Sample records for improving educational practice

  1. Quality in-training initiative--a solution to the need for education in quality improvement: results from a survey of program directors.

    PubMed

    Kelz, Rachel R; Sellers, Morgan M; Reinke, Caroline E; Medbery, Rachel L; Morris, Jon; Ko, Clifford

    2013-12-01

    The Next Accreditation System and the Clinical Learning Environment Review Program will emphasize practice-based learning and improvement and systems-based practice. We present the results of a survey of general surgery program directors to characterize the current state of quality improvement in graduate surgical education and introduce the Quality In-Training Initiative (QITI). In 2012, a 20-item survey was distributed to 118 surgical residency program directors from ACS NSQIP-affiliated hospitals. The survey content was developed in collaboration with the QITI to identify program director opinions regarding education in practice-based learning and improvement and systems-based practice, to investigate the status of quality improvement education in their respective programs, and to quantify the extent of resident participation in quality improvement. There was a 57% response rate. Eighty-five percent of program directors (n = 57) reported that education in quality improvement is essential to future professional work in the field of surgery. Only 28% (n = 18) of programs reported that at least 50% of their residents track and analyze their patient outcomes, compare them with norms/benchmarks/published standards, and identify opportunities to make practice improvements. Program directors recognize the importance of quality improvement efforts in surgical practice. Subpar participation in basic practice-based learning and improvement activities at the resident level reflects the need for support of these educational goals. The QITI will facilitate programmatic compliance with goals for quality improvement education. Copyright © 2013 American College of Surgeons. All rights reserved.

  2. The History and State of Neonatal Nursing Quality Improvement Practice and Education.

    PubMed

    Kukla, Aniko; Dowling, Donna A; Dolansky, Mary A

    2018-03-01

    Quality improvement has evolved rapidly in neonatal nursing. This review outlines the history and current state of quality improvement practice and education in neonatal nursing. The future of neonatal nursing includes a stronger emphasis on quality improvement in advanced practice education that promotes doctoral projects that result in clinical improvements. A collective focus will ensure that neonatal nurses not only deliver evidence-based care, but also continually improve the care they deliver.

  3. Improving blood transfusion practice by regular education in the United Arab Emirates.

    PubMed

    Sajwani, F H

    2012-07-01

    A cross-match to transfused unit ratio of less than 2.0 is frequently used to assess performance in many hospital blood banks. This brief report was initiated to evaluate the practice at a local hospital and to emphasize the importance of regular educational sessions to improve blood transfusion practice. Retrospective data on cross-match : transfused (C : T) ratio of all departments was collected and educational sessions were given to improve practice. Thereafter, a new set of data was collected and change in practice was assessed. Initial data showed total (C : T) ratio of 1.95. After medical staff education, analysis showed clinically significant improvement in blood utilization practice with a (C : T) ratio of 1.60. This brief report indicates the importance of regular physician education, the potential role of blood transfusion committee, and the need to implement clear guidelines for blood transfusion. © 2012 American Association of Blood Banks.

  4. A Study of States' Monitoring and Improvement Practices under the Individuals with Disabilities Education Act. NCSER 2011-3001

    ERIC Educational Resources Information Center

    Bollmer, Julie; Cronin, Roberta; Brauen, Marsha; Howell, Bethany; Fletcher, Philip; Gonin, Rene; Jenkins, Frank

    2010-01-01

    The Study of Monitoring and Improvement Practices under the Individuals with Disabilities Education Act (IDEA) examined how states monitored the implementation of IDEA by local special education and early intervention services programs. State monitoring and improvement practices in 2004-05 and 2006-07 were the focus of the study. Prior to the…

  5. Building and executing a research agenda toward conducting implementation science in medical education.

    PubMed

    Carney, Patricia A; Crites, Gerald E; Miller, Karen H; Haight, Michelle; Stefanidis, Dimitrios; Cichoskikelly, Eileen; Price, David W; Akinola, Modupeola O; Scott, Victoria C; Kalishman, Summers

    2016-01-01

    Implementation science (IS) is the study of methods that successfully integrate best evidence into practice. Although typically applied in healthcare settings to improve patient care and subsequent outcomes, IS also has immediate and practical applications to medical education toward improving physician training and educational outcomes. The objective of this article is to illustrate how to build a research agenda that focuses on applying IS principles in medical education. We examined the literature to construct a rationale for using IS to improve medical education. We then used a generalizable scenario to step through a process for applying IS to improve team-based care. IS provides a valuable approach to medical educators and researchers for making improvements in medical education and overcoming institution-based challenges. It encourages medical educators to systematically build upon the research outcomes of others to guide decision-making while evaluating the successes of best practices in individual environments and generate additional research questions and findings. IS can act as both a driver and a model for educational research to ensure that best educational practices are easier and faster to implement widely.

  6. Enhancing practice improvement by facilitating practitioner interactivity: new roles for providers of continuing medical education.

    PubMed

    Parboosingh, I John; Reed, Virginia A; Caldwell Palmer, James; Bernstein, Henry H

    2011-01-01

    Research into networking and interactivity among practitioners is providing new information that has the potential to enhance the effectiveness of practice improvement initiatives. This commentary reviews the evidence that practitioner interactivity can facilitate emergent learning and behavior change that lead to practice improvements. Insights from learning theories provide a framework for understanding emergent learning as the product of interactions between individuals in trusted relationships, such as occurs in communities of practice. This framework helps explain why some groups respond more favorably to improvement initiatives than others. Failure to take advantage of practitioner interactivity may explain in part the disappointingly low mean rates of practice improvement reported in studies of the effectiveness of practice improvement projects. Examples of improvement models in primary care settings that explicitly use relationship building and facilitation techniques to enhance practitioner interactivity are provided. Ingredients of a curriculum to teach relationship building in communities of practice and facilitation skills to enhance learning in small group education sessions are explored. Sufficient evidence exists to support the roles of relationships and interactivity in practice improvement initiatives such that we recommend the development of training programs to teach these skills to CME providers. 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.

  7. Nutritional and eating education improves knowledge and practice of patients with type 2 diabetes concerning dietary intake and blood glucose control in an outlying city of China.

    PubMed

    Wang, Huan; Song, Zhenfeng; Ba, Yanhui; Zhu, Lin; Wen, Ying

    2014-10-01

    To describe the knowledge, attitudes and practices of type 2 diabetics in Yakeshi City and to assess the effect of implementation of nutritional and eating education in enhancing knowledge and practices regarding a healthy diet. A questionnaire-based survey was conducted with 162 diabetics to determine their nutrition knowledge, attitudes and practices; fifty-four participants received nutritional and eating education for 6 months. Diabetes-related nutrition knowledge, awareness, practice accuracy, dietary intake and glycaemic control were assessed before and after education. Yakeshi, a remote city in northern China. A total of 162 type 2 diabetics recruited from three hospitals, fifty-four of whom were selected randomly to receive education. Among the 162 respondents, most diabetics (75%) considered that controlling diet was important in the methods of controlling blood glucose. Scores for knowledge, practices and overall KAP (knowledge-attitude-practice) were low, but scores for attitude were high. Participants with diabetes education experiences, practice duration over 1 year or high education level all had higher scores for KAP (P < 0·001, P < 0·05 and P < 0·001, respectively) than their counterparts. After education, patients' nutrition knowledge, awareness and practice accuracy improved significantly (P < 0·05). The rates of patients with recommended daily intake of vegetables, grains and dairy were boosted (P < 0·05). Various nutrient intakes increased (P < 0·05) but not protein, Fe, Zn and Se. Significant improvements were also found in glycaemic control (P < 0·05). Diabetics in Yakeshi had positive attitudes, but relatively poor nutrition knowledge and practices. Nutritional and eating education was effective in improving diabetics' nutrition knowledge and practices, and this optimal practice helped them control blood glucose effectively.

  8. Geriatrics in family practice residency education: an unmet challenge.

    PubMed

    Gazewood, John D; Vanderhoff, Bruce; Ackermann, Richard; Cefalu, Charles

    2003-01-01

    The aging of the US population poses one of the greatest future challenges for family practice residency graduates. At a time when our discipline should be strengthening geriatric education to address the needs of our aging population, the Group on Geriatric Education of the Society of Teachers of Family Medicine believes that recent guidelines from important family medicine organizations suggest that our discipline's interest in geriatric education may be waning. Barriers to improving geriatric education in family practice residencies include limited geriatric faculty, changes in geriatric fellowship training, competing curricular demands, and limited diversity of geriatric training sites. Improving geriatric education in family practice residencies will require greater emphasis on faculty development and integration of geriatric principles throughout family practice residency education. The Residency Review Committee for Family Practice should review the Program Requirements for Residency Education to ensure that geriatric training requirements are consistent with current educational needs. The leadership of family medicine organizations should collaboratively address the need for continued improvement in training our residents to care for older patients and the chronically ill.

  9. Improving educational environment in medical colleges through transactional analysis practice of teachers.

    PubMed

    Rajan, Marina; Chacko, Thomas

    2012-01-01

     A FAIMER (Foundation for Advancement in International Medical Education and Research) fellow organized a comprehensive faculty development program to improve faculty awareness resulting in changed teaching practices and better teacher student relationships using Transactional Analysis (TA). Practicing TA tools help development of 'awareness' about intrapersonal and interpersonal processes. To improve self-awareness among medical educators.To bring about self-directed change in practices among medical educators.To assess usefulness of TA tools for the same.  An experienced trainer conducted a basic course (12 hours) in TA for faculty members. The PAC model of personality structure, functional fluency model of personal functioning, stroke theory on motivation, passivity and script theories of adult functional styles were taught experientially with examples from the Medical Education Scenario. Self-reported improvement in awareness and changes in practices were assessed immediately after, at three months, and one year after training.  The mean improvement in self-'awareness' is 13.3% (95% C.I 9.3-17.2) among nineteen participants. This persists one year after training. Changes in practices within a year include, collecting feedback, new teaching styles and better relationship with students.  These findings demonstrate sustainable and measurable improvement in self-awareness by practice of TA tools. Improvement in self-'awareness' of faculty resulted in self-directed changes in teaching practices. Medical faculty has judged the TA tools effective for improving self-awareness leading to self-directed changes.

  10. Improving educational environment in medical colleges through transactional analysis practice of teachers

    PubMed Central

    Rajan, Marina

    2012-01-01

    Context: A FAIMER (Foundation for Advancement in International Medical Education and Research) fellow organized a comprehensive faculty development program to improve faculty awareness resulting in changed teaching practices and better teacher student relationships using Transactional Analysis (TA). Practicing TA tools help development of ‘awareness’ about intrapersonal and interpersonal processes. Objectives: To improve self-awareness among medical educators.To bring about self-directed change in practices among medical educators.To assess usefulness of TA tools for the same. Methods: An experienced trainer conducted a basic course (12 hours) in TA for faculty members. The PAC model of personality structure, functional fluency model of personal functioning, stroke theory on motivation, passivity and script theories of adult functional styles were taught experientially with examples from the Medical Education Scenario. Self-reported improvement in awareness and changes in practices were assessed immediately after, at three months, and one year after training. Findings: The mean improvement in self-'awareness' is 13.3% (95% C.I 9.3-17.2) among nineteen participants. This persists one year after training. Changes in practices within a year include, collecting feedback, new teaching styles and better relationship with students. Discussion and Conclusions: These findings demonstrate sustainable and measurable improvement in self-awareness by practice of TA tools. Improvement in self-'awareness' of faculty resulted in self-directed changes in teaching practices. Medical faculty has judged the TA tools effective for improving self-awareness leading to self-directed changes. PMID:24358808

  11. La mejora de la educacion infantil desde el analisis del pensamiento practico de sus educadores. [The Improvement of Early Childhood Education from an Analysis of the Practical Thinking of Early Childhood Educators.

    ERIC Educational Resources Information Center

    Argos, Javier

    2000-01-01

    Discusses proposals for the innovation and development of early childhood education practice, based on findings from case studies on the practical knowledge of four experienced female early childhood educators. Argues that improving early childhood education should be based on its reasons and purposes rather than content or method. (JPB)

  12. Building and executing a research agenda toward conducting implementation science in medical education

    PubMed Central

    Carney, Patricia A.; Crites, Gerald E.; Miller, Karen H.; Haight, Michelle; Stefanidis, Dimitrios; Cichoskikelly, Eileen; Price, David W.; Akinola, Modupeola O.; Scott, Victoria C.; Kalishman, Summers

    2016-01-01

    Background Implementation science (IS) is the study of methods that successfully integrate best evidence into practice. Although typically applied in healthcare settings to improve patient care and subsequent outcomes, IS also has immediate and practical applications to medical education toward improving physician training and educational outcomes. The objective of this article is to illustrate how to build a research agenda that focuses on applying IS principles in medical education. Approach We examined the literature to construct a rationale for using IS to improve medical education. We then used a generalizable scenario to step through a process for applying IS to improve team-based care. Perspectives IS provides a valuable approach to medical educators and researchers for making improvements in medical education and overcoming institution-based challenges. It encourages medical educators to systematically build upon the research outcomes of others to guide decision-making while evaluating the successes of best practices in individual environments and generate additional research questions and findings. Conclusions IS can act as both a driver and a model for educational research to ensure that best educational practices are easier and faster to implement widely. PMID:27565131

  13. Evaluation of an educational intervention for farming families to protect their children from pesticide exposure.

    PubMed

    Farahat, T M; Farahat, F M; Michael, A A

    2009-01-01

    A culturally appropriate educational intervention was developed and directed towards farming families in Menoufia governorate, Egypt, to improve their knowledge and practices in protecting their children from exposure to pesticides. Parents were randomly assigned to either a lecture or videotape training group. Ability to recall information or improve practices among parents was evaluated in 3 sessions: pretraining and 2 weeks and 1 month after training. Knowledge and practice scores after training of younger and more educated participants were significantly higher than older, less educated participants. Knowledge and practice performance of the videotape group was better than the lecture group and in both groups the improvement of knowledge scores after training was significantly higher than that of practice scores.

  14. Relationships between evidence-based practice, quality improvement and clinical error experience of nurses in Korean hospitals.

    PubMed

    Hwang, Jee-In; Park, Hyeoun-Ae

    2015-07-01

    This study investigated individual and work-related factors associated with nurses' perceptions of evidence-based practice (EBP) and quality improvement (QI), and the relationships between evidence-based practice, quality improvement and clinical errors. Understanding the factors affecting evidence-based practice and quality improvement activities and their relationships with clinical errors is important for designing strategies to promote evidence-based practice, quality improvement and patient safety. A cross-sectional survey was conducted with 594 nurses in two Korean teaching hospitals using the evidence-based practice Questionnaire and quality improvement scale developed in this study. Four hundred and forty-three nurses (74.6%) returned the completed survey. Nurses' ages and educational levels were significantly associated with evidence-based practice scores whereas age and job position were associated with quality improvement scores. There were positive, moderate correlations between evidence-based practice and quality improvement scores. Nurses who had not made any clinical errors during the past 12 months had significantly higher quality improvement skills scores than those who had. The findings indicated the necessity of educational support regarding evidence-based practice and quality improvement for younger staff nurses who have no master degrees. Enhancing quality improvement skills may reduce clinical errors. Nurse managers should consider the characteristics of their staff when implementing educational and clinical strategies for evidence-based practice and quality improvement. © 2013 John Wiley & Sons Ltd.

  15. A framework for teaching medical students and residents about practice-based learning and improvement, synthesized from a literature review.

    PubMed

    Ogrinc, Greg; Headrick, Linda A; Mutha, Sunita; Coleman, Mary T; O'Donnell, Joseph; Miles, Paul V

    2003-07-01

    To create a framework for teaching the knowledge and skills of practice-based learning and improvement to medical students and residents based on proven, effective strategies. The authors conducted a Medline search of English-language articles published between 1996 and May 2001, using the term "quality improvement" (QI), and cross-matched it with "medical education" and "health professions education." A thematic-synthesis method of review was used to compile the information from the articles. Based on the literature review, an expert panel recommended educational objectives for practice-based learning and improvement. Twenty-seven articles met the inclusion criteria. The majority of studies were conducted in academic medical centers and medical schools and 40% addressed experiential learning of QI. More than 75% were qualitative case reports capturing educational outcomes, and 7% included an experimental study design. The expert panel integrated data from the literature review with the Dreyfus model of professional skill acquisition, the Institute for Healthcare Improvement's (IHI) knowledge domains for improving health care, and the ACGME competencies and generated a framework of core educational objectives about teaching practice-based learning and improvement to medical students and residents. Teaching the knowledge and skills of practice-based learning and improvement to medical students and residents is a necessary and important foundation for improving patient care. The authors present a framework of learning objectives-informed by the literature and synthesized by the expert panel-to assist educational leaders when integrating these objectives into a curriculum. This framework serves as a blueprint to bridge the gap between current knowledge and future practice needs.

  16. Identification of Pediatric Oral Health Core Competencies through Interprofessional Education and Practice.

    PubMed

    Hallas, D; Fernandez, J B; Herman, N G; Moursi, A

    2015-01-01

    Over the past seven years, the Department of Pediatric Dentistry at New York University College of Dentistry (NYUCD) and the Advanced Practice: Pediatrics and the Pediatric Nurse Practitioner (PNP) program at New York University College of Nursing (NYUCN) have engaged in a program of formal educational activities with the specific goals of advancing interprofessional education, evidence-based practice, and interprofessional strategies to improve the oral-systemic health of infants and young children. Mentoring interprofessional students in all health care professions to collaboratively assess, analyze, and care-manage patients demands that faculty reflect on current practices and determine ways to enhance the curriculum to include evidence-based scholarly activities, opportunities for interprofessional education and practice, and interprofessional socialization. Through the processes of interprofessional education and practice, the pediatric nursing and dental faculty identified interprofessional performance and affective oral health core competencies for all dental and pediatric primary care providers. Students demonstrated achievement of interprofessional core competencies, after completing the interprofessional educational clinical practice activities at Head Start programs that included interprofessional evidence-based collaborative practice, case analyses, and presentations with scholarly discussions that explored ways to improve the oral health of diverse pediatric populations. The goal of improving the oral health of all children begins with interprofessional education that lays the foundations for interprofessional practice.

  17. Identification of Pediatric Oral Health Core Competencies through Interprofessional Education and Practice

    PubMed Central

    Hallas, D.; Fernandez, J. B.; Herman, N. G.; Moursi, A.

