and TA duties. In this presentation, trends in motivation and persistence among URM students in STEM will be discussed, in addition to highlighting education and outreach activities that can be successfully incorporated for a more fulfilling, balanced, attractive, and preparatory education experience. Specific activities undertaken and recommended by the presenter in her PhD experience include the following: a federal research internship, a state government policy internship, a formal partnership with a local K-12 teacher though a former NSF GK-12 program, a two-week education workshop aboard a scientific research drillship, and attending a research conference geared towards URM students (SACNAS). Suggestions and recommendations will be made for meaningful changes at the institutional, funding agency, societal and community levels.

Perspectives of nursing and midwifery students regarding the role of the hidden curriculum in patient education: A qualitative study.

PubMed

Azadi, Zohreh; Ravanipour, Maryam; Yazdankhahfard, Mohammadreza; Motamed, Niloofar; Pouladi, Shahnaz

2017-01-01

Although education is one of the most substantial needs of patients that should be taught by nurses and midwives, it is not clearly defined through the hidden curriculum in students' teaching programs. The aim of this study was to explore the patient education through the hidden curriculum in the perspectives of nursing and midwifery students. A qualitative, content analysis study was performed and twenty nursing and midwifery students were interviewed. Data were collected using face-to-face semi-structured interviews and analyzed using conventional content analysis approach. Students' perception of the hidden curriculum in patient education emerged in three main themes concerning: (1) interactions, (2) teaching and learning opportunities, and (3) reflective evaluation. The hidden curriculum in patient education can be transferred as interactions between professors, students, nurses, doctors, and also patients who are rooted from paying attention to the human dimension of the patient, avoiding the materialistic treatment of the patient and treating the patient with dignity. Educational policies and students' assignments should be designed based on the patient's educational goals and the goal of evaluation has to be presented to the students clearly.

Perspectives of nursing and midwifery students regarding the role of the hidden curriculum in patient education: A qualitative study

PubMed Central

Azadi, Zohreh; Ravanipour, Maryam; Yazdankhahfard, Mohammadreza; Motamed, Niloofar; Pouladi, Shahnaz

2017-01-01

BACKGROUND: Although education is one of the most substantial needs of patients that should be taught by nurses and midwives, it is not clearly defined through the hidden curriculum in students’ teaching programs. The aim of this study was to explore the patient education through the hidden curriculum in the perspectives of nursing and midwifery students. MATERIALS AND METHODS: A qualitative, content analysis study was performed and twenty nursing and midwifery students were interviewed. Data were collected using face-to-face semi-structured interviews and analyzed using conventional content analysis approach. RESULTS: Students’ perception of the hidden curriculum in patient education emerged in three main themes concerning: (1) interactions, (2) teaching and learning opportunities, and (3) reflective evaluation. CONCLUSIONS: The hidden curriculum in patient education can be transferred as interactions between professors, students, nurses, doctors, and also patients who are rooted from paying attention to the human dimension of the patient, avoiding the materialistic treatment of the patient and treating the patient with dignity. Educational policies and students’ assignments should be designed based on the patient's educational goals and the goal of evaluation has to be presented to the students clearly. PMID:29296609

Increasing girls' physical activity during a short-term organized youth sport basketball program: A randomized controlled trial.

PubMed

Guagliano, Justin M; Lonsdale, Chris; Kolt, Gregory S; Rosenkranz, Richard R; George, Emma S

2015-07-01

To evaluate the short-term efficacy of coach education on basketball players' physical activity (PA) intensity during practices. Intervention effects on players' motivation were also investigated. Randomized controlled trial. This study took place over the course of a 5-day organized youth sport (OYS) basketball program in 2 sports centres in Greater Western Sydney, Australia (September, 2013). A convenience sample of 76 players and 8 coaches were recruited. Players were girls aged 9 to 12 years. Following the first 2 days of the basketball program, coaches allocated into the intervention condition attended 2 coach education sessions where strategies to increase moderate-to-vigorous physical activity (MVPA) and decrease inactivity were discussed. Each coach education session lasted approximately 2h. Compared to the control group, players in the intervention group spent a significantly higher proportion of practice time in MVPA (mean difference [MD]=14.6%; standard error [SE]=2.2%), vigorous PA (VPA; MD=12.6%; SE=1.9%), moderate PA (MD=2.0%; SE=0.5%) and a significantly lower proportion of practice time inactive (MD=-14.5%; SE=2.3%) from baseline to follow-up. There were no significant changes in motivation from baseline to follow-up in either group. Brief coach education sessions can increase MVPA and decrease inactivity without deleterious effects on players' motivation. Also, substantial increases in VPA were found, which is an important finding because VPA has been associated with health benefits, over and above benefits accrued from lower-intensity activity. Copyright © 2015 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

A Perspective on the Effect of the 80-Hour Work Week: Has It Changed the Graduating Orthopaedic Resident?

PubMed

Pellegrini, Vincent D

2017-06-01

Orthopaedic residency education has changed substantially in recent decades because of the imposition of the 80-hour work week, a decrease in quality and quantity of general surgical education, regulations mandating closer trainee supervision, and an expansion of orthopaedic subspecialty rotations. These factors pose a challenge in efforts to prepare competent, confident, cautious, caring, and communicative orthopaedic residents within the traditional 5-year program. Evidence suggests that contemporary graduates are more intelligent, better balanced in life and work, and more in touch with humanistic aspects of medicine than were earlier graduates. Yet insufficient competence and confidence in surgical skills after residency and a lack of "ownership" of patient care have become an increasing concern of educators and trainees. The concept of 10,000 hours of deliberate practice to achieve mastery of a technical skill applies to orthopaedic residency education. A different approach to graduate medical education must address the critical minimum training time required to achieve the necessary skills to support independent medical and surgical practice.

Increasing Diversity in Science and Health Professions: A 21-Year Longitudinal Study Documenting College and Career Success

NASA Astrophysics Data System (ADS)

Winkleby, Marilyn A.; Ned, Judith; Ahn, David; Koehler, Alana; Kennedy, Jeanne D.

2009-12-01

Despite decades of precollege science education programs, African Americans, Latinos, and Native Americans remain critically underrepresented in science and health professions. This report describes college and career outcomes among graduates of the Stanford Medical Youth Science Program (SMYSP), a 5-week summer residential program for low-income high school students among whom 97% have been followed for up to 21 years. Approximately 24 students are selected annually, with participation limited to low-income students who have faced substantial personal hardships. Undergraduate and medical students provide key program leadership and training. The curriculum is based on science inquiry education and includes hospital internships, anatomy practicums, research projects, faculty lectures, college admissions/standardized test preparation, and long-term college and career guidance. A total of 476 high school students participated between 1988 and 2008, with 61% from underrepresented ethnic minority groups. Overall, 78% of African American, 81% of Latino, and 82% of Native American participants have earned a 4-year college degree (among those admitted to college, and excluding those currently attending college). In contrast, among 25-34-year old California adults, 16% of African Americans, 8% of Latinos, and 10% of Native Americans earn a 4-year college degree. Among SMYSP's 4-year college graduates, 47% are attending or have completed medical or graduate school, and 43% are working as or training to become health professionals. SMYSP offers a model that expands inquiry-based science education beyond the classroom, and recognizes the role of universities as "high school interventionists" to help diversify health professions.

Change in attitudes and knowledge of problem drug use and harm reduction among a community cohort in Kabul, Afghanistan.

PubMed

Todd, C S; Stanekzai, M R; Nasir, A; Fiekert, K; Orr, M G; Strathdee, S A; Vlahov, D

2016-06-15

This pre-post evaluation aimed to measure changes in knowledge and attitudes towards drug users among community representatives in Kabul, Afghanistan, over a period of expansion of harm reduction and drug dependence programming. A convenience sample of 160 professionals aged 18+ years completed interview questionnaires in 2007 and 2009. Views endorsing programme quality and the provision of condoms, infection counselling/testing and needle/syringe distribution increased significantly over the 2-year period. In 13 of 38 statements, there was a substantial (> 10%) change in agreement level, most commonly among men and medical professionals. Attitudes concerning support of drug users remained largely positive, with substantial attitude changes in some subgroups of the population. Further community education through the media and a more cohesive government drug policy may be needed to strengthen community support for harm reduction/drug treatment in Afghanistan.

Mothers' Experiences of a Women's Health and Empowerment Program for Mothers of a Child with a Disability.

PubMed

Bourke-Taylor, Helen M; Jane, Fiona M

2018-06-01

Substantial research identifies mothers of children with a disability as a vulnerable group with compromised health outcomes and restrictions for their own self-care, social, economic and leisure participation. This study investigated perceptions and experiences of mothers following attendance at health education and empowerment workshops (Healthy Mothers Healthy Families). Mixed methods evaluated mothers' experiences. A pragmatic qualitative approach was applied to data analysis of interviews with mothers (N = 19). Four themes emerged: Changes for me; Changes for my family; Wisdom gained; and Worthwhile workshops. Mothers described feeling validated and empowered in this facilitated group intervention and valued education about women's health, tailored research findings, individualised goal setting, time to learn and share with other mothers, and the workshop environment.

Implementation of a clinical quality control program in a mammography screening service of Brazil.

PubMed

DE Souza Sabino, Silvia Maria Prioli; Silva, Thiago Buosi; Watanabe, Anapaula Hidemi Uema; Syrjänen, Kari; Carvalho, André Lopes; Mauad, Edmundo Carvalho

2014-09-01

To evaluate the effect of a clinical quality control program on the final quality of a mammography screening service. We conducted retrospective assessment of the clinical quality of 5,000 mammograms taken in a Mammography Screening Program between November 2010 and September 2011, following the implementation of a Clinical Quality Control Program based on the European Guidelines. Among the 105,000 evaluated quality items, there were 8,588 failures (8.2%) - 1.7 failures per examination. Altogether, 89% of the failures were associated with positioning. The recall rate due to a technical error reached a maximum of 0.5% in the early phase of the observation period and subsequently stabilized (0.09%). The ongoing education and monitoring combined with personalized training increased the critical thinking of the involved professionals, reducing the technical failures and unnecessary exposure of patients to radiation, with substantial improvement in the final quality of mammography. Copyright© 2014 International Institute of Anticancer Research (Dr. John G. Delinassios), All rights reserved.

Building a Navigation System to Reduce Cancer Disparities in Urban Black Older Adults

PubMed Central

Bone, Lee; Edington, Kristen; Rosenberg, Jessica; Wenzel, Jennifer; Garza, Mary A.; Klein, Catherine; Schmitt, Lisa; Ford, Jean G.

2014-01-01

Background Although cancer outcomes have improved in recent decades, substantial disparities by race, ethnicity, income and education persist. Increasingly, patient navigation services are demonstrating success in improving cancer detection, treatment and care and in reducing cancer health disparities. To advance progress in developing patient navigation programs, extensive descriptions of each component of the program must be made available to researchers and health service providers. Objective To describe the components of a patient navigation program designed to improve cancer screening based on informed decision-making on cancer screening and cancer treatment services among predominantly Black older adults in Baltimore City. Methods A community-academic participatory approach was used to develop a patient navigation program in Baltimore, Maryland. The components of the patient navigation system included the development of a community academic (advisory) committee (CAC); recruitment and selection of community health workers (CHWs)/navigators and supervisory staff; initial training and continuing education of the CHWs/navigators; and evaluation of CHWs/navigators. The study was approved by the Johns Hopkins Bloomberg School of Public Health Institutional Review Board. Conclusions The incorporation of community-based participatory research (CPBR) principles into each facet of this patient navigation program facilitated the attainment of the intervention’s objectives. This patient navigation program successfully delivered cancer navigation services to 1302 urban Black older adults. Appropriately recruited, selected and trained CHWs monitored by an experienced supervisor and investigators are the key elements in a patient navigation program. This model has the potential to be adapted by research and health service providers. PMID:23793252

Pilot Feasibility Study of an Oncology Financial Navigation Program.

PubMed

Shankaran, Veena; Leahy, Tony; Steelquist, Jordan; Watabayashi, Kate; Linden, Hannah; Ramsey, Scott; Schwartz, Naomi; Kreizenbeck, Karma; Nelson, Judy; Balch, Alan; Singleton, Erin; Gallagher, Kathleen; Overstreet, Karen

2018-02-01

Few studies have reported on interventions to alleviate financial toxicity in patients with cancer. We developed a financial navigation program in collaboration with our partners, Consumer Education and Training Services (CENTS) and Patient Advocate Foundation (PAF), to improve patient knowledge about treatment costs, provide financial counseling, and to help manage out-of-pocket expenses. We conducted a pilot study to assess the feasibility and impact of this program. Patients with cancer received a financial education course followed by monthly contact with a CENTS financial counselor and a PAF case manager for 6 months. We measured program adherence, self-reported financial burden and anxiety, program satisfaction, and type of assistance provided. Thirty-four patients (median age, 60.5 years) were consented (85% white and 50% commercially insured). Debt, income declines, and loans were reported by 55%, 55%, and 30% of patients, respectively. CENTS counselors assisted most often with budgeting, retirement planning, and medical bill questions. PAF case managers assisted with applications for appropriate insurance coverage, cost of living issues (eg, housing, transportation), and disability applications. High financial burden and anxiety about costs (4 or 5 on a Likert scale) were reported at baseline by 37% and 47% of patients, respectively. Anxiety about costs decreased over time in 33% of patients, whereas self-reported financial burden did not substantially change. Implementing an oncology financial navigation program is feasible, provides concrete assistance in navigating the cost of care, and mitigates anxiety about costs in a subset of patients. Future work will focus on measuring the program's impact on financial and clinical outcomes.

Factor structure and measurement invariance of the Health Education Impact Questionnaire: Does the subjectivity of the response perspective threaten the contextual validity of inferences?

PubMed

Elsworth, Gerald R; Nolte, Sandra; Osborne, Richard H

2015-01-01

On-going evidence is required to support the validity of inferences about change and group differences in the evaluation of health programs, particularly when self-report scales requiring substantial subjectivity in response generation are used as outcome measures. Following this reasoning, the aim of this study was to replicate the factor structure and investigate the measurement invariance of the latest version of the Health Education Impact Questionnaire, a widely used health program evaluation measure. An archived dataset of responses to the most recent version of the English-language Health Education Impact Questionnaire that uses four rather than six response options (N = 3221) was analysed using exploratory structural equation modelling and confirmatory factor analysis appropriate for ordered categorical data. Metric and scalar invariance were studied following recent recommendations in the literature to apply fully invariant unconditional models with minimum constraints necessary for model identification. The original eight-factor structure was replicated and all but one of the scales (Self Monitoring and Insight) was found to consist of unifactorial items with reliability of ⩾0.8 and satisfactory discriminant validity. Configural, metric and scalar invariance were established across pre-test to post-test and population sub-groups (sex, age, education, ethnic background). The results support the high level of interest in the Health Education Impact Questionnaire, particularly for use as a pre-test/post-test measure in experimental studies, other pre-post evaluation designs and system-level monitoring and evaluation.

Defining Uniform Processes for Remediation, Probation and Termination in Residency Training.

PubMed

Smith, Jessica L; Lypson, Monica; Silverberg, Mark; Weizberg, Moshe; Murano, Tiffany; Lukela, Michael; Santen, Sally A

2017-01-01

It is important that residency programs identify trainees who progress appropriately, as well as identify residents who fail to achieve educational milestones as expected so they may be remediated. The process of remediation varies greatly across training programs, due in part to the lack of standardized definitions for good standing, remediation, probation, and termination . The purpose of this educational advancement is to propose a clear remediation framework including definitions, management processes, documentation expectations and appropriate notifications. Informal remediation is initiated when a resident's performance is deficient in one or more of the outcomes-based milestones established by the Accreditation Council for Graduate Medical Education, but not significant enough to trigger formal remediation. Formal remediation occurs when deficiencies are significant enough to warrant formal documentation because informal remediation failed or because issues are substantial. The process includes documentation in the resident's file and notification of the graduate medical education office; however, the documentation is not disclosed if the resident successfully remediates. Probation is initiated when a resident is unsuccessful in meeting the terms of formal remediation or if initial problems are significant enough to warrant immediate probation. The process is similar to formal remediation but also includes documentation extending to the final verification of training and employment letters. Termination involves other stakeholders and occurs when a resident is unsuccessful in meeting the terms of probation or if initial problems are significant enough to warrant immediate termination.

Living with chronic obstructive pulmonary disease: a survey of patients' knowledge and attitudes.

PubMed

Hernandez, Paul; Balter, Meyer; Bourbeau, Jean; Hodder, Rick

2009-07-01

Chronic obstructive pulmonary disease (COPD) is a common respiratory condition and the fourth leading cause of death in Canada. However, little is known about the impact of COPD on the lives and attitudes of individuals living with this condition. The purpose of this study was to determine whether Canadians with COPD are properly educated and supported, and to recommend solutions to any care gaps identified. A total of 389 Canadians were surveyed who were 40 years of age and older, physician diagnosed with COPD, and current or former smokers. The telephone survey contained 68 items and took 35 min to complete. COPD severity was classified according to symptom severity using the Medical Research Council (MRC) score. Respondents tended to overestimate their disease severity and reported substantial symptom burden and psychosocial impact of living with COPD. Most individuals claimed to be well informed about COPD; however, their knowledge was poor in several domains including the causes of COPD, the consequences of inadequate therapy and the management of exacerbations. Family physicians were the main health care providers. A minority of respondents had seen a lung health educator. Only 34% had ever received a written action plan and only 33% had been told how to prevent an exacerbation. The symptom burden and psychosocial impact of living with COPD is substantial. There are significant gaps in patients' knowledge about the management of COPD and little contact with lung health educators. Increased use of COPD-specific, self-management education programs may help rectify these care gaps.

Development and validation of MIX: comprehensive free software for meta-analysis of causal research data

PubMed Central

Bax, Leon; Yu, Ly-Mee; Ikeda, Noriaki; Tsuruta, Harukazu; Moons, Karel GM

2006-01-01

Background Meta-analysis has become a well-known method for synthesis of quantitative data from previously conducted research in applied health sciences. So far, meta-analysis has been particularly useful in evaluating and comparing therapies and in assessing causes of disease. Consequently, the number of software packages that can perform meta-analysis has increased over the years. Unfortunately, it can take a substantial amount of time to get acquainted with some of these programs and most contain little or no interactive educational material. We set out to create and validate an easy-to-use and comprehensive meta-analysis package that would be simple enough programming-wise to remain available as a free download. We specifically aimed at students and researchers who are new to meta-analysis, with important parts of the development oriented towards creating internal interactive tutoring tools and designing features that would facilitate usage of the software as a companion to existing books on meta-analysis. Results We took an unconventional approach and created a program that uses Excel as a calculation and programming platform. The main programming language was Visual Basic, as implemented in Visual Basic 6 and Visual Basic for Applications in Excel 2000 and higher. The development took approximately two years and resulted in the 'MIX' program, which can be downloaded from the program's website free of charge. Next, we set out to validate the MIX output with two major software packages as reference standards, namely STATA (metan, metabias, and metatrim) and Comprehensive Meta-Analysis Version 2. Eight meta-analyses that had been published in major journals were used as data sources. All numerical and graphical results from analyses with MIX were identical to their counterparts in STATA and CMA. The MIX program distinguishes itself from most other programs by the extensive graphical output, the click-and-go (Excel) interface, and the educational features. Conclusion The MIX program is a valid tool for performing meta-analysis and may be particularly useful in educational environments. It can be downloaded free of charge via or . PMID:17038197

Development and validation of MIX: comprehensive free software for meta-analysis of causal research data.

PubMed

Bax, Leon; Yu, Ly-Mee; Ikeda, Noriaki; Tsuruta, Harukazu; Moons, Karel G M

2006-10-13

Meta-analysis has become a well-known method for synthesis of quantitative data from previously conducted research in applied health sciences. So far, meta-analysis has been particularly useful in evaluating and comparing therapies and in assessing causes of disease. Consequently, the number of software packages that can perform meta-analysis has increased over the years. Unfortunately, it can take a substantial amount of time to get acquainted with some of these programs and most contain little or no interactive educational material. We set out to create and validate an easy-to-use and comprehensive meta-analysis package that would be simple enough programming-wise to remain available as a free download. We specifically aimed at students and researchers who are new to meta-analysis, with important parts of the development oriented towards creating internal interactive tutoring tools and designing features that would facilitate usage of the software as a companion to existing books on meta-analysis. We took an unconventional approach and created a program that uses Excel as a calculation and programming platform. The main programming language was Visual Basic, as implemented in Visual Basic 6 and Visual Basic for Applications in Excel 2000 and higher. The development took approximately two years and resulted in the 'MIX' program, which can be downloaded from the program's website free of charge. Next, we set out to validate the MIX output with two major software packages as reference standards, namely STATA (metan, metabias, and metatrim) and Comprehensive Meta-Analysis Version 2. Eight meta-analyses that had been published in major journals were used as data sources. All numerical and graphical results from analyses with MIX were identical to their counterparts in STATA and CMA. The MIX program distinguishes itself from most other programs by the extensive graphical output, the click-and-go (Excel) interface, and the educational features. The MIX program is a valid tool for performing meta-analysis and may be particularly useful in educational environments. It can be downloaded free of charge via http://www.mix-for-meta-analysis.info or http://sourceforge.net/projects/meta-analysis.

Interactive educational simulators in diabetes care.

PubMed

Lehmann, E D

1997-01-01

Since the Diabetes Control and Complications Trial demonstrated the substantial benefits of tight glycaemic control there has been renewed interest in the application of information technology (IT) based techniques for improving the day-to-day care of patients with diabetes mellitus. Computer-based educational approaches have a great deal of potential for patients use, and may offer a means of training more health-care professionals to deliver such improved care. In this article the potential role of IT in diabetes education is reviewed, focusing in particular on the application of compartmental models in both computer-based interactive simulators and educational video games. Close attention is devoted to practical applications-available today-for use by patients, their relatives, students and health-care professionals. The novel features and potential benefits of such methodologies are highlighted and some of the limitations of currently available software are discussed. The need for improved graphical user interfaces, and for further efforts to evaluate such programs and demonstrate an educational benefit from their use are identified as hurdles to their more widespread application. The review concludes with a look to the future and the type of modelling features which should be provided in the next generation of interactive diabetes simulators and educational video games.

Evaluation of a theory-driven e-learning intervention for future oral healthcare providers on secondary prevention of disordered eating behaviors.

PubMed

DeBate, Rita D; Severson, Herbert H; Cragun, Deborah L; Gau, Jeff M; Merrell, Laura K; Bleck, Jennifer R; Christiansen, Steve; Koerber, Anne; Tomar, Scott L; McCormack Brown, Kelli R; Tedesco, Lisa A; Hendricson, William

2013-06-01

Oral healthcare providers have a clinical opportunity for early detection of disordered eating behaviors because they are often the first health professionals to observe overt oral and physical signs. Curricula regarding early recognition of this oral/systemic medical condition are limited in oral health educational programs. Web-based learning can supplement and reinforce traditional learning and has the potential to develop skills. The study purpose was to determine the efficacy of a theory-driven Web-based training program to increase the capacity of oral health students to perform behaviors related to the secondary prevention of disordered eating behaviors. Using the Reach, Effectiveness, Adoption, Implementation and Maintenance evaluation framework, a longitudinal group-randomized controlled trial involving 27 oral health classes from 12 oral health education programs in the United States was implemented to assess the efficacy of the Web-based training on attitudes, knowledge, self-efficacy and skills related to the secondary prevention of disordered eating behaviors. Mixed-model analysis of covariance indicated substantial improvements among students in the intervention group (effect sizes: 0.51-0.83) on all six outcomes of interest. Results suggest that the Web-based training program may increase the capacity of oral healthcare providers to deliver secondary prevention of disordered eating behaviors. Implications and value of using the Reach, Effectiveness, Adoption, Implementation and Maintenance framework are discussed.

The Center of Excellence for Hypersonics Training and Research at the University of Texas at Austin

NASA Technical Reports Server (NTRS)

Dolling, David S.

1993-01-01

Over the period of this grant (1986-92), 23 graduate students were supported by the Center and received education and training in hypersonics through MS and Ph.D. programs. An additional 8 Ph.D. candidates and 2 MS candidates, with their own fellowship support, were attracted to The University of Texas and were recruited into the hypersonics program because of the Center. Their research, supervised by the 10 faculty involved in the Center, resulted in approximately 50 publications and presentations in journals and at national and international technical conferences. To provide broad-based training, a new hypersonics curriculum was created, enabling students to take 8 core classes in theoretical, computational, and experimental hypersonics, and other option classes over a two to four semester period. The Center also developed an active continuing education program. The Hypersonics Short Course was taught 3 times, twice in the USA and once in Europe. Approximately 300 persons were attracted to hear lectures by more than 25 of the leading experts in the field. In addition, a hypersonic aerodynamics short course was offered through AIAA, as well as short courses on computational fluid dynamics (CFD) and advanced CFD. The existence of the Center also enabled faculty to leverage a substantial volume of additional funds from other agencies, for research and graduate student training. Overall, this was a highly successful and highly visible program.

Learning from each other: results of a decade of close collaboration between scientists and educators at CMMAP

NASA Astrophysics Data System (ADS)

Denning, S.; Burt, M. A.; Jones, B.

2015-12-01

Since 2006, the Center for Multiscale Modeling of Atmospheric Processes (CMMAP) has sponsored a fertile collaboration among researchers in many fields, graduate and undergraduate student, K-12 teachers, science outreach professionals, and evaluators. This collaboration included groundbreaking work in climate modeling, ecology, political science, sociology, psychology, and English. At the undergraduate level, we engaged more than 80 faculty in 26 Departments at a major public university who now teach one another's content in dozens of classes. Hundreds of English Composition students learned about climate change while developing basic writing skills. We also worked very closely with public schools to develop and test curriculum enhancement kits for teaching standards-aligned climate science in K-12 classrooms and built a successful series of Professional Development workshops for teachers at three different grade levels. Nearly 200,000 students participated in these programs in public schools and millions of individuals around the world used our web-based tools. The success of this collaborative program is apparent in traditional metrics and assessments of content knowledge. Equally important, the sustained interaction with education professionals had a substantial impact on the climate scientists and faculty involved in the program, and on our graduate students. We outline some of the key elements that made CMMAP's program successful, and offer suggestions for other institutions seeking to enhance climate literacy.

Evaluation of a theory-driven e-learning intervention for future oral healthcare providers on secondary prevention of disordered eating behaviors

PubMed Central

DeBate, Rita D.; Severson, Herbert H.; Cragun, Deborah L.; Gau, Jeff M.; Merrell, Laura K.; Bleck, Jennifer R.; Christiansen, Steve; Koerber, Anne; Tomar, Scott L.; McCormack Brown, Kelli R.; Tedesco, Lisa A.; Hendricson, William

2013-01-01

Oral healthcare providers have a clinical opportunity for early detection of disordered eating behaviors because they are often the first health professionals to observe overt oral and physical signs. Curricula regarding early recognition of this oral/systemic medical condition are limited in oral health educational programs. Web-based learning can supplement and reinforce traditional learning and has the potential to develop skills. The study purpose was to determine the efficacy of a theory-driven Web-based training program to increase the capacity of oral health students to perform behaviors related to the secondary prevention of disordered eating behaviors. Using the Reach, Effectiveness, Adoption, Implementation and Maintenance evaluation framework, a longitudinal group-randomized controlled trial involving 27 oral health classes from 12 oral health education programs in the United States was implemented to assess the efficacy of the Web-based training on attitudes, knowledge, self-efficacy and skills related to the secondary prevention of disordered eating behaviors. Mixed-model analysis of covariance indicated substantial improvements among students in the intervention group (effect sizes: 0.51–0.83) on all six outcomes of interest. Results suggest that the Web-based training program may increase the capacity of oral healthcare providers to deliver secondary prevention of disordered eating behaviors. Implications and value of using the Reach, Effectiveness, Adoption, Implementation and Maintenance framework are discussed. PMID:23564725

HPV vaccination: Population approaches for improving rates.

PubMed

Oliver, Kristin; Frawley, Alean; Garland, Elizabeth

2016-06-02

To review the literature on interventions to increase HPV vaccinations and assess whether The Community Preventive Services Task Force recommendations are supported by current evidence. We used a PubMed search to identify studies that assessed interventions that looked at provider assessment and feedback, provider reminders, client reminder and recall, and clinic based education programs. Of the 13 studies identified, 8 included client reminder and recall interventions, 4 included provider assessment and feedback and/or provider reminders and 2 included clinic based education. 11 of the 13 studies demonstrated a positive effect on HPV vaccine initiation or completion. Provider assessment and feedback studies were more likely to report a positive effect on HPV vaccine initiation than on series completion, while client reminder recall interventions more frequently produced an effect on series completion than on initiation. There is evidence to support the application of the Community Preventive Services Task Force recommendations specifically to HPV vaccination both for client reminder and recall programs and for provider assessment and feedback interventions. Multiple targeted approaches will be needed to substantially impact HPV vaccine rates.

Chief executive officers in US hospitals: a reexamination of workforce demographics and educational issues.

PubMed

Matthews, Eric; Collins, K Scott; Collins, Sandra K; McKinnies, Richard C

2013-01-01

The US Bureau of Labor Statistics reports the "employment of medical and health services managers is expected to grow by 22% from 2010 to 2020" (http://www.bls.gov.ooh/management/medical-and-health-services-managers.htm#tab-6). The US Bureau of Labor Statistics notes this is substantially faster than the national average for other occupations. Information from this report finds its way into popular media, news shows, and other information outlets, which increases the number of prospective applicants to college and university health care management programs. (For the purposes of this article, no differentiation is made between various programs geared toward preparing health care managers; this includes, but is not limited to, degrees in hospital administration, hospital services administration, health care management, etc.) In 2007, the authors conducted a survey of chief executive officers in US hospitals that sought to identify educational and demographic information of individuals holding top management positions in US health care institutions. The survey was repeated in 2012, at the 5-year interval, to determine if chief executive officer information had changed.

Investigating the criteria and processes used in the selection, implementation, and evaluation of STEM within K-12 education

NASA Astrophysics Data System (ADS)

Delp, Matthew J.

This study utilized survey research to investigate how school districts within K-12 education select, implement, and evaluate Science, Technology, Engineering, and Mathematics (STEM) programs. Thirty school districts within the Math and Science Collaborative located in Western Pennsylvania participated in this research. In addition to characterizing the STEM programs of the participating school districts, this study also analyzed the alignment of these programs to the components of comprehensive STEM programs and critical approaches to substantiate STEM program implementation as stated in the literature (Augustine, 2005; Bybee, 2010a, 2010b; Carnevale et al., 2011; DeJarnette, 2010; Epstein & Miller, 2011b; Gardner et al., 1983; Hossain & Robinson, 2011, 2012; Kuenzi, 2008). Findings suggest that the primary goal for school districts, as it relates to STEM program implementation, is to influence students' interest and pursuit of STEM-related careers and degrees. In order to achieve this goal, results of this study indicate the focus of STEM program implementation occurs with the greatest frequency at the middle school (grades seven and eight) level, are developed as an adaptation to the curriculum, and are very diverse from one school district to the next. In addition, findings suggest that although school districts maintain they aim to promote careers and degrees in STEM, districts rely on traditional methods of evaluating STEM program implementation (i.e. standardized test scores) and do not track the longitudinal impact their STEM programs as they related to degrees and careers in STEM. Furthermore, results indicate district STEM programs are not aligned to the characteristics of comprehensive STEM programs as defined by the literature. In order to address the misalignment of school district goals and evaluation processes involved in STEM program implementation and the absence of the characteristics commensurate with comprehensive STEM programs, this study has created a framework to guide school districts in STEM program selection, implementation, and evaluation.

A Critical Appraisal of and Recommendations for Faculty Development

PubMed Central

Guglielmo, B. Joseph; Edwards, David J.; Franks, Andrea S.; Naughton, Cynthia A.; Schonder, Kristine S.; Stamm, Pamela L.; Thornton, Phillip; Popovich, Nicholas G.

2011-01-01

The 2009-2010 American Association of Colleges of Pharmacy (AACP) Council of Faculties Faculty Affairs Committee reviewed published literature assessing the scope and outcomes of faculty development for tenure and promotion. Relevant articles were identified via a PubMed search, review of pharmacy education journals, and identification of position papers from major healthcare professions academic organizations. While programs intended to enhance faculty development were described by some healthcare professions, relatively little specific to pharmacy has been published and none of the healthcare professions have adequately evaluated the impact of various faculty-development programs on associated outcomes. The paucity of published information strongly suggests a lack of outcomes-oriented faculty-development programs in colleges and schools of pharmacy. Substantial steps are required toward the development and scholarly evaluation of faculty-development programs. As these programs are developed and assessed, evaluations must encompass all faculty subgroups, including tenure- and nontenure track faculty members, volunteer faculty members, women, and underrepresented minorities. This paper proposes AACP, college and school, and department-level recommendations intended to ensure faculty success in achieving tenure and promotion. PMID:21931460

NASA-UVA Light Aerospace Alloy and Structures Technology Program (LA2ST). Research on Materials for the High Speed Civil Transport

NASA Technical Reports Server (NTRS)

Gangloff, Richard P.; Starke, Edgar A., Jr.; Kelly, Robert G.; Scully, John R.; Stoner, Glenn E.; Wert, John A.

1997-01-01

Since 1986, the NASA-Langley Research Center has sponsored the NASA-UVa Light Alloy and Structures Technology (LA2ST) Program at the University of Virginia (UVa). The fundamental objective of the LA2ST program is to conduct interdisciplinary graduate student research on the performance of next generation, light-weight aerospace alloys, composites and thermal gradient structures. The LA2ST program has aimed to product relevant data and basic understanding of material mechanical response, environmental/corrosion behavior, and microstructure; new monolithic and composite alloys; advanced processing methods; measurement and modeling advances; and a pool of educated graduate students for aerospace technologies. The scope of the LA2ST Program is broad. Research areas include: (1) Mechanical and Environmental Degradation Mechanisms in Advanced Light Metals and Composites, (2) Aerospace Materials Science, (3) Mechanics of materials for Aerospace Structures, and (4) Thermal Gradient Structures. A substantial series of semi-annual progress reports issued since 1987 documents the technical objectives, experimental or analytical procedures, and detailed results of graduate student research in these topical areas.

The promise and limitations of cash transfer programs for HIV prevention.

PubMed

Fieno, John; Leclerc-Madlala, Suzanne

2014-01-01

As the search for more effective HIV prevention strategies continues, increased attention is being paid to the potential role of cash transfers in prevention programming in sub-Saharan Africa. To date, studies testing the impact of both conditional and unconditional cash transfers on HIV-related behaviours and outcomes in sub-Saharan Africa have been relatively small-scale and their potential feasibility, costs and benefits at scale, among other things, remain largely unexplored. This article examines elements of a successful cash transfer program from Latin America and discusses challenges inherent in scaling-up such programs. The authors attempt a cost simulation of a cash transfer program for HIV prevention in South Africa comparing its cost and relative effectiveness--in number of HIV infections averted--against other prevention interventions. If a cash transfer program were to be taken to scale, the intervention would not have a substantial effect on decreasing the force of the epidemic in middle- and low-income countries. The integration of cash transfer programs into other sectors and linking them to a broader objective such as girls' educational attainment may be one way of addressing doubts raised by the authors regarding their value for HIV prevention.

Orthopaedic Surgery Residency: Perspectives of Applicants and Program Directors on Medical Student Away Rotations.

PubMed

O'Donnell, Seth W; Drolet, Brian C; Brower, Jonathan P; LaPorte, Dawn; Eberson, Craig P

2017-01-01

Senior medical students frequently rotate at orthopaedic residency programs away from their home medical schools. However, to our knowledge, the perspective of program directors (PDs) and applicants on the value, objectives, and costs of these rotations has not been studied. Surveys evaluating the frequency, costs, benefits, and objectives of away rotations were distributed to all orthopaedic residency PDs in the United States and applicants in the 2014-2015 Match cycle. Data analysis was conducted to perform inferential and descriptive statistics; comparisons were made between and among PD and applicant groups using two-tailed means Student t-test and analysis of variance. A total of 74 PD (46.0%) and 524 applicant (49.3%) responses were obtained from a national distribution. Applicants completed an average of 2.4 away rotations, with an average cost of $2,799. When stratified on self-reported likelihood of Matching, there were no substantial differences in the total number of rotations performed. The only marked differences between these groups were the United States Medical Licensing Examination Step 1 score and the number of applications to residency programs. PDs reported that significantly fewer rotations should be allowed, whereas applicants suggested higher limits (2.42 rotations versus 6.24, P < 0.001). PDs and applicants had similar perspectives on the value of away rotations; both groups reported more value in finding a "good fit" and making a good impression at the program and placed less value on the educational impact. The value of orthopaedic away rotations appears more utilitarian than educational for both PDs and applicants. Rotations are performed regardless of perceived likelihood of Matching and are used by students and programs to identify a "good fit." Therefore, given the portion of an academic year that is spent on orthopaedic rotations, findings showing perceived low educational value and marked discrepancies between the expected number of rotations by PDs and applicants indicate that the current structure of away rotations may not be well aligned with the mission of undergraduate medical education. V.

Preparing the NDE engineers of the future: Education, training, and diversity

NASA Astrophysics Data System (ADS)

Holland, Stephen D.

2017-02-01

As quantitative NDE has matured and entered the mainstream, it has created an industry need for engineers who can select, evaluate, and qualify NDE techniques to satisfy quantitative engineering requirements. NDE as a field is cross-disciplinary with major NDE techniques relying on a broad spectrum of physics disciplines including fluid mechanics, electromagnetics, mechanical waves, and high energy physics. An NDE engineer needs broad and deep understanding of the measurement physics across modalities, a general engineering background, and familiarity with shop-floor practices and tools. While there are a wide range of certification and training programs worldwide for NDE technicians, there are few programs aimed at engineers. At the same time, substantial demographic shifts are underway with many experienced NDE engineers and technicians nearing retirement, and with new generations coming from much more diverse backgrounds. There is a need for more and better education opportunities for NDE engineers. Both teaching and learning NDE engineering are inherently challenging because of the breadth and depth of knowledge required. At the same time, sustaining the field in a more diverse era will require broadening participation of previously underrepresented groups. The QNDE 2016 conference in Atlanta, GA included a session on NDE education, training, and diversity. This paper summarizes the outcomes and discussion from this session.

Establishing and Maintaining a Satellite Campus Connected by Synchronous Video Conferencing

PubMed Central

Fox, Brent I.; McDonough, Sharon L.; McConatha, Barry J.; Marlowe, Karen F.

2011-01-01

Pharmacy education has experienced substantial growth in the number of new schools and existing schools establishing satellite campuses. Several models have previously been used to connect primary and satellite campuses. We describe the Auburn University Harrison School of Pharmacy's (AUHSOP's) experiences using synchronous video conferencing between the Auburn University campus in Auburn and a satellite campus in Mobile, Alabama. We focus on the technology considerations related to planning, construction, implementation, and continued use of the various resources that support our program. Students’ perceptions of their experiences related to technology also are described. PMID:21829265

Securing a Stop to the Summer Setback: Policy Considerations in the Future Expansion of the Summer Electronic Benefit Transfer for Children.

PubMed

Hopkins, Laura C; Hooker, Neal H; Gunther, Carolyn

2017-09-01

The Summer Electronic Benefits Transfer for Children (SEBTC) has been proposed as a solution to address the problem of child food security during the summer. Initial SEBTC findings from a demonstration project show promise and the federal government has approved substantial funding for its continuation. This report reviews empirical assessments of SEBTC and Electronic Benefits Transfer research, and presents policy considerations in the program's future expansion. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Integrating Research, Quality Improvement, and Medical Education for Better Handoffs and Safer Care: Disseminating, Adapting, and Implementing the I-PASS Program.

PubMed

Starmer, Amy J; Spector, Nancy D; West, Daniel C; Srivastava, Rajendu; Sectish, Theodore C; Landrigan, Christopher P

2017-07-01

In 2009 the I-PASS Study Group was formed by patient safety, medical education, health services research, and clinical experts from multiple institutions in the United States and Canada. When the I-PASS Handoff Program, which was developed by the I-PASS Study Group, was implemented in nine hospitals, it was associated with a 30% reduction in injuries due to medical errors and significant improvements in handoff processes, without any adverse effects on provider work flow. To effectively disseminate and adapt I-PASS for use across specialties and disciplines, a series of federally and privately funded dissemination and implementation projects were carried out following the publication of the initial study. The results of these efforts have informed ongoing initiatives intended to continue adapting and scaling the program. As of this writing, I-PASS Study Group members have directly worked with more than 50 hospitals to facilitate implementation of I-PASS. To further disseminate I-PASS, Study Group members delivered hundreds of academic presentations, including plenaries at scientific meetings, workshops, and institutional Grand Rounds. Some 3,563 individuals, representing more than 500 institutions in the 50 states in the United States, the District of Columbia, Puerto Rico, and 57 other countries, have requested access to I-PASS materials. Most recently, the I-PASS SM Patient Safety Institute has developed a virtual immersion training platform, mobile handoff observational tools, and processes to facilitate further spread of I-PASS. Implementation of I-PASS has been associated with substantial improvements in patient safety and can be applied to a variety of disciplines and types of patient handoffs. Widespread implementation of I-PASS has the potential to substantially improve patient safety in the United States and beyond. Copyright © 2017 The Joint Commission. Published by Elsevier Inc. All rights reserved.

Community-level Moderators of a School-Based Childhood Sexual Assault Prevention Program

PubMed Central

Morris, Matthew C.; Kouros, Chrystyna D.; Janecek, Kim; Freeman, Rachel; Mielock, Alyssa; Garber, Judy

2016-01-01

Childhood sexual abuse (CSA) is highly prevalent and associated with a wide variety of negative mental and physical health outcomes. School-based CSA education and prevention programs have shown promise, but it is unclear to what extent community-level characteristics are related to their effectiveness. The present cluster randomized controlled trial evaluated community-level moderators of the Safe@Last program compared to a waitlist control condition. Knowledge gains from pre- to post-intervention were assessed in 5 domains: safe versus unsafe people; safe choices; problem-solving; clear disclosure; and assertiveness. Participants were 1,177 students (46% White, 26% African American, 15% Hispanic, 4% Asian American, 6% Other) in grades 1 through 6 from 14 public schools in Tennessee. Multilevel models accounting for the nesting of children within schools revealed large effect sizes for the intervention versus control across all knowledge domains (d’s ranged from 1.56 to 2.13). The effectiveness of the program was moderated by mean per capita income and rates of substantiated cases of child abuse and neglect in the community. Intervention effects were stronger for youth living in lower as compared to higher income counties, and for youth attending schools in counties with lower as compared to higher abuse/neglect rates. Child characteristics (sex, race) did not moderate intervention effects. This research identified two community-level factors that predicted the effectiveness of a CSA education and prevention program designed to improve children’s knowledge of personal safety skills. School-based CSA prevention programs may require modification for communities with higher rates of child abuse and neglect. PMID:27890344

A process evaluation of performance-based incentives for village health workers in Kisoro district, Uganda

PubMed Central

2014-01-01

Background Designing effective incentive systems for village health workers (VHWs) represents a longstanding policy issue with substantial impact on the success and sustainability of VHW programs. Using performance-based incentives (PBI) for VHWs is an approach that has been proposed and implemented in some programs, but has not received adequate review and evaluation in the peer-reviewed literature. We conducted a process evaluation examining the use of PBI for VHWs in Kisoro, Uganda. In this system, VHWs are paid based on 20 indicators, divided among routine follow-up visits, health education activities, new patient identifications, sanitation coverage, and uptake of priority health services. Methods Surveys of VHWs (n = 30) and program supervisors (n = 7) were conducted to assess acceptability and feasibility. Interviews were conducted with all 8 program supervisors and with 6 purposively selected VHWs to gain a deeper understanding of their views on the PBI system. Program budget records were used to assess the costs of the program. Detailed payment records were used to assess the fairness of the PBI system with respect to VHWs’ gender, education level, and village location. Results In surveys and interviews, supervisors expressed high satisfaction with the PBI system, though some supervisors expressed concerns about possible negative effects from the variation in payments between VHWs and the uncertainty of reward for effort. VHWs perceived the system as generally fair, and preferred it to the previous payment system, but expressed a desire to be paid more. The annual program cost was $516 per VHW, with each VHW covering an average of 115 households. VHWs covering more households tended to earn more. There was some evidence that female gender was associated with higher earnings. Education level and proximity to the district hospital did not appear to be associated with earnings under the PBI system. Conclusions In a one-year pilot of PBI within a small VHW program, both VHWs and supervisors found the PBI system acceptable and motivating. VHWs with relatively limited formal education were able to master the PBI system. Further research is needed to determine the long-term effects and scalability of PBI, as well as the effects across varied contexts. PMID:24712405

National assessment of Tree City USA participation

EPA Pesticide Factsheets

Tree City USA is a national program that recognizes municipal commitment to community forestry. In return for meeting program requirements, Tree City USA participants expect social, economic, and/or environmental benefits. Understanding the geographic distribution and socioeconomic characteristics of Tree City USA communities at the national scale can offer insights into the motivations or barriers to program participation, and provide context for community forestry research at finer scales. In this study, researchers assessed patterns in Tree City USA participation for all U.S. communities with more than 2,500 people according to geography, community population size, and socioeconomic characteristics, such as income, education, and race. Nationally, 23.5% of communities studied were Tree City USA participants, and this accounted for 53.9% of the total population in these communities. Tree City USA participation rates varied substantially by U.S. region, but in each region participation rates were higher in larger communities, and long-term participants tended to be larger communities than more recent enrollees. In logistic regression models, owner occupancy rates were significant negative predictors of Tree City USA participation, education and percent white population were positive predictors in many U.S. regions, and inconsistent patterns were observed for income and population age. The findings indicate that communities with smaller populations, lower educat

Socioeconomic Status and Improvements in Lifestyle, Coronary Risk Factors, and Quality of Life: The Multisite Cardiac Lifestyle Intervention Program

PubMed Central

Govil, Sarah R.; Merritt-Worden, Terri; Ornish, Dean

2009-01-01

Objectives. We sought to clarify whether patients of low socioeconomic status (SES) can make lifestyle changes and show improved outcomes in coronary heart disease (CHD), similar to patients with higher SES. Methods. We examined lifestyle, risk factors, and quality of life over 3 months, by SES and gender, in 869 predominantly White, nonsmoking CHD patients (34% female) in the insurance-sponsored Multisite Cardiac Lifestyle Intervention Program. SES was defined primarily by education. Results. At baseline, less-educated participants were more likely to be disadvantaged (e.g., past smoking, sedentary lifestyle, high fat diet, overweight, depression) than were higher-SES participants. By 3 months, participants at all SES levels reported consuming 10% or less dietary fat, exercising 3.5 hours per week or more, and practicing stress management 5.5 hours per week or more. These self-reports were substantiated by improvements in risk factors (e.g., 5-kg weight loss, and improved blood pressure, low-density lipoprotein cholesterol, and exercise capacity; P < .001), and accompanied by improvements in well-being (e.g., depression, hostility, quality of life; P < .001). Conclusions. The observed benefits for CHD patients with low SES indicate that broadening accessibility of lifestyle programs through health insurance should be strongly encouraged. PMID:18923113

Scholarship support for Indian students in the health sciences: an alternative method to address shortages in the underserved area

PubMed Central

Weiss, Lawrence D.; Wiese, William H.; Goodman, Alan B.