    2015-01-01

    Over the past seven years, the Department of Pediatric Dentistry at New York University College of Dentistry (NYUCD) and the Advanced Practice: Pediatrics and the Pediatric Nurse Practitioner (PNP) program at New York University College of Nursing (NYUCN) have engaged in a program of formal educational activities with the specific goals of advancing interprofessional education, evidence-based practice, and interprofessional strategies to improve the oral-systemic health of infants and young children. Mentoring interprofessional students in all health care professions to collaboratively assess, analyze, and care-manage patients demands that faculty reflect on current practices and determine ways to enhance the curriculum to include evidence-based scholarly activities, opportunities for interprofessional education and practice, and interprofessional socialization. Through the processes of interprofessional education and practice, the pediatric nursing and dental faculty identified interprofessional performance and affective oral health core competencies for all dental and pediatric primary care providers. Students demonstrated achievement of interprofessional core competencies, after completing the interprofessional educational clinical practice activities at Head Start programs that included interprofessional evidence-based collaborative practice, case analyses, and presentations with scholarly discussions that explored ways to improve the oral health of diverse pediatric populations. The goal of improving the oral health of all children begins with interprofessional education that lays the foundations for interprofessional practice. PMID:25653873

  18. Improving Learning and Teaching in Transnational Education: Can Communities of Practice Help?

    ERIC Educational Resources Information Center

    Keay, Jeanne; May, Helen; O' Mahony, Joan

    2014-01-01

    This article builds on the key findings of the UK Higher Education Academy study "Transnational Education Learning and Teaching" to explore the way in which Wenger's characteristics of communities of practice could help provide a theoretical framework for improving communication and creating more effective transnational education (TNE)…

  19. Nurses' Perceptions and Practices Related to Alarm Management: A Quality Improvement Initiative.

    PubMed

    Cameron, Hannah L; Little, Barbara

    2018-05-01

    The purpose of this quality improvement project was to develop, implement, and assess the effects of an alarm management policy and educational program on nurses' perceptions and practices of alarm management in an acute care hospital. Nurses from an acute care hospital in the southeastern United States attended a mandatory alarm management education program. The hospital implemented the evidence-based alarm management education to achieve the NPSG.06.01.01: Alarm Management. Pre- and posttests were administered to evaluate the education and the changes in nurses' perceptions and practices of clinical alarms. A total of 417 nurses received the educational intervention. All participants completed the pretest, and 215 (51%) completed the voluntary posttest. Significant improvements were made in alarm perceptions and practices. Nurses suggested unit-specific alarm education, improved staffing, and updated equipment. Findings support the benefits of continued education in alarm management for nurses. Bedside nurses are a critical member of a multidisciplinary alarm management team because they are at the forefront of patient safety and most at risk for experiencing alarm fatigue. J Contin Educ Nurs. 2018;49(5):207-215. Copyright 2018, SLACK Incorporated.

  20. Modeling the Mental Health Practice Change Preferences of Educators: A Discrete-Choice Conjoint Experiment.

    PubMed

    Cunningham, Charles E; Barwick, Melanie; Short, Kathy; Chen, Yvonne; Rimas, Heather; Ratcliffe, Jenna; Mielko, Stephanie

    2014-01-01

    Schools are sometimes slow to adopt evidence-based strategies for improving the mental health outcomes of students. This study used a discrete-choice conjoint experiment to model factors influencing the decision of educators to adopt strategies for improving children's mental health outcomes. A sample of 1,010 educators made choices between hypothetical mental health practice change strategies composed by systematically varying the four levels of 16 practice change attributes. Latent class analysis yielded two segments with different practice change preferences. Both segments preferred small-group workshops, conducted by engaging experts, teaching skills applicable to all students. Participants expressed little interest in Internet options. The support of colleagues, administrators, and unions exerted a strong influence on the practice change choices of both segments. The Change Ready segment, 77.1 % of the sample, was more intent on adopting new strategies to improve the mental health of students. They preferred that schools, rather than the provincial ministry of education, make practice change decisions, coaching was provided to all participants, and participants received post-training follow-up sessions. The Demand Sensitive segment (22.9 %) was less intent on practice change. They preferred that individual teachers make practice change decisions, recommended discretionary coaching, and chose no post-training follow-up support. This study emphasizes the complex social, organizational, and policy context within which educators make practice change decisions. Efforts to disseminate strategies to improve the mental health outcomes of students need to be informed by the preferences of segments of educators who are sensitive to different dimensions of the practice change process. In the absence of a broad consensus of educators, administrators, and unions, potentially successful practice changes are unlikely to be adopted.

  1. Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students. Educator's Practice Guide. What Works Clearinghouse.™ NCEE 2015-4010

    ERIC Educational Resources Information Center

    Star, Jon R.; Foegen, Anne; Larson, Matthew R.; McCallum, William G.; Porath, Jane; Zbiek, Rose Mary; Caronongan, Pia; Furgeson, Joshua,; Keating, Betsy; Lyskawa, Julia

    2015-01-01

    Mastering algebra is important for future math and postsecondary success. Educators will find practical recommendations for how to improve algebra instruction in the What Works Clearinghouse (WWC) practice guide, "Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students". The methods and examples included in…

  2. Effectiveness of foot care education among people with type 2 diabetes in rural Puducherry, India.

    PubMed

    Saurabh, Suman; Sarkar, Sonali; Selvaraj, Kalaiselvi; Kar, Sitanshu Sekhar; Kumar, S Ganesh; Roy, Gautam

    2014-01-01

    The burden of diabetes and its foot complications is increasing in India. Prevention of these complications through foot care education should be explored. The objective of our study was to assess the risk factors of poor diabetic foot care and to find the effectiveness of health education in improving foot care practice among diabetes patients. A structured pre-tested questionnaire was administered to the outpatients of a rural health center with type 2 diabetes. Awareness regarding diabetes, care of diabetes and foot care practice ware assessed and scored. Individual and group health education focusing on foot care was performed. Foot care practice was reassessed after 2 weeks of education. Only 54% were aware that diabetes could lead to reduced foot sensation and foot ulcers. Nearly 53% and 41% of the patients had good diabetes awareness and good diabetes care respectively. Only 22% of the patients had their feet examined by a health worker or doctor. The patients with poor, satisfactory and good practice scores were 44.7%, 35.9% and 19.4% respectively. Low education status, old age and low awareness regarding diabetes were the risk factors for poor practice of foot care. Average score for practice of foot care improved from 5.90 ± 1.82 to 8.0 ± 1.30 after 2 weeks of health education. Practice related to toe space examination, foot inspection and foot wear inspection improved maximally. Foot care education for diabetics in a primary care setting improves their foot care practice and is likely to be effective in reducing the burden of diabetic foot ulcer.

  3. Evaluation of a Pain Management Education Program and Operational Guideline on Nursing Practice, Attitudes, and Pain Management.

    PubMed

    Bonkowski, Sara L; De Gagne, Jennie C; Cade, Makia B; Bulla, Sally A

    2018-04-01

    Nurses lack adequate pain management knowledge, which can result in poorly managed postsurgical pain. This study aimed to develop, implement, and evaluate pain management education and operational guidelines to improve nursing knowledge and pain management. This quality improvement project employed convenience samples of surgical oncology nurses and postoperative patients. The intervention involved an online module, live education, and operational guideline for pain management. Nurses completed pre- and postintervention practice and attitudes surveys. Random chart reviews of intravenous narcotic administrations the day before discharge were completed to evaluate whether narcotic administration changed after intervention. Readmissions and Hospital Consumer Assessment of Healthcare Providers and Systems data were collected to determine whether the intervention influenced patient satisfaction. A statistically significant improvement in nursing practice and intravenous narcotic administrations demonstrated changes to pain management practices employed by the nursing staff. Although not statistically significant, fewer pain-related readmissions occurred postintervention. Findings demonstrate that targeted pain management continuing education, paired with operational guidelines, improves nursing practice and decreases intravenous narcotic administrations prior to discharge. J Contin Educ Nurs. 2018;49(4):178-185. Copyright 2018, SLACK Incorporated.

  4. The Presence of Effective School Practices in the Educational Experience of Migrant Students: Student and Parent Perspectives

    ERIC Educational Resources Information Center

    Zepeda-Capistran, Alfonso

    2014-01-01

    The purpose of this study was to improve the understanding of the lived educational experience of migrant high school students in order to improve migrant educational services. Several decades of educational research have identified sets of practices or correlates that increase learning for all students. This study examined the extent to which the…

  5. Effectiveness of foot care education among people with type 2 diabetes in rural Puducherry, India

    PubMed Central

    Saurabh, Suman; Sarkar, Sonali; Selvaraj, Kalaiselvi; Kar, Sitanshu Sekhar; Kumar, S. Ganesh; Roy, Gautam

    2014-01-01

    Background: The burden of diabetes and its foot complications is increasing in India. Prevention of these complications through foot care education should be explored. The objective of our study was to assess the risk factors of poor diabetic foot care and to find the effectiveness of health education in improving foot care practice among diabetes patients. Materials and Methods: A structured pre-tested questionnaire was administered to the outpatients of a rural health center with type 2 diabetes. Awareness regarding diabetes, care of diabetes and foot care practice ware assessed and scored. Individual and group health education focusing on foot care was performed. Foot care practice was reassessed after 2 weeks of education. Results: Only 54% were aware that diabetes could lead to reduced foot sensation and foot ulcers. Nearly 53% and 41% of the patients had good diabetes awareness and good diabetes care respectively. Only 22% of the patients had their feet examined by a health worker or doctor. The patients with poor, satisfactory and good practice scores were 44.7%, 35.9% and 19.4% respectively. Low education status, old age and low awareness regarding diabetes were the risk factors for poor practice of foot care. Average score for practice of foot care improved from 5.90 ± 1.82 to 8.0 ± 1.30 after 2 weeks of health education. Practice related to toe space examination, foot inspection and foot wear inspection improved maximally. Conclusion: Foot care education for diabetics in a primary care setting improves their foot care practice and is likely to be effective in reducing the burden of diabetic foot ulcer. PMID:24701439

  6. Critical care nurses' knowledge and practice of delirium assessment.

    PubMed

    Rowley-Conwy, Gabby

    2017-04-13

    The aim of this study was to examine perceived barriers to assessment of delirium for critical care nurses, and the impact of education on their knowledge and practice. Delirium is a significant problem in critical care, leading to increased morbidity and mortality. Many authors have found variations in assessment by critical care nurses, but there has been limited analysis of the reasons for this. Education on the topic improves knowledge and practice, but the best approach has not been examined. A questionnaire survey design. A self-reported questionnaire was distributed to critical care nurses (n=31) at a district general hospital. Data were analysed with descriptive statistics. Knowledge and practice were variable, but correlation was seen between nursing band and years of experience with better scores. Any type of education led to significantly improved scores. Several barriers to assessment were found, with the most common being lack of knowledge and difficulty in assessing intubated patients. It is essential to improve practice in delirium assessment and management. Education is vital to improve the knowledge and practice of critical care nurses regarding delirium.

  7. Collaborative Learning in Physical Education Teachers' Early-Career Professional Development

    ERIC Educational Resources Information Center

    Keay, Jeanne

    2006-01-01

    Background/context: Professional development is an important element of professional practice and teachers are expected to engage in activities that not only improve practice but also have a positive impact on pupil learning. Physical educators worldwide have acknowledged the need to improve the continuing education of teachers and have called…

  8. Preparing Quality Educators for English Language Learners: Research, Policy, and Practice

    ERIC Educational Resources Information Center

    Tellez, Kip, Ed.; Waxman, Hersh C., Ed.

    2006-01-01

    This volume brings together a broad range of academics, school-based educators, and policymakers to address research, policy, and practice issues related to improving the education of English language learners in U.S. schools today. It emphasizes throughout that instructional improvements cannot be achieved via curriculum alone--teachers are key…

  9. Improving Special Education Outcomes through Policy, Teacher Practice, and Student Support: A Qualitative Study

    ERIC Educational Resources Information Center

    Wolford, Barbara

    2017-01-01

    Purpose: The purpose of this grounded theory qualitative study was to discover the perceptions of special education directors regarding the changes in special education at the policy level, teacher practice level, and student support level necessary to improve the academic achievement of students with disabilities in California. Methodology: The…

  10. Legacy, Loyalty and Leadership: Creating a Pipeline of Indigenous Black Educational Leaders

    ERIC Educational Resources Information Center

    Ononuju, Ijeoma E.

    2016-01-01

    Educational leadership plays a vital role in improving the academic outcomes of underserved and minority students. The leadership practices of Black educational leaders have contributed to the theorizing of effective, culturally responsive practices to improve student outcomes. This article uses portraiture to look at how one former Black…

  11. Surgical education to improve the quality of patient care: the role of practice-based learning and improvement.

    PubMed

    Sachdeva, Ajit K

    2007-11-01

    Health care is going through immense change, and concerns regarding the quality of patient care and patient safety continue to be expressed in many national forums. A variety of stakeholders are demanding greater accountability from the health care profession. Education is key to supporting surgeons' efforts to provide high-quality patient care during these challenging times. Educational programs for surgeons should be founded on principles of continuous professional development (CPD) and practice-based learning and improvement (PBLI). CPD focuses on the specific needs of individual surgeons and involves lifelong learning throughout a surgeon's career. It needs to form the basis of PBLI efforts. PBLI involves a cycle of four steps--identifying areas for improvement, engaging in learning, applying new knowledge and skills to practice, and checking for improvement. Ongoing involvement in PBLI activities to address specific learning needs should positively impact a surgeon's practice and improve outcomes of surgical care.

  12. The Ambulatory Long-Block: An Accreditation Council for Graduate Medical Education (ACGME) Educational Innovations Project (EIP)

    PubMed Central

    Schauer, Daniel P.; Diers, Tiffiny; Mathis, Bradley R.; Neirouz, Yvette; Boex, James R.; Rouan, Gregory W.

    2008-01-01

    Introduction Historical bias toward service-oriented inpatient graduate medical education experiences has hindered both resident education and care of patients in the ambulatory setting. Aim Describe and evaluate a residency redesign intended to improve the ambulatory experience for residents and patients. Setting Categorical Internal Medicine resident ambulatory practice at the University of Cincinnati Academic Health Center. Program Description We created a year-long continuous ambulatory group-practice experience separated from traditional inpatient responsibilities called the long block as an Accreditation Council for Graduate Medical Education Educational Innovations Project. The practice adopted the Chronic Care Model and residents received extensive instruction in quality improvement and interprofessional teams. Program Evaluation The long block was associated with significant increases in resident and patient satisfaction as well as improvement in multiple quality process and outcome measures. Continuity and no-show rates also improved. Discussion An ambulatory long block can be associated with improvements in resident and patient satisfaction, quality measures, and no-show rates. Future research should be done to determine effects of the long block on education and patient care in the long term, and elucidate which aspects of the long block most contribute to improvement. PMID:18612718

  13. On-line ethics education for occupational therapy clinician-educators: a single-group pre-/post-test study.

    PubMed

    VanderKaay, Sandra; Letts, Lori; Jung, Bonny; Moll, Sandra E

    2018-05-20

    Ethics education is a critical component of training rehabilitation practitioners. There is a need for capacity-building among ethics educators regarding facilitating ethical decision-making among students. The purpose of this study was to evaluate the utility of an on-line ethics education module for occupational therapy clinician-educators (problem-based learning tutors/clinical placement preceptors/evidence-based practice facilitators). The Knowledge-to-Action Process informed development and evaluation of the module. Clinician-educators (n = 33) viewed the module and reported on its impact on knowledge and facilitation practices via pre, post, and follow-up questionnaires. Pre- and post-test data indicated improvement in self-reported ethics knowledge (t = 8.275, p < 0.01). Follow-up data indicated knowledge did not decrease over time (t = -1.483, p = 0.075). There was improvement in self-reported intent to change practice (t = 4.93, p < 0.01); however, actual practice change was not indicated (t = -1.499, p = 0.072). This study provides preliminary data regarding an on-line ethics education module for clinician-educators. Future recommendations include broader consideration of context, adding supplemental knowledge translation components, and further research exploring outcomes with larger samples, longer follow-up and randomized trial methodology. Implications for Rehabilitation The on-line ethics module has potential to improve rehabilitation practice by addressing the noted gap in knowledge among clinician-educators. Viewing an on-line module regarding approaches to ethics education may not be sufficient to change clinician-educators' teaching practices. More time and opportunities to discuss ethics with student occupational therapists may be required to effect practice change among clinician-educators. Developing ethics education tools for clinician-educators requires ongoing and iterative input from knowledge users to optimize translation of ideas to practice.

  14. Leveraging the Power of a Community of Practice to Improve Teaching and Learning about the Earth

    ERIC Educational Resources Information Center

    Kastens, Kim; Manduca, Cathryn

    2017-01-01

    Faculty Communities of Practice (CoP) have been promoted as a way to improve education in both K-12 and higher education. Over the last two decades, faculty who teach undergraduate geoscience in the United States have built a thriving nationwide community of practice, characterized by individual learning, supportive colleagues, group…

  15. Improving Your Reflective Practice through Stories of Practitioner Research. Pen Green Books for Early Years Educators

    ERIC Educational Resources Information Center

    Arnold, Cath, Ed.

    2012-01-01

    "Improving Your Reflective Practice through Stories of Practitioner Research" shows how research has informed and created effective and valuable reflective practice in early years education, and offers depth to the arguments for a research-orientated stance to this vital field of study. This thought-provoking text explores and documents a variety…

  16. Evidence-Based Practice: A Framework for Making Effective Decisions

    ERIC Educational Resources Information Center

    Spencer, Trina D.; Detrich, Ronnie; Slocum, Timothy A.

    2012-01-01

    The research to practice gap in education has been a long-standing concern. The enactment of No Child Left Behind brought increased emphasis on the value of using scientifically based instructional practices to improve educational outcomes. It also brought education into the broader evidence-based practice movement that started in medicine and has…

  17. An Analysis of State Music Education Certification and Licensure Practices in the United States

    ERIC Educational Resources Information Center

    May, Brittany Nixon; Willie, Karen; Worthen, Cherilyn; Pehrson, Allyssa

    2017-01-01

    Teacher certification and licensure practices for music educators vary by state. Enhancing music teacher educator knowledge of state music education certification and licensure practices can inform music teacher preparation and improve future music teacher quality. The purpose of this study was to compile relevant information for music educators…

  18. Not Just for Novices: The Programmatic Impact of Practice-Based Teacher Education

    ERIC Educational Resources Information Center

    Francis, Anthony Tuf; Olson, Mark; Weinberg, Paul J.; Stearns-Pfeiffer, Amanda

    2018-01-01

    This article describes how a secondary teacher education program at a midsized university made the turn toward a practice-based program in teacher education. The authors argue that efforts to recenter the program around practices have not only improved opportunities for novice teachers, but also have provided teacher educators a programmatic…

  19. Practical Recommendations to Improve the Quality of Training and Methodical Support of Professional Teacher Education

    ERIC Educational Resources Information Center

    Grebennikov, Valery V.; Grudtsina, Ludmila Yu.; Marchuk, Nikolay N.; Sangadgiev, Badma V.; Kudyashev, Nail K.