1980-01-01

The University of New Mexico Area Health Education Center was established in conjunction with the Navajo Health Authority to begin health manpower development immediately in the Navajo Nation and surrounding areas (a territory approximately the size of West Virginia). To this end, a student support program was established at the Navajo Health Agency to recruit and support Indian students with scholarships, to provide them with culturally based counseling, and to reinforce the students' intentions of ultimately returning to serve Indian people. No payback penalties or other forms of coercion were used in this program to encourage students to return to the underserved Indian areas. From October 1973 through September 1977, 124 students graduated with 125 degrees or certificates in all aspects of health care. Of these 124 students, 76 were employed. The remaining were continuing their education, unemployed, untraceable, or deceased. Of the 76 employed, 61 were from tribes within the Navajo Nation; of these 61, 56 returned to their area to serve Indians. This return rate to an underserved area is substantially better than anticipated from a review of programs that employ a variety of coercive methods to encourage recipients of loans to settle in specific underserved areas after the necessary training. PMID:7384409

Milestone Educational Planning Initiatives in Veterinary Medical Education: Progress and Pitfalls.

PubMed

Stone, Elizabeth A; Reimann, Jessica; Greenhill, Lisa M; Dewey, Cate E

2017-11-29

Three milestone educational planning initiatives engaged the veterinary medical profession in the United States and Canada between 1987 and 2011, namely the Pew National Veterinary Education Program, the Foresight Project, and the North American Veterinary Medical Education Consortium. In a quantitative study, we investigated the impact of these initiatives on veterinary medical education through a survey of academic leaders (deans, previous deans, and associate deans for academics from veterinary medical schools that are members of the Association of American Veterinary Medical Colleges) to assess their perspectives on the initiatives and eight recommendations that were common to all three initiatives. Two of the recommendations have in effect been implemented: enable students to elect in-depth instruction and experience within a practice theme or discipline area (tracking), and increase the number of graduating veterinarians. For three of the recommendations, awareness of the issues has increased but substantial progress has not been made: promote diversity in the veterinary profession, develop a plan to reduce student debt, and develop a North American strategic plan. Lastly, three recommendations have not been accomplished: emphasize use of information more than fact recall, share educational resources to enable a cost-effective education, and standardize core admissions requirements. The educational planning initiatives did provide collaborative opportunities to discuss and determine what needs to change within veterinary medical education. Future initiatives should explore how to avoid and overcome obstacles to successful implementation.

Theoretical-and-Methodological Substantiation of Multilingual Model Activity in Kazakhstan Higher School Education System

ERIC Educational Resources Information Center

Ospanova, Bikesh Revovna; Azimbayeva, Zhanat Amantayevna; Timokhina, Tatyana Vladimirovna; Seydakhmetova, Zergul Koblandiyevna

2016-01-01

The need of implementing the model of professional development in training an expert in the conditions of multilingualism is considered. The possibility of using the multilingual approach in the context of present day education with the use of innovative technologies of training is substantiated, the definition of "multilingual…

Exploring Earth's Ionosphere with CINDI: Bringing an Upper Atmosphere Mission into Pre-College Classrooms

NASA Astrophysics Data System (ADS)

Urquhart, M. L.; Hairston, M. R.; Richardson, J. M.; Olson, C.

2003-12-01

We will present the Education and Public Outreach work in progress for the joint Air Force/NASA project CINDI (Coupled Ion Neutral Dynamic Investigation), which will launch in early 2004 on a US Air Force C/NOFS (Communications/Navigations Outage Forecast System) Satellite. CINDI, in conjunction with the other instruments on C/NOFS, will study how radio signals sent through the ionosphere are affected by variability with this layer of the atmosphere. The Educational outreach for CINDI is focused on helping students, educators, and the general public better understand the link between the ionosphere and our technological civilization. The ionosphere is typically neglected in pre-college science classes despite its impact on modern society and the substantial resources invested by funding agencies on furthering our understanding of this atmospheric layer. Our approach is to increase student understanding of the terrestrial ionosphere and Sun-Earth connections through strong connections to existing pre-college curricula and standards. We have created a partnership between the William B. Hanson Center for Space Sciences and the Science Education Program within the University of Texas at Dallas (UTD) to produce a quality Educator Guide and a Summer Educator Workshop. A senior graduate student in physics and an experienced middle school educator in UTD's Science Education Master of Science Teaching Program have been partnered to ensure that our the Educator Guide and Workshop will contain both science and pedagogy, and be easily integrated into secondary science classes. The summer 2004 workshop will be offered in the Dallas area, which has a significant population of minority and economically disadvantaged students. We will recruit teachers from districts that serve a large number of underserved/underrepresented students. The Educator Guide and workshop materials will be made available on the CINDI Web site for distribution to a national audience.

Improving Elementary School Quality Through the Use of a Social-Emotional and Character Development Program: A Matched-Pair, Cluster-Randomized, Controlled Trial in Hawai’i

PubMed Central

Snyder, Frank J.; Vuchinich, Samuel; Acock, Alan; Washburn, Isaac J.; Flay, Brian R.

2012-01-01

BACKGROUND School safety and quality affect student learning and success. This study examined the effects of a comprehensive elementary school-wide social-emotional and character education program, Positive Action, on teacher, parent, and student perceptions of school safety and quality utilizing a matched-pair, cluster-randomized, controlled design. The Positive Action Hawai’i trial included 20 racially/ethnically diverse schools and was conducted from 2002–2003 through 2005–2006. METHODS School-level archival data, collected by the Hawai’i Department of Education, were used to examine program effects at 1-year post-trial. Teacher, parent, and student data were analyzed to examine indicators of school quality such as student safety and well-being, involvement, and satisfaction, as well as overall school quality. Matched-paired t-tests were used for the primary analysis, and sensitivity analyses included permutation tests and random-intercept growth curve models. RESULTS Analyses comparing change from baseline to 1-year post-trial revealed that intervention schools demonstrated significantly improved school quality compared to control schools, with 21%, 13%, and 16% better overall school quality scores as reported by teachers, parents, and students, respectively. Teacher, parent, and student reports on individual school-quality indicators showed improvement in student safety and well-being, involvement, satisfaction, quality student support, focused and sustained action, standards-based learning, professionalism and system capacity, and coordinated team work. Teacher reports also showed an improvement in the responsiveness of the system. CONCLUSIONS School quality was substantially improved, providing evidence that a school-wide social-emotional and character education program can enhance school quality and facilitate whole-school change. PMID:22142170

Improving elementary school quality through the use of a social-emotional and character development program: a matched-pair, cluster-randomized, controlled trial in Hawai'i.

PubMed

Snyder, Frank J; Vuchinich, Samuel; Acock, Alan; Washburn, Isaac J; Flay, Brian R

2012-01-01

School safety and quality affect student learning and success. This study examined the effects of a comprehensive elementary school-wide social-emotional and character education program, Positive Action, on teacher, parent, and student perceptions of school safety and quality utilizing a matched-pair, cluster-randomized, controlled design. The Positive Action Hawai'i trial included 20 racially/ethnically diverse schools and was conducted from 2002-2003 through 2005-2006. School-level archival data, collected by the Hawai'i Department of Education, were used to examine program effects at 1-year post-trial. Teacher, parent, and student data were analyzed to examine indicators of school quality such as student safety and well-being, involvement, and satisfaction, as well as overall school quality. Matched-paired t-tests were used for the primary analysis, and sensitivity analyses included permutation tests and random-intercept growth curve models. Analyses comparing change from baseline to 1-year post-trial revealed that intervention schools demonstrated significantly improved school quality compared to control schools, with 21%, 13%, and 16% better overall school quality scores as reported by teachers, parents, and students, respectively. Teacher, parent, and student reports on individual school-quality indicators showed improvement in student safety and well-being, involvement, satisfaction, quality student support, focused and sustained action, standards-based learning, professionalism and system capacity, and coordinated team work. Teacher reports also showed an improvement in the responsiveness of the system. School quality was substantially improved, providing evidence that a school-wide social-emotional and character education program can enhance school quality and facilitate whole-school change. © 2011, American School Health Association.

Pharmacy waste, fraud, and abuse in health care reform.

PubMed

Carpenter, Laura A; Edgar, Zachary; Dang, Christopher

2011-01-01

To describe the new Medicare and Medicaid waste, fraud, and abuse provisions of the Affordable Care Act (H. R. 3590) and Health Care and Education Affordability Reconciliation Act of 2010 (H. R. 4872), the preexisting law modified by H. R. 3590 and H. R. 4872, and applicable existing and proposed regulations. Waste, fraud, and abuse are substantial threats to the efficiency of the health care system. To combat these activities, the Department of Health and Human Services and Centers for Medicare & Medicaid Services promulgate and enforce guidelines governing the proper assessment and billing for Medicare and Medicaid services. These guidelines have a number of provisions that can catch even well-intentioned providers off guard, resulting in substantial fines. H. R. 3590 and H. R. 4872 augment preexisting waste, fraud, and abuse laws and regulations. This article reviews the new waste, fraud, and abuse laws and regulations to apprise pharmacists of the substantial changes affecting their practice. H. R. 3590 and H. R. 4872 modify screening requirements for providers; modify liability and penalties for the antikickback statute, federal False Claims Act, remuneration, and Stark Law; and create or extend auditing and management programs. Properly navigating these changes will be important in keeping pharmacies in compliance.

Academic nurse leaders' role in fostering a culture of civility in nursing education.

PubMed

Clark, Cynthia M; Springer, Pamela J

2010-06-01

Academic incivility is disruptive behavior that substantially or repeatedly interferes with teaching and learning. Incivility on college campuses jeopardizes the welfare of all members of the academy. Academic nurse leaders play a critical role in preventing and addressing academic incivility because these behaviors can negatively affect learning and harm faculty-student relationships. Although studies on student and faculty incivility have been conducted in nursing education, there are no known studies regarding the perceptions of academic nurse leaders about this problem. This is the first known study to investigate the perceptions of 126 academic nurse leaders (deans, directors, and chairpersons) from 128 associate degree in nursing and bachelor of science nursing programs in a large western state. Academic nurse leaders responded to five open-ended questions regarding their perceptions of stressors that affect nursing faculty and students, the uncivil behaviors exhibited by both groups, and the role of leadership in preventing and addressing incivility in nursing education. Copyright 2010, SLACK Incorporated.

Passive smoking: directions for health education among Malaysian college students.

PubMed

Kurtz, M E; Johnson, S M; Ross-Lee, B

1992-01-01

This study investigated knowledge, attitudes, and preventive efforts of Malaysian college students regarding health risks associated with passive smoking, as well as possible directions for intervention and health education programs. Students responded anonymously to a structured written questionnaire. Statistical analyses were conducted to examine (1) differences in knowledge, attitudes, and preventive efforts between smokers and nonsmokers and between men and women; (2) the relationship between smoking by parents, siblings, and friends, and students' knowledge, attitudes, and preventive efforts; and (3) relationships between knowledge, attitudes, and preventive efforts. Peer groups and siblings had a substantial influence on students' attitudes toward passive smoking and their preventive efforts when exposed to passive smoke. A regression analysis revealed a statistically significant linear dependence of preventive efforts on knowledge and attitudes, with the attitude component playing the dominant role. This research suggests that educational efforts on passive smoking, directed toward young college students in developing countries such as Malaysia, should concentrate heavily on changing attitudes and reducing the effects of peer group and sibling influences.

Watersheds and Water Policy Funding From USDA-CSREES: Vision, Outlook, and Priorities

NASA Astrophysics Data System (ADS)

Cavallaro, N.

2006-05-01

The Cooperative State Research, Education and Extension Service (CSREES) of the United States Department of Agriculture funds research, extension, and education grants in all aspects of agriculture, the environment, human health and well-being, and communities. Water is key natural resource for all of these areas and there are several types of funding opportunities available. The primary sources for watersheds and water management funding within CSREES are the Water and Watersheds program of the National Research Initiative, and the National Integrated Research, Education and Extension Program in Water Quality. These two programs have substantially reduced their focus in the last three years in order to meet the federal budget office demands for measurable outcomes. This paper will discuss the current and priorities and likely trends in funding in these areas. In addition, to the above two programs, agricultural water security is a prominent issue related to water management and policy. A recent listening session on agricultural water security and policy resulted in white paper available on the CSREES website. This paper will also describe a recommended strategy for CSREES efforts and current and projected needs and opportunities. Briefly, six themes for research, education, and extension activities were identified: Irrigation Efficiency and Management; Drought Risk Assessment and Preparedness; General Water Conservation and Management; Rural/Urban Water Reuse; Water Marketing, Distribution and Allocation; and Biotechnology. Of these six themes, it was recommended that CSREES should focus on the three: 1.Exploring new technologies and systems for the use of recycled/reuse water in agricultural, rural, and urbanizing watersheds, 2.Probing the human, social, and economic dimensions of agricultural water security (including water markets) with a focus on adoption-outreach and behavioral change, and 3.Discovering biotechnological improvements in water use efficiency of crop and horticultural plants to achieve greater "crop per drop."

Impact of family planning programs in reducing high-risk births due to younger and older maternal age, short birth intervals, and high parity.

PubMed

Brown, Win; Ahmed, Saifuddin; Roche, Neil; Sonneveldt, Emily; Darmstadt, Gary L

2015-08-01

Several studies show that maternal and neonatal/infant mortality risks increase with younger and older maternal age (<18 and >34 years), high parity (birth order >3), and short birth intervals (<24 months). Family planning programs are widely viewed as having contributed to substantial maternal and neonatal mortality decline through contraceptive use--both by reducing unwanted births and by reducing the burden of these high-risk births. However, beyond averting births, the empirical evidence for the role of family planning in reducing high-risk births at population level is limited. We examined data from 205 Demographic and Health Surveys (DHS), conducted between 1985 and 2013, to describe the trends in high-risk births and their association with the pace of progress in modern contraceptive prevalence rate (yearly increase in rate of MCPR) in 57 developing countries. Using Blinder-Oaxaca decomposition technique, we then examine the contributions of family planning program, economic development (GDP per capita), and educational improvement (secondary school completion rate) on the progress of MCPR in order to link the net contribution of family planning program to the reduction of high-risk births mediated through contraceptive use. Countries that had the fastest progress in improving MCPR experienced the greatest declines in high-risk births due to short birth intervals (<24 months), high parity births (birth order >3), and older maternal age (>35 years). Births among younger women <18 years, however, did not decline significantly during this period. The decomposition analysis suggests that 63% of the increase in MCPR was due to family planning program efforts, 21% due to economic development, and 17% due to social advancement through women's education. Improvement in MCPR, predominately due to family planning programs, is a major driver of the decline in the burden of high-risk births due to high parity, shorter birth intervals, and older maternal age in developing countries. The lack of progress in the decline of births in younger women <18 years of age underscores the need for more attention to ensure that quality contraceptive methods are available to adolescent women in order to delay first births. This study substantiates the significance of family planning programming as a major health intervention for preventing high-risk births and associated maternal and child mortality, but it highlights the need for concerted efforts to strengthen service provision for adolescents. Copyright © 2015 Elsevier Inc. All rights reserved.

Income inequality and educational assortative mating: Evidence from the Luxembourg Income Study.

PubMed

Monaghan, David

2015-07-01

Though extensive research has explored the prevalence of educational assortative mating, what causes its variation across countries and over time is not well understood. Using data from the Luxembourg Income Study Database, I investigate the hypothesis that assortative mating by income is influenced by income inequality between educational strata. I find that in countries with greater returns to education, the odds of any sort of union that crosses educational boundaries is substantially reduced. However, I do not find substantial evidence of an effect of changes in returns to education on marital sorting within countries. Educational and labor market parity between males and females appear to be negatively related to marital sorting. Copyright © 2015 Elsevier Inc. All rights reserved.

Factor structure and measurement invariance of the Health Education Impact Questionnaire: Does the subjectivity of the response perspective threaten the contextual validity of inferences?

PubMed Central

Elsworth, Gerald R; Nolte, Sandra

2015-01-01

Objective: On-going evidence is required to support the validity of inferences about change and group differences in the evaluation of health programs, particularly when self-report scales requiring substantial subjectivity in response generation are used as outcome measures. Following this reasoning, the aim of this study was to replicate the factor structure and investigate the measurement invariance of the latest version of the Health Education Impact Questionnaire, a widely used health program evaluation measure. Methods: An archived dataset of responses to the most recent version of the English-language Health Education Impact Questionnaire that uses four rather than six response options (N = 3221) was analysed using exploratory structural equation modelling and confirmatory factor analysis appropriate for ordered categorical data. Metric and scalar invariance were studied following recent recommendations in the literature to apply fully invariant unconditional models with minimum constraints necessary for model identification. Results: The original eight-factor structure was replicated and all but one of the scales (Self Monitoring and Insight) was found to consist of unifactorial items with reliability of ⩾0.8 and satisfactory discriminant validity. Configural, metric and scalar invariance were established across pre-test to post-test and population sub-groups (sex, age, education, ethnic background). Conclusion: The results support the high level of interest in the Health Education Impact Questionnaire, particularly for use as a pre-test/post-test measure in experimental studies, other pre–post evaluation designs and system-level monitoring and evaluation. PMID:26770785

Establishing midwifery in low-resource settings: guidance from a mixed-methods evaluation of the Afghanistan midwifery education program.

PubMed

Zainullah, Partamin; Ansari, Nasratullah; Yari, Khalid; Azimi, Mahmood; Turkmani, Sabera; Azfar, Pashtoon; LeFevre, Amnesty; Mungia, Jaime; Gubin, Rehana; Kim, Young-Mi; Bartlett, Linda

2014-10-01

The shortage of skilled birth attendants has been a key factor in the high maternal and newborn mortality in Afghanistan. Efforts to strengthen pre-service midwifery education in Afghanistan have increased the number of midwives from 467 in 2002 to 2954 in 2010. We analyzed the costs and graduate performance outcomes of the two types of pre-service midwifery education programs in Afghanistan that were either established or strengthened between 2002 and 2010 to guide future program implementation and share lessons learned. We performed a mixed-methods evaluation of selected midwifery schools between June 2008 and November 2010. This paper focuses on the evaluation's quantitative methods, which included (a) an assessment of a sample of midwifery school graduates (n=138) to measure their competencies in six clinical skills; (b) prospective documentation of the actual clinical practices of a subsample of these graduates (n=26); and (c) a costing analysis to estimate the resources required to educate students enrolled in these programs. For the clinical competency assessment and clinical practices components, two Institutes for Health Sciences (IHS) schools and six Community Midwifery Education (CME) schools; for the costing analysis, a different set of nine schools (two IHS, seven CME), all of which were funded by the US Agency for International Development. Midwives who had graduated from either IHS or CME schools. CME graduates (n=101) achieved an overall mean competency score of 63.2% (59.9-66.6%) on the clinical competency assessment compared to 57.3% (49.9-64.7%) for IHS graduates (n=37). Reproductive health activities accounted for 76% of midwives' time over an average of three months. Approximately 1% of childbirths required referral or resulted in maternal death. On the basis of known costs for the programs, the estimated cost of graduating a class with 25 students averaged US$298,939, or US$10,784 per graduate. The pre-service midwifery education experience of Afghanistan can serve as a model to rapidly increase the number of skilled birth attendants. In such settings, it is important to ensure the provision of continued practice opportunities and refresher trainings after graduation to aid skill retention, a co-operative and supportive work environment that will use midwives for the reproductive health skills for which they were trained, and selection mechanisms that can identify the most promising students and post-graduation deployment options to maximise the return on the substantial educational investment. © 2013 Published by Elsevier Ltd.

Substantial Family History of Prostate Cancer in Black Men Recruited for Prostate Cancer Screening

PubMed Central

Mastalski, Kathleen; Coups, Elliot J.; Ruth, Karen; Raysor, Susan; Giri, Veda N.

2008-01-01

Background Black men are at increased risk for prostate cancer (PCA), particularly with a family history (FH) of the disease. Previous reports have raised concern for suboptimal screening of Black men with a FH of PCA. We report on the extent of FH of PCA from a prospective, longitudinal PCA screening program for high-risk men. Methods Black men ages 35-69 are eligible for PCA screening through the Prostate Cancer Risk Assessment Program (PRAP) regardless of FH. Rates of self-reported FH of PCA, breast, and colon cancer at baseline were compared with an age-matched sample of Black men from the 2005 National Health Interview Survey (NHIS) using standard statistical methods. Results As of January 2007, 332 Black men with pedigree information were enrolled in PRAP and FH of PCA was compared to 838 Black men from the 2005 NHIS. Black men in PRAP reported significantly more first-degree relatives with PCA compared to Black men in the 2005 NHIS (34.3%, 95% CI 29.2-39.7 vs. 5.7%, 95% CI 3.9-7.4). Black men in PRAP also had more FH of breast cancer compared to the 2005 NHIS (11.5%, 95% CI 8.2-15.4 vs 6.3%, 95% CI 4.6-8.0). Conclusions FH of PCA appears to be a motivating factor for Black men seeking PCA screening. Targeted recruitment and education among Black families should improve PCA screening rates. Efforts to recruit Black men without a FH of PCA are also needed. Condensed Abstract Black men seeking prostate cancer screening have a substantial burden of family history of prostate cancer. Targeted education and enhancing discussion in Black families should increase prostate cancer screening and adherence. PMID:18816608

A randomized controlled trial of a new behavioral home-based nutrition education program, "Eat Well with CF," in adults with cystic fibrosis.