    2016-01-01

    The research urgency is caused by the transition to the knowledge society and new demands for training and methodical provision of professional pedagogical education. The purpose of this paper is to develop practical recommendations to improve the quality of training and methodical support of professional pedagogical education. The leading…

  20. A multi-institutional quality improvement initiative to transform education for chronic illness care in resident continuity practices.

    PubMed

    Stevens, David P; Bowen, Judith L; Johnson, Julie K; Woods, Donna M; Provost, Lloyd P; Holman, Halsted R; Sixta, Constance S; Wagner, Ed H

    2010-09-01

    There is a gap between the need for patient-centered, evidence-based primary care for the large burden of chronic illness in the US, and the training of resident physicians to provide that care. To improve training for residents who provide chronic illness care in teaching practice settings. US teaching hospitals were invited to participate in one of two 18-month Breakthrough Series Collaboratives-either a national Collaborative, or a subsequent California Collaborative-to implement the Chronic Care Model (CCM) and related curriculum changes in resident practices. Most practices focused on patients with diabetes mellitus. Educational redesign strategies with related performance measures were developed for curricular innovations anchored in the CCM. In addition, three clinical measures-HbA1c <7%, LDL <100 mg/dL, and blood pressure

  1. A Multi-Institutional Quality Improvement Initiative to Transform Education for Chronic Illness Care in Resident Continuity Practices

    PubMed Central

    Bowen, Judith L.; Johnson, Julie K.; Woods, Donna M.; Provost, Lloyd P.; Holman, Halsted R.; Sixta, Constance S.; Wagner, Ed H.

    2010-01-01

    BACKGROUND There is a gap between the need for patient-centered, evidence-based primary care for the large burden of chronic illness in the US, and the training of resident physicians to provide that care. OBJECTIVE To improve training for residents who provide chronic illness care in teaching practice settings. DESIGN US teaching hospitals were invited to participate in one of two 18-month Breakthrough Series Collaboratives—either a national Collaborative, or a subsequent California Collaborative—to implement the Chronic Care Model (CCM) and related curriculum changes in resident practices. Most practices focused on patients with diabetes mellitus. Educational redesign strategies with related performance measures were developed for curricular innovations anchored in the CCM. In addition, three clinical measures—HbA1c <7%, LDL <100 mg/dL, and blood pressure ≤130/80—and three process measures—retinal and foot examinations, and patient self-management goals—were tracked. PARTICIPANTS Fifty-seven teams from 37 self-selected teaching hospitals committed to implement the CCM in resident continuity practices; 41 teams focusing on diabetes improvement participated over the entire duration of one of the Collaboratives. INTERVENTIONS Teaching-practice teams—faculty, residents and staff—participated in Collaboratives by attending monthly calls and regular 2-day face-to-face meetings with the other teams. The national Collaborative faculty led calls and meetings. Each team used rapid cycle quality improvement (PDSA cycles) to implement the CCM and curricular changes. Teams reported education and clinical performance measures monthly. RESULTS Practices underwent extensive redesign to establish CCM elements. Education measures tracked substantial development of CCM-related learning. The clinical and process measures improved, however inconsistently, during the Collaboratives. CONCLUSIONS These initiatives suggest that systematic practice redesign for implementing the CCM along with linked educational approaches are achievable in resident continuity practices. Improvement of clinical outcomes in such practices is daunting but achievable. PMID:20737232

  2. Pedagogical Practices in Early Childhood Education and Care in Tanzania: Policy and Practices

    ERIC Educational Resources Information Center

    Mligo, Ignasia; Mitchell, Linda; Bell, Beverley

    2016-01-01

    The purpose of this study was to examine current pedagogical practices in early childhood education and care in Tanzania, a reflection from policy and practices to the implementation of Learner-Centred Pedagogy and to put forward possible improvements for the future. In 2005 a new pre-school education curriculum introduced a learner-centred…

  3. Improving Primary School Practice and School-College Linkage in Ethiopia through Collaborative Action Research

    ERIC Educational Resources Information Center

    Worku, Mulugeta Yayeh

    2017-01-01

    In Ethiopia, as elsewhere in the world, action research is recognized as a valuable and cost-effective form of inquiry to improve classroom and school practices. It has been given due consideration, both by the Ministry of Education and teacher education institutes of the country. Nevertheless, studies conducted on the practice of action research…

  4. Improving Teacher Education through Action Research. Routledge Research in Education

    ERIC Educational Resources Information Center

    Hui, Ming-Fai, Ed.; Grossman, David L., Ed.

    2011-01-01

    There has been a dearth of studies on teacher educators using action research to improve their own practice. This book is the first systematic study of a group of teachers examining and enhancing their own practice through the inquiry process of action research. This book presents a broad overview of a variety of methodologies that can be used to…

  5. NCIP Profiles, 1-5, 1995.

    ERIC Educational Resources Information Center

    NCIP Profiles, 1995

    1995-01-01

    This set of information sheets is intended to improve practice in special education through technology, media, and materials. The first information profile introduces NCIP (the National Center to Improve Practice), gives an example of how one special education administrator uses NCIP resources, and offers suggestions for facilitating NCIP…

  6. Readability of Patient Education Materials in Hand Surgery and Health Literacy Best Practices for Improvement.

    PubMed

    Hadden, Kristie; Prince, Latrina Y; Schnaekel, Asa; Couch, Cory G; Stephenson, John M; Wyrick, Theresa O

    2016-08-01

    This study aimed to update a portion of a 2008 study of patient education materials from the American Society for Surgery of the Hand Web site with new readability results, to compare the results to health literacy best practices, and to make recommendations to the field for improvement. A sample of 77 patient education documents were downloaded from the American Society for Surgery of the Hand Web site, handcare.org, and assessed for readability using 4 readability tools. Mean readability grade-level scores were derived. Best practices for plain language for written health materials were compiled from 3 government agency sources. The mean readability of the 77 patient education documents in the study was 9.3 grade level. This reading level is reduced from the previous study in 2008 in which the overall mean was 10.6; however, the current sample grade level still exceeds recommended readability according to best practices. Despite a small body of literature on the readability of patient education materials related to hand surgery and other orthopedic issues over the last 7 years, readability was not dramatically improved in our current sample. Using health literacy as a framework, improvements in hand surgery patient education may result in better understanding and better outcomes for patients seeing hand surgeons. Improved understanding of patient education materials related to hand surgery may improve preventable negative outcomes that are clinically significant as well as contribute to improved quality of life for patients. Copyright © 2016 American Society for Surgery of the Hand. Published by Elsevier Inc. All rights reserved.

  7. The Shaughnessy Scholars Program--Distilling Ideas from Practice.

    ERIC Educational Resources Information Center

    Gross, Ronald

    1984-01-01

    The Mina Shaughnessy Scholars Program provides funds for innovators in postsecondary education to develop and disseminate their ideas. Its goal is to improve practice, rather than to advance knowledge, and the search is for practitioners who can make the most difference in improving postsecondary education. (MLW)

  8. CEC Standards for Professional Practice in Special Education.

    ERIC Educational Resources Information Center

    Council for Exceptional Children, Reston, VA.

    This document brings together professional standards of the special education profession adopted by the Council for Exceptional Children (CEC). The standards represent the efforts of special educators to govern their own practice, guide agencies that certify or license special educators, and improve programs that prepare special educators. The…

  9. Lessons for Teacher Education from Corporate Practice.

    ERIC Educational Resources Information Center

    Houston, W. Robert

    1987-01-01

    Teacher education suffers from parochialism and is essentially the same today as it was 50 years ago. Corporate education programs are large and well developed, and adoption of their promising ideas could improve teacher education. Eight conclusions about corporate educational practices are presented from a study of corporate training programs…

  10. Educational Practice, Student Experience, and the Purpose of Education--A Critique of "Pedagogy in Practice"

    ERIC Educational Resources Information Center

    Klitmøller, Jacob

    2016-01-01

    The focus of the present paper is a critical discussion of the recently developed concept Pedagogy in Practice (PiP) with the intention of improving the concept for future research. PiP aims to understand ongoing educational practice from the students' perspective by interviewing groups of students about their understanding of learning. By…

  11. The Failure of the U.S. Education Research Establishment to Identify Effective Practices: Beware "Effective Practices Policies"

    ERIC Educational Resources Information Center

    Pogrow, Stanley

    2017-01-01

    One of the major successes of advanced quantitative methods has been its seeming ability to provide unbiased determinations of which education practices are effective for education in general and for improving the educational achievement and opportunity of the neediest students. The power of this methodology as applied in the top education…

  12. Steps for Special Education Teachers to Take to Appropriately Service Students Who Practice Islam

    ERIC Educational Resources Information Center

    Lucas, Matthew D.

    2008-01-01

    As the number of students practicing Islam increases it is ever-more important for all educators including special education teachers to understand a variety of specific Islam-related factors for the purpose of improving the education of these students. Therefore, the purpose of this paper is to present some of the common religious practices found…

  13. Using Data to Improve Student Outcomes: Learning from Leading Colleges. Education Trust Higher Education Practice Guide #2

    ERIC Educational Resources Information Center

    Education Trust, 2016

    2016-01-01

    All across the country, leaders in colleges and universities are asking the same question: What can we do to improve student success, especially for the low-income students and students of color whose graduation rates often lag behind? This second practice guide: "Using Data to Improve Student Outcomes: Learning from Leading Colleges"…

  14. Yes We Can! Improving Urban Schools through Innovative Educational Reform. Contemporary Perspectives on Access, Equity, and Achievement

    ERIC Educational Resources Information Center

    Howell, Leanne L., Ed.; Lewis, Chance W., Ed.; Carter, Norvella, Ed.

    2011-01-01

    Yes We Can: Improving Urban Schools through Innovative Educational Reform is a empirically-based book on urban education reform to not only proclaim that hope is alive for urban schools, but to also produce a body of literature that examines current practices and then offer practical implications for all involved in this arduous task. This book is…

  15. A Trial of PBL Education with Emphasis on Improving Practical Competence of Engineering Students-A Trial Connected with the Support for Science Education in Elementary School

    NASA Astrophysics Data System (ADS)

    Tsutsumi, Hirotaka; Nikkuni, Hiroyuki; Kitakoshi, Daisuke; Yasuda, Toshitaka; Kikuchi, Akira; Mitani, Tomoyo

    Recently Colleges of technology as well as universities have some experience-oriented classes in sciences for elementary school students. These have proved to be successful as good motivation for students in the primary education to be engineers. This research has tried the PBL education, which combined the Support of Science Education in Elementary School and the improvement of students‧ practical competence in their careers. The support of science education in elementary school was carried out by using LEGO blocks, widely utilized in the educational researches of robots, and was conducted in the practical class with the autonomous robots. Finally, the method for the class was evaluated by the elementary school students on the basis of the questionnaire.

  16. The public health nutrition intervention management bi-cycle: a model for training and practice improvement.

    PubMed

    Hughes, Roger; Margetts, Barrie

    2012-11-01

    The present paper describes a model for public health nutrition practice designed to facilitate practice improvement and provide a step-wise approach to assist with workforce development. The bi-cycle model for public health nutrition practice has been developed based on existing cyclical models for intervention management but modified to integrate discrete capacity-building practices. Education and practice settings. This model will have applications for educators and practitioners. Modifications to existing models have been informed by the authors' observations and experiences as practitioners and educators, and reflect a conceptual framework with applications in workforce development and practice improvement. From a workforce development and educational perspective, the model is designed to reflect adult learning principles, exposing students to experiential, problem-solving and practical learning experiences that reflect the realities of work as a public health nutritionist. In doing so, it assists the development of competency beyond knowing to knowing how, showing how and doing. This progression of learning from knowledge to performance is critical to effective competency development for effective practice. Public health nutrition practice is dynamic and varied, and models need to be adaptable and applicable to practice context to have utility. The paper serves to stimulate debate in the public health nutrition community, to encourage critical feedback about the validity, applicability and utility of this model in different practice contexts.

  17. Educational Research and Educational Practice: Ne'er the Twain Shall Meet?

    ERIC Educational Resources Information Center

    Bracey, Gerald W.

    1998-01-01

    Cites Edward Lee Thorndike's influence on the sizable chasm between educational research and practice. Notes recent progress in improving research use (action research, teacher researchers) but suggests there is still far to go. (SK)

  18. Improving Teacher Education Programs

    ERIC Educational Resources Information Center

    Harding, Kelly; Parsons, Jim

    2011-01-01

    In this paper, the authors review current practices in pre-service teacher education. They suggest that radical improvements are possible and that, if practiced, would help mediate many of the pressures young teachers face. To do so, the authors: 1) outline the experiences of young teachers to consider how teachers might thrive in a difficult…

  19. Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths.

    PubMed

    Im, Soo-Hyun; Cho, Joo-Yun; Dubinsky, Janet M; Varma, Sashank

    2018-01-01

    Educators are increasingly interested in applying neuroscience findings to improve educational practice. However, their understanding of the brain often lags behind their enthusiasm for the brain. We propose that educational psychology can serve as a bridge between basic research in neuroscience and psychology on one hand and educational practice on the other. We evaluated whether taking an educational psychology course is associated with increased neuroscience literacy and reduced belief in neuromyths in a sample of South Korean pre-service teachers. The results showed that taking an educational psychology course was associated with the increased neuroscience literacy, but there was no impact on belief in neuromyths. We consider the implications of these and other findings of the study for redesigning educational psychology courses and textbooks for improving neuroscience literacy.

  20. CEC's Standards for Classifying the Evidence Base of Practices in Special Education

    ERIC Educational Resources Information Center

    Cook, Bryan G.; Buysse, Virginia; Klingner, Janette; Landrum, Timothy J.; McWilliam, R. A.; Tankersley, Melody; Test, David W.

    2015-01-01

    As an initial step toward improving the outcomes of learners with disabilities, special educators have formulated guidelines for identifying evidence-based practices. We describe the Council of Exceptional Children's new set of standards for identifying evidence-based practices in special education and how they (a) were systematically vetted by…

  1. Improving Mathematical Problem Solving in Grades 4 through 8. IES Practice Guide. NCEE 2012-4055

    ERIC Educational Resources Information Center

    Woodward, John; Beckmann, Sybilla; Driscoll, Mark; Franke, Megan; Herzig, Patricia; Jitendra, Asha; Koedinger, Kenneth R.; Ogbuehi, Philip

    2012-01-01

    The Institute of Education Sciences (IES) publishes practice guides in education to bring the best available evidence and expertise to bear on current challenges in education. Authors of practice guides combine their expertise with the findings of rigorous research, when available, to develop specific recommendations for addressing these…

  2. Bridging Theory and Practice in Norwegian Teacher Education through Action Research

    ERIC Educational Resources Information Center

    Husebo, Dag

    2012-01-01

    Handling the relationship between theory and practice is seemingly an endless challenge in Norwegian teacher education, and bridging theory and practice is highlighted whenever discussions about improvement of teacher education are raised. This article contributes to this discussion by shedding new light on the relationship through an analysis of…

  3. An Exploration of Self-Efficacy in a Teacher-Educator's Practice

    ERIC Educational Resources Information Center

    Tobery-Nystrom, Jamelyn C.

    2011-01-01

    Designed in response to an expressed need for assessment measures of teacher preparation programs, this exploratory study presents one method to assess and improve teacher-educator practices (Crowe, 2010; Gardiner, 2007). Teacher-educators have discovered that conducting a personal assessment or a self-study of one's practice is a way to improve…

  4. Food safety educational intervention positively influences college students' food safety attitudes, beliefs, knowledge, and self-reported practices.

    PubMed

    Yarrow, Linda; Remig, Valentina M; Higgins, Mary Meck

    2009-01-01

    In this study, the authors evaluated college students' food safety attitudes, beliefs, knowledge, and self-reported practices and explored whether these variables were positively influenced by educational intervention. Students (n=59), were mostly seniors, health or non-health majors, and responsible for meal preparation. Subjects completed a food safety questionnaire (FSQ) prior to educational intervention, which consisted of three interactive modules. Subjects completed module pre-, post-, and post-posttests. The FSQ was also administered after exposure to intervention and five weeks later to determine changes in food safety attitudes, beliefs, knowledge, and self-reported practices. Students' FSQ attitude scores increased from 114 to 122 (p < or = .001); FSQ belief and knowledge scores improved from 86 to 98 (p < or = .001) and from 11 to 13 (p < or = .001), respectively. Food safety knowledge was also measured by module pre- and posttests, and improved significantly after intervention for all students, with health majors having the greatest increase. Intervention resulted in improved food safety self-reported practices for health majors only. The educational intervention appeared effective in improving food safety beliefs and knowledge. For health majors, attitudes and some self-reported practices improved. For all areas, the strongest effects were seen in health majors.

  5. Health educators' perceptions of ethics in professional preparation and practice.

    PubMed

    Shive, Steven E; Marks, Ray

    2008-07-01

    This commentary reflects health educators' views concerning perceptions of the need for increased awareness of the Code of Ethics for the Health Education Profession, improvement in professionals' ability to engage in ethical reflection, and the need for incorporation of ethical considerations into health education practice.

  6. Adapting the Boundaries in Primary Physical Education: An Account of My Learning, My Educational Influence and Improved Practice

    ERIC Educational Resources Information Center

    Pearson, Julie

    2011-01-01

    In this paper I explore how I have come to theorise my work as a critical emancipatory practice as a lecturer in primary physical education (PE). I give an account of what I understand to be the epistemological foundations and practices of practitioner research and my potential educational influence in my own and other practitioner-researchers'…

  7. Revisiting Educational Equity and Quality in China through Confucianism, Policy, Research, and Practice

    ERIC Educational Resources Information Center

    Mu, Guanglun Michael; Zheng, Xinrong; Jia, Ning; Li, Xiaohua; Wang, Shaoyi; Chen, Yanchuan; He, Ying; May, Lyn; Carter, Merilyn; Dooley, Karen; Berwick, Adon; Sobyra, Angela; Diezmann, Carmel

    2013-01-01

    The promotion of educational equity and improvement of educational quality in China are contextualised in tenets of Confucianism and policy directives, inspiring educational research and practice. In this paper, we first explore the historical and cultural roots of educational equity and quality through Confucianism and elaborate on the current…

  8. Online continuing medical education (CME) for GPs: does it work? A systematic review.

    PubMed

    Thepwongsa, Isaraporn; Kirby, Catherine N; Schattner, Peter; Piterman, Leon

    2014-10-01

    Numerous studies have assessed the effectiveness of online continuing medical education (CME) designed to improve healthcare professionals' care of patients. The effects of online educational interventions targeted at general practitioners (GP), however, have not been systematically reviewed. A computer search was conducted through seven databases for studies assessing changes in GPs' knowledge and practice, or patient outcomes following an online educational intervention. Eleven studies met the eligibility criteria. Most studies (8/11, 72.7%) found a significant improvement in at least one of the following outcomes: satisfaction, knowledge or practice change. There was little evidence for the impact of online CME on patient outcomes. Variability in study design, characteristics of online and outcome measures limited conclusions on the effects of online CME. Online CME could improve GP satisfaction, knowledge and practices but there are very few well-designed studies that focus on this delivery method of GP education.

  9. Testimony of Gina Adams, Senior Fellow, Urban Institute. Before the Early Childhood, Elementary, and Secondary Education Subcommittee Hearing on "Improving Early Childhood Development Policies and Practices"

    ERIC Educational Resources Information Center

    Adams, Gina

    2009-01-01

    This paper presents the testimony of Gina Adams before the Early Childhood, Elementary, and Secondary Education Subcommittee Hearing on "Improving Early Childhood Development Policies and Practices." This testimony was presented to the House Committee on Education and Labor, U.S. House of Representatives last March 19, 2009. She talks about how…

  10. The impact of research education on student nurse attitude, skill and uptake of evidence-based practice: a descriptive longitudinal survey.

    PubMed

    Leach, Matthew J; Hofmeyer, Anne; Bobridge, Amanda

    2016-01-01

    To measure the impact of an undergraduate research education program on the attitude, skill and uptake of evidence-based practice among undergraduate student nurses. The contribution of evidence-based practice to clinical decision-making, quality of care and patient outcomes is well-documented. One approach to improving evidence-based practice uptake in clinical practice is through the provision of undergraduate research education; notwithstanding, the impact of research training on nursing practice is poorly established. Descriptive longitudinal survey. Three hundred and fifty four third-year nursing students enrolled in a Bachelor of Nursing program of a large Australian University were invited. Pre- (Phase 1) and post-completion (Phase 2) of a 16-week research education program, participants were asked to complete the Evidence-Based Practice Attitude and Utilization Survey; an 82-item online questionnaire measuring attitudes, skills and use of evidence-based practice, and barriers and facilitators of evidence-based practice uptake. The survey was completed by 84 (24%) participants in Phase 1 and 33 (39% of Phase 1) participants in Phase 2. Program exposure resulted in a significant improvement in median skill and use subscores, but not median attitude subscore. Participants perceived inadequate skills in the interpretation, appraisal and application of research findings to clinical practice as being less of a barrier to evidence-based practice uptake posteducation, and access to online critical appraisal tools as being significantly more useful in facilitating evidence-based practice uptake posteducation. The findings suggest that undergraduate research education may have a significant effect on nursing students' research skills and use of evidence-based practice, and minimise barriers to evidence-based practice uptake posteducation. Undergraduate research education may play an important role in improving student nurse uptake of evidence-based practice; whether these changes can be sustained when transitioning from student nurse to registered nurse is a question for further research. © 2015 John Wiley & Sons Ltd.

  11. Complexity theory and the "puzzling" competencies: Systems-based Practice And Practice-based Learning explored.

    PubMed

    Gonnering, Russell S

    2010-01-01

    Of all the clinical competencies, the least understood are Systems-Based Practice and Practice-Based Learning and Improvement. With a shift to competency-based education and evaluation across the spectrum of surgical education and practice, a clear understanding of the power and utility of each competency is paramount. Health care operates as a complex adaptive system, with dynamics foreign to many health care professionals and educators. The adaptation and evolution of such a system is related directly to both the individual and the organizational learning of the agents within the system and knowledge management strategies. Far from being "difficult," Systems-Based Practice and Practice-Based Learning form the heart of quality improvement initiatives and future productivity advances in health care. Copyright 2010 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  12. Technology as Mediation Tool for Improving Teaching Profession in Higher Education Practices

    ERIC Educational Resources Information Center

    Altinay-Gazi, Zehra; Altinay-Aksal, Fahriye

    2017-01-01

    Technology became a mediation tool for forming information and developing skills is teacher education programs of higher education institutions because technological tools can be used for self-reflection of prospective teachers' teaching performances. Practical implementation of teacher education programmes is a part of quality indicator in higher…

  13. Constructing a Patient Education System: A Performance Technology Project

    ERIC Educational Resources Information Center

    Bell, Edith E.

    2009-01-01

    The purpose of the patient education system described here was to distribute patient education material to and within medical practices managed by a small medical practice management company. The belief was that patient education opportunities improved health care outcomes and increased patient participation in health care decisions and compliance…

  14. Continuing Medical Education Reform for Competency-Based Education and Assessment

    ERIC Educational Resources Information Center

    Nahrwold, David L.

    2005-01-01

    The development of competency-based education and evaluation for residents and practicing physicians by the Accreditation Council for Graduate Medical Education and the American Board of Medical Specialties (ABMS), respectively, includes the competency of practice-based learning and improvement. Efforts to implement this and the other competencies…

  15. The combination of two training approaches to improve older adults' driving safety.

    PubMed

    Bédard, Michel; Porter, Michelle M; Marshall, Shawn; Isherwood, Ivy; Riendeau, Julie; Weaver, Bruce; Tuokko, Holly; Molnar, Frank; Miller-Polgar, Jan

    2008-03-01

    An increasing number of older adults rely on the automobile for transportation. Educational approaches based on the specific needs of older drivers may help to optimize safe driving. We examined if the combination of an in-class education program with on-road education would lead to improvements in older drivers' knowledge of safe driving practices and on-road driving evaluations. We used a multisite, randomized controlled trial approach. Participants in the intervention group received the in-class and on-road education; those in the control group waited and were offered the education afterwards. We measured knowledge of safe driving practices before and after the in-class component of the program and on-road driving skills before and after the whole program. Participants' knowledge improved from 61% of correct answers before the in-class education component to 81% after (p < .001). The on-road evaluation results suggested improvements on some aspects of safe driving (e.g., moving in roadway, p < .05) but not on others. The results of this study demonstrate that education programs focused on the needs of older drivers may help improve their knowledge of safe driving practices and actual driving performance. Further research is required to determine if these changes will affect other variables such as driver confidence and crash rates.

  16. Contemplation in the Classroom: A New Direction for Improving Childhood Education

    ERIC Educational Resources Information Center

    Shapiro, Shauna L.; Lyons, Kristen E.; Miller, Richard C.; Butler, Britta; Vieten, Cassandra; Zelazo, Philip David

    2015-01-01

    Research with adults suggests that contemplative practices such as meditation and yoga impart a variety of benefits, from improved attention to reduced stress. Increasingly, these practices are being adapted for use with children and introduced into childhood education in order to foster the development of key self-regulation skills required for…

  17. Mapping the Landscape of Communities of Practice as Professional Development in Irish Physical Education

    ERIC Educational Resources Information Center

    Parker, Melissa; Patton, Kevin; Tannehill, Deborah

    2012-01-01

    Numerous primary and post-primary communities of practice (CoP) are used as educational change mechanisms to support teachers improving physical education (PE) practice in Irish schools. This study's purpose was to examine perspectives of program facilitators and participants of Irish PE CoP created to address teachers' interests. Specifically…

  18. Contextualizing, Orchestrating and Learning for Leading: The Praxis and Particularity of Educational Leadership Practices

    ERIC Educational Resources Information Center

    Grootenboer, Peter; Hardy, Ian

    2017-01-01

    The importance of leadership for improving educational outcomes in schools has been widely promoted. However, the nature of leadership practices, in context, has received less attention in the educational leadership literature. In this article, we present a case study of the specific leadership practices that developed in one school site serving…

  19. Reforming Only Half: A Study of Practice-Based Teacher Education in Traditional Field Placements

    ERIC Educational Resources Information Center

    Francis, Anthony Tuf

    2017-01-01

    Practice-based teacher education is poised to improve teacher education by focusing on interns' enactment of complex teaching practices and helping them develop these professional skills. However, much of this work has yet to study the trajectory of learning between university training and field experiences. This article explores seven history and…

  20. The State of the Art in Self-Study of Teacher Education Practices: A Systematic Literature Review

    ERIC Educational Resources Information Center

    Vanassche, Eline; Kelchtermans, Geert

    2015-01-01

    This article reports on a systematic review of the Self-Study of Teacher Education Practices research literature published between 1990 and 2012. Self-study research refers to teacher educators researching their practice with the purpose of improving it, making explicit and validating their professional expertise and, at the same time,…

  1. Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities

    PubMed Central

    Dennin, Michael; Schultz, Zachary D.; Feig, Andrew; Finkelstein, Noah; Greenhoot, Andrea Follmer; Hildreth, Michael; Leibovich, Adam K.; Martin, James D.; Moldwin, Mark B.; O’Dowd, Diane K.; Posey, Lynmarie A.; Smith, Tobin L.; Miller, Emily R.

    2017-01-01

    Recent calls for improvement in undergraduate education within STEM (science, technology, engineering, and mathematics) disciplines are hampered by the methods used to evaluate teaching effectiveness. Faculty members at research universities are commonly assessed and promoted mainly on the basis of research success. To improve the quality of undergraduate teaching across all disciplines, not only STEM fields, requires creating an environment wherein continuous improvement of teaching is valued, assessed, and rewarded at various stages of a faculty member’s career. This requires consistent application of policies that reflect well-established best practices for evaluating teaching at the department, college, and university levels. Evidence shows most teaching evaluation practices do not reflect stated policies, even when the policies specifically espouse teaching as a value. Thus, alignment of practice to policy is a major barrier to establishing a culture in which teaching is valued. Situated in the context of current national efforts to improve undergraduate STEM education, including the Association of American Universities Undergraduate STEM Education Initiative, this essay discusses four guiding principles for aligning practice with stated priorities in formal policies: 1) enhancing the role of deans and chairs; 2) effectively using the hiring process; 3) improving communication; and 4) improving the understanding of teaching as a scholarly activity. In addition, three specific examples of efforts to improve the practice of evaluating teaching are presented as examples: 1) Three Bucket Model of merit review at the University of California, Irvine; (2) Evaluation of Teaching Rubric, University of Kansas; and (3) Teaching Quality Framework, University of Colorado, Boulder. These examples provide flexible criteria to holistically evaluate and improve the quality of teaching across the diverse institutions comprising modern higher education. PMID:29196430

  2. Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths

    PubMed Central

    Cho, Joo-Yun; Dubinsky, Janet M.

    2018-01-01

    Educators are increasingly interested in applying neuroscience findings to improve educational practice. However, their understanding of the brain often lags behind their enthusiasm for the brain. We propose that educational psychology can serve as a bridge between basic research in neuroscience and psychology on one hand and educational practice on the other. We evaluated whether taking an educational psychology course is associated with increased neuroscience literacy and reduced belief in neuromyths in a sample of South Korean pre-service teachers. The results showed that taking an educational psychology course was associated with the increased neuroscience literacy, but there was no impact on belief in neuromyths. We consider the implications of these and other findings of the study for redesigning educational psychology courses and textbooks for improving neuroscience literacy. PMID:29401508

  3. Evaluating Your Program. Supported Education: A Promising Practice. Evidence-Based Practices KIT (Knowledge Informing Transformation)

    ERIC Educational Resources Information Center

    Unger, Karen V.

    2011-01-01

    Key stakeholders who implement Supported Education may find themselves asking two questions: (1) Has Supported Education been implemented as planned?; and (2) Has Supported Education resulted in the expected outcomes? Asking these two questions and using the answers to help improve Supported Education are critical for ensuring the success of one's…

  4. Evaluating an Art-Based Intervention to Improve Practicing Nurses' Observation, Description, and Problem Identification Skills.

    PubMed

    Nease, Beth M; Haney, Tina S

    Astute observation, description, and problem identification skills provide the underpinning for nursing assessment, surveillance, and prevention of failure to rescue events. Art-based education has been effective in nursing schools for improving observation, description, and problem identification. The authors describe a randomized controlled pilot study testing the effectiveness of an art-based educational intervention aimed at improving these skills in practicing nurses.

  5. Serving Public Interests in Educational Accountability: Alternative Approaches to Democratic Evaluation

    ERIC Educational Resources Information Center

    Ryan, Katherine E.

    2004-01-01

    Today, educational evaluation theory and practice face a critical juncture with the kind of educational accountability evaluation legislated by No Child Left Behind. While the goal of this kind of educational accountability is to improve education, it is characterized by a hierarchical, top-down approach to improving educational achievement…

  6. Nursing education in Norway.

    PubMed

    Kyrkjebø, Jane Mikkelsen; Mekki, Tone Elin; Hanestad, Berit Rokne

    2002-05-01

    The aim of this paper is to describe nursing education in Norway and some essential questions and challenges regarding the undergraduate and newly graduated nurses' competencies and functionally preparedness. The first formal training of nurses in Norway started in Oslo in 1886. Since then the education has changed considerably. As long as society is changing, and nurses are going to meet and adapt to societies needs, the education of nurses will also have to change continuously. The present general plan of nursing education has gone through a long process. The discussions have concerned the content of medical and natural science subjects, the practical part of the training and the relation between theory and practice. There are challenges in nursing education in Norway today. We have seen that recruitment has decreased, and that nurses seek jobs where they are better paid. To increase the accessibility distance and part-time education has been established. The theory-practice gap will always exist. Therefore we should aim to prepare the students to minimize this gap in a way that they can combine training of nursing with training in improvement. The demand of a masters degree to be a nursing teacher has reduced the teachers' ability to keep up their practical skills. The government pays nursing teachers who want to practice as nurses for several months to maintain their salary level during that period. There are many possibilities to improve nursing education in Norway. We are on our way with highly qualified teachers and students, and we still have enough good applicants. The new general plan and new law for universities and university colleges offer great opportunities. However, the shortage of nurses is a great challenge for further quality improvement both in clinical practice and in education.

  7. Enhancing Practice Improvement by Facilitating Practitioner Interactivity: New Roles for Providers of Continuing Medical Education

    ERIC Educational Resources Information Center

    Parboosingh, I. John; Reed, Virginia A.; Palmer, James Caldwell; Bernstein, Henry H.

    2011-01-01

    Research into networking and interactivity among practitioners is providing new information that has the potential to enhance the effectiveness of practice improvement initiatives. This commentary reviews the evidence that practitioner interactivity can facilitate emergent learning and behavior change that lead to practice improvements. Insights…

  8. Making Sense and Facing Tensions: An Investigation of Core Practice Complexities

    ERIC Educational Resources Information Center

    Neel, Michael A.

    2017-01-01

    Recently, scholars have called for a practice-based framework for teacher education and some have argued more narrowly for a framework built around "core practices of teaching." These efforts, in part, are intended to make teacher education practice public and available for collective improvement. The purpose of this paper is to…

  9. Society for Academic Continuing Medical Education Intervention Guideline Series: Guideline 2, Practice Facilitation.

    PubMed

    Van Hoof, Thomas J; Grant, Rachel E; Campbell, Craig; Colburn, Lois; Davis, David; Dorman, Todd; Fischer, Michael; Horsley, Tanya; Jacobs-Halsey, Virginia; Kane, Gabrielle; LeBlanc, Constance; Moore, Donald E; Morrow, Robert; Olson, Curtis A; Silver, Ivan; Thomas, David C; Turco, Mary; Kitto, Simon

    2015-01-01

    The Society for Academic Continuing Medical Education commissioned a study to clarify and, if possible, standardize the terminology for a set of important educational interventions. In the form of a guideline, this article describes one such intervention, practice facilitation, which is a common strategy in primary care to help practices develop capacity and infrastructure to support their ability to improve patient care. Based on a review of recent evidence and a facilitated discussion with US and Canadian experts, we describe practice facilitation, its terminology, and other important information about the intervention. We encourage leaders and researchers to consider and build on this guideline as they plan, implement, evaluate, and report practice facilitation efforts. Clear and consistent use of terminology is imperative, along with complete and accurate descriptions of interventions, to improve the use and study of practice facilitation.

  10. Evaluating Inclusive Educational Practices for Students with Severe Disabilities Using the Program Quality Measurement Tool

    ERIC Educational Resources Information Center

    Cushing, Lisa S.; Carter, Erik W.; Clark, Nitasha; Wallis, Terry; Kennedy, Craig H.

    2009-01-01

    Recent legislative and school reform efforts require schools to evaluate and improve educational practices for students with severe disabilities. The authors developed the "Program Quality Measurement Tool" (PQMT) to enable administrators and educators to evaluate the educational programming provided to students with severe disabilities against…

  11. Performance Management in Education: Improving Practice. British Educational Management Series.

    ERIC Educational Resources Information Center

    Reeves, Jenny; Forde, Christine; O'Brien, Jim; Smith, Pauline; Tomlinson, Harry

    This book explores managing the performance of education staff in England and Wales and in Scotland. It compares the different policies of performance management as practiced in England and Wales and in Scotland. (The Scottish system of education is independent of that of England and Wales.) Chapter 1 provides an introduction to performance…

  12. Improving School Leadership. Volume 1: Policy and Practice

    ERIC Educational Resources Information Center

    OECD Publishing (NJ3), 2008

    2008-01-01

    As countries strive to reform education systems and improve student results, school leadership is high on education policy agendas. But in many countries, the men and women who run schools are overburdened, underpaid and near retirement. And few people are lining up for their jobs. Based on an OECD study of school leadership practices and policies…

  13. Teachers and School Research Practices: The Gaps between the Values and Practices of Teachers

    ERIC Educational Resources Information Center

    Procter, Richard

    2015-01-01

    Recent research has shown that improving education processes has become a priority for all governments. There have also been recent calls for the knowledge that is already in existence to be used more effectively to improve these education systems both internationally and nationally. For research evidence to be used more effectively, it is…

  14. A Community of Practice among Educators, Researchers and Scientists for Improving Science Teaching in Southern Mexico

    ERIC Educational Resources Information Center

    Cisneros-Cohernour, Edith J.; Lopez-Avila, Maria T.; Barrera-Bustillos, Maria E.

    2007-01-01

    This paper presents findings of a project aimed to improve the quality of science education in Southeast Mexico by the creation of a community of practice among scientists, researchers and teachers, involved in the design, implementation and evaluation of a professional development program for mathematics, chemistry, biology and physics secondary…

  15. Making Use of Theories about Literacy and Justice: Teachers Re-Searching Practice.

    ERIC Educational Resources Information Center

    Comber, Barbara

    This paper explores the way teachers make use of and work on theory to disrupt and ultimately improve everyday educational practice. The paper argues that teachers working on and with theory can and do generate new forms of educative practices in the field of literacy education, which are based on explicit standpoints towards social justice in…

  16. Looking for attitudes related to amphibian species decline: how are peer-reviewed publications of education activities compared to ecological research?

    PubMed

    Mormul, Roger P; Mormul, Tayla D S; Santos, Gustavo M B; Santana, Ana R A

    2017-05-01

    Biodiversity decline has been the focus of discussions in the last decade, especially on the amphibian species decline. After a scientometric analysis using international databases, we found that the number of peer-reviewed articles considering education practices related to the theme increased along with the number of ecological researches. However, the increase in ecological researches is much higher than the increase in publications of education practices. Studies suggest that conservation attitudes are important and that education practices are an important tool for improving human perceptions on this subject. In this sense, increase the publication of projects and programs results related to local education practices in international journals could help the dissemination of efficient methods for conservation, as well as facilitating access to information internationally, since species decline, especially for amphibians, is a global concern. Then, we suggest that educational practices, at least when related to conservation, should follow a more standardized protocol, and be published in international journals, as the efficiency of such practices should be evaluated and methods once published could help other nations to improve their ecological literacy.