PubMed

Watson, Helen; Bilton, Diana; Truby, Helen

2008-05-01

Cystic fibrosis (CF) remains the most common genetically inherited disease in the white population and its prognosis is affected by nutritional status. Adults with the disease are now surviving longer and new strategies are required to ensure that they maintain optimal nutrition. This article reports preliminary data from a randomized controlled trial of a 10-week home-based behavioral nutrition intervention, "Eat Well with CF." Outcome measures of weight change over 6 and 12 months and changes in CF-specific nutrition knowledge score, self-efficacy score, reported dietary fat intake and health-related quality-of-life score were compared between the intervention group (n=34) and a standard care control group (n=34). The hypotheses to be tested were that adults with CF completing "Eat Well with CF" would have an improved nutritional status, improvement in specific nutrition knowledge, and an improvement in self-efficacy regarding their ability to cope with a special diet, compared to those receiving standard care. There were substantial improvements in the intervention group's specific CF nutrition knowledge score, self-efficacy score, and reported fat intake compared to control, but no substantial change in body mass index or health-related quality of life over time. Home-based nutrition education incorporating behavioral strategies can be an effective way to support adults with CF, enabling improvement in self-management skills in relation to diet and pancreatic enzyme replacement therapy. This study revealed gaps in basic nutrition knowledge and skills, inadequate knowledge of diet-disease links and pancreatic enzyme replacement therapy. These need to be identified when subjects progress from pediatric to adult care, and programs such as "Eat Well with CF" are a useful adjunct for registered dietitians trying to manage this diverse but growing population.

School-based social skills training for preschool-age children with autism spectrum disorder.

PubMed

Radley, Keith C; Hanglein, Jeanine; Arak, Marisa

2016-11-01

Individuals with autism spectrum disorder display impairments in social interactions and communication that appear at early ages and result in short- and long-term negative outcomes. As such, there is a need for effective social skills training programs for young children with autism spectrum disorder-particularly interventions capable of being delivered in educational settings. The study evaluated the effects of the Superheroes Social Skills program on accurate demonstration of social skills in young children with autism spectrum disorder. Two preschool-age children with autism spectrum disorder participated in a weekly social skills intervention. A multiple probe design across skills was used to determine the effects of the intervention. Both participants demonstrated substantial improvements in skill accuracy. Social skills checklists also indicated improvements in social functioning over baseline levels. © The Author(s) 2016.

Limitations in small artisanal gold mining addressed by educational components paired with alternative mining methods.

PubMed

Zolnikov, Tara R

2012-03-01

Current solutions continue to be inadequate in addressing the longstanding, worldwide problem of mercury emissions from small artisanal gold mining. Mercury, an inexpensive and easily accessible heavy metal, is used in the process of extracting gold from ore. Mercury emissions disperse, affecting human populations by causing adverse health effects and environmental and social ramifications. Many developing nations have sizable gold ore deposits, making small artisanal gold mining a major source of employment in the world. Poverty drives vulnerable, rural populations into gold mining because of social and economic instabilities. Educational programs responding to this environmental hazard have been implemented in the past, but have had low positive results due to lack of governmental support and little economic incentive. Educational and enforced intervention programs must be developed in conjunction with governmental agencies in order to successfully eliminate this ongoing problem. Industry leaders offered hopeful suggestions, but revealed limitations when trying to develop encompassing solutions to halt mercury emissions. This research highlights potential options that have been attempted in the past and suggests alternative solutions to improve upon these methods. Some methods include buyer impact recognition, risk assessment proposals exposing a cost-benefit analysis and toxicokinetic modeling, public health awareness campaigns, and the education of miners, healthcare workers, and locals within hazardous areas of mercury exposure. These methods, paired with the implementation of alternative mining techniques, propose a substantial reduction of mercury emissions. Copyright © 2011 Elsevier B.V. All rights reserved.

Defining Uniform Processes for Remediation, Probation and Termination in Residency Training

PubMed Central

Smith, Jessica L.; Lypson, Monica; Silverberg, Mark; Weizberg, Moshe; Murano, Tiffany; Lukela, Michael; Santen, Sally A.

2017-01-01

It is important that residency programs identify trainees who progress appropriately, as well as identify residents who fail to achieve educational milestones as expected so they may be remediated. The process of remediation varies greatly across training programs, due in part to the lack of standardized definitions for good standing, remediation, probation, and termination. The purpose of this educational advancement is to propose a clear remediation framework including definitions, management processes, documentation expectations and appropriate notifications. Informal remediation is initiated when a resident’s performance is deficient in one or more of the outcomes-based milestones established by the Accreditation Council for Graduate Medical Education, but not significant enough to trigger formal remediation. Formal remediation occurs when deficiencies are significant enough to warrant formal documentation because informal remediation failed or because issues are substantial. The process includes documentation in the resident’s file and notification of the graduate medical education office; however, the documentation is not disclosed if the resident successfully remediates. Probation is initiated when a resident is unsuccessful in meeting the terms of formal remediation or if initial problems are significant enough to warrant immediate probation. The process is similar to formal remediation but also includes documentation extending to the final verification of training and employment letters. Termination involves other stakeholders and occurs when a resident is unsuccessful in meeting the terms of probation or if initial problems are significant enough to warrant immediate termination. PMID:28116019

The Urban Ecology Institute's field studies program: utilizing urban areas for experiential learning and ecological research

NASA Astrophysics Data System (ADS)

Starry, O.

2005-05-01

The Urban Ecology Institute (UEI) promotes the stewardship of healthy urban ecosystems by improving science and civic education for middle and high school youth and by working with urban communities to protect and transform natural resources. Established in 1999, UEI's field studies program engages over 1000 youth in the greater Boston area. A substantial component of this program involves water quality monitoring. We have recently adapted protocols from published leaf breakdown studies for incorporation into the UEI water quality curriculum. A 2004 pilot study of these leaf breakdown activities, conducted at four sites, compared rates of red maple breakdown to those of Norway maple, a potentially invasive urban street tree. Preliminary data from this successful pilot study suggest that leaf litter inputs from the two different tree species have varying effects on stream ecosystem function. We present this study as an example of how urban areas can be utilized for both ecological research and inclusive experiential learning through which science and mathematic knowledge can be effectively communicated.

The Health IT Regional Extension Center Program: evolution and lessons for health care transformation.

PubMed

Lynch, Kimberly; Kendall, Mat; Shanks, Katherine; Haque, Ahmed; Jones, Emily; Wanis, Maggie G; Furukawa, Michael; Mostashari, Farzad

2014-02-01

Assess the Regional Extension Center (REC) program's progress toward its goal of supporting over 100,000 providers in small, rural, and underserved practices to achieve meaningful use (MU) of an electronic health record (EHR). Data collected January 2010 through June 2013 via monitoring and evaluation of the 4-year REC program. Descriptive study of 62 REC programs. Primary data collected from RECs were merged with nine other datasets, and descriptive statistics of progress by practice setting and penetration of targeted providers were calculated. RECs recruited almost 134,000 primary care providers (PCPs), or 44 percent of the nation's PCPs; 86 percent of these were using an EHR with advanced functionality and almost half (48 percent) have demonstrated MU. Eighty-three percent of Federally Qualified Health Centers and 78 percent of the nation's Critical Access Hospitals were participating with an REC. RECs have made substantial progress in assisting PCPs with adoption and MU of EHRs. This infrastructure supports small practices, community health centers, and rural and public hospitals to use technology for care delivery transformation and improvement. © Health Research and Educational Trust.

How Two Small Pharmacy Schools' Competency Standards Compare with an International Competency Framework and How Well These Schools Prepare Students for International Placements.

PubMed

Hawboldt, John; Nash, Rose; FitzPatrick, Beverly

2017-03-06

International standards of pharmacy curricula are necessary to ensure student readiness for international placements. This paper explores whether curricula from two pharmacy programs, in Australia and Canada, are congruent with international standards and if students feel prepared for international placements. Nationally prescribed educational standards for the two schools were compared to each other and then against the International Pharmaceutical Federation (FIP) Global Competency Framework. Written student reflections complemented this analysis. Mapping results suggested substantial agreement between the FIP framework and Australia and Canada, with two gaps being identified. Moreover, the students felt their programs prepared them for their international placements. Despite differences in countries, pharmacy programs, and health-systems all students acclimatized to their new practice sites. Implications are that if pharmacy programs align well with FIP, pharmacists should be able to integrate and practise in other jurisdictions that also align with the FIP. This has implications for the mobility of pharmacy practitioners to countries not of their origin of training.

Family planning in Tunisia and Morocco: a summary and evaluation of the recent record.

PubMed

Lapham, R

1971-05-01

Family planning activity during 1969-1970 in Morocco and Tunisia is discussed in terms of 12 criteria (such as leadership, educational services, availability) used to evaluate the programs in the 2 countries. Significant differences between family planning activity in the 2 countries can be seen in the nature of involvement of their governments through the open and public endorsement of family planning by Tunisia's president compared to the reserve of Morocco's king. Although family planning programs in both countries are organized within the Ministries of Health, the Tunisian program is conducted by a separate division, the Department of Family Planning and Maternal and Child Health, while Morocco's program is completely integrated within existing health services, a fusion which seems to create financial problems for the Moroccan family planning efforts. The Tunisian program, when compared to that of Morocco, is also characterized by a greater availability of contraceptives, more postpartum education and information activity, available induced-abortion and sterilization services, more widespread use of mass media and communication techniques and greater success in program evaluation. On a population basis, Tunisia (population of 5.2 million in 1970) has about 3 times the number of acceptors as Morocco (population of 15.4 million). Both programs have record-keeping systems which improved considerably during 1969 and 1970, but neither program has an effective field worker network. While Tunisia's program has demonstrated more success in meeting the criteria than Morocco's program and a slight decline has occurred in the crude birth rate in Tunisia in recent years, much of this decline can be attributed to a rising age at marriage resulting from the government's policies of social development. Evaluation indicated that both countries will have to increase availability of contraceptives and encourage effective use if substantial decreases in the crude birth rate are to be achieved.

Community-level moderators of a school-based childhood sexual assault prevention program.

PubMed

Morris, Matthew C; Kouros, Chrystyna D; Janecek, Kim; Freeman, Rachel; Mielock, Alyssa; Garber, Judy

2017-01-01

Childhood sexual abuse (CSA) is highly prevalent and associated with a wide variety of negative mental and physical health outcomes. School-based CSA education and prevention programs have shown promise, but it is unclear to what extent community-level characteristics are related to their effectiveness. The present cluster randomized controlled trial evaluated community-level moderators of the Safe@Lastprogramcomparedtoawaitlistcontrolcondition.(*) Knowledge gains from pre- to post-intervention were assessed in 5 domains: safe versus unsafe people; safe choices; problem-solving; clear disclosure; and assertiveness. Participants were 1177 students (46% White, 26% African American, 15% Hispanic, 4% Asian American, 6% Other) in grades 1 through 6 from 14 public schools in Tennessee. Multilevel models accounting for the nesting of children within schools revealed large effect sizes for the intervention versus control across all knowledge domains (d's ranged from 1.56 to 2.13). The effectiveness of the program was moderated by mean per capita income and rates of substantiated cases of child abuse and neglect in the community. Intervention effects were stronger for youth living in lower as compared to higher income counties, and for youth attending schools in counties with lower as compared to higher abuse/neglect rates. Child characteristics (sex, race) did not moderate intervention effects. This research identified two community-level factors that predicted the effectiveness of a CSA education and prevention program designed to improve children's knowledge of personal safety skills. School-based CSA prevention programs may require modification for communities with higher rates of child abuse and neglect. Copyright © 2016 Elsevier Ltd. All rights reserved.

Assessing interpersonal and communication skills in radiation oncology residents: a pilot standardized patient program.

PubMed

Ju, Melody; Berman, Abigail T; Hwang, Wei-Ting; Lamarra, Denise; Baffic, Cordelia; Suneja, Gita; Vapiwala, Neha

2014-04-01

There is a lack of data for the structured development and evaluation of communication skills in radiation oncology residency training programs. Effective communication skills are increasingly emphasized by the Accreditation Council for Graduate Medical Education and are critical for a successful clinical practice. We present the design of a novel, pilot standardized patient (SP) program and the evaluation of communication skills among radiation oncology residents. Two case scenarios were developed to challenge residents in the delivery of "bad news" to patients: one scenario regarding treatment failure and the other regarding change in treatment plan. Eleven radiation oncology residents paired with 6 faculty participated in this pilot program. Each encounter was scored by the SPs, observing faculty, and residents themselves based on the Kalamazoo guidelines. Overall resident performance ratings were "good" to "excellent," with faculty assigning statistically significant higher scores and residents assigning lower scores. We found inconsistent inter rater agreement among faculty, residents, and SPs. SP feedback was also valuable in identifying areas of improvement, including more collaborative decision making and less use of medical jargon. The program was well received by residents and faculty and regarded as a valuable educational experience that could be used as an annual feedback tool. Poor inter rater agreement suggests a need for residents and faculty physicians to better calibrate their evaluations to true patient perceptions. High scores from faculty members substantiate the concern that resident evaluations are generally positive and nondiscriminating. Faculty should be encouraged to provide honest and critical feedback to hone residents' interpersonal skills. Copyright © 2014 Elsevier Inc. All rights reserved.

The role of physicians in a community-wide program for prevention of cardiovascular disease: the Minnesota Heart Health Program.

PubMed Central

Mittelmark, M B; Leupker, R V; Grimm, R; Kottke, T E; Blackburn, H

1988-01-01

The Minnesota Heart Health Program (MHHP) aims to reduce cardiovascular disease (CVD) morbidity and mortality by reducing risk factors among the mass of residents in three midwestern communities. A major aspect of the program is the involvement of community physicians because they have high credibility as citizen leaders, especially on health issues. In the MHHP, physicians contributed in a number of ways. The initial contacts with physicians resulted in their providing support and introductions to other community leaders, whose active support was also gained. Physicians sit as members of the central Community Advisory Borads of MHHP and serve on the executive committees of these boards. All MHHP issues related to medical practice are brought before Physicians' Advisory Groups in each community for resolution. Primary care physicians attend MHHP continuing education programs. In a survey of 109 physicians in one of the MHHP communities, 95 percent of respondents believed cigarette smoking to be an important risk factor for CVD, but only 15 percent judged themselves to be effective in dealing with patients who smoked. Forty-one percent of respondents said that elevated blood cholesterol is an important risk factor, but only 20 percent felt effective in treating the condition. Only 18 percent of the physicians in the sample believed that a poor eating pattern plays a substantial role in CVD, and 9 percent felt effective in counseling patients about eating habits. This pattern of results indicates the need not only for continuing education about risk factors for CVD, but also for training to improve patient counseling skills. PMID:3136495

A Brief Educational Intervention in Personal Finance for Medical Residents

PubMed Central

Chou, Calvin L.

2007-01-01

Introduction Although medical educational debt continues to escalate, residents receive little guidance in financial planning. Aim To educate interns about long-term investment strategies. Setting University-based medicine internship program. Program Description An unselected cohort of interns (n = 52; 84% of all interns) underwent a 90-minute interactive seminar on personal finance, focusing on retirement savings. Participants completed a preseminar investor literacy test to assess baseline financial knowledge. Afterward, interns rated the seminar and expressed their intention to make changes to their long-term retirement accounts. After 37 interns had attended the seminar, a survey was administered to all interns to compare actual changes to these accounts between seminar attendees and nonattendees. Measurements and Main Results Interns’ average score on the investor literacy test was 40%, equal to the general population. Interns strongly agreed that the seminar was valuable (average 5.0 on 5-point Likert scale). Of the 46 respondents to the account allocation survey, interns who had already attended the seminar (n = 25) were more likely than interns who had not yet attended (n = 21) to have switched their investments from low to high-yield accounts at the university hospital (64 vs 19%, P = 0.003) and to enroll in the county hospital retirement plan (64 vs 33%, P = 0.07). Conclusions One 90-minute seminar on personal finances leads to significant changes in allocation of tax-deferred retirement savings. We calculate that these changes can lead to substantial long-term financial benefits and suggest that programs consider automatically enrolling trainees into higher yield retirement plans. PMID:17356971

An innovative model of diabetes care and delivery: the St. Joseph's Primary Care Diabetes Support Program (SJHC PCDSP).

PubMed

Reichert, Sonja M; Harris, Stewart; Harvey, Betty

2014-06-01

The majority of diabetes care in Canada is provided within the primary healthcare setting. It is delivered in a variety of models ranging from the physician working in a solo fee-for-service practice to an interprofessional team setting with specialist collaboration. To augment diabetes-related health services, the Ontario government has provided substantial funding to support community diabetes education programs. These models and initiatives are improving diabetes outcomes, and continued evolution of these programs can provide even greater outcomes. The St. Joseph's Primary Care Diabetes Support Program (SJHC PCDSP) is an innovative model that incorporates multidisciplinary allied health professionals together with physician support to provide care for more than 3000 patients in London, Ontario, Canada. It embodies the Canadian Diabetes Association (CDA)'s Organizations of Care recommendations to combine patient education and self-management with active medical support at each clinic encounter, all while embodying the tenets of primary care. A brief review of primary healthcare reform is provided to explain how the SJHC PCDSP combines features of current models in a unique format so as to deliver exceptional patient care. By providing a detailed description of the services delivered at the SJHC PCDSP, it is hoped that both specialists and primary care providers consider using and adapting approaches to diabetes management based on this innovative model to optimize their practices. Copyright © 2014 Canadian Diabetes Association. Published by Elsevier Inc. All rights reserved.

Preventing child abuse and neglect with parent training: evidence and opportunities.

PubMed

Barth, Richard P

2009-01-01

Researchers have identified four common co-occurring parental risk factors-substance abuse, mental illness, domestic violence, and child conduct problems-that lead to child maltreatment. The extent to which maltreatment prevention programs must directly address these risk factors to improve responsiveness to parenting programs or can directly focus on improving parenting skills, says Richard Barth, remains uncertain. Barth begins by describing how each of the four parental issues is related to child maltreatment. He then examines a variety of parent education interventions aimed at preventing child abuse. He cautions that many of the interventions have not been carefully evaluated and those that have been have shown little effect on child maltreatment or its risk factors. Although some argue that parent education cannot succeed unless family problems are also addressed, much evidence suggests that first helping parents to be more effective with their children can address mental health needs and improve the chances of substance abuse recovery. Barth recommends increased public support for research trials to compare the effectiveness of programs focused on parenting education and those aiming to reduce related risk factors. Child welfare services and evidence-based parent training, says Barth, are in a period of transformation. Evidence-based methods are rapidly emerging from a development phase that has primarily involved local and highly controlled studies into more national implementation and greater engagement with the child welfare system. The next step is effectiveness trials. Citing the importance and success of multifaceted campaigns in public health policy, Barth discusses a multifaceted parenting campaign that has demonstrated substantial promise in several large trials. The goal of the Triple P-Positive Parenting Program is to help parents deal with the full gamut of children's health and behavioral issues. The campaign includes five levels of intervention, each featuring a different means of delivery and intensity of service. More broadly, Barth suggests that the evidence-based Triple P approach offers a general framework that could be used to guide the future evolution of parenting programs.

The Efficacy of an American Indian Culturally-Based Risk Prevention Program for Upper Elementary School Youth Residing on the Northern Plains Reservations.

PubMed

Usera, John J

2017-04-01

Culturally-based risk behavior prevention programs for American Indian elementary school children are sparse. Thus a group of American Indian educators collaborated in the creation of a program that helps children make healthy decisions based on their cultural and traditional value system. In this paper the effectiveness of Lakota Circles of Hope (LCH), an elementary school culturally-based prevention program was studied and evaluated. Three cohorts of fourth and fifth graders participated in a mixed methods quasi-experimental evaluative research design that included focus groups and surveys prior to and following the intervention. Five research questions regarding the program's impact on students' self-esteem and self-efficacy, Lakota identity, communication, conflict resolution and risk behaviors were addressed in this study. Participants were compared to non-participants in three American Indian reservation school sites. Educators completed a survey to record their observations and feedback regarding the implementation of the program within their respective school sites. The study provides preliminary evidence that, when delivered with fidelity, LCH contributes to statistically significant changes in risk behaviors, Lakota identity, respect for others, and adult and parent communication. A two-way multivariate analysis of variance with post hoc analysis of data collected from the LCH participants (N = 1392) were used to substantiate a significant increase in respect for others and a decrease in risk behaviors which included alcohol, tobacco, and substance use at the 0.10 alpha level. Significant positive improvements in parent and adult communication and an increased Lakota identity at the 0.01 alpha level were obtained. There were no significant differences in self-esteem and conflict resolution from pre to post intervention and in comparison with non LCH participating students.

Academic program models for undergraduate biomedical engineering.

PubMed

Krishnan, Shankar M

2014-01-01

There is a proliferation of medical devices across the globe for the diagnosis and therapy of diseases. Biomedical engineering (BME) plays a significant role in healthcare and advancing medical technologies thus creating a substantial demand for biomedical engineers at undergraduate and graduate levels. There has been a surge in undergraduate programs due to increasing demands from the biomedical industries to cover many of their segments from bench to bedside. With the requirement of multidisciplinary training within allottable duration, it is indeed a challenge to design a comprehensive standardized undergraduate BME program to suit the needs of educators across the globe. This paper's objective is to describe three major models of undergraduate BME programs and their curricular requirements, with relevant recommendations to be applicable in institutions of higher education located in varied resource settings. Model 1 is based on programs to be offered in large research-intensive universities with multiple focus areas. The focus areas depend on the institution's research expertise and training mission. Model 2 has basic segments similar to those of Model 1, but the focus areas are limited due to resource constraints. In this model, co-op/internship in hospitals or medical companies is included which prepares the graduates for the work place. In Model 3, students are trained to earn an Associate Degree in the initial two years and they are trained for two more years to be BME's or BME Technologists. This model is well suited for the resource-poor countries. All three models must be designed to meet applicable accreditation requirements. The challenges in designing undergraduate BME programs include manpower, facility and funding resource requirements and time constraints. Each academic institution has to carefully analyze its short term and long term requirements. In conclusion, three models for BME programs are described based on large universities, colleges, and community colleges. Model 1 is suitable for research-intensive universities. Models 2 and 3 can be successfully implemented in higher education institutions with low and limited resources with appropriate guidance and support from international organizations. The models will continually evolve mainly to meet the industry needs.

[Teenagers and crime: a dark day of justice].

PubMed

Rossi, Gustavo Pablo

2013-01-01

The methods of intervention and/or treatment of children/teenagers under 18 years old who are accused or found guilty of crimes are analyzed taking into consideration multidisciplinary intervention tools, especially those including any kind of 'psy' outpatient care. These programs, which are usually deployed in the social milieu, involve a conflictive junction between the fields of Law and Mental Health. It shall be required to review the different social responses to such children and teenagers and the current state of legal discussions in order to reflect upon the singular inclusion of the therapeutic approach to these complex contexts, where the 'socio-educational' aspect has occupied a substantial position.

Education in Lithuania: Reviews of National Policies for Education

ERIC Educational Resources Information Center

OECD Publishing, 2016

2016-01-01

Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania's education system is to help the nation respond effectively to economic opportunities and…

Supporting patients treated for prostate cancer: a video vignette study with an email-based educational program in general practice.