  17. Using the Journal Club to teach and assess competence in practice-based learning and improvement: a literature review and recommendation for implementation.

    PubMed

    Lee, Andrew G; Boldt, H Culver; Golnik, Karl C; Arnold, Anthony C; Oetting, Thomas A; Beaver, Hilary A; Olson, Richard J; Carter, Keith

    2005-01-01

    The traditional journal club has historically been used to teach residents about critically reading and reviewing the literature in order to improve patient care. The Accreditation Council for Graduate Medical Education competencies mandate requires that ophthalmology residency programs both teach and assess practice-based learning and improvement. A systematically conducted review of the literature regarding the use of the journal club in resident medical education was performed to define specific recommendations for implementation of a journal club tool. Selected best practices for a successful journal club were gleaned from the existing medical literature. These include the following: 1) the use of a structured review checklist, 2) explicit written learning objectives, and 3) a formalized meeting structure and process. The journal club might prove to be an excellent tool for the assessment of competencies like practice-based learning which may be difficult to assess by other means. Future study is necessary to determine if journal club can improve educational outcomes and promote lifelong competence in practice-based learning.

  18. Competency-based education and training in internal medicine.

    PubMed

    Weinberger, Steven E; Pereira, Anne G; Iobst, William F; Mechaber, Alex J; Bronze, Michael S

    2010-12-07

    Recent efforts to improve medical education include adopting a new framework based on 6 broad competencies defined by the Accreditation Council for Graduate Medical Education. In this article, the Alliance for Academic Internal Medicine Education Redesign Task Force II examines the advantages and challenges of a competency-based educational framework for medical residents. Efforts to refine specific competencies by developing detailed milestones are described, and examples of training program initiatives using a competency-based approach are presented. Meeting the challenges of a competency-based framework and supporting these educational innovations require a robust faculty development program. Challenges to competency-based education include teaching and evaluating the competencies related to practice-based learning and improvement and systems-based practice, as well as implementing a flexible time frame to achieve competencies. However, the Alliance for Academic Internal Medicine Education Redesign Task Force II does not favor reducing internal medicine training to less than 36 months as part of competency-based education. Rather, the 36-month time frame should allow for remediation to address deficiencies in achieving competencies and for diverse enrichment experiences in such areas as quality of care and practice improvement for residents who have demonstrated skills in all required competencies.

  19. Using quality and safety education for nurses to guide clinical teaching on a new dedicated education unit.

    PubMed

    McKown, Terri; McKeon, Leslie; McKown, Leslie; Webb, Sherry

    2011-12-01

    Gaps exist in health professional education versus the demands of current practice. Leveraging front-line nurses to teach students exemplary practice in a Dedicated Education Unit (DEU) may narrow this gap. The DEU is an innovative model for experiential learning, capitalizing on the expertise of staff nurses as clinical teachers. This study evaluated the effectiveness of a new academic-practice DEU in facilitating quality and safety competency achievement among students. Six clinical teachers received education in clinical teaching and use of Quality and Safety Education for Nurses (QSEN) competencies to guide acquisition of essential knowledge, skills, and attitudes for continuous health care improvement. Twelve students assigned to the six teachers completed daily logs for the 10-week practicum. Findings suggest that DEU students achieved QSEN competencies through clinical teacher mentoring in interdisciplinary collaboration, using electronic information for best practice and patient teaching, patient/family decision making, quality improvement, and resolution of safety issues.

  20. Fever management in the emergency department of the Children's Hospital of Fudan University: a best practice implementation project.

    PubMed

    Hu, Fei; Zhang, Jiayan; Shi, Shupeng; Zhou, Zhang

    2016-09-01

    Febrile illness in young children usually indicates an underlying infection and is a cause of concern for parents and carers. It is very important that healthcare professionals know how to recognize fever, assess children with fever, treat children with fever and role of nurses and parents. This paper outlines a best practice implementation project on the management of fever in children in an emergency department. To audit current practice of fever management for children in an emergency department and to implement strategies to standardize pediatric fever management based on evidence-based practice guidelines. We used the Joanna Briggs Institute's Practical Application of Clinical Evidence System and Getting Research into Practice to examine compliance with fever management criteria based on the best available evidence before and after the implementation of strategies to spread the use of evidence-based practice protocols. We found significant improvements in pediatric fever management as measured by the knowledge scores of parents (54.5-83.7) and nurses (67.6-90.3). This suggested a need for continuous education. We found a noticeable improvement in compliance across all the five criteria; using correct methods to measure temperature (86-98%), staff education (0-100%), parents education (0-100%), using assessment tools (0-100%) and observed management (0-98%). This best practice implementation project demonstrated the use of effective strategies to standardize the protocol for fever management, implement assessment tool, develop multimedia materials, deliver continuous staff education and update nursing documentation and patient education pamphlets to ensure best practice is delivered by nurses to improve patient outcomes.

  1. Teaching quality improvement.

    PubMed

    Murray, Marry Ellen; Douglas, Stephen; Girdley, Diana; Jarzemsky, Paula

    2010-08-01

    Practicing nurses are required to engage in quality improvement work as a part of their clinical practice, but few undergraduate nursing education programs offer course work and applied experience in this area. This article presents a description of class content and teaching strategies, assignments, and evaluation strategies designed to achieve the Quality and Safety Education in Nursing competencies related to quality improvement and interdisciplinary teams. Students demonstrate their application of the quality improvement process by designing and implementing a small-scale quality improvement project that they report in storyboard format on a virtual conference Web site.

  2. Comparative Analysis of Educational Systems of American and Japanese Schools: Views and Visions

    ERIC Educational Resources Information Center

    Wieczorek, Craig C.

    2008-01-01

    Knowing the great impact education has on a nation, the author decided to investigate the education systems in America and Japan. The aim of the study was to answer how educational systems or practices in Japan and America differ, and how Japanese practices might improve those of American educators and administrators. Besides many similarities,…

  3. Impact of an IEC (Information, Education and Communication) intervention on key family practices of mothers related to child health in Jamshoro, Sindh.

    PubMed

    Shaikh, Salma; Memon, Shazia; Ahmed, Imran; Amna; Manzoor, Rabia; Shaikh, Saleem

    2014-05-01

    To determine change in practice of mothers having children less than five years of age in five key areas related to child health, growth and development including immunization, feeding during illness, appropriate home treatment for infections and care seeking behavior. This was a community based interventional study of Information, Education and Communication (IEC) intervention in the UC Jamshoro, Taluka Kotri, district Jamshoro of 15 months duration from March 2011 to June 2012. Ninety five mothers having children less than five years of age were selected by systematic random sampling for house hold based survey by questionnaire designed by EPP evaluation and health section of UNICEF during baseline and post-intervention phases. Base line data was collected from the interventional area then health education messages were given through written and pictorial material by LHWs for 9 months. To measure the impact helath education messages, data was again collected by same questionnaire are from the same union council during post-intervention phase. During baseline survey except immunization all other key family practices were poor. After 9 months of intervention of repeated heath education sessions through LHW during their routine visits all practices were improved with statistically significant difference. Regarding the comparison of the results between baseline and post-intervention surveys we found that except immunization which was already better, all those practices which requires mother's knowledge and practice were improved after our intervention with significant P-values. Improving the mother's education level is very important, to empower the first care provider of child in the community. However, in the mean time, health educational messages related to the limited number of key family practices should be disseminated.

  4. Impact of an IEC (Information, Education and Communication) intervention on key family practices of mothers related to child health in Jamshoro, Sindh

    PubMed Central

    Shaikh, Salma; Memon, Shazia; Ahmed, Imran; Amna; Manzoor, Rabia; Shaikh, Saleem

    2014-01-01

    Objective: To determine change in practice of mothers having children less than five years of age in five key areas related to child health, growth and development including immunization, feeding during illness, appropriate home treatment for infections and care seeking behavior. Methods: This was a community based interventional study of Information, Education and Communication (IEC) intervention in the UC Jamshoro, Taluka Kotri, district Jamshoro of 15 months duration from March 2011 to June 2012. Ninety five mothers having children less than five years of age were selected by systematic random sampling for house hold based survey by questionnaire designed by EPP evaluation and health section of UNICEF during baseline and post-intervention phases. Base line data was collected from the interventional area then health education messages were given through written and pictorial material by LHWs for 9 months. To measure the impact helath education messages, data was again collected by same questionnaire are from the same union council during post-intervention phase. Results: During baseline survey except immunization all other key family practices were poor. After 9 months of intervention of repeated heath education sessions through LHW during their routine visits all practices were improved with statistically significant difference. Regarding the comparison of the results between baseline and post-intervention surveys we found that except immunization which was already better, all those practices which requires mother’s knowledge and practice were improved after our intervention with significant P-values. Conclusions: Improving the mother’s education level is very important, to empower the first care provider of child in the community. However, in the mean time, health educational messages related to the limited number of key family practices should be disseminated. PMID:24948990

  5. Colleague to Colleague: Deepening Instructional Practice

    ERIC Educational Resources Information Center

    Gullen, Kristine; Chaffee, Martin

    2012-01-01

    Collaborative dialogue about instructional practices is essential to the growth of the education profession. To determine what effective instruction is and how to improve their own instructional practice, educators must clarify and publicly state their beliefs about instruction, teaching, and leadership. This is messy and complex work, and to…

  6. Educator Beliefs and Cultural Knowledge: Implications for School Improvement Efforts

    ERIC Educational Resources Information Center

    Nelson, Sarah W.; Guerra, Patricia L.

    2014-01-01

    Purpose: This qualitative study reports on beliefs practicing educators hold about diverse students and families. Specifically, this study examined educator beliefs related to culturally, linguistically, and economically diverse students and families along with participants' knowledge of culture and its application in practice. Research Design:…

  7. Education Management Organizations' Collaborative Leadership Practices for Low-Performing Urban Charter Schools

    ERIC Educational Resources Information Center

    Cupidore, Calvin C., Jr.

    2017-01-01

    Educators have regarded building leader-member relationships using collaboration as a fundamental component to successfully improve students' academic achievement. Ineffective collaborative leadership practices may lead to achievement deficits particularly for many urban charter schools operated by educational management organizations. The purpose…

  8. Practice Behaviors of Youth Soccer Players

    ERIC Educational Resources Information Center

    Smith, Robert C.; Ward, Phillip; Rodrigues-Neto, Manoel; Zhang, Peng

    2009-01-01

    Coaching youth athletes has much in common with teaching physical education. Over the past three decades there has been substantive research in physical education settings that has given educators empirical support for effective teaching practices to improve the learner's performance. However, little research has taken place in youth sport…

  9. Collaborative Strategic Reading (CSR): Improving Secondary Students' Reading Comprehension Skills. Research to Practice Brief: Improving Secondary Education and Transition Services through Research.

    ERIC Educational Resources Information Center

    Bremer, Christine D.; Vaughn, Sharon; Clapper, Ann T.; Kim, Ae-Hwa

    This brief introduces a research-based practice, Collaborative Strategic Reading (CSR). This reading comprehension practice, designed to improve secondary students reading comprehension skills, combines two instructional elements: modified reciprocal teaching and cooperative learning or student pairing. In reciprocal teaching, teachers and…

  10. Observations on Citation Practices in Mathematics Education Research. Research Commentary

    ERIC Educational Resources Information Center

    Leatham, Keith R.

    2015-01-01

    The author argues that the field of mathematics education as a whole can and should improve its citation practices. He discusses 4 forms of citation practice and considers how they vary with respect to transparency of voice. He also discusses several ways that citation practices may misrepresent cited authors' ideas. He concludes with suggestions…

  11. Educational interventions for improving primary caregiver complementary feeding practices for children aged 24 months and under.

    PubMed

    Arikpo, Dachi; Edet, Ededet Sewanu; Chibuzor, Moriam T; Odey, Friday; Caldwell, Deborah M

    2018-05-18

    Although complementary feeding is a universal practice, the methods and manner in which it is practiced vary between cultures, individuals and socioeconomic classes. The period of complementary feeding is a critical time of transition in the life of an infant, and inappropriate complementary feeding practices, with their associated adverse health consequences, remain a significant global public health problem. Educational interventions are widely acknowledged as effective in promoting public health strategy, and those aimed at improving complementary feeding practices provide information about proper complementary feeding practices to caregivers of infants/children. It is therefore important to summarise evidence on the effectiveness of educational interventions to improve the complementary feeding practices of caregivers of infants. To assess the effectiveness of educational interventions for improving the complementary feeding (weaning) practices of primary caregivers of children of complementary feeding age, and related health and growth outcomes in infants. In November 2017, we searched CENTRAL, MEDLINE, Embase, 10 other databases and two trials registers. We also searched the reference lists of relevant studies and reviews to identify any additional studies. We did not limit the searches by date, language or publication status. Randomised controlled trials (RCTs), comparing educational interventions to no intervention, usual practice, or educational interventions provided in conjunction with another intervention, so long as the educational intervention was only available in the experimental group and the adjunctive intervention was available to the control group. Study participants included caregivers of infants aged 4 to 24 months undergoing complementary feeding. Pregnant women who were expected to give birth and commence complementary feeding during the period of the study were also included. Two review authors independently extracted data on participants, settings, interventions, methodology and outcomes using a specifically-developed and piloted data extraction form. We calculated risk ratios (RR) and 95% confidence intervals (CIs) for dichotomous data, and mean differences (MD) and 95% CIs for continuous data. Where data permitted, we conducted a meta-analysis using a random-effects model. We assessed the included studies for risk of bias and also assessed the quality of evidence using the GRADE approach. We included 23 studies (from 35 reports) with a total of 11,170 caregiver-infant pairs who were randomly assigned to receive an educational intervention delivered to the caregiver or usual care. Nineteen of the included studies were community-based studies while four were facility-based studies. In addition, 13 of the included studies were cluster-randomised while the others were individually randomised. Generally, the interventions were focused on the introduction of complementary feeding at the appropriate time, the types and amount of complementary foods to be fed to infants, and hygiene. Using the GRADE criteria, we assessed the quality of the evidence as moderate, mostly due to inadequate allocation concealment and insufficient blinding.Educational interventions led to improvements in complementary feeding practices for age at introduction of complementary foods (average RR 0.88, 95% CI 0.83 to 0.94; 4 studies, 1738 children; moderate-quality evidence) and hygiene practices (average RR 1.38, 95% CI 1.23 to 1.55; 4 studies, 2029 participants; moderate-quality evidence). For duration of exclusive breastfeeding, pooled results were compatible with both a reduction and an increase in the outcome (average RR 1.58, 95% CI 0.77 to 3.22; 3 studies, 1544 children; very low-quality evidence). There was limited (low to very low-quality) evidence of an effect for all growth outcomes.Quality of evidenceThere is moderate to very low-quality evidence that educational interventions can improve complementary feeding practices but insufficient evidence to conclude that it impacts growth outcomes. Overall, we found evidence that education improves complementary feeding practices.

  12. Use of audit, feedback and education increased guideline implementation in a multidisciplinary stroke unit.

    PubMed

    Vratsistas-Curto, Angela; McCluskey, Annie; Schurr, Karl

    2017-01-01

    The audit-feedback cycle is a behaviour change intervention used to reduce evidence-practice gaps. In this study, repeat audits, feedback, education and training were used to change practice and increase compliance with Australian guideline recommendations for stroke rehabilitation. To increase the proportion of patients with stroke receiving best practice screening, assessment and treatment. A before-and-after study design was used. Data were collected from medical records (n=15 files per audit). Four audits were conducted between 2009 and 2013. Consecutive files of patients with stroke admitted to the stroke unit were selected and audited retrospectively. Staff behaviour change interventions included four cycles of audit feedback, and education to assist staff with change. The primary outcome measure was the proportion of eligible patients receiving best practice against target behaviours, based on audit data. Between the first and fourth audit (2009 and 2013), 20 of the 27 areas targeted (74%) met or exceeded the minimum target of 10% change. Practice areas that showed the most change included sensation screening (+75%) and rehabilitation (+100%); neglect screening (+92%) and assessment (100%). Some target behaviours showed a drop in compliance such as anxiety and depression screening (-27%) or little or no overall improvement such as patient education about stroke (6% change). Audit feedback and education increased the proportion of inpatients with stroke receiving best practice rehabilitation in some, but not all practice areas. An ongoing process of quality improvement is needed to help sustain these improvements.

  13. Training practitioners to communicate effectively in cancer care: it is the relationship that counts.

    PubMed

    Beckman, Howard B; Frankel, Richard M

    2003-05-01

    The motivation to learn new skills that improve patient care comes from practical experience. Once motivated, trainees and practitioners alike require excellent content and process to modify approaches that improve outcomes. This paper defines content areas the authors believe are needed to improve communication between cancer patients and their practitioners. Perhaps more importantly, the educational process to achieve improved outcomes is discussed and the importance of the context in which that education occurs is stressed. The linkage between administrative behavior and practitioner behavior is described. Synchronicity between the expectations for practitioner practice and the practice environment is needed for practitioners to successfully incorporate the patient-centered practices patients are demanding. Finally, a research agenda is outlined that encourages evaluation of the model proposed.

  14. Proceedings of the Annual Midwest Research-to-Practice Conference in Adult, Continuing and Community Education (13th, Milwaukee, Wisconsin, October 13-15, 1994).

    ERIC Educational Resources Information Center

    Martin, Larry, Ed.

    The conference provided a forum for practitioners and researchers to discuss practices, concepts, evaluation and research studies in order to improve practice in adult education. Included are the following: "Realizing the Potential for Grounded Theory in Adult Education" (Babchuk et al.); "Behind the Smoke and Mirrors of Reorganization" (Benson);…

  15. Inter- and Transdisciplinary Work: Connecting Research on Hormones with Problems of Educational Practice

    ERIC Educational Resources Information Center

    Rappolt-Schlichtmann, Gabrielle; Watamura, Sarah E.