PubMed

Jiwa, Moyez; Halkett, Georgia; Meng, Xingqiong; Pillai, Vinita; Berg, Melissa; Shaw, Tim

2014-02-26

Men who have been treated for prostate cancer in Australia can consult their general practitioner (GP) for advice about symptoms or side effects at any time following treatment. However, there is no evidence that such men are consistently advised by GPs and patients experience substantial unmet need for reassurance and advice. The intent of the study was to evaluate a brief, email-based educational program for GPs to manage standardized patients presenting with symptoms or side effects months or years after prostate cancer treatment. GPs viewed six pairs of video vignettes of actor-patients depicting men who had been treated for prostate cancer. The actor-patients presented problems that were attributable to the treatment of cancer. In Phase 1, GPs indicated their diagnosis and stated if they would prescribe, refer, or order tests based on that diagnosis. These responses were compared to the management decisions for those vignettes as recommended by a team of experts in prostate cancer. After Phase 1, all the GPs were invited to participate in an email-based education program (Spaced Education) focused on prostate cancer. Participants received feedback and could compare their progress and their performance with other participants in the study. In Phase 2, all GPs, regardless of whether they had completed the program, were invited to view another set of six video vignettes with men presenting similar problems to Phase 1. They again offered a diagnosis and stated if they would prescribe, refer, or order tests based on that diagnosis. In total, 64 general practitioners participated in the project, 57 GPs participated in Phase 1, and 45 in Phase 2. The Phase 1 education program was completed by 38 of the 57 (59%) participants. There were no significant differences in demographics between those who completed the program and those who did not. Factors determining whether management of cases was consistent with expert opinion were number of sessions worked per week (OR 0.78, 95% CI 0.67-0.90), site of clinical practice (remote practice, OR 2.25, 95% CI 1.01-5.03), number of patients seen per week (150 patients or more per week, OR 10.66, 95% CI 3.40-33.48), and type of case viewed. Completion of the Spaced Education did impact whether patient management was consistent with expert opinion (not completed, OR 0.88, 95% CI 0.5-1.56). The management of standardized patients by GPs was particularly unlikely to be consistent with expert opinion in the management of impotence and bony metastasis. There was no evidence from this standardized patient study that Spaced Education had an impact on the management of patients in this context. However, the program was not completed by all participants. Practitioners with a greater clinical load were more likely to manage cases as per expert opinion.

Comparative analysis of specialization in palliative medicine processes within the World Health Organization European region.

PubMed

Centeno, Carlos; Bolognesi, Deborah; Biasco, Guido

2015-05-01

Palliative medicine (PM), still in the development phase, is a new, growing specialty aimed at caring for both oncology and non-oncology patients. There is still confusion about the training offered in the various European PM certification programs. To provide a detailed, comparative update and analysis of the PM certification process in Europe, including the different training approaches and their main features. Experts from each country completed an online survey addressing historical background, program name, training requirements, length of time in training, characteristic and content, official certifying institution, effectiveness of accreditation, and 2013 workforce capacity. We prepared a comparative analysis of the data provided. In 2014, 18 of 53 European countries had official programs on specialization in PM (POSPM): Czech Republic, Denmark, Finland, France, Georgia, Germany, Hungary, Ireland, Israel, Italy, Latvia, Malta, Norway, Poland, Portugal, Romania, Slovakia, and the U.K. Ten of these programs were begun in the last five years. The PM is recognized as a "specialty," "subspecialty," or "special area of competence," with no substantial differences between the last two designations. The certification contains the term "palliative medicine" in most countries. Clinical training varies, with one to two years being the most frequent duration. There is a clear trend toward establishing the POSPM as a mandatory condition for obtaining a clinical PM position in countries' respective health systems. PM is growing as a specialization field in Europe. Processes leading to certification are generally long and require substantial clinical training. The POSPM education plans are heterogeneous. The European Association for Palliative Care should commit to establishing common learning standards, leading to additional European-based recognition of expertise in PM. Copyright © 2015 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.

Personal and Professional Well-Being of Surgical Residents in New England.

PubMed

Yoo, Peter S; Tackett, John J; Maxfield, Mark W; Fisher, Rosemarie; Huot, Stephen J; Longo, Walter E

2017-06-01

Although there is increasing literature about burnout and attrition among surgeons, little is known about personal and professional well-being of surgical trainees. General surgery residents from the 6 New England states participated in a cross-sectional, qualitative, self-reported survey to assess the domains of personal health maintenance, personal finance, work environment, and fatigue management as they relate to surgical training. All surgical residency programs in the New England region were invited to participate. Of these 19 programs, 10 elected to participate in the study. Three hundred and sixty-three total trainees were contacted with requests to participate, and 166 completed responses to the survey, resulting in a response rate of 44.9%. Ninety percent of respondents identified their programs as "university or academic." Substantial cohorts reported that during training they lacked basic healthcare maintenance visits (54%) and had undesired weight gain (44%). Although most found their stipends adequate, three-quarters worried about their finances (75%) and reported substantial educational debt (45%). Most residents enjoyed coming to work; however, the vast majority reported that work-related stress is moderate to extreme (92%). Most also reported that work-related stress negatively affects their overall well-being (72%). The mean Epworth Sleepiness Scale score among respondents was 14, consistent with moderate excessive daytime sleepiness. Surgical trainee well-being is critical to optimal patient care, career development, and burnout reduction. Surgical residents attend to their own preventive health maintenance, finances, sleep, and stress reduction with variable success. Residency programs should make modest programmatic accommodations to allow trainees to tend to various aspects of their personal well-being. Copyright © 2017. Published by Elsevier Inc.

The tacit dimension of clinical judgment.

PubMed Central

Goldman, G. M.

1990-01-01

Two distinct views of the nature of clinical judgment are identified and contrasted. The dominant view that clinical judgment is a fully explicit process is compared to the relatively neglected view that tacit knowledge plays a substantial role in the clinician's mental operations. The tacit dimension of medical thinking is explored at length. The discussion suggests severe limits when applying decision analysis, expert systems, and computer-aided cost-benefit review to medicine. The goals and practices of postgraduate medical education are also examined from this perspective, as are various other implications for the clinician. The paper concludes that it is valuable to explore the nature of medical thinking in order to improve clinical practice and education. Such explorations should, however, take cognizance of the often overlooked tacit dimension of clinical judgment. Possible constraints on the medical applicability of both formal expert systems and heavily didactic instructional programs are considered. PMID:2356625

Qatar: Energy and development

DOE Office of Scientific and Technical Information (OSTI.GOV)

El Mallakh, R.

Despite the traumas that have been experienced in the Arabian Gulf over the past five years, Qatar has been remarkably successful in smoothing the transition of its economy from recession and oil glut to recovery and stabilization. This book examines the characteristics of Qatar's economic and social development that have assisted this process. These characteristics include; moderation in the development policy and the avoidance of excessive haste; a cohesive sense of political identity; and a relatively well educated labor force derived from an educational program that was in place prior to the oil boom. Qatar has also maintained a moderatemore » policy within OPEC. During the price hikes of 1979-80, caused by cutbacks in Iranian exports, Qatar maintained its policy of restraint; this was an important factor in permitting Qatar to confront the substantial drop in oil-generated revenues faced by all the oil exporters in 1982-84.« less

A One-year Case Study: Understanding the Rich Potential of Project-based Learning in a Virtual Reality Class for High School Students

NASA Astrophysics Data System (ADS)

Morales, Teresa M.; Bang, EunJin; Andre, Thomas

2013-10-01

This paper presents a qualitative case analysis of a new and unique, high school, student-directed, project-based learning (PBL), virtual reality (VR) class. In order to create projects, students learned, on an independent basis, how to program an industrial-level VR machine. A constraint was that students were required to produce at least one educational application of VR. This study incorporated in-depth classroom observations, interviews with students, analyses of student projects, and surveys of parents and teachers to examine the social and learning processes in the class, and the nature of content learning represented in student projects. The results demonstrated that PBL can be effective even with minimal teacher guidance. The findings substantiate an educational approach rich with promise, for at least some students, that deserves considerable additional study to maximize its powerful potentials for independent and peer-mentored learning.

Shuttle Centaur engine cooldown evaluation and effects of expanded inlets on start transient

NASA Technical Reports Server (NTRS)

1987-01-01

As part of the integration of the RL10 engine into the Shuttle Centaur vehicle, a satisfactory method of conditioning the engine to operating temperatures had to be established. This procedure, known as cooldown, is different from the existing Atlas Centaur due to vehicle configuration and mission profile differenced. The program is described, and the results of a Shuttle Centaur cooldown program are reported. Mission peculiarities cause substantial variation in propellant inlet conditions between the substantiated Atlas Centaur and Shuttle Centaur with the Shuttle Centaur having much larger variation in conditions. A test program was conducted to demonstrate operation of the RL10 engine over the expanded inlet conditions. As a result of this program, the Shuttle Centaur requirements were proven satisfactory. Minor configuration changes incorporated as a result of this program provide substantial reduction in cooldown propellant consumption.

The Diabetes Management Education Program in South Texas: An Economic and Clinical Impact Analysis.

PubMed

Kash, Bita A; Lin, Szu-Hsuan; Baek, Juha; Ohsfeldt, Robert L

2017-01-01

Diabetes is a major chronic disease that can lead to serious health problems and high healthcare costs without appropriate disease management and treatment. In the United States, the number of people diagnosed with diabetes and the cost for diabetes treatment has dramatically increased over time. To improve patients' self-management skills and clinical outcomes, diabetes management education (DME) programs have been developed and operated in various regions. This community case study explores and calculates the economic and clinical impacts of expanding a model DME program into 26 counties located in South Texas. The study sample includes 355 patients with type 2 diabetes and a follow-up hemoglobin A1c level measurement among 1,275 individuals who participated in the DME program between September 2012 and August 2013. We used the Gilmer's cost differentials model and the United Kingdom Prospective Diabetes Study (UKPDS) Risk Engine methodology to predict 3-year healthcare cost savings and 10-year clinical benefits of implementing a DME program in the selected 26 Texas counties. Changes in estimated 3-year cost and the estimated treatment effect were based on baseline hemoglobin A1c level. An average 3-year reduction in medical treatment costs per program participant was $2,033 (in 2016 dollars). The total healthcare cost savings for the 26 targeted counties increases as the program participation rate increases. The total projected cost saving ranges from $12 million with 5% participation rate to $185 million with 75% participation rate. A 10-year outlook on additional clinical benefits associated with the implementation and expansion of the DME program at 60% participation is estimated to result in approximately 4,838 avoided coronary heart disease cases and another 392 cases of avoided strokes. The implementation of this model DME program in the selected 26 counties would contribute to substantial healthcare cost savings and clinical benefits. Organizations that provide DME services may benefit from reduction in medical treatment costs and improvement in clinical outcomes for populations with diabetes.

Paucity of family planning.

PubMed

Hawkins, C

1988-04-01

A wall chart compiled by the Population Crisis Committee of Washington D.C. called "World Access to Birth Control" is described. The chart compares developing countries and developed countries with respect to need of effective contraception, using data from the World Fertility Surveys. Up to 250 million women need contraception; a substantial percentage want no more children, over half in several large countries. The chart ranks the United Kingdom as 1st in providing family planning services, information, education and advertising. All of the developed countries were considered good except Russia and Romania, although some had deficiencies, such as Japan for lacking sterilization services. The U.S. ranked 7th, failing to provide women the full range of contraceptive methods, to provide adequate sex education and services to adolescents, and to publish information and adequate advertising about birth control. The USSR was placed 14th on the list of 15 because of poor quality and erratic supplies. Among the developing countries, Libya, Kampuchea and Laos were cited as having no services whatsoever. In contrast, several Asian national family planning programs, notably China, Taiwan, Singapore, South Korea and Hong Kong, had such excellent programs that fertility had declined over 30% in 15 years. In China, fertility has fallen 50% in that time.

A public health approach to cholesterol. Confronting the 'TV-auto-supermarket society'.

PubMed Central

Bodenheimer, T.

1991-01-01

Coronary heart disease has been proved to be associated with a "high-risk" diet and with elevated blood cholesterol levels. The National Cholesterol Education Program has embarked on a campaign based on intensive medical treatment of 60 million Americans with high blood cholesterol levels, but the degree of benefit of dietary change or pharmaceutical intervention or both to reduce blood cholesterol values remains a subject of disagreement within the scientific community. Evidence from comparative international studies suggests that to lower coronary heart disease mortality substantially, dietary alterations and general societal changes must be greater than those possible under the National Cholesterol Education Program's approach of physician-centered patient counseling. The nation's priority to prevent coronary heart disease should be a public policy approach, the goal of which is to reduce for the entire population all coronary disease risk factors. In the dietary area, three proposals to reduce the availability of atherogenic foods are the use of warning labels on atherogenic foods, the prohibition of advertising for such high-risk foods, and the imposition of an excise tax on the same foods. We must confront the "TV-auto-supermarket society" that underlies our nation's high rate of coronary heart disease. PMID:2028608

American surgery and the Affordable Care Act.

PubMed

Stain, Steven C; Hoyt, David B; Hunter, John G; Joyce, Geoffrey; Hiatt, Jonathan R

2014-09-01

The Affordable Care Act (ACA) attempts to change the way we finance and deliver health care by coordinating the delivery of primary, specialty, and hospital services in accountable care organizations. The ways in which accountable care organizations will develop and evolve is unclear; however, the effects on surgeons and their patients will be substantial. High-value care in the ACA emphasizes quality, safety, resource use and appropriateness, and the patient's experience of care. Payment will be linked to these principles. Department chairs overseeing a clinical enterprise in academic medical centers now must add financial and quality measures to the traditional missions of education, research, and clinical service. At a time when surgical training is in dramatic evolution, with work hour limitations for residents and an emphasis on quality, productivity, and increasing oversight of trainees for faculty, residency programs will need to meet the increasing demands of an aging population and newly insured patients under the ACA. The American College of Surgeons, with its century-long commitment to quality improvement, research-based standards, and performance measurement and verification, has begun its Inspiring Quality Campaign, is developing new educational tools, and is preparing proposals for payment reform based on surgeons' participation in quality programs.

PSYCHOLOGY IN THE TEACHER PREPARATION PROGRAM.

ERIC Educational Resources Information Center

HERBERT, JOHN; WILLIAMS, DONALD

SUBSTANTIAL CHANGE IN THE FORM AND SUBSTANCE OF PSYCHOLOGY OFFERINGS IN TEACHER PREPARATION PROGRAMS MAY BE IMMINENT. ALTHOUGH THERE SEEMS TO BE SUBSTANTIAL AGREEMENT THAT PSYCHOLOGY SHOULD BE TAUGHT, AGREEMENT THAT CHANGES MUST BE MADE IS GENERAL. COURSE OBJECTIVES FORMULATED BY THE PSYCHOLOGICAL FOUNDATIONS PLANNING GROUP ARE LISTED. IT IS…

The meaning and application of medical accreditation standards.

PubMed

Kassebaum, D G; Eaglen, R H; Cutler, E R

1997-09-01

The authors examined the operational meaning of the 48 items that state the accreditation standards for teaching, learning, and evaluation in medical school, and determined the extent to which these standards were applied by schools and by on-site evaluators for 59 programs surveyed by the Liaison Committee on Medical Education (LCME) in 1994-1996. In this study, "application" meant that evidence was offered, not necessarily that it proved compliance with the standard. The data sources employed were the medical education databases and self-studies prepared by schools undergoing accreditation surveys, and the reports prepared by ad hoc teams of surveyors. The frequency with which evidence of compliance was offered by the schools and cited by evaluators was determined for each of the 48 accreditation requirements. In addition, the authors compared the patterns of surveyors' concerns about noncompliance at schools surveyed during 1984-1986 and at those visited during 1994-1996. In 1994-1996, schools addressed 42 of the 48 accreditation requirements in 90% of instances of more. The areas of particularly low attention dealt with the definition and communication of educational objectives (47% of schools provided evidence); faculty authority and control of academic programs in clinical affiliates (12%); and the faculty's commitment to being effective teachers and their understanding of pedagogy, curricular design, and methods of evaluation (8%). Survey teams, in contrast, accounted in their reports for only 26 (55%) of the standards during the same time period. Among those least frequently addressed were the definition and communication of educational objectives by schools (accounted for in 59% of the reports); assessment of students' problem-solving ability (51%); comparability of educational experiences and student evaluation across dispersed teaching sites (49%); faculty understanding of pedagogy, curriculum construction, and the evaluation of students (8%); faculty authority and control of academic programs in clinical affiliates (7%); and knowledge of the administration and faculty about methods for measuring student performance (2%). Over the past decade, surveyors' most frequently cited concerns about schools' noncompliance with accreditation standards dealt with student counseling and health services, institutional financial and space/facilities resources, faculty issues, and vacant decanal and department chair positions. Next in order were concerns about various aspects of the educational program leading to the MD degree. Among the high-profile concerns about the educational program that increased significantly over the decade were those about curriculum design, management, and evaluation; primary/ambulatory care experiences; and student advancement policies and due-process issues. Schools paid high attention to most of the 48 standards, in large part because they were prompted by the formatting of the medical education database and self-study guidelines. In those instances of lesser attention, the fault lies as much or more with ambiguities in the construction and meaning of the standards as with institutional laxity. The surveyors' inattention to accreditation standards is more troubling. In some cases it can be attributed to uncertainties about the meaning of the requirements and the quantities that need to be audited; or surveyors may be comfortable reaching a "substantial compliance" threshold without adducing all the evidence. The authors argue that many of the standards given scant attention on surveys are important to educational program development and quality control. The LCME will need to consider whether more prominent definition and highlighting should be given to neglected standards, or whether some of the requirements are at the margin as quality indicators. A planned survey of communities of interest-educators, practitioners, students, graduates, and residency program directors, among others-may help confirm

Framework for the design and delivery of organized physical activity sessions for children and adolescents: rationale and description of the 'SAAFE' teaching principles.

PubMed

Lubans, David R; Lonsdale, Chris; Cohen, Kristen; Eather, Narelle; Beauchamp, Mark R; Morgan, Philip J; Sylvester, Benjamin D; Smith, Jordan J

2017-02-23

The economic burden of inactivity is substantial, with conservative estimates suggesting the global cost to health care systems is more than US$50 billion. School-based programs, including physical education and school sport, have been recommended as important components of a multi-sector, multi-system approach to address physical inactivity. Additionally, community sporting clubs and after-school programs (ASPs) offer further opportunities for young people to be physically active outside of school. Despite demonstrating promise, current evidence suggests school-based physical activity programs, community sporting clubs and ASPs are not achieving their full potential. For example, physical activity levels in physical education (PE) and ASP sessions are typically much lower than recommended. For these sessions to have the strongest effects on young people's physical activity levels and their on-going physical literacy, they need to improve in quality and should be highly active and engaging. This paper presents the Supportive, Active, Autonomous, Fair, Enjoyable (SAAFE) principles, which represent an evidence-based framework designed to guide the planning, delivery and evaluation of organized physical activity sessions in school, community sport and ASPs. In this paper we provide a narrative and integrative review of the conceptual and empirical bases that underpin this framework and highlight implications for knowledge translation and application.

Health, Education, and the Post-Retirement Evolution of Household Assets

PubMed Central

Poterba, James; Venti, Steven; Wise, David A.

2013-01-01

We explore the relationship between education and the evolution of wealth after retirement. Asset growth following retirement depends in part on health capital and financial capital accumulated prior to retirement, which in turn are strongly related to educational attainment. These “initial conditions” at retirement can have a lingering effect on subsequent asset evolution. We aim to disentangle the effects of education that operate through health and financial pathways (such as Social Security benefits and the general level of health) prior to retirement from the effects of education that impinge directly on asset evolution after retirement. We also consider the additional effects of education that are not captured through these pathways. We find a substantial effect of education on asset growth through each of the pathways as well as a substantial additional effect not captured by the identified pathways. PMID:24904710

Advancing women and closing the leadership gap: the Executive Leadership in Academic Medicine (ELAM) program experience.

PubMed

Richman, R C; Morahan, P S; Cohen, D W; McDade, S A

2001-04-01

Women are persistently underrepresented in the higher levels of academic administration despite the fact that they have been entering the medical profession in increasing numbers for at least 20 years and now make up a large proportion of the medical student body and fill a similar proportion of entry level positions in medical schools. Although there are no easy remedies for gender inequities in medical schools, strategies have been proposed and implemented both within academic institutions and more broadly to achieve and sustain the advancement of women faculty to senior level positions. Substantial, sustained efforts to increase programs and activities addressing the major obstacles to advancement of women must be put in place so that the contributions of women can be fully realized and their skills fittingly applied in meeting the medical education and healthcare needs of all people in the 21st century.

Professionalism and Communication Education in Pediatric Critical Care Medicine: The Learner Perspective.

PubMed

Turner, David A; Fleming, Geoffrey M; Winkler, Margaret; Lee, K Jane; Hamilton, Melinda F; Hornik, Christoph P; Petrillo-Albarano, Toni; Mason, Katherine; Mink, Richard

2015-01-01

Communication and professionalism are often challenging to teach, and the impact of the use of a given approach is not known. We undertook this investigation to establish pediatric critical care medicine (PCCM) trainee perception of education in professionalism and communication and to compare their responses from those obtained from PCCM fellowship program directors. The Education in Pediatric Intensive Care (E.P.I.C.) Investigators used the modified Delphi technique to develop a survey examining teaching of professionalism and communication. After piloting, the survey was sent to all 283 PCCM fellows in training in the United States. Survey response rate was 47% (133 of 283). Despite high rates of teaching overall, deficiencies were noted in all areas of communication and professionalism assessed. The largest areas of deficiency included not being specifically taught how to communicate: as a member of a nonclinical group (reported in 24%), across a broad range of socioeconomic and cultural backgrounds (19%) or how to provide consultation outside of the intensive care unit (17%). Only 50% of fellows rated education in communication as "very good/excellent." However, most felt confident in their communication abilities. For professionalism, fellows reported not being taught accountability (12%), how to conduct a peer review (12%), and how to handle potential conflict between personal beliefs, circumstances, and professional values (10%). Fifty-seven percent of fellows felt that their professionalism education was "very good/excellent," but nearly all expressed confidence in these skills. Compared with program directors, fellows reported more deficiencies in both communication and professionalism. There are numerous components of communication and professionalism that PCCM fellows perceive as not being specifically taught. Despite these deficiencies, fellow confidence remains high. Substantial opportunities exist to improve teaching in these areas. Copyright © 2015 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Physical activity patterns in American high school students. Results from the 1990 Youth Risk Behavior Survey.

PubMed

Heath, G W; Pratt, M; Warren, C W; Kann, L

1994-11-01

To assess by self-reported participation in vigorous physical activity, the quantity and quality of school physical education, team sports, and television watching among 11,631 American high school students. Of all students in grades 9 through 12, 37% reported engaging in 20 minutes of vigorous physical activity three or more times per week. Participation in vigorous physical activity was higher among boys than girls (P < .01) and higher among white students than among those of other races and ethnic groups (P < .01). Overall, 43.7% of boys and 52% of girls reported that they were not enrolled in physical education classes. Of the students who reported attending physical education class during the past 2 weeks, 33.2% reported exercising 20 minutes or more in physical education class three to five times per week. In contrast, rates of participation in varsity and junior varsity sports remained constant across grade levels, but participation in recreational physical activity programs showed a lesser magnitude and also decreased with advancing grade. More than 70% of students reported spending at least 1 hour watching television each school day, and more than 35% reported watching television 3 hours or more each school day. Participation in vigorous physical activity and physical education class time devoted to physical activity are substantially below the goals set in Healthy People 2000. As students move toward graduation, we observed disturbing declines in participation in community recreation programs and overall vigorous activity. Students appear to spend considerably more time watching television than participating in physical activity. Public health efforts should focus on increasing the physical activity levels of our youth to enhance their current well-being and to reduce the risks of future chronic disease.