    2010-01-01

    More than ever before, leaders within the field of education are looking to research on basic processes to inform and improve educational practices. Success requires building a reciprocal relationship between the field of education and research on learning and development, similar to what exists between biology and medicine. Key to this effort is…

  16. Non-Formal Vocational Education in Uganda: Practical Empowerment through a Workable Alternative

    ERIC Educational Resources Information Center

    Blaak, Marit; Openjuru, George L.; Zeelen, Jacques

    2013-01-01

    This article reflects on the potential of non-formal vocational education in Uganda to improve the quality of life of those excluded from formal education. Based on an exploration of humanizing development theorists Sen, Freire and Nyerere, together with two case studies, practical empowerment is described as a desirable outcome of education for…

  17. Improving coding accuracy in an academic practice.

    PubMed

    Nguyen, Dana; O'Mara, Heather; Powell, Robert

    2017-01-01

    Practice management has become an increasingly important component of graduate medical education. This applies to every practice environment; private, academic, and military. One of the most critical aspects of practice management is documentation and coding for physician services, as they directly affect the financial success of any practice. Our quality improvement project aimed to implement a new and innovative method for teaching billing and coding in a longitudinal fashion in a family medicine residency. We hypothesized that implementation of a new teaching strategy would increase coding accuracy rates among residents and faculty. Design: single group, pretest-posttest. military family medicine residency clinic. Study populations: 7 faculty physicians and 18 resident physicians participated as learners in the project. Educational intervention: monthly structured coding learning sessions in the academic curriculum that involved learner-presented cases, small group case review, and large group discussion. overall coding accuracy (compliance) percentage and coding accuracy per year group for the subjects that were able to participate longitudinally. Statistical tests used: average coding accuracy for population; paired t test to assess improvement between 2 intervention periods, both aggregate and by year group. Overall coding accuracy rates remained stable over the course of time regardless of the modality of the educational intervention. A paired t test was conducted to compare coding accuracy rates at baseline (mean (M)=26.4%, SD=10%) to accuracy rates after all educational interventions were complete (M=26.8%, SD=12%); t24=-0.127, P=.90. Didactic teaching and small group discussion sessions did not improve overall coding accuracy in a residency practice. Future interventions could focus on educating providers at the individual level.

  18. Training and action for patient safety: embedding interprofessional education for patient safety within an improvement methodology.

    PubMed

    Slater, Beverley L; Lawton, Rebecca; Armitage, Gerry; Bibby, John; Wright, John

    2012-01-01

    Despite an explosion of interest in improving safety and reducing error in health care, one important aspect of patient safety that has received little attention is a systematic approach to education and training for the whole health care workforce. This article describes an evaluation of an innovative multiprofessional, team-based training program that embeds patient safety within quality improvement methods. Kirkpatrick's "levels of evaluation" model was adopted to evaluate the program in health organizations across one city in the north of England. Questionnaires were used to assess reaction of participants to the program (Level 1). Improvements in patient safety knowledge and patient safety culture (Level 2) were assessed using a 12-item multiple-choice questionnaire and a culture questionnaire. Interviews and project-specific quantitative measurements were used to assess changes in professional practice and patient outcomes (Levels 3 and 4). All aspects of the program were positively received by participants. Few participants completed the MCQ at both time points, but those who did showed improvement in knowledge. There were some small but significant improvements in patient safety culture. Interviews revealed a number of additional benefits beyond the specific problems addressed. Most importantly, 8 of the 11 teams showed improvements in patient safety practices and/or outcomes. This program is an example of interprofessional education in practice and demonstrates that team-based learning using quality improvement methods is feasible and can be effective in improving patient safety, but requires time and space for participants. Alignment with continuing education arrangements could support mainstream adoption of this approach within organizations. Copyright © 2012 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  19. Dissemination Activity of NIE.

    ERIC Educational Resources Information Center

    Sprunger, Ben

    American Education has suffered from its inability to communicate and gain wide adoption of educational improvements. Since the National Institute of Education (NIE) will be judged in terms of the degree to which educational practice is improved, it must assume responsibility for the implementation of new findings. Thus, NIE must conduct a…

  20. Action Research: Improving Schools and Empowering Educators. Third Edition

    ERIC Educational Resources Information Center

    Mertler, Craig A.

    2011-01-01

    Written for pre- and in-service educators, this "Third Edition" of Craig A. Mertler's "Action Research: Improving Schools and Empowering Educators" introduces the process of conducting one's own classroom- or school-based action research in conjunction with everyday instructional practices and activities. The text provides educators with the…

  1. Practice of Organisational Strategies of Improving Computer Rooms for Promoting Smart Education Using ICT Equipment

    ERIC Educational Resources Information Center

    Ogawa, Nobuyuki; Shimizu, Akira

    2017-01-01

    This paper describes our concrete efforts to improve the functions of the computer rooms in the Information Processing Center from among several organisational strategies which can assume a large role in the next-generation education, while examining the practice of active learning by the faculty in all classes using ICT equipment. We implemented…

  2. Utilising Learning Environment Assessments to Improve Teaching Practices among In-Service Teachers Undertaking a Distance-Education Programme

    ERIC Educational Resources Information Center

    Aldridge, Jill; Fraser, Barry; Ntuli, Sipho

    2009-01-01

    We examined the viability of using feedback from a learning environment instrument to guide improvements in the teaching practices of in-service teachers undertaking a distance-education programme. The 31 teachers involved administered a primary school version of the What Is Happening In this Class? (WIHIC-Primary) questionnaire to their 1,077…

  3. Principals Management Support Practices to Promote Teachers' Instructional Improvement for Sustainable Development in Secondary Education in Anambra State, Nigeria

    ERIC Educational Resources Information Center

    Victor, Akinfolarin Akinwale; Emetarom, Uche Grace

    2017-01-01

    This study ascertained the principals management support practices to promote teachers instructional improvement for sustainable development in secondary education in Anambra State. Two specific purposes were formulated and two research questions guided the study. The study adopted a descriptive survey design. The study was conducted in the six…

  4. Continuing education for maternal child health nurses: a means to improve the health care of mothers and children.

    PubMed Central

    Bolte, I M; Presler, E P

    1983-01-01

    The University of Kentucky College of Nursing is in the 7th year of implementing a 7-year federally funded continuing education project. The major goal of MCH (maternal child health) Project 969, which is scheduled to terminate Sept. 30, 1984, is to develop and offer a series of quality continuing education courses for three distinct populations--practicing maternal child health nurses, State nurse consultants, and nurse supervisors at county or district levels. The purpose of these courses is to improve the practice of the participating nurses and thereby ultimately to improve the health status of mothers and children in Region IV of the Department of Health and Human Services. Evaluation of the project by its staff after its first 5 years showed that (a) it has provided a series of continuing education courses of high quality; (b) met its goals and objectives; (c) provided continuing education for practicing maternal child health nurses that has improved MCH nursing practice in Region IV; (d) provided continuing education for State nurse consultants that has enabled them to become more effective leaders in their respective States; (e) used previously untapped resources in Region IV to make the concept of regional continuing education in maternal child health nursing a reality; and (f) generated a networking system among State nurse consultants, nurse educators, and nurse leaders in other service-oriented Title V programs that has been most effective in meeting the learning needs of the three distinct populations it serves. PMID:6419272

  5. Partners in research: building academic-practice partnerships to educate and mentor advanced practice nurses.

    PubMed

    Harbman, Patricia; Bryant-Lukosius, Denise; Martin-Misener, Ruth; Carter, Nancy; Covell, Christine L; Donald, Faith; Gibbins, Sharyn; Kilpatrick, Kelley; McKinlay, James; Rawson, Krista; Sherifali, Diana; Tranmer, Joan; Valaitis, Ruta

    2017-04-01

    Clinical practice is the primary focus of advanced practice nursing (APN) roles. However, with unprecedented needs for health care reform and quality improvement (QI), health care administrators are seeking new ways to utilize all dimensions of APN expertise, especially related to research and evidence-based practice. International studies reveal research as the most underdeveloped and underutilized aspect of these roles. To improve patient care by strengthening the capacity of advanced practice nurses to integrate research and evidence-based practice activities into their day-to-day practice. An academic-practice partnership was created among hospital-based advanced practice nurses, nurse administrators, and APN researchers to create an innovative approach to educate and mentor advanced practice nurses in conducting point-of-care research, QI, or evidence-based practice projects to improve patient, provider, and/or system outcomes. A practice-based research course was delivered to 2 cohorts of advanced practice nurses using a range of teaching strategies including 1-to-1 academic mentorship. All participants completed self-report surveys before and after course delivery. Through participation in this initiative, advanced practice nurses enhanced their knowledge, skills, and confidence in the design, implementation, and/or evaluation of research, QI, and evidence-based practice activities. Evaluation of this initiative provides evidence of the acceptability and feasibility of academic-practice partnerships to educate and mentor point-of-care providers on how to lead, implement, and integrate research, QI and evidence-based activities into their practices. © 2016 John Wiley & Sons, Ltd.

  6. An Effective School Improvement Framework: Using the National School Improvement Tool

    ERIC Educational Resources Information Center

    Seifert, Deborah; Hartnell-Young, Elizabeth

    2015-01-01

    This occasional paper of the Centre for Education Policy and Practice outlines how the National School Improvement Tool, developed by the Australian Council for Educational Research (ACER) in collaboration with the Queensland Department of Education, Training and Employment is being used in Australian schools. The Tool is grounded in international…

  7. Rethinking Connections between Research and Practice in Education: A Conceptual Framework

    ERIC Educational Resources Information Center

    Farley-Ripple, Elizabeth; May, Henry; Karpyn, Allison; Tilley, Katherine; McDonough, Kalyn

    2018-01-01

    Recent efforts to improve the quality and availability of scientific research in education, coupled with increased expectations for the use of research in practice, demand new ways of thinking about connections between research and practice. The conceptual framework presented in this paper argues that increasing research in educational…

  8. Networked Improvement Communities: The Discipline of Improvement Science Meets the Power of Networks

    ERIC Educational Resources Information Center

    LeMahieu, Paul G.; Grunow, Alicia; Baker, Laura; Nordstrum, Lee E.; Gomez, Louis M.

    2017-01-01

    Purpose: The purpose of this paper is to delineate an approach to quality assurance in education called networked improvement communities (NICs) that focused on integrating the methodologies of improvement science with few of the networks. Quality improvement, the science and practice of continuously improving programs, practices, processes,…

  9. Two Approaches to Vocational Education and Training. A View from Pharmacy Education

    ERIC Educational Resources Information Center

    Waterfield, Jon

    2011-01-01

    This review focuses on the relationship between theoretical knowledge and professional practice within pharmacy education. The discussion takes two different approaches to examine the selected literature. The first approach is concerned with how curriculum changes may potentially contribute to the improvement of professional practice. This…

  10. Considering the Impact of Preservice Teacher Beliefs on Future Practice

    ERIC Educational Resources Information Center

    Thomas, Cathy Newman

    2014-01-01

    Preservice teacher beliefs merit additional attention from special education teacher-educators. Given current policy and reforms aimed at improving outcomes for students with disabilities and increasing the adoption of evidence-based practices, teacher-educators should recognize the barrier that preservice teacher beliefs can pose and consider…

  11. Learning Styles in Engineering Education: The Quest to Improve Didactic Practices

    ERIC Educational Resources Information Center

    Holvikivi, Jaana

    2007-01-01

    This article discusses a dilemma that engineering educators encounter when attempting to develop pedagogical methods: that of finding efficient and scientifically valid didactic practices. The multitude of methods offered by educational consultants is perplexing. Moreover, the popularity of commercially offered solutions such as learning styles…

  12. [Preparation and effect of a behavioral science-based education program for sleep improvement among medical students].

    PubMed

    Ueda, Masumi; Adachi, Yoshiko; Hayama, Junko; Yamagami, Toshiko

    2008-01-01

    The present study aimed to investigate a simple education program that is effective for sleep improvement among medical students who will be medical doctors in the future. The education program applied in the present study was developed for sleep improvement based on behavioral science and changes in knowledge and sleeping habits were observed. Subjects were 6th-year medical students of 2002 and 2003. Students of 2002 attended a program including a 90-minute lecture and a 2-week practice learning session, and students of 2003 attended only the lecture. In the lecture, behavior therapy for chronic insomnia was explained using a booklet. In the practice learning session, students set a target behavior for improvement and conducted self-monitoring of their sleep and the targeted behavior. Changes in knowledge about sleep, attitude toward the therapy, sleep, and sleep-related habits were observed and compared between the 2 groups of subjects immediately and 2-weeks after the lecture. It was found that after both programs subjects had more knowledge about sleep than before. In the program including practice learning session, subjects' attitude for managing patients changed from before the lecture to after the lecture, and after the practice learning session. It was found that more than half of the students thought that they could provide sleep guidance based on the behavior therapy. Regarding the subjects' sleep, significant improvements were observed for "having nightmares upon falling asleep," "sleepiness during daytime," "sense of getting a sound sleep," and "mood upon waking up." Regarding sleep-related habits, significant improvements were observed for "taking a nap," "dozing off," and "eating breakfast." On the other hand, only the lecture subjects improved irregularity of bedtime and sleeping time. Although an increase in knowledge and improvement of sleep were observed among students who attended only the lecture, a further increase in knowledge and improvement of sleeping habits were observed among students who also attended the practice learning session. The results described herein suggest developing and providing a simple and convenient education program for sleep improvement was effective for increasing students' knowledge about sleep, developing improved coping methods regarding sleep, and improving sleep. It is also suggested that behavioral scientific instructive methods, including practice learning, are effective for medical education.

  13. Curriculum influence on interdisciplinary oral health education and practice.

    PubMed

    Clark, Melinda; Quinonez, Rocio; Bowser, Jonathan; Silk, Hugh

    2017-06-01

    Oral diseases are very prevalent across the lifespan and impact overall health, yet are largely preventable. The Smiles for Life (SFL) curriculum was created to educate healthcare providers about oral disease and support integration of oral health and primary care. This study examines SFL's influence on clinical practice and education. Surveys were sent to registered users of SFL. Users who self-identified as direct care providers (DCPs), or educators, were included in the analysis. Survey response rate was 18 percent, with 87 percent identifying as DCPs and 13 percent as educators. Across professions, 85 percent of DCPs reported SFL influencing their practice to some degree, with variance among profession type and experience. DCPs most commonly reported that SFL led them to improve how they conduct oral health activities, with 60 percent performing the activity more skillfully following completion of SFL. Fluoride varnish application was the most common practice behavior initiated, and caries risk assessments was the oral health activity affected to the greatest degree. A majority of educators (94 percent) reported that SFL led them to incorporate or enhance oral health in their teaching. SFL helped educators emphasize the importance of oral health, improved their ability to teach content, raised motivation, and reduced barriers to teaching oral health. Data supports that SFL is positively influencing oral health practice across professions, especially in areas of caries risk assessment and fluoride varnish application. SFL improves the frequency and quality with which DCPs and educators participate in oral health activities, and facilitates oral health inclusion in primary care. © 2017 American Association of Public Health Dentistry.

  14. The “Minimizing Antibiotic Resistance in Colorado” Project: Impact of Patient Education in Improving Antibiotic Use in Private Office Practices

    PubMed Central

    Gonzales, Ralph; Corbett, Kitty K; Leeman-Castillo, Bonnie A; Glazner, Judith; Erbacher, Kathleen; Darr, Carol A; Wong, Shale; Maselli, Judith H; Sauaia, Angela; Kafadar, Karen

    2005-01-01

    Objective To assess the marginal impact of patient education on antibiotic prescribing to children with pharyngitis and adults with acute bronchitis in private office practices. Data Sources/Study Setting Antibiotic prescription rates based on claims data from four managed care organizations in Colorado during baseline (winter 2000) and study (winter 2001) periods. Study Design A nonrandomized controlled trial of a household and office-based patient educational intervention was performed. During both periods, Colorado physicians were mailed antibiotic prescribing profiles and practices guidelines as part of an ongoing quality improvement program. Intervention practices (n=7) were compared with local and distant control practices. Data Collection/Extraction Methods Office visits were extracted by managed care organizations using International Classification of Diseases-9-Clinical Modification codes for acute respiratory tract infections, and merged with pharmacy claims data based on visit and dispensing dates coinciding within 2 days. Principal Findings Adjusted antibiotic prescription rates during baseline and study periods increased from 38 to 39 percent for pediatric pharyngitis at the distant control practices, and decreased from 39 to 37 percent at the local control practices, and from 34 to 30 percent at the intervention practices (p=.18 compared with distant control practices). Adjusted antibiotic prescription rates decreased from 50 to 44 percent for adult bronchitis at the distant control practices, from 55 to 45 percent at the local control practices, and from 60 to 36 percent at the intervention practices (p<.002 and p=.006 compared with distant and local control practices, respectively). Conclusions In office practices, there appears to be little room for improvement in antibiotic prescription rates for children with pharyngitis. In contrast, patient education helps reduce antibiotic use for adults with acute bronchitis beyond that achieved by physician-directed efforts. PMID:15663704

  15. Participatory Educational Design: How to Improve Mutual Learning and the Quality and Usability of the Design?

    ERIC Educational Resources Information Center

    Janssen, Fred J. J. M.; Könings, Karen D.; van Merriënboer, Jeroen J. G.

    2017-01-01

    Many educational change proposals, designed to improve student learning, fail to be implemented in classrooms, which is a threat to the impact of educational policy on educational practice. This has led to a call for participatory educational design in which different stakeholders are involved in the generation and consideration of alternative…

  16. Scoping the role and education needs of practice nurses in London.

    PubMed

    Procter, Susan; Griffiths, Lauren; Fanning, Agnes; Wallman, Lizzie; Loveday, Heather P

    2017-07-01

    Aims To identify education priorities for practice nursing across eight London Clinical Commissioning Groups (CCGs); to identify the education, training, development and support needs of practice nurses in undertaking current and future roles. The education needs of practice nurses have long been recognised but their employment status means that accessing education requires the support of their GP employer. This study scopes the educational requirements of the practice nurse workforce and working with educational providers and commissioners describes a coherent educational pathway for practice nurses. A survey of practice nurses to scope their educational attainment needs was undertaken. Focus groups were carried out which identified the education, training, development and support needs of practice nurses to fulfil current and future roles. Findings A total of 272 respondents completed the survey. Practice nurses took part in three focus groups (n=34) and one workshop (n=39). Findings from this research indicate a practice nurse workforce which lacked career progression, role autonomy or a coherent educational framework. Practice nurses recognised the strength of their role in building relationship-centred care with patients over an extended period of time. They valued this aspect of their role and would welcome opportunities to develop this to benefit patients. This paper demonstrates an appetite for more advanced education among practice nurses, a leadership role by the CCGs in working across the whole system to address the education needs of practice nurses, and a willingness on the part of National Health Service education commissioners to commission education which meets the education needs of the practice nurse workforce. Evidence is still required, however, to inform the scope of the practice nurse role within an integrated system of care and to identify the impact of practice nursing on improving health outcomes and care of local populations.

  17. Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities.