A National Survey on the Effect of the Geriatric Academic Career Award in Advancing Academic Geriatric Medicine.

PubMed

Foley, Kevin T; Luz, Clare C; Hanson, Katherine V; Hao, Yuning; Ray, Elisia M

2017-05-01

A workforce that understands principles of geriatric medicine is critical to addressing the care needs of the growing elderly population. This will be impossible without a substantial increase in academicians engaged in education and aging research. Limited support of early-career clinician-educators is a major barrier to attaining this goal. The Geriatric Academic Career Award (GACA) was a vital resource that benefitted 222 junior faculty members. GACA availability was interrupted in 2006, followed by permanent discontinuation after the Geriatrics Workforce Education Program (GWEP) subsumed it in 2015, leaving aspiring clinician-educators with no similar alternatives. GACA recipients were surveyed in this cross-sectional, multimethod study to assess the effect of the award on career development, creation and dissemination of educational products, funding discontinuation consequences, and implications of program closure for the future of geriatric health care. Uninterrupted funding resulted in fulfillment of GACA goals (94%) and overall career success (96%). Collectively, awardees reached more than 40,700 learners. Funding interruption led to 55% working additional hours over and above an increased clinical workload to continue their GACA-related research and scholarship. Others terminated GACA projects (36%) or abandoned academic medicine altogether. Of respondents currently at GWEP sites (43%), only 13% report a GWEP budget including GACA-like support. Those with GWEP roles attributed their current standing to experience gained through GACA funding. These consequences are alarming and represent a major setback to academic geriatrics. GACA's singular contribution to the mission of geriatric medicine must prompt vigorous efforts to restore it as a distinct funding opportunity. © 2017, Copyright the Authors Journal compilation © 2017, The American Geriatrics Society.

Training and Resource Needs of Teachers Who Provide HIV Education to Special Population Students

ERIC Educational Resources Information Center

Sawyer, Richard J.; Blake, Susan; Ledsky, Rebecca; Goodenow, Carol; Evans, Doug

2004-01-01

This study identified substantial training and resource needs for special education (SPED), transitional bilingual education/ English as a Second Language (TBE/ESL), and general education (GENED) HIV education teachers relative to providing appropriate, effective HIV education to students with disabilities (SWD) and language minority/Limited…

National Rehabilitation and Development Plan, 1984-1987.

PubMed

1987-01-01

This document reprints sections of Bolivia's National Rehabilitation and Development Plan for 1984-87. The plan identifies Bolivia's greatest problem as the low growth rate of its productive population and calls for a redistribution of population in accordance with the optimal exploitation of the country's natural resources. A further objective, contingent upon a substantial improvement in the nutrition and health of the population, is to improve the country's educational system. The growth rate of the population must be increased in accordance with a strategy that allows productivity to increase even faster. The required changes in demographics include a rapid increase in life expectancy at birth, an increase in agriculturally-oriented immigration, and moderate urban growth. Specific policies include providing education to increase literacy, promoting breast feeding and health as well as the rights of women, eliminating sex discrimination in formal education, reducing mortality, influencing migration and population settlements, and promoting agricultural technology. Specific health initiatives should lead to increased accessibility to medical care, research to identify health problems related to specific populations, promotion of breast feeding, promotion of community participation in provision of health services, development of sanitation programs, and promotion of sex education to reduce the incidence of unsafe abortion.

Australian Education in Cross-National Perspective: A Comparative Analysis with France.

ERIC Educational Resources Information Center

Teese, Richard

1988-01-01

Compares Australian and French postcompulsory education delivery systems, focusing on participation by young people within respective frameworks. Examines substantial difference between teenagers' educational participation in two countries, reflecting basically different organizational frameworks. Examines educational stratification, suggesting…

Does Human Capital Raise Earnings for Immigrants in the Low-Skill Labor Market?

PubMed Central

HALL, MATTHEW; FARKAS, GEORGE

2008-01-01

We use monthly Survey of Income and Program Participation data from 1996–1999 and 2001–2003 to estimate the determinants of differentiation in intercepts and slopes for age/earnings profiles of low-skill immigrant and native male workers. Our findings provide further depth of understanding to the “mixed” picture of earnings determination in the low-skill labor market that has been reported by others. On the positive side, many immigrants are employed in similar occupations and industries as natives. Both groups show substantial wage gains over time and generally receive similar returns to years of schooling completed. Immigrants also receive substantial returns to acculturation, measured as age at arrival and English language skill. These results cast doubt on the strong version of segmented labor market theory, in which low-skill immigrants are permanently consigned to dead-end jobs with no wage appreciation. On the negative side, immigrants earn approximately 24% less than natives and are less likely to occupy supervisory and managerial jobs. Latino immigrants receive lower returns to education than do white immigrants. Furthermore, age at arrival and language ability do not explain the lower returns to education experienced by Latino immigrants. These results suggest that Latino immigrants in particular may suffer from barriers to mobility and/or wage discrimination. Whether these negative labor market experiences occur primarily for illegal immigrants remains unknown. PMID:18939664

Does human capital raise earnings for immigrants in the low-skill labor market?

PubMed

Hall, Matthew; Farkas, George

2008-08-01

We use monthly Survey of Income and Program Participation data from 1996-1999 and 2001-2003 to estimate the determinants of differentiation in intercepts and slopes for age/earnings profiles of low-skill immigrant and native male workers. Our findings provide further depth of understanding to the "mixed"picture of earnings determination in the low-skill labor market that has been reported by others. On the positive side, many immigrants are employed in similar occupations and industries as natives. Both groups show substantial wage gains over time and generally receive similar returns to years of schooling completed. Immigrants also receive substantial returns to acculturation, measured as age at arrival and English language skill. These results cast doubt on the strong version of segmented labor market theory, in which low-skill immigrants are permanently consigned to dead-end jobs with no wage appreciation. On the negative side, immigrants earn approximately 24% less than natives and are less likely to occupy supervisory and managerial jobs. Latino immigrants receive lower returns to education than do white immigrants. Furthermore, age at arrival and language ability do not explain the lower returns to education experienced by Latino immigrants. These results suggest that Latino immigrants in particular may suffer from barriers to mobility and/or wage discrimination. Whether these negative labor market experiences occur primarily for illegal immigrants remains unknown.

Education Policy Outlook: Slovenia

ERIC Educational Resources Information Center

Peterka, Judith; Field, Simon; Figueroa, Diana Toledo; Golden, Gillian; Jankova, Bojana; Fraccola, Sylvain

2016-01-01

This policy profile on education in Slovenia is part of the "Education Policy Outlook" series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the OECD's substantial comparative and sectoral knowledge base, the series offers a comparative outlook on education policy by providing…

Education Policy Outlook: Poland

ERIC Educational Resources Information Center

Fraccola, Sylvain; Jarczewska, Daria; Peterka, Judith; Pont, Beatriz; Figueroa, Diana Toledo

2015-01-01

This policy profile on education in Poland is part of the "Education Policy Outlook" series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the OECD's substantial comparative and sectoral knowledge base, the series offers a comparative outlook on education policy by providing…

Education Policy Outlook: Belgium

ERIC Educational Resources Information Center

Golden, Gillian; Figueroa, Diana Toledo; Giovinazzo, Manon; Crosby, Shiana; Horvathova, Michaela

2017-01-01

This policy profile on education in Belgium is part of the "Education Policy Outlook" series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the OECD's substantial comparative and sectoral knowledge base, the series offers a comparative outlook on education policy by providing…

Education Policy Outlook: Canada

ERIC Educational Resources Information Center

Guerriero, Sonia; Pont, Beatriz; Figueroa, Diana Toledo; Albiser, Etienne; Maghnouj, Soumaya; Fraccola, Sylvain

2015-01-01

This policy profile on education in Canada is part of the "Education Policy Outlook" series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the OECD's substantial comparative and sectoral knowledge base, the series offers a comparative outlook on education policy by providing…

Education Policy Outlook: Estonia

ERIC Educational Resources Information Center

Fraccola, Sylvain; Field, Simon; Figueroa, Diana Toledo; Peterka, Judith; Jankova, Bojana; Golden, Gillian

2016-01-01

This policy profile on education in Estonia is part of the "Education Policy Outlook" series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the OECD's substantial comparative and sectoral knowledge base, the series offers a comparative outlook on education policy by providing…

Education Policy Outlook: Austria

ERIC Educational Resources Information Center

Figueroa, Diana Toledo; Golden, Gillian; Giovinazzo, Manon; Peterka, Judith; Ullmann, Marie

2017-01-01

This policy profile on education in Austria is part of the "Education Policy Outlook" series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the OECD's substantial comparative and sectoral knowledge base, the series offers a comparative outlook on education policy by providing…

Supporting international medical graduates in rural Australia: a mixed methods evaluation.

PubMed

Wright, Alistair; Regan, Melanie; Haigh, Cathy; Sunderji, Irum; Vijayakumar, Priyanga; Smith, Cathy; Nestel, Debra

2012-01-01

In Australia, international medical graduates (IMGs) make a substantial contribution to rural medical workforces. They often face significant communication, language, professional and cultural barriers, in addition to the other challenges of rural clinical practice. The Gippsland Inspiring Professional Standards among International Experts (GIPSIE) program was designed to provide educational support to IMGs across a large geographical region using innovative educational methods to ultimately build capacity in the provision of rural medical education. GIPSIE offered 5 sessions over 3 months. Simulation-based training was a prominent theme and addressed clinical knowledge, attitudes and skills and included a range of activities (eg procedural skills training with benchtop models, management of the acutely ill patient with SimMan, patient assessment skills with simulated patients). Diverse clinical communication skills were explored (eg teamwork, handover, telephone, critical information). Audiovisual review of performance was enabled through the use of iPod nano devices. GIPSIE was underpinned by a website offering diverse learning resources. Content experts were invited to lead sessions that integrated knowledge and skills reflecting local practice. IMGs were recruited from hospitals (n = 15) and general practices (n = 2) across the region. It was aimed to evaluate the impact of GIPSIE on the clinical practice of IMG participants. Evaluation measures included pre- and post-program 15 item multisource feedback (MSF), post-program questionnaires and, in order to address retention, telephone interviews exploring participants' responses 3 months after the program finished. Fifteen participants completed GIPSIE and rated the program highly, especially the simulation-based activities with feedback and later audiovisual review on iPods and the GIPSIE website. Suggestions were made to improve several aspects of the program. Participants reported increased knowledge, skills and professionalism after the program. Although overall MSF scores showed no statistically significant changes, there were positive directional changes for the items 'technical skills appropriate to current practice', 'willingness and effectiveness when teaching/training colleagues' and 'communication with carers and family'. These developments were also supported in free-text comments. Learning was reported to be sustained 3 months after the program. GIPSIE was highly valued by participants who reported improvements in clinical knowledge and skills. A range of professional issues were raised and addressed. GIPSIE seemed to provide a platform for further development. Although new to many participants, simulation was embraced as an educational method. The relationship between regional clinicians and the medical school was pivotal to success. A feature of the study was tracking improvements in clinical practice as a consequence of participating in the GIPSIE program. Future work needs to focus on further promoting the transfer of learning to the workplace. However the sustainability of these programs requires significant commitment.

The Arctic Research Consortium of the United States (ARCUS)

NASA Astrophysics Data System (ADS)

Fox, S. E.; Wiggins, H. V.; Creek, K. R.

2012-12-01

The Arctic Research Consortium of the United States (ARCUS) is a nonprofit membership organization composed of universities and institutions that have a substantial commitment to research in the Arctic. Founded in 1988 to serve as a forum for advancing interdisciplinary studies of the Arctic, ARCUS synthesizes and disseminates scientific information on arctic research and educates scientists and the general public about the needs and opportunities for research in the Arctic. ARCUS works closely with national and international stakeholders in advancing science planning and educational activities across disciplinary and organizational boundaries. Examples of ARCUS projects include: - Arctic Sea Ice Outlook - an international effort that provides monthly summer reports synthesizing community estimates of the expected sea ice minimum. - Sea Ice for Walrus Outlook - a resource for Alaska Native subsistence hunters, coastal communities, and others that provides weekly reports with information on sea ice conditions relevant to walrus in Alaska waters. - PolarTREC (Teachers and Researchers Exploring and Collaborating) - a program for K-12 educators and researchers to work together in hands-on field experiences in the Arctic and Antarctic to advance polar science education. - ArcticInfo mailing list, Witness the Arctic newsletter, and the Arctic Calendar - communication tools for the arctic community to keep apprised of relevant news, meetings, and announcements. - Project Office for the Study of Environmental Arctic Change (SEARCH) program, which aims to provide scientific understanding of arctic environmental change to help society understand and respond to a rapidly changing Arctic. More information about these and other ARCUS activities can be found at the ARCUS website at: http://www.arcus.org.

The Arctic Research Consortium of the United States (ARCUS)

NASA Astrophysics Data System (ADS)

Creek, K. R.; Fox, S. E.

2013-12-01

The Arctic Research Consortium of the United States (ARCUS) is a nonprofit membership organization composed of universities and institutions that have a substantial commitment to research in the Arctic. Founded in 1988 to serve as a forum for advancing interdisciplinary studies of the Arctic, ARCUS synthesizes and disseminates scientific information on arctic research and educates scientists and the general public about the needs and opportunities for research in the Arctic. ARCUS works closely with national and international stakeholders in advancing science planning and educational activities across disciplinary and organizational boundaries. Examples of ARCUS projects include: - Arctic Sea Ice Outlook - an international effort that provides monthly summer reports synthesizing community estimates of the expected sea ice minimum. - Sea Ice for Walrus Outlook - a resource for Alaska Native subsistence hunters, coastal communities, and others that provides weekly reports with information on sea ice conditions relevant to walrus in Alaska waters. - PolarTREC (Teachers and Researchers Exploring and Collaborating) - a program for K-12 educators and researchers to work together in hands-on field experiences in the Arctic and Antarctic to advance polar science education. - ArcticInfo mailing list, Witness the Arctic newsletter, and the Arctic Calendar - communication tools for the arctic community to keep apprised of relevant news, meetings, and announcements. - Project Office for the Study of Environmental Arctic Change (SEARCH) program, which aims to provide scientific understanding of arctic environmental change to help society understand and respond to a rapidly changing Arctic. More information about these and other ARCUS activities can be found at the ARCUS website at: http://www.arcus.org.

The Arctic Research Consortium of the United States (ARCUS)

NASA Astrophysics Data System (ADS)

Fox, S. E.; Wiggins, H. V.

2011-12-01

The Arctic Research Consortium of the United States (ARCUS) is a nonprofit membership organization composed of universities and institutions that have a substantial commitment to research in the Arctic. ARCUS was formed in 1988 to serve as a forum for planning, facilitating, coordinating, and implementing interdisciplinary studies of the Arctic; to act as a synthesizer and disseminator of scientific information on arctic research; and to educate scientists and the general public about the needs and opportunities for research in the Arctic. ARCUS, in collaboration with the broader science community, relevant agencies and organizations, and other stakeholders, coordinates science planning and educational activities across disciplinary and organizational boundaries. Examples of ARCUS projects include: - Arctic Sea Ice Outlook - an international effort that provides monthly summer reports synthesizing community estimates of the expected sea ice minimum. - Sea Ice for Walrus Outlook - a resource for Alaska Native subsistence hunters, coastal communities, and others that provides weekly reports with information on sea ice conditions relevant to walrus in Alaska waters. - PolarTREC (Teachers and Researchers Exploring and Collaborating) - a program whereby K-12 educators and researchers work together in hands-on field experiences in the Arctic and Antarctic to advance polar science education. - ArcticInfo mailing list, Witness the Arctic newsletter, and the Arctic Calendar - communication tools for the arctic science community to keep apprised of relevant news, meetings, and announcements. - Coordination for the Study of Environmental Arctic Change (SEARCH) program, which aims to provide scientific understanding of arctic environmental change to help society understand and respond to a rapidly changing Arctic.

Promoting health in schools through a board game.

PubMed

Bartfay, W J; Bartfay, E

1994-08-01

Primary prevention and health promotion have become salient topics in Canadian society and in nursing during the past two decades. The noncommunicable chronic diseases, such as heart disease and cancer, have been linked to specific lifestyle behaviors or habits, which often develop early in life. The success of public health efforts to improve the health status of all Canadians depends substantially on the success of educational programs directed toward children. Effective teaching strategies that seek to promote health and wellness in children need to be developed and empirically evaluated. Educational games may provide an efficient vehicle for carrying out developmentally specific nursing interventions in school settings. This article begins with a brief overview of the historical origins of games, along with their advantages and disadvantages as educational strategies. The results of a pretest-posttest control group design study that evaluated the effectiveness of a board game as a primary prevention teaching strategy with 23 sixth grade children in Winnipeg, Manitoba are presented. The experimental group had significant gains in knowledge related to anatomy and physiology, diet, and lifestyle risk factors associated with the development of heart disease and cancer.

Nursing Student Loan Debt: A Secondary Analysis of the National Student Nurses' Association Annual Survey of New Graduates.

PubMed

Feeg, Veronica D; Mancino, Diane J

2014-01-01

The purpose of this study is to describe nursing student loan debt and financial choices from a secondary analysis of the National Student Nurses Association Annual New Graduate Survey. The findings in the secondary analysis show loan debt incurred by nursing students comparable to loan debt reported recently for all new college graduates in general. However, comparing types of programs and types of schools yielded clear variations. More than one-third of new graduates who reported having loans to repay were unemployed; more than one-quarter of those who worked part-time and one-quarter of those who worked full-time to finance their education were unemployed; and almost one-third of students whose parents had paid for their education were unemployed. New graduates from for-profit schools were more likely to report they had accumulated high debt to pay for school than all new graduates combined. Nursing students enter the job market with substantial financial debt that may impact their future. Educators and policymakers need to address these growing concerns to sustain a healthy supply of nurses.

International Education and (Dis)Embodied Cosmopolitanisms

ERIC Educational Resources Information Center

Sidhu, Ravinder Kaur; Dall'Alba, Gloria

2012-01-01

This article is a critical examination of practices and representations that constitute international education. While international education has provided substantial contributions and benefits for nation-states and international students, we question the discourses and practices which inform the international education export industry. The…

Education Policy Outlook: Korea

ERIC Educational Resources Information Center

Golden, Gillian; Figueroa, Diana Toledo

2016-01-01

This policy profile on education in Korea is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the OECD's substantial comparative and sectorial policy knowledge base, the series offers a comparative outlook on education policy by providing analysis…

Education Policy Outlook: Latvia

ERIC Educational Resources Information Center

Jankova, Bojana; Figueroa, Diana Toledo; Golden, Gillian; Giovinazzo, Manon

2017-01-01

This policy profile on education in Latvia is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the OECD's substantial comparative and sectoral policy knowledge base, the series offers a comparative outlook on education policy by providing analysis…

2007-08 Distance Education Report

ERIC Educational Resources Information Center

Nevada System of Higher Education, 2008

2008-01-01

This report focuses on distance education within the Nevada System of Higher Education (NSHE) for the 2007-08 academic year and provides documentation of the substantial growth of distance education within all colleges and universities. Distance education is a field of continuous improvement and change, and NSHE institutions are constantly…

Effect of the learning climate of residency programs on faculty's teaching performance as evaluated by residents.

PubMed

Lombarts, Kiki M J M H; Heineman, Maas Jan; Scherpbier, Albert J J A; Arah, Onyebuchi A

2014-01-01

To understand teaching performance of individual faculty, the climate in which residents' learning takes place, the learning climate, may be important. There is emerging evidence that specific climates do predict specific outcomes. Until now, the effect of learning climate on the performance of the individual faculty who actually do the teaching was unknown. THIS STUDY: (i) tested the hypothesis that a positive learning climate was associated with better teaching performance of individual faculty as evaluated by residents, and (ii) explored which dimensions of learning climate were associated with faculty's teaching performance. We conducted two cross-sectional questionnaire surveys amongst residents from 45 residency training programs and multiple specialties in 17 hospitals in the Netherlands. Residents evaluated the teaching performance of individual faculty using the robust System for Evaluating Teaching Qualities (SETQ) and evaluated the learning climate of residency programs using the Dutch Residency Educational Climate Test (D-RECT). The validated D-RECT questionnaire consisted of 11 subscales of learning climate. Main outcome measure was faculty's overall teaching (SETQ) score. We used multivariable adjusted linear mixed models to estimate the separate associations of overall learning climate and each of its subscales with faculty's teaching performance. In total 451 residents completed 3569 SETQ evaluations of 502 faculty. Residents also evaluated the learning climate of 45 residency programs in 17 hospitals in the Netherlands. Overall learning climate was positively associated with faculty's teaching performance (regression coefficient 0.54, 95% confidence interval: 0.37 to 0.71; P<0.001). Three out of 11 learning climate subscales were substantially associated with better teaching performance: 'coaching and assessment', 'work is adapted to residents' competence', and 'formal education'. Individual faculty's teaching performance evaluations are positively affected by better learning climate of residency programs.

Education and Professional Outreach as an Integrated Component of Science and Graduate Education

NASA Astrophysics Data System (ADS)

Staudigel, H.; Koppers, A. A.

2007-12-01

Education and Professional Outreach (EPO) is increasingly becoming a substantive and much needed activity for scientists. Significant efforts are expended to satisfy funding agency requirements, but such requirements may also develop into a mutually beneficial collaboration between scientists and K-16 educators with a minimal impact on science productivity. We focus here on two particularly high impact EPO opportunities, hosting of high school interns and the inclusion of an educational component to a graduate student's&pthesis work. We emphasize the importance of hands-on collaboration with teachers and teacher-educators, and the substantive benefits of highly leveraged customized internet-distribution. We will present two examples for how we integrated this K-12 EPO into our university-based science and education efforts, what types of products emerged from these activities, and how such products may be widely produced by any scientist and disseminated to the educational community. High school seniors offer a unique resource to university EPO because some of them can substantively contribute to the science, and they can be very effective peer-mentors for high and middle schools. Extended internships may be built easily into the schedule of many senior high school student programs, and we were able to involve such interns into a three-week seagoing expedition. The seniors were responsible for our EPO by maintaining a cruise website and video conferencing with their high school. They added substantially to the science outcome, through programming and participating in a range of shipboard science chores. Graduate theses may be augmented with an educational component that places the main theme of the thesis into an educational setting. We designed and supervised such a Master's graduate thesis with an educational component on the geochronology of hot spot volcanoes, including a high school lesson plan, enactment in the classroom and preparation of a wide range of web resources for K-12 education. While we feel that the process of EPO itself has been rewarding, it is particularly important enhance its impact by focusing on the production of high quality educational resources (illustrations, data or text) that can be (re-) used in other of educational applications. The Enduring Resources for Earth Science Education (ERESE) initiative offers such a method of archival in a digital library (NSDL) and dissemination of these materials through the use of resource matrices and rich metadata that allows discovery through web browsers.

Effects of a postural education program on school backpack habits related to low back pain in children.

PubMed

Vidal, Josep; Borràs, Pere A; Ponseti, Francisco J; Cantallops, Jaume; Ortega, Francisco B; Palou, Pere

2013-04-01

Population based studies have demonstrated that children and adolescents often complain of low back pain. A group-randomized controlled trial was carried out to investigate the effects of a postural education program on school backpack habits related to low back pain in children aged 10-12 year. The study sample included 137 children aged 10.7 years (SD = 0.672). Six classes from two primary schools were randomly allocated into experimental group (EG) (N = 63) or control group (CG) (N = 74). The EG received a postural education program over 6 weeks consisting of six sessions, while the CG followed the usual school curriculum. A questionnaire was fulfilled by the participants at pre-test, post-test, and 3 months after the intervention finished. The outcomes collected were: (1) try to load the minimum weight possible, (2) carry school backpack on two shoulders, (3) belief that school backpack weight does not affect to the back, and (4) the use of locker or something similar at school. A sum score was computed from the four items. Single healthy items mostly improved after the intervention and remained improved after 3-month follow-up in EG, while no substantial changes were observed in the CG. Healthy backpack use habits score was significantly increased at post-test compared to baseline in the EG (P < 0.000), and remained significantly increased after 3-month, compared to baseline (P = 0.001). No significant changes were observed in the CG (P > 0.2). The present study findings confirm that children are able to learn healthy backpack habits which might prevent future low back pain.

How are we doing? Evaluation as part of sexuality education.

PubMed

Brick, P

1997-01-01

In 1986, Planned Parenthood of Greater Northern New Jersey (PPGNNJ) began to evaluate its sex education programs. First PPGNNJ staff evaluated a 1-day, 40-minute lesson designed to help high school students 1) identify risk behavior for unplanned pregnancy, 2) estimate risk, and 3) review basic contraceptive methods. This project showed that a single lesson could substantially increase knowledge about contraception and comfort with the idea of condoms and family planning (FP) clinic use. A second PPGNNJ evaluation project revealed that adding a motivational video to the lesson increased the feeling of comfort expressed about use of an FP clinic and that PPGNNJ staff were more effective than regular teachers in promoting change in attitudes about FP services, but teachers were more effective in promoting longterm knowledge of risk. Evaluation of five popular AIDS prevention videos revealed that all of the videos significantly increased HIV/AIDS knowledge and motivation to seek protection. However, the videos made many viewers feel helpless about their ability to protect themselves and unwilling to support an AIDS home in their neighborhood. PPGNNJ's staff also designed the "Human Sexuality Questionnaire" to determine the impact of a five-session sex education program delivered to high-risk youth. This tool is now used in program evaluation nationwide. Evaluation of two date rape prevention strategies (a single-lesson, interactive date-rape scenario and a video) revealed a significant impact on females and none on males. Testing of a 1994 video and discussion session designed to improve adolescent attitudes towards use of an FP clinic also had positive results. While these evaluation methodologies were not problem-free, evaluation forced PPGNNJ staff to define objectives and lessons, enter a new collaboration with schools, and use results to continually evaluate work.

Child-Staff Ratios in Early Childhood Education and Care Settings and Child Outcomes: A Systematic Review and Meta-Analysis.

PubMed

Perlman, Michal; Fletcher, Brooke; Falenchuk, Olesya; Brunsek, Ashley; McMullen, Evelyn; Shah, Prakesh S

2017-01-01

Child-staff ratios are a key quality indicator in early childhood education and care (ECEC) programs. Better ratios are believed to improve child outcomes by increasing opportunities for individual interactions and educational instruction from staff. The purpose of this systematic review, and where possible, meta-analysis, was to evaluate the association between child-staff ratios in preschool ECEC programs and children's outcomes. Searches of Medline, PsycINFO, ERIC, websites of large datasets and reference sections of all retrieved articles were conducted up to July 3, 2015. Cross-sectional or longitudinal studies that evaluated the relationship between child-staff ratios in ECEC classrooms serving preschool aged children and child outcomes were independently identified by two reviewers. Data were independently extracted from included studies by two raters and differences between raters were resolved by consensus. Searches revealed 29 eligible studies (31 samples). Child-staff ratios ranged from 5 to 14.5 preschool-aged children per adult with a mean of 8.65. All 29 studies were included in the systematic review. However, the only meta-analysis that could be conducted was based on three studies that explored associations between ratios and children's receptive language. Results of this meta-analysis were not significant. Results of the qualitative systematic review revealed few significant relationships between child-staff ratios and child outcomes construed broadly. Thus, the available literature reveal few, if any, relationships between child-staff ratios in preschool ECEC programs and children's developmental outcomes. Substantial heterogeneity in the assessment of ratios, outcomes measured, and statistics used to capture associations limited quantitative synthesis. Other methodological limitations of the research integrated in this synthesis are discussed.

Child-Staff Ratios in Early Childhood Education and Care Settings and Child Outcomes: A Systematic Review and Meta-Analysis

PubMed Central

Perlman, Michal; Fletcher, Brooke; Falenchuk, Olesya; Brunsek, Ashley; McMullen, Evelyn; Shah, Prakesh S.

2017-01-01

Child-staff ratios are a key quality indicator in early childhood education and care (ECEC) programs. Better ratios are believed to improve child outcomes by increasing opportunities for individual interactions and educational instruction from staff. The purpose of this systematic review, and where possible, meta-analysis, was to evaluate the association between child-staff ratios in preschool ECEC programs and children’s outcomes. Searches of Medline, PsycINFO, ERIC, websites of large datasets and reference sections of all retrieved articles were conducted up to July 3, 2015. Cross-sectional or longitudinal studies that evaluated the relationship between child-staff ratios in ECEC classrooms serving preschool aged children and child outcomes were independently identified by two reviewers. Data were independently extracted from included studies by two raters and differences between raters were resolved by consensus. Searches revealed 29 eligible studies (31 samples). Child-staff ratios ranged from 5 to 14.5 preschool-aged children per adult with a mean of 8.65. All 29 studies were included in the systematic review. However, the only meta-analysis that could be conducted was based on three studies that explored associations between ratios and children’s receptive language. Results of this meta-analysis were not significant. Results of the qualitative systematic review revealed few significant relationships between child-staff ratios and child outcomes construed broadly. Thus, the available literature reveal few, if any, relationships between child-staff ratios in preschool ECEC programs and children’s developmental outcomes. Substantial heterogeneity in the assessment of ratios, outcomes measured, and statistics used to capture associations limited quantitative synthesis. Other methodological limitations of the research integrated in this synthesis are discussed. PMID:28103288

Community-Based Education in Egypt: Is It Achieving Its Stated Goals?

ERIC Educational Resources Information Center

Langsten, Ray

2016-01-01

Egypt promises "education for all". Primary attendance and completion have increased substantially. Still, many children remain out of school. There remain questions about the quality of education. Since the early 1990s, community-based education (CBE) has been part of Egypt's educational programme. Community-based education is meant to…

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ju, Melody; Berman, Abigail T.; Hwang, Wei-Ting

Purpose: There is a lack of data for the structured development and evaluation of communication skills in radiation oncology residency training programs. Effective communication skills are increasingly emphasized by the Accreditation Council for Graduate Medical Education and are critical for a successful clinical practice. We present the design of a novel, pilot standardized patient (SP) program and the evaluation of communication skills among radiation oncology residents. Methods and Materials: Two case scenarios were developed to challenge residents in the delivery of “bad news” to patients: one scenario regarding treatment failure and the other regarding change in treatment plan. Eleven radiationmore » oncology residents paired with 6 faculty participated in this pilot program. Each encounter was scored by the SPs, observing faculty, and residents themselves based on the Kalamazoo guidelines. Results: Overall resident performance ratings were “good” to “excellent,” with faculty assigning statistically significant higher scores and residents assigning lower scores. We found inconsistent inter rater agreement among faculty, residents, and SPs. SP feedback was also valuable in identifying areas of improvement, including more collaborative decision making and less use of medical jargon. Conclusions: The program was well received by residents and faculty and regarded as a valuable educational experience that could be used as an annual feedback tool. Poor inter rater agreement suggests a need for residents and faculty physicians to better calibrate their evaluations to true patient perceptions. High scores from faculty members substantiate the concern that resident evaluations are generally positive and nondiscriminating. Faculty should be encouraged to provide honest and critical feedback to hone residents' interpersonal skills.« less

Establishment of an oocyte donor program. Donor screening and selection.

PubMed

Quigley, M M; Collins, R L; Schover, L R

1991-01-01

IVF with donated oocytes, followed by embryo placement in the uterus of a recipient who has been primed with exogenous steroids, is a successful treatment for special cases of infertility. Preliminary results indicate that the success rate in this situation is even greater than that usually seen with normal IVF (with placement of the embryos back into the uteri of the women from whom the oocytes were recovered). Although different sources for donated oocytes have been identified, the use of "excess" oocytes from IVF cycles and the attempted collection of oocytes at the time of otherwise indicated pelvic surgery have ethical and practical problems associated with their use. We have herein described the establishment of a successful program relying on anonymous volunteers who go through ovarian stimulation, monitoring, and oocyte recovery procedures solely to donate oocytes. The potential donors go through an exhaustive screening and education process before they are accepted in the program. Psychological evaluation of our potential donors indicated a great degree of turmoil in their backgrounds and a wide variety of motivations for actually participating. Despite the extensive educational and screening process, a substantial percentage of the donors did not complete a donation cycle, having either voluntarily withdrawn or been dropped because of lack of compliance. Further investigation of the psychological aspects of participating in such a program is certainly warranted. The use of donated oocytes to alleviate specific types of infertility is quite successful, but the application of this treatment is likely to be limited by the relative unavailability of suitable oocyte donors.

Education Policy Outlook: Japan

ERIC Educational Resources Information Center

Miki, Tadakazu; Pont, Beatriz; Figueroa, Diana Toledo; Peterka, Judith; Fraccola, Sylvain

2015-01-01

This policy profile on education in Japan is part of the "Education Policy Outlook" series, which presents comparative analysis of education policies and reforms across the Organisation for Economic Co-operation and Development (OECD) countries. Building on the OECD's substantial comparative and sectorial policy knowledge base, the…

Education Policy Outlook: Brazil

ERIC Educational Resources Information Center

Zapata, Juliana; Pont, Beatriz; Figueroa, Diana Toledo; Peterka, Judith; Fraccola, Sylvain

2015-01-01

This policy profile on education in Brazil is part of the "Education Policy Outlook" series, which presents comparative analysis of education policies and reforms across the Organisation for Economic Co-operation and Development (OECD) countries. Building on the OECD's substantial comparative and sectorial policy knowledge base, the…

Education Policy Outlook: Hungary

ERIC Educational Resources Information Center

Peterka, Judith; Pont, Beatriz; Figueroa, Diana Toledo; Fraccola, Sylvain

2015-01-01

This policy profile on education in Hungary is part of the "Education Policy Outlook" series, which presents comparative analysis of education policies and reforms across the Organisation for Economic Co-operation and Development (OECD) countries. Building on the OECD's substantial comparative and sectorial policy knowledge base, the…

Education Policy Outlook: Ireland

ERIC Educational Resources Information Center

Pont, Beatriz; Figueroa, Diana Toledo; Zapata, Juliana; Fraccola, Sylvain

2013-01-01

This policy profile on education in Ireland is part of the "Education Policy Outlook" series, which presents comparative analysis of education policies and reforms across the Organisation for Economic Co-operation and Development (OECD) countries. Building on the OECD's substantial comparative and sectoral knowledge base, the series…

Education Policy Outlook: Finland

ERIC Educational Resources Information Center

Pont, Beatriz; Yee, Hyo Jeong; Albiser, Etienne; Zapata, Juliana; Fraccola, Sylvain

2013-01-01

This policy profile on education in Finland is part of the "Education Policy Outlook" series, which presents comparative analysis of education policies and reforms across the Organisation for Economic Co-operation and Development (OECD) countries. Building on the OECD's substantial comparative and sectoral knowledge base, the series…

Communication Design Education: Could Nine Reflections Be Sufficient?

ERIC Educational Resources Information Center

van der Waarde, Karel; Vroombout, Maurits

2012-01-01

Situation: Graphic design education is subject to substantial changes. Changes in professional practice and higher education aggravate insecurities about the contents and structure of courses, assessment criteria, relations between practice, research and theory and teaching methods. Assumption: Graphic design education (visual communication design…

Project-based learning in a high school engineering program: A case study

NASA Astrophysics Data System (ADS)

France, Todd

Generating greater student interest in science, technology, engineering, and mathematics (STEM) has been a major topic of discussion among educators, policymakers, and researchers in recent years, as increasing the number of graduates in these fields is widely considered a necessary step for sustaining the progress of today's society. Fostering this interest must occur before students reach college, and substantial efforts have been made to engage students at K-12 levels in STEM-focused learning. Attempts to involve students in engineering, a vital and growing profession, yet one in which students often have little experience, have frequently emphasized the design and construction of physical products, a practice supported by project-based learning. This thesis examines the environment of an engineering high school course that employed the project-based model. The course is part of a dedicated curricular program which aims to provide students with positive experiences in engineering-related activities while also preparing them for the rigors of college. A case study was conducted to provide insight into the benefits and drawbacks of the learning model. The study's outcomes are intended to provide guidance to educators participating in the design and/or facilitation of project-based activities, particularly those involved with engineering education. The research was performed using a qualitative approach. Long-term engagement with course participants was deemed critical to gaining a comprehensive understanding of the interactions and events that transpired on a daily basis. Nine educators involved with the program were interviewed, as were nineteen of the course's thirty-nine students. A wealth of other relevant data -- including surveys, field notes, and evaluations of student work -- was compiled for analysis as well. The study findings suggest that experiences in problem solving and teamwork were the central benefits of the course. Limitations existed due to a high focus on hands-on work, which infringed upon the significance of math and science content as well as the utilization of disciplined inquiry. In addition, group projects failed to hold individuals accountable, leading to assessment challenges. Program-wide, a number of issues hindered the teachers' abilities to institute changes, most notably a commitment to serve students of all abilities.

Teacher decision-making in implementing a new environmental education curriculum: A qualitative study

NASA Astrophysics Data System (ADS)

Winther, Austin A.

This was a qualitative study of teacher decision-making during the first year of implementation of a new environmental education curriculum. Eight teachers were included in the study: three high school teachers, two middle school teachers and three elementary teachers. These teachers received summer training in the program, and were chosen at random from those who volunteered for the study. The teachers were interviewed at the close of training, at midyear during implementation, and during the spring. In addition to interview data other data sources were used to verify findings. These additional sources included interviews with high school students, visits to all the schools, examination of teacher prepared and student prepared materials, informal discussions with teacher peers at the schools, and implementation reports from the teachers. Among the factors examined were teachers' perceptions of training, teachers' perceptions of administrative and peer support, and the manner in which the program was implemented in each classroom. It was found that support from administrative and peer was important, but that neither of these were as critical as might have been expected. Administrators were perceived as supporting the program because the program helped to facilitate goals that had already been established in the school. Peer support was social and largely passive. Participants perceived that neither administrators nor peers really understand how the program worked. Participants initially found the training difficult and confusing. As they continued training and implementation some participants found that the program was substantially different from what they were accustomed to doing in their classrooms. Some participants were reluctant to implement the program, either implementing the program late in the year, or limiting implementation in some way. Others implemented the program fully, and were extremely enthusiastic about what their students were doing and learning. The researcher found that teachers' perceptions of training, administrative and peer support, and of the program itself stemmed from cognitive changes that the program stimulated. Comments from all of the teachers reflected reactions to these changes. Some teachers resisted the changes, while others enjoyed the process. Both programmatic and research recommendations were made.

NASA's educational programs

NASA Technical Reports Server (NTRS)

Brown, Robert W.

1990-01-01

The educational programs of NASA's Educational Affairs Division are examined. The problem of declining numbers of science and engineering students is reviewed. The various NASA educational programs are described, including programs at the elementary and secondary school levels, teacher education programs, and undergraduate, graduate, and university faculty programs. The coordination of aerospace education activities and future plans for increasing NASA educational programs are considered.

Training the gastrointestinal endoscopy trainer.

PubMed

Waschke, Kevin A; Anderson, John; Macintosh, Donald; Valori, Roland M

2016-06-01

Endoscopy training has traditionally been accomplished by an informal process in the endoscopy unit that parallels apprenticeship training seen in other areas of professional education. Subsequent to an audit, a series of interventions were implemented in the English National Health Service to support both service delivery and to improve endoscopy training. The resulting training centers deliver a variety of hands-on endoscopy courses, established in parallel with the roll out of a colon cancer screening program that monitors and documents quality outcomes among endoscopists. The program developed a 'training the trainer' module that subsequently became known as the Training the Colonoscopy Trainer course (TCT). Several years after its implementation, colonoscopy quality outcomes in the UK have improved substantially. The core TCT program has spread to other countries with demonstration of a marked impact on endoscopy training and performance. The aim of this chapter is to describe the principles that underlie effective endoscopy training in this program using the TCT as an example. While the review focuses on the specific example of colonoscopy training, the approach is generic to the teaching of any technical skill; it has been successfully transferred to the teaching of laparoscopic surgery as well as other endoscopic techniques. Copyright © 2016 Elsevier Ltd. All rights reserved.

SOCIO-EMOTIONAL AND CHARACTER DEVELOPMENT

PubMed Central

Snyder, Frank J.

2015-01-01

More and more researchers are studying socio-emotional and character development (SECD). The rise and progress in SECD research is encouraging, but there is a critical issue with such a multidisciplinary and fast-developing field: SECD research and evaluation can be more consistent to prevent heterogeneity in definitions and disparate theoretical, measurement, and program models. After summarizing SECD-related literature, I recommend the theory of triadic influence (TTI) as a force to generate consistency and a resource to assist in guiding the design and evaluation of SECD-related programs. The theory fills a gulf in the literature that seeks an ecological theory aligned with SECD-related programs and etiology. The recommendation of the TTI stems from 3 main advantages: (1) The TTI integrates a full range of risk and protective factors in a detailed mediation and moderation framework; (2) it takes a comprehensive view of all the stakeholders in the educational system (i.e., youth, schools, families, and communities); (3) and its utility has been substantiated by empirical evidence from a variety of fields. I discuss applications of the TTI in SECD-related work and suggest improvements for etiology research and the design and evaluation of SECD programs. PMID:26478721

Postgraduate nurses' self-assessment of clinical competence and need for further training. A European cross-sectional survey.

PubMed

Wangensteen, Sigrid; Finnbakk, Elisabeth; Adolfsson, Annsofie; Kristjansdottir, Gudrun; Roodbol, Petrie; Ward, Helen; Fagerström, Lisbeth

2018-03-01

Nursing practice requires application of knowledge, skills and values in various combinations and has undergone substantial changes the last decades. An increased focus on inter-professional collaboration and possible new and more independent roles for nurses are described. A variety of programs have been developed in order to educate registered nurses (RN) to meet the changes and demands in health and nursing care throughout the world. The aims were to 1) describe nurses' self-assessment of clinical competence and need for further training, and 2) explore possible differences between nurses in specialist vs master's programs. A cross-sectional survey design was applied. 97 nurses in postgraduate programs from five countries responded (response rate 45%). A revised version of the Professional Nurse Self-Assessment Scale of clinical core competencies (PROFFNurseSASII) was used for data collection. Independent student t-test and regression analyses were carried out. The respondents rated their competence highest in taking full responsibility, cooperation with other health professionals and in acting ethically. Items where they considered themselves needing further training most were competence on medications, interaction and side effects and differential diagnoses. For all items, nurses in master's programs rated their competence higher than nurses in the specialist programs. Nurses in specialist programs rated their need for more training for all items higher than nurses in master's degree programs, and for 47 out of the 50 items these differences were statistically significant. Even though the nurses rated their competence high for important competence aspects such as taking responsibility and cooperation with other health professionals, it is worrying that their need for further training was highest for effects and interaction of various types of medications. Further studies are needed to conclude if and how master's education improves patient outcome. Copyright © 2017 Elsevier Ltd. All rights reserved.

Education Policy Outlook: United Kingdom

ERIC Educational Resources Information Center

Geva, Oren; Pont, Beatriz; Figueroa, Diana Toledo; Albiser, Etienne; Wittenberg, Désirée; Maghnouj, Soumaya; Fraccola, Sylvain

2015-01-01

This policy profile on education in the United Kingdom (UK) is part of the new "Education Policy Outlook series," which presents comparative analysis of education policies and reforms across the Organisation for Economic Co-operation and Development (OECD) countries. Building on the substantial comparative and sectorial policy knowledge…

Privatisation in Education and Commodity Forms

ERIC Educational Resources Information Center

Rikowski, Glenn

2017-01-01

To date research and scholarship on privatisation in education lacks critical depth and intensity. Many accounts have been largely descriptive, focusing on how privatisation takes places, or on the threat of privatisation, or its insertion within education systems. Furthermore, work on educational commodification has been substantially dissociated…

Investigating the motivational behavior of pupils during outdoor science teaching within self-determination theory.

PubMed

Dettweiler, Ulrich; Ünlü, Ali; Lauterbach, Gabriele; Becker, Christoph; Gschrey, Bernhard

2015-01-01

This paper presents data from a mixed-method pilot study (n = 84) searching into learning psychological aspects of an outdoor science teaching program. We use data from qualitative explorations into the pupils' learning motivation during field observation, a group interview, and open questionnaires, in order to understand quantitative measures from the Self-Determination Index (SDI), and the Practical Orientation (PO) of the program. Our data suggest that lower self-regulated pupils in "normal" science classes show a significantly higher self-regulated learning motivational behavior in the outdoor educational setting (p < 10(-4)), and that the outdoor-teaching has generally been perceived as more practical than teaching at the normal school context (p < 10(-4)), irrespective of gender or school culture. We are going to provide in-depth analyses of all quantitative findings with our qualitative data and thus explain the findings logically, with respect to the direction of the statistical interpretation, and substantially, with respect to the meaning of the discoveries. We conclude that outdoor programming appears to be a suitable tool to trigger interest in science in youngsters, especially for less motivated pupils.

Diabetes Prevention for Latino Youth: Unraveling the Intervention "Black Box".

PubMed

Shaibi, Gabriel Q; Konopken, Yolanda P; Nagle-Williams, Allison; McClain, Darya D; Castro, Felipe Gonzalez; Keller, Colleen S

2015-11-01

The translation of research findings into sustainable health promotion and disease prevention programs in community settings remains a challenge. This report describes the process of substantiating a community-developed diabetes prevention program for Latino youth through research. Included are design considerations, measurement strategies, and the context through which the project is culturally grounded for relevance and fit within a local community. The process included (1) refining the program to include salient, stakeholder-identified behavioral components; (2) refining the collaborative effort to embrace the capacity for facilitating relevant behavior change on targeted health-related outcomes to enhance intervention effectiveness; and (3) including the accurate assessment of intervention efficacy via precise assessment of diabetes-related health outcomes. We explain the process of collaborating with community partners to enhance the cultural relevance and sustainability of intervention effects on both individuals and communities. We discuss the rationale for empirical support for academic-community collaborations that function in both a "top-down" and a "bottom-up" manner to advance the science and practice of sustainable and efficacious community health promotion. © 2015 Society for Public Health Education.

An assessment of health hazard/health risk appraisal.