    PubMed

    Dennin, Michael; Schultz, Zachary D; Feig, Andrew; Finkelstein, Noah; Greenhoot, Andrea Follmer; Hildreth, Michael; Leibovich, Adam K; Martin, James D; Moldwin, Mark B; O'Dowd, Diane K; Posey, Lynmarie A; Smith, Tobin L; Miller, Emily R

    2017-01-01

    Recent calls for improvement in undergraduate education within STEM (science, technology, engineering, and mathematics) disciplines are hampered by the methods used to evaluate teaching effectiveness. Faculty members at research universities are commonly assessed and promoted mainly on the basis of research success. To improve the quality of undergraduate teaching across all disciplines, not only STEM fields, requires creating an environment wherein continuous improvement of teaching is valued, assessed, and rewarded at various stages of a faculty member's career. This requires consistent application of policies that reflect well-established best practices for evaluating teaching at the department, college, and university levels. Evidence shows most teaching evaluation practices do not reflect stated policies, even when the policies specifically espouse teaching as a value. Thus, alignment of practice to policy is a major barrier to establishing a culture in which teaching is valued. Situated in the context of current national efforts to improve undergraduate STEM education, including the Association of American Universities Undergraduate STEM Education Initiative, this essay discusses four guiding principles for aligning practice with stated priorities in formal policies: 1) enhancing the role of deans and chairs; 2) effectively using the hiring process; 3) improving communication; and 4) improving the understanding of teaching as a scholarly activity. In addition, three specific examples of efforts to improve the practice of evaluating teaching are presented as examples: 1) Three Bucket Model of merit review at the University of California, Irvine; (2) Evaluation of Teaching Rubric, University of Kansas; and (3) Teaching Quality Framework, University of Colorado, Boulder. These examples provide flexible criteria to holistically evaluate and improve the quality of teaching across the diverse institutions comprising modern higher education. © 2017 M. Dennin et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  18. Implementing an educational program to improve critical care nurses' enteral nutritional support.

    PubMed

    Kim, Hyunjung; Chang, Sun Ju

    2018-05-11

    Although international nutrition societies recommend enteral nutrition guidelines for patients in intensive care units (ICUs), large gaps exist between these recommendations and actual clinical practice. Education programs designed to improve nurses' knowledge about enteral nutrition are therefore required. In Korea, there are no educational intervention studies about evidence-based guidelines of enteral nutrition for critically ill patients. We aimed to evaluate the effects of an education program to improve critical care nurses' perceptions, knowledge, and practices towards providing enteral nutritional support for ICU patients. A quasi-experimental, one-group study with a pre- and post-test design was conducted from March to April 2015. Nurses (N = 205) were recruited from nine ICUs from four tertiary hospitals in South Korea. The education program comprised two sessions of didactic lectures. Data were collected before (pre-test) and 1 month after (post-test) the education program using questionnaires that addressed nurses' perceptions, knowledge, and practices relating to providing enteral nutritional support for ICU patients. After the program, nurses showed a significant improvement in their perceptions and knowledge of enteral nutrition for ICU patients. There was a significant improvement in inspecting nostrils daily, flushing the feeding tube before administration, providing medication that needs to be crushed correctly, changing feeding sets, and adjusting feeding schedules. The findings indicate that an enteral nutrition education program could be an effective strategy to increase critical care nurses' support for the critically ill. This education program can be incorporated into hospital education or in-service training for critical care nurses to strengthen their perceptions and knowledge of nutritional support in the ICU. This may improve the clinical outcomes of ICU patients. Copyright © 2018 Australian College of Critical Care Nurses Ltd. Published by Elsevier Ltd. All rights reserved.

  19. Evaluating Practice-Based Learning and Improvement: Efforts to Improve Acceptance of Portfolios

    PubMed Central

    Fragneto, Regina Y.; DiLorenzo, Amy Noel; Schell, Randall M.; Bowe, Edwin A.

    2010-01-01

    Introduction The Accreditation Council for Graduate Medical Education (ACGME) recommends resident portfolios as 1 method for assessing competence in practice-based learning and improvement. In July 2005, when anesthesiology residents in our department were required to start a portfolio, the residents and their faculty advisors did not readily accept this new requirement. Intensive education efforts addressing the goals and importance of portfolios were undertaken. We hypothesized that these educational efforts improved acceptance of the portfolio and retrospectively audited the portfolio evaluation forms completed by faculty advisors. Methods Intensive education about the goals and importance of portfolios began in January 2006, including presentations at departmental conferences and one-on-one education sessions. Faculty advisors were instructed to evaluate each resident's portfolio and complete a review form. We retrospectively collected data to determine the percentage of review forms completed by faculty. The portfolio reviews also assessed the percentage of 10 required portfolio components residents had completed. Results Portfolio review forms were completed by faculty advisors for 13% (5/38) of residents during the first advisor-advisee meeting in December 2005. Initiation of intensive education efforts significantly improved compliance, with review forms completed for 68% (26/38) of residents in May 2006 (P < .0001) and 95% (36/38) in December 2006 (P < .0001). Residents also significantly improved the completeness of portfolios between May and December of 2006. Discussion Portfolios are considered a best methods technique by the ACGME for evaluation of practice-based learning and improvment. We have found that intensive education about the goals and importance of portfolios can enhance acceptance of this evaluation tool, resulting in improved compliance in completion and evaluation of portfolios. PMID:22132291

  20. Evaluating practice-based learning and improvement: efforts to improve acceptance of portfolios.

    PubMed

    Fragneto, Regina Y; Dilorenzo, Amy Noel; Schell, Randall M; Bowe, Edwin A

    2010-12-01

    The Accreditation Council for Graduate Medical Education (ACGME) recommends resident portfolios as 1 method for assessing competence in practice-based learning and improvement. In July 2005, when anesthesiology residents in our department were required to start a portfolio, the residents and their faculty advisors did not readily accept this new requirement. Intensive education efforts addressing the goals and importance of portfolios were undertaken. We hypothesized that these educational efforts improved acceptance of the portfolio and retrospectively audited the portfolio evaluation forms completed by faculty advisors. Intensive education about the goals and importance of portfolios began in January 2006, including presentations at departmental conferences and one-on-one education sessions. Faculty advisors were instructed to evaluate each resident's portfolio and complete a review form. We retrospectively collected data to determine the percentage of review forms completed by faculty. The portfolio reviews also assessed the percentage of 10 required portfolio components residents had completed. Portfolio review forms were completed by faculty advisors for 13% (5/38) of residents during the first advisor-advisee meeting in December 2005. Initiation of intensive education efforts significantly improved compliance, with review forms completed for 68% (26/38) of residents in May 2006 (P < .0001) and 95% (36/38) in December 2006 (P < .0001). Residents also significantly improved the completeness of portfolios between May and December of 2006. Portfolios are considered a best methods technique by the ACGME for evaluation of practice-based learning and improvment. We have found that intensive education about the goals and importance of portfolios can enhance acceptance of this evaluation tool, resulting in improved compliance in completion and evaluation of portfolios.

  1. "(Dis)Empowered by What We See … ": Exploring the Use of Video-Stimulated Reflection in Physical Education Pedagogy and Practice

    ERIC Educational Resources Information Center

    Mooney, Amanda; Hickey, Chris

    2017-01-01

    Reflexive accounts of physical education (PE) pedagogy and practice offer potential to reveal much about the intended and unintended learning, for both students and teachers, that can result from certain pedagogic encounters. Despite the promotion of reflective practice/s as a possible "panacea" for improved teaching and learning, there…

  2. Identifying Educational Practices Supported by Rigorous Evidence: A Guide to the Selection of Evidence-Based Practices

    ERIC Educational Resources Information Center

    Regional Resource Center Program, 2014

    2014-01-01

    One component of the recently required State Systemic Improvement Plan (SSIP) for State Departments of Education calls for the selection and implementation of evidence-based practices (EBPs). This report provides six steps to guide the process of selecting evidence based practices (EBP): (1) Begin with the End in Mind--Determine Targeted Outcomes;…

  3. Developing Student Assessment Related to a Workplacement: A Bridge between Practice and Improvement

    ERIC Educational Resources Information Center

    Vuoskoski, Pirjo; Poikela, Sari

    2015-01-01

    This paper explores the ways in which student assessment can be developed in higher education and work-related contexts to form a strong bridge between practice and improvement. Our aim is to provide a starting point for evaluation and improvement of assessment practices, which benefits the learners, instructors, and designers of the curricula, as…

  4. Assessing the effect of culturally specific audiovisual educational interventions on attaining self-management skills for chronic obstructive pulmonary disease in Mandarin- and Cantonese-speaking patients: a randomized controlled trial.

    PubMed

    Poureslami, Iraj; Kwan, Susan; Lam, Stephen; Khan, Nadia A; FitzGerald, John Mark

    2016-01-01

    Patient education is a key component in the management of chronic obstructive pulmonary disease (COPD). Delivering effective education to ethnic groups with COPD is a challenge. The objective of this study was to develop and assess the effectiveness of culturally and linguistically specific audiovisual educational materials in supporting self-management practices in Mandarin- and Cantonese-speaking patients. Educational materials were developed using participatory approach (patients involved in the development and pilot test of educational materials), followed by a randomized controlled trial that assigned 91 patients to three intervention groups with audiovisual educational interventions and one control group (pamphlet). The patients were recruited from outpatient clinics. The primary outcomes were improved inhaler technique and perceived self-efficacy to manage COPD. The secondary outcome was improved patient understanding of pulmonary rehabilitation procedures. Subjects in all three intervention groups, compared with control subjects, demonstrated postintervention improvements in inhaler technique (P<0.001), preparedness to manage a COPD exacerbation (P<0.01), ability to achieve goals in managing COPD (P<0.01), and understanding pulmonary rehabilitation procedures (P<0.05). Culturally appropriate educational interventions designed specifically to meet the needs of Mandarin and Cantonese COPD patients are associated with significantly better understanding of self-management practices. Self-management education led to improved proper use of medications, ability to manage COPD exacerbations, and ability to achieve goals in managing COPD. A relatively simple culturally appropriate disease management education intervention improved inhaler techniques and self-management practices. Further research is needed to assess the effectiveness of self-management education on behavioral change and patient empowerment strategies.

  5. Assessing the effect of culturally specific audiovisual educational interventions on attaining self-management skills for chronic obstructive pulmonary disease in Mandarin- and Cantonese-speaking patients: a randomized controlled trial

    PubMed Central

    Poureslami, Iraj; Kwan, Susan; Lam, Stephen; Khan, Nadia A; FitzGerald, John Mark

    2016-01-01

    Background Patient education is a key component in the management of chronic obstructive pulmonary disease (COPD). Delivering effective education to ethnic groups with COPD is a challenge. The objective of this study was to develop and assess the effectiveness of culturally and linguistically specific audiovisual educational materials in supporting self-management practices in Mandarin- and Cantonese-speaking patients. Methods Educational materials were developed using participatory approach (patients involved in the development and pilot test of educational materials), followed by a randomized controlled trial that assigned 91 patients to three intervention groups with audiovisual educational interventions and one control group (pamphlet). The patients were recruited from outpatient clinics. The primary outcomes were improved inhaler technique and perceived self-efficacy to manage COPD. The secondary outcome was improved patient understanding of pulmonary rehabilitation procedures. Results Subjects in all three intervention groups, compared with control subjects, demonstrated postintervention improvements in inhaler technique (P<0.001), preparedness to manage a COPD exacerbation (P<0.01), ability to achieve goals in managing COPD (P<0.01), and understanding pulmonary rehabilitation procedures (P<0.05). Conclusion Culturally appropriate educational interventions designed specifically to meet the needs of Mandarin and Cantonese COPD patients are associated with significantly better understanding of self-management practices. Self-management education led to improved proper use of medications, ability to manage COPD exacerbations, and ability to achieve goals in managing COPD. Clinical implication A relatively simple culturally appropriate disease management education intervention improved inhaler techniques and self-management practices. Further research is needed to assess the effectiveness of self-management education on behavioral change and patient empowerment strategies. PMID:27536093

  6. Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties.

    PubMed

    Bush, Seth D; Rudd, James A; Stevens, Michael T; Tanner, Kimberly D; Williams, Kathy S

    2016-01-01

    Globally, calls for the improvement of science education are frequent and fervent. In parallel, the phenomenon of having Science Faculty with Education Specialties (SFES) within science departments appears to have grown in recent decades. In the context of an interview study of a randomized, stratified sample of SFES from across the United States, we discovered that most SFES interviewed (82%) perceived having professional impacts in the realm of improving undergraduate science education, more so than in research in science education or K-12 science education. While SFES reported a rich variety of efforts towards improving undergraduate science education, the most prevalent reported impact by far was influencing the teaching practices of their departmental colleagues. Since college and university science faculty continue to be hired with little to no training in effective science teaching, the seeding of science departments with science education specialists holds promise for fostering change in science education from within biology, chemistry, geoscience, and physics departments.

  7. Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties

    PubMed Central

    2016-01-01

    Globally, calls for the improvement of science education are frequent and fervent. In parallel, the phenomenon of having Science Faculty with Education Specialties (SFES) within science departments appears to have grown in recent decades. In the context of an interview study of a randomized, stratified sample of SFES from across the United States, we discovered that most SFES interviewed (82%) perceived having professional impacts in the realm of improving undergraduate science education, more so than in research in science education or K-12 science education. While SFES reported a rich variety of efforts towards improving undergraduate science education, the most prevalent reported impact by far was influencing the teaching practices of their departmental colleagues. Since college and university science faculty continue to be hired with little to no training in effective science teaching, the seeding of science departments with science education specialists holds promise for fostering change in science education from within biology, chemistry, geoscience, and physics departments. PMID:26954776

  8. Self-Study of Teacher Education Practices and Critical Pedagogy: The Fifth Moment in a Teacher Educator's Journey

    ERIC Educational Resources Information Center

    Ragoonaden, Karen

    2015-01-01

    In order to research and improve her practice, a teacher educator examined her life history and its relation to the ethical and moral discourses of society using autobiography as a self-study methodology. This critical reflection provided the basis for contextualizing praxis-oriented teacher education in an urban school. Based on the…

  9. Improving Professional Practice through Practice-Based Research: VaKE (Values "and" Knowledge Education) in University-Based Teacher Education

    ERIC Educational Resources Information Center

    Weinberger, Alfred; Patry, Jean-Luc; Weyringer, Sieglinde

    2016-01-01

    Evidence suggests that in the professional education of teachers the moral goals are currently a neglected topic in favor of the subject matter and knowledge. The constructivist instructional approach VaKE (Values "and" Knowledge Education) addresses this problem by combining the moral and epistemic goals through the discussion of moral…

  10. Improving Attitudes and Practices in Teaching/Learning by Means of Aerospace In-Service Teacher Education. Aerospace Teacher Education Statistical Study.

    ERIC Educational Resources Information Center

    Romero, J. Christian

    The purpose of this investigation was to examine the relationship of the first two aerospace education workshops conducted by the United States Space Foundation and sponsored by the Univesity of Colorado, Colorado Springs, and the United States Air Force Academy to attitudes and practices of workshop participants regarding aerospace education. To…

  11. Nutritional screening, assessment and implementation strategies for adults in an Australian acute tertiary hospital: a best practice implementation report.

    PubMed

    Smith, Louise; Chapman, Amanda; Flowers, Kelli; Wright, Kylie; Chen, Tanghua; O'Connor, Charmaine; Astorga, Cecilia; Francis, Nevenka; Vigh, Gia; Wainwright, Craig

    2018-01-01

    The project aimed to improve the effectiveness of nutritional screening and assessment practices through clinical audits and the implementation of evidence-based practice recommendations. In the absence of optimal nutrition, health may decline and potentially manifest as adverse health outcomes. In a hospitalized person, poor nutrition may adversely impact on the person's outcome. If the nutritional status can be ascertained, nutritional needs can be addressed and potential risks minimized.The overall purpose of this project was to review and monitor staff compliance with nutritional screening and assessment best practice recommendations ensuring there is timely, relevant and structured nutritional therapeutic practices that support safe, compassionate and person-centered care in adults in a tertiary hospital in South Western Sydney, Australia, in the acute care setting. A baseline retrospective chart audit was conducted and measured against 10 best practice criteria in relation to nutritional screening and assessment practices. This was followed by a facilitated multidisciplinary focus group to identify targeted strategies, implementation of targeted strategies, and a post strategy implementation chart audit.The project utilized the Joanna Briggs Institute Practical Application of Clinical Evidence System (JBI PACES) and Getting Research into Practice (GRIP) tool, including evidence from other available supporting literature, for promoting change in healthcare practice. The baseline audit revealed deficits between current practice and best practice across the 10 criteria. Barriers for implementation of nutritional screening and assessment best practice criteria were identified by the focus group and an education strategy was implemented. There were improved outcomes across all best practice criteria in the follow-up audit. The baseline audit revealed gaps between current practice and best practice. Through the implementation of a targeted education program and resource package, outcomes improved in the follow up audit. The findings indicated that engagement from multidisciplinary team members and consumers was effective in developing tailored education that improved knowledge of best practice. This was demonstrated by an increase in the percentage of compliance across the 10 criteria, although leaving room for more improvement. A policy has been developed for implementation and future audits are planned to measure whether improved practices have been sustained.

  12. Effectiveness of an education intervention to strengthen nurses' readiness for evidence-based practice: A single-blind randomized controlled study.

    PubMed

    Saunders, Hannele; Vehviläinen-Julkunen, Katri; Stevens, Kathleen R

    2016-08-01

    Nurses' lack of readiness for evidence-based practice slows down the uptake, adoption, and implementation of evidence-based practice which is of international concern as it impedes attainment of the highest quality of care and best patient outcomes. There is limited evidence about the most effective approaches to strengthen nurses' readiness for evidence-based practice. To evaluate the effectiveness of an Advanced Practice Nurse-delivered education program to strengthen nurses' readiness for evidence-based practice at a university hospital. A single-blind randomized controlled trial with repeated measures design, with measures completed during spring and fall 2015, before the education program (T0), within 1week after (T1), 8weeks after (T2), and 4months after completion of education interventions (T3). One large university hospital system in Finland, consisting of 15 acute care hospitals. The required sample size, calculated by a priori power analysis and including a 20% estimated attrition rate, called for 85 nurse participants to be recruited. Nurses working in different professional nursing roles and care settings were randomly allocated into two groups: intervention (evidence-based practice education, N=43) and control (research utilization education, N=34). The nurse participants received live 4-h education sessions on the basic principles of evidence-based practice (intervention group) and on the principles of research utilization (control group). The intervention group also received a web-based interactive evidence-based practice education module with a booster mentoring intervention. Readiness for evidence-based practice data, previous experience with evidence-based practice, and participant demographics were collected using the Stevens' EBP Readiness Inventory. Nurses' confidence in employing evidence-based practice and actual evidence-based practice knowledge were lower at T0, compared with the post-education scores, specifically at T1. The improvement in the confidence or actual evidence-based practice knowledge levels did not differ between the intervention and control groups. Confidence in employing evidence-based practice was directly correlated with level of education and inversely correlated with age. Actual evidence-based practice knowledge was lowest among nurses who had no previous knowledge or experience of evidence-based practice. Both the evidence-based practice and research utilization education interventions improved nurses' confidence in employing evidence-based practice and actual evidence-based practice knowledge, strengthening their evidence-based practice readiness at least in the short-term. Most of the variation in the confidence in employing evidence-based practice and actual evidence-based practice knowledge levels was due to background factors, such as primary role and education level, which emphasize differences in educational needs between nurses with diverse backgrounds. Copyright © 2016 Elsevier Inc. All rights reserved.