PubMed Central

Wagner, E H; Beery, W L; Schoenbach, V J; Graham, R M

1982-01-01

A state-of-the-art review of a widely-used health promotion technique, the health hazard/health risk appraisal (HHA/HRA), was conducted. The review included preparing a 212-item annotated bibliography, compiling an inventory of 217 programs that have used HHA/HRA, holding discussions with HHA/HRA developers and users, conducting formal site visits to 15 HHA/HRA programs, and consultation with experts on epidemiology, biostatistics, and behavioral science as well as developers and users of HHA/HRA. Programs use HHA/HRA primarily as a promotional device, as a tool for structuring education about health-related behaviors, and as a motivational device for stimulating behavioral change. The scientific basis for HHA/HRA risk predictions is problematic, but their arithmetic imprecision is of less concern than insufficiency of the scientific evidence for certain behavioral recommendations, and inaccuracies in client-supplied data. Widely-held beliefs in HHA/HRA's efficacy for motivating behavioral change cannot be substantiated from available evidence, nor can the assumed absence of adverse effects. The importance of this particular health promotion technique appears to have been exaggerated. PMID:7065313

Promoting Critical Reflection: An Evaluation of the Longer-Term Impact of a Substantial Faculty Development Program

ERIC Educational Resources Information Center

Calkins, Susanna; Harris, Muveddet

2017-01-01

For many faculty, critical reflection on teaching and learning requires space and time that is not readily available. For fifteen years, we have run a substantial year-long faculty development program designed to help participants: (1) reflect critically on their teaching and their students' learning; and (2) develop a project related to their…

A brief educational intervention in personal finance for medical residents.

PubMed

Dhaliwal, Gurpreet; Chou, Calvin L

2007-03-01

Although medical educational debt continues to escalate, residents receive little guidance in financial planning. To educate interns about long-term investment strategies. University-based medicine internship program. An unselected cohort of interns (n = 52; 84% of all interns) underwent a 90-minute interactive seminar on personal finance, focusing on retirement savings. Participants completed a preseminar investor literacy test to assess baseline financial knowledge. Afterward, interns rated the seminar and expressed their intention to make changes to their long-term retirement accounts. After 37 interns had attended the seminar, a survey was administered to all interns to compare actual changes to these accounts between seminar attendees and non-attendees. Interns' average score on the investor literacy test was 40%, equal to the general population. Interns strongly agreed that the seminar was valuable (average 5.0 on 5-point Likert scale). Of the 46 respondents to the account allocation survey, interns who had already attended the seminar (n = 25) were more likely than interns who had not yet attended (n = 21) to have switched their investments from low to high-yield accounts at the university hospital (64 vs 19%, P = 0.003) and to enroll in the county hospital retirement plan (64 vs 33%, P = 0.07). One 90-minute seminar on personal finances leads to significant changes in allocation of tax-deferred retirement savings. We calculate that these changes can lead to substantial long-term financial benefits and suggest that programs consider automatically enrolling trainees into higher yield retirement plans.

Characteristics, management and attainment of lipid target levels in diabetic and cardiac patients enrolled in Disease Management Program versus those in routine care: LUTZ registry

PubMed Central

2009-01-01

Background Since 2002 the sick funds in Germany have widely implemented disease management programs (DMPs) for patients with type 2 diabetes mellitus (DM) and coronary heart disease (CHD). Little is known about the characteristics, treatment and target attainment lipid levels of these patients enrolled in DMPs compared to patients in routine care (non-DMP). Methods In an open, non-interventional registry (LUTZ) in Germany, 6551 physicians documented 15,211 patients with DM (10,110 in DMP, 5101 in routine care) and 14,222 (6259 in DMP, 7963 in routine care) over a follow-up period of 4 months. They received the NCEP ATP III guidelines as a reminder on lipid level targets. Results While demographic characteristics of DMP patients were similar to routine care patients, the former had higher rates of almost all cardiovascular comorbidities. Patients in DMPs received pharmacological treatment (in almost all drug classes) more often than non-DMP patients (e.g. antiplatelets: in DM 27.0% vs 23.8%; in CHD 63.0% vs. 53.6%). The same applied for educational measures (on life style changes and diet etc.). The rate of target level attainment for low density lipoprotein cholesterol (LDL-C) < 100 mg/dl was somewhat higher in DMP patients at inclusion compared to non-DMP patients (DM: 23.9% vs. 21.3%; CHD: 30.6% vs. 23.8%) and increased after 4 months (DM: 38.3% vs. 36.9%; CHD: 49.8% vs. 43.3%). Individual LDL-C target level attainment rates as assessed by the treating physicians were higher (at 4 months in DM: 59.6% vs. 56.5%; CHD: 49.8% vs 43.3%). Mean blood pressure (BP) and HbA1c values were slightly lowered during follow-up, without substantial differences between DMP and non-DMP patients. Conclusion Patients with DM, and (to a greater extent) with CHD in DMPs compared to non-DMP patients in routine care have a higher burden of comorbidities, but also receive more intensive pharmacological treatment and educational measures. The present data support that the substantial additional efforts in DMPs aimed at improving outcomes resulted in quality gains for achieving target LDL-C levels, but not for BP or HbA1c. Longer-term follow-up is needed to substantiate these results. PMID:19653899

Environmental Education in an Age of National Standards and Videophilia

ERIC Educational Resources Information Center

Bentley, Michael L.

2010-01-01

This article is based on the work of Louv (2005, 2008) and Lowell (2008) and their ideas are explored with regard to barriers to, as well as opportunities for, effective environmental education. State curriculum standards in the U.S. include substantial environmental education (EE) content. Despite this, overall education policy stymies educators'…

Using Contemporary Technology Tools to Improve the Effectiveness of Teacher Educators in Special Education

ERIC Educational Resources Information Center

O'Brien, Chris; Aguinaga, Nancy J.; Hines, Rebecca; Hartshorne, Richard

2011-01-01

Ongoing developments in educational technology, including web-based instruction, streaming video, podcasting, video-conferencing, and the use of wikis and blogs to create learning communities, have substantial impact on distance education and preparation of special educators in rural communities. These developments can be overwhelming, however,…

An Evaluation of Readiness Factors for Online Education

ERIC Educational Resources Information Center

Hukle, Delena Rae Lang

2009-01-01

Online education has grown substantially over the years because of the flexibility it has given the student in acquiring an education. For many, higher education is now a reality instead of just a dream. With this educational format, traditional and non-traditional students are taking classes to obtain a degree or pursue lifelong learning.…

Higher Education Tuition and Fees in China: Implications and Impacts on Affordability and Educational Equity

ERIC Educational Resources Information Center

Dong, Haiying; Wan, Xuehong

2012-01-01

Students in China are being shouldered with more financial responsibility for their higher education. This shift impacts individuals across the economic spectrum in different ways. This paper assesses recent trends in China's higher education tuition and fees, and the implications on educational equity. Results document substantial increases in…

California Master Plan for Special Education--An Update.

ERIC Educational Resources Information Center

Pillsbury, Charles A.; Maitland, Anne M.

The report updates aspects of the 1977 report on California's Master Plan for Special Education. Reasons are sought for the intense debate over state funding for special education, which has substantially increased over recent years while special education enrollments have increased only modestly. In visits to nearly 100 local education agencies,…

Preschool Teacher Education as an Example of an Open Social System

ERIC Educational Resources Information Center

Tekmen, Belkis

2017-01-01

With the realization of the substantial long-term educational, social, and economic benefits produced by high-quality preschool education, preschool teachers' education has come under increasing scrutiny in recent years. Moreover, other than the studies that focus on providing evidence for the impact of preschool education on children's outcomes,…

Results of a long-term community smoking cessation contest.

PubMed

Lando, H A; Hellerstedt, W L; Pirie, P L; Fruetel, J; Huttner, P

1991-01-01

Successive quit smoking contests undertaken as part of the Minnesota Heart Health Program had generated diminishing impact. The 1988 contest attempted to rejuvenate community interest and participation through a substantially extended enrollment period. Smokers were eligible for monthly prize drawings and a grand prize drawing by entering the contest at any point between June 1988 and January 1989 and remaining abstinent for at least one month. The contest was promoted through newspaper advertisements, contest flyers, schools, and a community-wide direct mail campaign. A total of 1,328 smokers returned initial interest cards and 918 (69.1%) of these smokers returned quit pledges. Self-reported abstinence for pledgers and nonpledgers was 16.7% and 9.2%, respectively. Survival analysis indicated significantly longer periods of abstinence for pledgers (p = .0001). The extended contest was successful in recruiting smokers (almost 7% of the entire Bloomington smoking population vs. 1% for a previous one-month contest), especially those with less than a high school education. The current contest required substantial expenditures. However, these costs could be dramatically reduced through innovative use of donated resources.

Education Policy Outlook: Denmark

ERIC Educational Resources Information Center

Pont, Beatriz; Figueroa, Diana Toledo; Albiser, Etienne; Yee, Hyo Jeong; Skalde, Annette; Zapata, Juliana; Fraccola, Sylvain

2014-01-01

This policy profile on education in Denmark is part of the new Education Policy Outlook series, which will present comparative analysis of education policies and reforms across OECD countries. Building on the substantial comparative and sectorial policy knowledge base available within the OECD, the series will result in a biennial publication…

Educators Adopting M-Learning: Is It Sustainable in Higher Education?

ERIC Educational Resources Information Center

Sanderson, Nicole; Hanbidge, Alice Schmidt

2017-01-01

Effectively integrating m-learning into higher education necessitates consideration for both student and educator adoption factors. Data collected from 309 Canadian university participants in a Mobile Information Literacy (MIL) research study identified specific student m-learning adoption factors and substantiated those in the literature (Navarro…

eQETIC: A Maturity Model for Online Education

ERIC Educational Resources Information Center

Rossi, Rogério; Mustaro, Pollyana Notargiacomo

2015-01-01

Digital solutions have substantially contributed to the growth and dissemination of education. The distance education modality has been presented as an opportunity for worldwide students in many types of courses. However, projects of digital educational platforms require different expertise including knowledge areas such as pedagogy, psychology,…

Meaningful experiences in science education: Engaging the space researcher in a cultural transformation to greater science literacy

NASA Astrophysics Data System (ADS)

Morrow, Cherilynn A.

1993-11-01

The visceral appeal of space science and exploration is a very powerful emotional connection to a very large and diverse collection of people, most of whom have little or no perspective about what it means to do science and engineering. Therein lies the potential of space for a substantially enhanced positive impact on culture through education. This essay suggests that through engaging more of the space research and development community in enabling unique and 'meaningful educational experiences' for educators and students at the pre-collegiate levels, space science and exploration can amplify its positive feedback on society and act as an important medium for cultural transformation to greater science literacy. I discuss the impact of space achievements on people and define what is meant by a 'meaningful educational experience,' all of which points to the need for educators and students to be closer to the practice of real science. I offer descriptions of two nascent science education programs associated with NASA which have the needed characteristics for providing meaningful experiences that can cultivate greater science literacy. Expansion of these efforts and others like it will be needed to have the desired impact on culture, but I suggest that the potential for the needed resources is there in the scientific research communities. A society in which more people appreciate and understand science and science methods would be especially conducive to human progress in space and on Earth.

Meaningful experiences in science education: Engaging the space researcher in a cultural transformation to greater science literacy

NASA Technical Reports Server (NTRS)

Morrow, Cherilynn A.

1993-01-01

The visceral appeal of space science and exploration is a very powerful emotional connection to a very large and diverse collection of people, most of whom have little or no perspective about what it means to do science and engineering. Therein lies the potential of space for a substantially enhanced positive impact on culture through education. This essay suggests that through engaging more of the space research and development community in enabling unique and 'meaningful educational experiences' for educators and students at the pre-collegiate levels, space science and exploration can amplify its positive feedback on society and act as an important medium for cultural transformation to greater science literacy. I discuss the impact of space achievements on people and define what is meant by a 'meaningful educational experience,' all of which points to the need for educators and students to be closer to the practice of real science. I offer descriptions of two nascent science education programs associated with NASA which have the needed characteristics for providing meaningful experiences that can cultivate greater science literacy. Expansion of these efforts and others like it will be needed to have the desired impact on culture, but I suggest that the potential for the needed resources is there in the scientific research communities. A society in which more people appreciate and understand science and science methods would be especially conducive to human progress in space and on Earth.

[Infection control and hand hygiene in nursing homes in Oslo].

PubMed

Sie, Ingrid; Thorstad, Margrete; Andersen, Bjørg Marit

2008-06-26

Nosocomial infections and transmission can be substantially reduced by good infection control. The laws and regulations for infection control in heath care institutions emphasize establishment of infection control programs and improved hand hygiene. Our study reviews some factors that are important for practicing adequate hand hygiene (knowledge about infection control and hand-washing facilities). Health care workers (HCW) in nursing homes in Oslo participated in this study in 2006-2007. A questionnaire was made and SPSS was used to analyse the data . 70.7% of 324 HCW (in 42 nursing homes) answered the questionnaires. Nearly all of the respondents (95.6%) knew about the written procedures for hygiene and infection control; 88.5% knew that an infection control program was in place and about 50% had received information through internal education. Three of four had read the National guidelines for hand hygiene, 77.5% thought that hand disinfection was more effective than hand washing, and 97% reported hand hygiene after contact with a patient having an infection. Dispensers for hand disinfection were situated at central work places. At the same time, 17.9% informed that they worked in more than one place at the same time. This study confirms that most nursing homes in Oslo have an infection control program and training that improves the knowledge and awareness of hand hygiene among HCWs. However, the fact that nursing homes in Oslo have the resources, knowledge and education, is not the same as compliance.

A Bridge to the Stars: A Model High School-to-College Pipeline to Improve Diversity in STEM

NASA Astrophysics Data System (ADS)

McIntosh, Daniel H.; Jennings, Derrick H.

2017-01-01

Increasing participation by historically underrepresented Americans in the STEM workforce remains a national priority. Existing strategies have failed to increase diversity especially in the physical sciences despite federal mandates. To meet this urgent challenge, it is imperative to immediately identify and support the expansion of effective high school-to-college STEM pipelines. A Bridge to the Stars (ABttS) is a creative and tested pipeline designed to steadily increase the numbers of disadvantaged 15-21 year-olds pursuing and completing 4-year STEM degrees. This unique program offers extended engagement in astronomy, arguably the most accessible window to science, through a 3-tier STEM immersion program of innovative learning (in a freshman science course), authentic research training (in a freshman science lab), and supportive near-peer mentoring at U.Missouri-Kansas City, an urban research university. Each tier of the ABttS pipeline by itself has the potential to broaden student aspirations for careers as technological innovators or STEM educators. Students who elect to transition through multiple tiers will substantially reinforce their successes with STEM activities, and significantly bolster their self-esteem necessary to personally manifest STEM aspirations. We will summarize the impact of this program after 5 years, and share our latest improvements. The long-term mission of ABttS is to see urban educational institutions across the U.S. adopt similar pipelines in all STEM disciplines built on the ABttS model.

The Education and Outreach Project of ATLAS--A New Participant in Physics Education

ERIC Educational Resources Information Center

Barnett, R. Michael; Johansson, K. Erik

2006-01-01

The ATLAS experiment at the Large Hadron Collider at CERN has a substantial collaborative Education and Outreach project. This article describes its activities and how it promotes physics to students around the world.

Sexuality education in North American medical schools: current status and future directions.

PubMed

Shindel, Alan W; Parish, Sharon J

2013-01-01

Both the general public and individual patients expect healthcare providers to be knowledgeable and approachable regarding sexual health. Despite this expectation there are no universal standards or expectations regarding the sexuality education of medical students. To review the current state of the art in sexuality education for North American medical students and to articulate future directions for improvement. Evaluation of: (i) peer-reviewed literature on sexuality education (focusing on undergraduate medical students); and (ii) recommendations for sexuality education from national and international public health organizations. Current status and future innovations for sexual health education in North American medical schools. Although the importance of sexuality to patients is recognized, there is wide variation in both the quantity and quality of education on this topic in North American medical schools. Many sexual health education programs in medical schools are focused on prevention of unwanted pregnancy and sexually transmitted infection. Educational material on sexual function and dysfunction, female sexuality, abortion, and sexual minority groups is generally scant or absent. A number of novel interventions, many student initiated, have been implemented at various medical schools to improve the student's training in sexual health matters. There is a tremendous opportunity to mold the next generation of healthcare providers to view healthy sexuality as a relevant patient concern. A comprehensive and uniform curriculum on human sexuality at the medical school level may substantially enhance the capacity of tomorrow's physicians to provide optimal care for their patients irrespective of gender, sexual orientation, and individual sexual mores/beliefs. © 2013 International Society for Sexual Medicine.

Developing Mentoring Competency: Does a One Session Training Workshop Have Impact?

PubMed

Lau, Chloe; Ford, Jennifer; Van Lieshout, Ryan J; Saperson, Karen; McConnell, Meghan; McCabe, Randi

2016-06-01

Mentorship remains vital to the career development, research productivity, and professional advancement of healthcare professionals in all disciplines of academic medicine. Recent studies describe mentor training initiatives aimed at increasing mentoring competency through multisession training curricula. Although the published results of these programs are promising, they require the following: (1) substantial financial resources from the institution, and (2) continuous participation and time commitment from faculty, which may reduce participation and effectiveness. A single, half-day of evidence-based mentor training would represent a more cost-effective and accessible option for educating mentors. The present study investigates the impact of a half-day interactive mentor training workshop on mentoring competency in faculty, staff, and trainees of the Department of Psychiatry and Behavioural Neurosciences at McMaster University. Overall, participants' self-reported mentoring competency mean scores were significantly higher post-workshop compared to pre-workshop ratings [mean = 4.48 vs. 5.02 pre- and post-workshop, respectively; F(1, 31) = 18.386, P < 0.001, η p2 = 0.37]. Survey respondents gave positive feedback and reported greater understanding of mentorship and specific mentoring changes they planned to apply after attending the workshop. Academic and healthcare institutions may use this framework to guide the development of a half-day mentoring workshop into their education programs.

An app for patient education and self-audit within an enhanced recovery program for bowel surgery: a pilot study assessing validity and usability.

PubMed

Pecorelli, Nicolò; Fiore, Julio F; Kaneva, Pepa; Somasundram, Abarna; Charlebois, Patrick; Liberman, A Sender; Stein, Barry L; Carli, Franco; Feldman, Liane S

2018-05-01

While patient engagement and clinical audit are key components of successful enhanced recovery programs (ERPs), they require substantial resource allocation. The objective of this study was to assess the validity and usability of a novel mobile device application for education and self-reporting of adherence for patients undergoing bowel surgery within an established ERP. Prospectively recruited patients undergoing bowel surgery within an ERP used a novel app specifically designed to provide daily recovery milestones and record adherence to 15 different ERP processes and six patient-reported outcomes (PROs). Validity was measured by the agreement index (Cohen's kappa coefficient for categorical, and interclass correlation coefficient (ICC) for continuous variables) between patient-reported data through the app and data recorded by a clinical auditor. Acceptability and usability of the app were measured by the System Usability Scale (SUS). Forty-five patients participated in the study (mean age 61, 64% male). Overall, patients completed 159 of 179 (89%) of the available questionnaires through the app. Median time to complete a questionnaire was 2 min 49 s (i.q.r. 2'32″-4'36″). Substantial (kappa > 0.6) or almost perfect agreement (kappa > 0.8) and strong correlation (ICC > 0.7) between data collected through the app and by the clinical auditor was found for 14 ERP processes and four PROs. Patient-reported usability was high; mean SUS score was 87 (95% CI 83-91). Only 6 (13%) patients needed technical support to use the app. Forty (89%) patients found the app was helpful to achieve their daily goals, and 34 (76%) thought it increased their motivation to recover after surgery. This novel application provides a tool to record patient adherence to care processes and PROs, with high agreement with traditional clinical audit, high usability, and patient satisfaction. Future studies should investigate the use of mobile device apps as strategies to increase adherence to perioperative interventions.

34 CFR 682.100 - The Federal Family Education Loan programs.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false The Federal Family Education Loan programs. 682.100... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FEDERAL FAMILY EDUCATION LOAN (FFEL) PROGRAM Purpose and Scope § 682.100 The Federal Family Education Loan programs. (a) This part governs the following four programs...

Risk Factors for Lower-Extremity Injuries Among Contemporary Dance Students.

PubMed

van Seters, Christine; van Rijn, Rogier M; van Middelkoop, Marienke; Stubbe, Janine H

2017-10-10

To determine whether student characteristics, lower-extremity kinematics, and strength are risk factors for sustaining lower-extremity injuries in preprofessional contemporary dancers. Prospective cohort study. Codarts University of the Arts. Forty-five first-year students of Bachelor Dance and Bachelor Dance Teacher. At the beginning of the academic year, the injury history (only lower-extremity) and student characteristics (age, sex, educational program) were assessed using a questionnaire. Besides, lower-extremity kinematics [single-leg squat (SLS)], strength (countermovement jump) and height and weight (body mass index) were measured during a physical performance test. Substantial lower-extremity injuries during the academic year were defined as any problems leading to moderate or severe reductions in training volume or in performance, or complete inability to participate in dance at least once during follow-up as measured with the Oslo Sports Trauma Research Center (OSTRC) Questionnaire on Health Problems. Injuries were recorded on a monthly basis using a questionnaire. Analyses on leg-level were performed using generalized estimating equations to test the associations between substantial lower-extremity injuries and potential risk factors. The 1-year incidence of lower-extremity injuries was 82.2%. Of these, 51.4% was a substantial lower-extremity injury. Multivariate analyses identified that ankle dorsiflexion during the SLS (OR 1.25; 95% confidence interval, 1.03-1.52) was a risk factor for a substantial lower-extremity injury. The findings indicate that contemporary dance students are at high risk for lower-extremity injuries. Therefore, the identified risk factor (ankle dorsiflexion) should be considered for prevention purposes.

Educability and Group Differences.

ERIC Educational Resources Information Center

Jensen, Arthur R.

This pivotal analysis of the genetic factor in intelligence and educability argues that those qualities which seem most closely related to educability cannot be accounted for by a traditional environmentalist hypothesis. It is more probable that they have a substantial genetic basis. Educability, as defined in this book, is the ability to learn…

Educational Expansion and Inequality in Taiwan and the Czech Republic

ERIC Educational Resources Information Center

Smith, Michael; Tsai, Shu-Ling; Mateju, Petr; Huang, Min-Hsiung

2016-01-01

This article presents a comparative analysis of educational inequality by family background and gender in Taiwan and the Czech Republic, which have both experienced substantial educational expansion in the last half-century under different educational systems. We highlight the specific institutional histories of both countries and examine the role…

Measuring Music Education: A Philosophical Investigation of the Model Cornerstone Assessments

ERIC Educational Resources Information Center

Richerme, Lauren Kapalka

2016-01-01

Despite substantial attention to measurement and assessment in contemporary education and music education policy and practice, the process of measurement has gone largely undiscussed in music education philosophy. Using the work of physicist and philosopher Karen Barad, in this philosophical inquiry, I investigated the nature of measurement in…

Utopia and Education in Critical Theory

ERIC Educational Resources Information Center

Lewis, Tyson

2006-01-01

In this article the author examines the intimate connections between utopia and education in Frankfurt School critical theory. Although substantial links have been made in the critical pedagogy tradition between education, critique, and utopian dreaming, an in-depth analysis of the utopia-education matrix in the works of Herbert Marcuse, Theodor…