  13. Making Education Work for Hispanic Americans: Some Promising Community-Based Practices.

    ERIC Educational Resources Information Center

    Orum, Lori S.

    This paper describes the work of the National Council of La Raza to improve education for Hispanic students and their families. It provides an overview of the council's Innovative Education Project, an effort to demonstrate and evaluate effective models for use by affiliated community-based organizations to improve educational outcomes for…

  14. Educational Technology Training for Higher Education Teachers in China and Some Suggestions for Improving It

    ERIC Educational Resources Information Center

    Huiyu, Zhang; Yan, Dong; Geng, Chen

    2005-01-01

    This article describes current practices in educational technology training for higher education teachers in China, using information derived from questionnaires and statistics. It addresses problems identified in questionnaires, such as upgrading and improving training content and training modes, and makes some constructive suggestions for the…

  15. Quality Matters™: An Educational Input in an Ongoing Design-Based Research Project

    ERIC Educational Resources Information Center

    Adair, Deborah; Shattuck, Kay

    2015-01-01

    Quality Matters (QM) has been transforming established best practices and online education-based research into an applicable, scalable course level improvement process for the last decade. In this article, the authors describe QM as an ongoing design-based research project and an educational input for improving online education.

  16. Scholarly work products of the doctor of nursing practice: one approach to evaluating scholarship, rigour, impact and quality.

    PubMed

    Terhaar, Mary F; Sylvia, Martha

    2016-01-01

    The aim of this investigation was to evaluate, monitor and manage the quality of projects conducted and work produced as evidence of scholarship upon completion of Doctor of Nursing Practice education. The Doctor of Nursing Practice is a relatively new degree which prepares nurses for high impact careers in diverse practice settings around the globe. Considerable variation characterises curricula across schools preparing Doctors of Nursing Practice. Accreditation assures curricula are focused on attainment of the Doctor of Nursing Practice essentials, yet outcomes have not been reported to help educators engage in programme improvement. This work has implications for nursing globally because translating strong evidence into practice is key to improving outcomes in direct care, leadership, management and education. The Doctor of Nursing Practice student learns to accomplish translation through the conduct of projects. Evaluating the rigour and results of these projects is essential to improving the quality, safety and efficacy of translation, improvements in care and overall system performance. A descriptive study was conducted to evaluate the scholarly products of Doctor of Nursing Practice education in one programme across four graduating classes. A total of 80 projects, conducted across the USA and around the globe, are described using a modification of the Uncertainty, Pace, Complexity Model. The per cent of students considered to have produced high quality work in relation to target expectations as well as the per cent that conducted means testing increased over the four study years. Evaluation of scope, complexity and rigour of scholarly work products has driven improvements in the curriculum and informed the work of faculty and advisors. Methods, evaluation and outcomes conformed around a set of expectations for scholarship and rigour have resulted in measurable outcomes, and quality publications have increased over time. © 2015 John Wiley & Sons Ltd.

  17. Continuing education for performance improvement: a creative approach.

    PubMed

    Collins, Patti-Ann; Hardesty, Ilana; White, Julie L; Zisblatt, Lara

    2012-10-01

    In an effort to improve patient safety and health care outcomes, continuing medical education has begun to focus on performance improvement initiatives for physician practices. Boston University School of Medicine's (BUSM) Continuing Nursing Education Accredited Provider Unit has begun a creative project to award nursing contact hours for nurses' participation in performance improvement activities. This column highlights its initial efforts. Copyright 2012, SLACK Incorporated.

  18. Didactic CME and practice change: don't throw that baby out quite yet.

    PubMed

    Olson, Curtis A; Tooman, Tricia R

    2012-08-01

    Skepticism exists regarding the role of continuing medical education (CME) in improving physician performance. The harshest criticism has been reserved for didactic CME. Reviews of the scientific literature on the effectiveness of CME conclude that formal or didactic modes of education have little or no impact on clinical practice. This has led some to argue that didactic CME is a highly questionable use of organizational and financial resources, and a cause of lost opportunities for physicians to engage in meaningful learning. The authors' current program of research has forced them to reconsider the received wisdom regarding the relationship between didactic modes of education and learning, and the role frank dissemination can play in bringing about practice change. The authors argued that the practice of assessing and valuing educational methods based only on their capacity to directly influence practice reflects an impoverished understanding of how change in clinical practice actually occurs. Drawing on case studies research, examples were given of the functions didactic CME served in the interest of improved practice. Reasons were then explored as to why the contribution of didactic CME is often missed or dismissed. The goal was not to advocate for a return to the status quo ante where lecture-based education is the dominant modality, but rather to acknowledge both the limits and potential of this longstanding approach to delivering continuing education.

  19. Effects of an Educational Intervention on Breast Self-Examination, Breast Cancer Prevention-Related Knowledge, and Healthy Lifestyles in Scholars from a Low-Income Area in Bogota, Colombia.

    PubMed

    Masso-Calderón, A M; Meneses-Echávez, J F; Correa-Bautista, J E; Tovar-Cifuentes, A; Alba-Ramírez, P A; Charry-Ángel, C E

    2018-06-01

    The aim of this study was to evaluate the effects of an educational intervention on breast self-examination, cancer prevention-related knowledge, practices, and behavior change in scholars from a low-income area in Bogota, Colombia. Uncontrolled trial was conducted in 155 scholars. Two educational sessions, 90 min each, were carried out in March 2015 according to the Colombian guidelines for educational communication in the framework of cancer control. All participants completed a self-reported questionnaire at pre- and post-intervention, as well as 1, 3, and 6 months after the intervention. Breast self-examination was practiced by 78.1% of the scholars, and the overall knowledge of breast cancer risk factors was poor. The educational intervention resulted in significant improvements on breast self-examination practice, the knowledge of the technique, and the knowledge of the main risk factors for breast cancer as well as the practice of physical activity and vegetable intake at 6 months follow-up. An educational intervention according to the Colombian guidelines for educational communication in the framework of cancer control improved the practice of breast self-examination, cancer prevention-related knowledge, as well as the practice of physical activity and vegetable consumption in scholars from a low-income area in Bogota, Colombia. Further randomized controlled studies are warranted.

  20. School Leaders' Engagement with the Concept of Evidence-Based Practice as a Management Tool for School Improvement

    ERIC Educational Resources Information Center

    Sheard, Mary K.; Sharples, Jonathan

    2016-01-01

    Strategies that encourage direct linkage and exchange between researchers and practitioners are more likely to support changes in educational practice informed by research evidence. Nevertheless, significant challenges remain in linking effectiveness education research to real-world practice: addressing the knowing-doing gap. The paper describes…

  1. Linking Theory and Practice: Teacher Research in History and Geography Classrooms

    ERIC Educational Resources Information Center

    Admiraal, Wilfried; Buijs, Maartje; Claessens, Wout; Honing, Terence; Karkdijk, Jan

    2017-01-01

    The impact of scholarly research in education on the educational practice in secondary school is low. Academics examine problems that teachers in school perceive as irrelevant, want to publish in peer-reviewed journals instead of disseminate their work, and aim at generalizing insights rather than improving school practice. Teacher research might…

  2. Making a Difference: Using Action Research to Explore Our Educational Practice

    ERIC Educational Resources Information Center

    Davies, Karyn; Lambert, Helen; Turner, Alison; Jenkins, Emrys; Aston, Vivienne; Rolfe, Gary

    2014-01-01

    This paper describes and discusses an action research collaboration between a multi-disciplinary team of practice educators, a practice development nurse and a university lecturer in order to explore, evaluate and improve a dementia care training package developed for a range of staff providing care for people with dementia. Whilst it is…

  3. Leadership Practices that Enhance Reading Achievement for African American Males: A Case Study

    ERIC Educational Resources Information Center

    Dawson, Dawnay Ardrean

    2010-01-01

    The purpose of this study was to examine leadership practices that lead to improving academic achievement for African American males. Specifically, this study examined cultural insensitivity and its impact on educating African American male students in reading. The study utilized several techniques to determine what practices educators used to…

  4. Improving the Students' Study Practices through the Principled Design of Research Probes

    ERIC Educational Resources Information Center

    Aleahmad, Turadig

    2012-01-01

    A key challenge of the learning sciences is moving research results into practice. Educators on the front lines perceive little value in the outputs of education research and demand more "usable knowledge". This work explores the potential instead of usable artifacts to translate knowledge into practice, adding scientists as stakeholders…

  5. How to Improve the Relationship between Theory and Practice in Teacher Education

    ERIC Educational Resources Information Center

    Rasmussen, Jens; Rash-Christensen, Andreas

    2015-01-01

    The Expert in Teaching study pays special attention to the objective of connecting coursework more directly to practice in pre-service teacher education. The study was focused on developing better solutions to the problematic, weak, or even sometimes totally missing, link between theory (teaching at college) and practice (teaching internship) in…

  6. The Relationship of Leadership Qualities to Wisconsin School Superintendent Hiring Practices

    ERIC Educational Resources Information Center

    VerDuin, Joel A.

    2011-01-01

    The purpose of this study was to examine the relationship between school board hiring practices and specific leadership behaviors. The current priority of educational leaders is often spoken of in terms of accountability for student achievement. This study considered the priority of educational improvement, and examined hiring practices using five…

  7. Even the Janitor Is White: Educating for Cultural Diversity in Small Colleges and Universities. Critical Education and Ethics. Volume 4

    ERIC Educational Resources Information Center

    Hickey, M. Gail, Ed.; Lanahan, Brian K., Ed.

    2012-01-01

    "Even the Janitor Is White" addresses challenges faced by teacher educators who are committed to diversity education. The chapters in this volume invite readers to reflect on their own practice as teacher educators as well as consider ways in which that practice might be improved. More than forty percent of students in U.S. schools are…

  8. Quality improvement in childhood obesity management through the maintenance of certification process.

    PubMed

    Huang, Jeannie S; Chun, Stanford; Sandhu, Amanpreet; Terrones, Laura

    2013-11-01

    To assess the Health and Obesity: Prevention and Education (HOPE) Curriculum Project, a web-based clinician education program that promotes appropriate screening, prevention, and management of weight among youth by pediatric practitioners, based on the 2007 Expert Committee recommendations. The project currently provides Maintenance of Certification (MOC) Part 4 credit through the American Board of Pediatrics. Participants identified themselves to the HOPE MOC Part 4 program. Enrollees were required to complete all continuing medical education modules (10.5 hours). Knowledge acquisition and self-reported confidence levels related to screening, prevention, and management practices of pediatric obesity were measured using preknowledge and postknowledge questionnaires. Participants were also required to perform a quality improvement project and submit practice performance data from repeated medical chart reviews over time. Knowledge acquisition, self-efficacy, and practice performance data were analyzed using repeated-measures analyses. The 51 participants demonstrated significant improvements in knowledge acquisition and self-efficacy scores after viewing individual modules. In addition, participants demonstrated significant improvements in measured clinical compliance with recommended practices over time. Participation in the HOPE MOC Part 4 program appeared to improve knowledge acquisition, self-efficacy, and physician compliance with recommended practice recommendations for the screening, prevention, and management of pediatric obesity. Further data are required to determine whether such practice-based improvements translate into actual reduction in patient weight and/or reduction in health-related costs related to overweight and obesity in youth. Copyright © 2013 Mosby, Inc. All rights reserved.

  9. Educational strategies for improving clinical reasoning.

    PubMed

    Cutrer, William B; Sullivan, William M; Fleming, Amy E

    2013-10-01

    Clinical reasoning serves as a crucial skill for all physicians regardless of their area of expertise. Helping trainees develop effective and appropriate clinical reasoning abilities is a central aim of medical education. Teaching clinical reasoning however can be a very difficult challenge for practicing physicians. Better understanding of the different cognitive processes involved in physician clinical reasoning provides a foundation from which to guide learner development of effective reasoning skills, while pairing assessment of learner reasoning abilities with understanding of different improvement strategies offers the opportunity to maximize educational efforts for learners. Clinical reasoning errors often can occur as a result of one of four problems in trainees as well as practicing physicians; inadequate knowledge, faulty data gathering, faulty data processing, or faulty metacognition. Educators are encouraged to consider at which point a given learner's reasoning is breaking down. Experimentation with different strategies for improving clinical reasoning can help address learner struggles in each of these domains. In this chapter, various strategies for improving reasoning related to knowledge acquisition, data gathering, data processing, and clinician metacognition will be discussed. Understanding and gaining experience using the different educational strategies will provide practicing physicians with a toolbox of techniques for helping learners improve their reasoning abilities. © 2013 Mosby, Inc. All rights reserved.

  10. Self-management for patients with inflammatory bowel disease in a gastroenterology ward in China: a best practice implementation project.

    PubMed

    Chen, Ruo-Bing

    2016-11-01

    Globally, there is an increasing incidence of inflammatory bowel disease. It is very important for patients to be involved with self-management that can optimize personal heath behavior to control the disease. The aim of this project was to increase nursing staff knowledge of inflammatory bowel disease discharge guidance, and to improve the quality of education for discharged patients, thereby improving their self-management. A baseline audit was conducted by interviewing 30 patients in the gastroenterology ward of Huadong Hospital, Fudan University. The project utilized the Joanna Briggs Institute's Practical Application of Clinical Evidence System and Getting Research Into Practice audit tools for promoting quality of education and self-management of patients with inflammatory bowel disease. Thirty patients were provided with written materials, which included disease education and information regarding self-management. A post-implementation audit was conducted. There was improvement of education prior to discharge and dietary consultancy in the gastroenterology ward. Self-management plans utilizing written materials only were not sufficient for ensuring sustainability of the project. Comprehensive self-management education can make a contribution to improving awareness of the importance of self-management for patients with inflammatory bowel disease.

  11. A continuous quality improvement approach to improving clinical practice in the areas of sedation, analgesia, and neuromuscular blockade.

    PubMed

    Arbour, Richard

    2003-01-01

    Practice concerns associated with the medical prescription and nurses' administration and monitoring of sedatives, analgesics, and neuromuscular blocking agents were identified by the clinical nurse specialist within a surgical intensive care unit of a large, tertiary-care referral center. These concerns were identified using a variety of needs assessment strategies. Results of the needs assessment were used to develop a program of care, including a teaching initiative, specific to these practice areas. The teaching initiative incorporated principles of andragogy, the theory of adult learning. Educational techniques included inservice education, bedside instruction using "teaching moments," competency-based education modules, and integration of instruction into critical care orientation. Content and approach were based on the background and level of experience of participants. Educational program outcomes included increased consistency in monitoring neuromuscular blockade by clinical assessment and peripheral nerve stimulation. A second outcome was more accurate patient assessment leading to the provision of drug therapy specific to the patients' clinical states, including anxiety or pain. The continuous quality improvement approach offers a model for improving patient care using individualized needs assessment, focused educational interventions, and program evaluation strategies.

  12. The Role of Research in Educational Improvement

    ERIC Educational Resources Information Center

    Bransford, John D., Ed.; Stipek, Deborah J., Ed.; Vye, Nancy J., Ed.; Gomez, Louis M., Ed.; Lam, Diana, Ed.

    2009-01-01

    In this book, leading scholars in the field examine the available research on the use of evidence in education and provide suggestions for strengthening the research-to-practice pipeline. Critics within and outside the field of education often point out the absence of a strong reciprocal connection between research and practice. The emergence of…

  13. An Alternative Approach to Strengthening the Connection of Dissemination and Improvement in Education.

    ERIC Educational Resources Information Center

    Teresa, Joseph G.

    Converting research findings into practical applications is an important concept to education but one that has been overlooked by the educational research community until recently. While a model for turning concepts into practical applications has been developed and field tested for human service practitioners, the model has not been directly…

  14. Design in Practice: Scenarios for Improving Management Education

    ERIC Educational Resources Information Center

    Schlenker, Lee; Chantelot, Sébastien

    2014-01-01

    Despite the increasing attention given to design in business, Design Thinking has had little impact on the quality of business school education. Building upon the foundations of long-standing critiques of management education and the potential for student-centric learning, the authors propose that the use of Design in Practice can significantly…

  15. Improving Teaching and Learning: Three Models to Reshape Educational Practice

    ERIC Educational Resources Information Center

    Roberson, Sam

    2014-01-01

    The work of schools is teaching and learning. However, the current educational culture is dominated by three characteristics: (1) the mechanistic view of organization and its practice based on the assembly line model where students progress along a value added conveyor; (2) the predominance of the Essentialist philosophy of education, in which the…

  16. A Study on Students' Satisfaction Based on Quality Standards of Accreditation in Higher Education

    ERIC Educational Resources Information Center

    Neelaveni, C.; Manimaran S.

    2015-01-01

    Quality standards are evaluated by the Higher Educational Institutions by self evaluation at different levels and are also assessed by external agencies. Application of quality standards in administrative practices have been associated with the quality of higher education. To improve the quality of administrative practices, evaluation scales are…

  17. Practical strategies for increasing efficiency and effectiveness in critical care education.

    PubMed

    Joyce, Maurice F; Berg, Sheri; Bittner, Edward A

    2017-02-04

    Technological advances and evolving demands in medical care have led to challenges in ensuring adequate training for providers of critical care. Reliance on the traditional experience-based training model alone is insufficient for ensuring quality and safety in patient care. This article provides a brief overview of the existing educational practice within the critical care environment. Challenges to education within common daily activities of critical care practice are reviewed. Some practical evidence-based educational approaches are then described which can be incorporated into the daily practice of critical care without disrupting workflow or compromising the quality of patient care. It is hoped that such approaches for improving the efficiency and efficacy of critical care education will be integrated into training programs.

  18. From scientific discovery to health outcomes: A synergistic model of doctoral nursing education.

    PubMed

    Michael, Melanie J; Clochesy, John M

    2016-05-01

    Across the globe, health system leaders and stakeholder are calling for system-level reforms in education, research, and practice to accelerate the uptake and application of new knowledge in practice and to improve health care delivery and health outcomes. An evolving bi-dimensional research-practice focused model of doctoral nursing education in the U.S. is creating unprecedented opportunities for collaborative translational and investigative efforts for nurse researchers and practitioners. The nursing academy must commit to a shared goal of preparing future generations of nurse scientists and practitioners with the capacity and motivation to work together to accelerate the translation of evidence into practice in order to place nursing at the forefront of health system improvement efforts and advance the profession. Copyright © 2016 Elsevier Ltd. All rights reserved.

  19. What If? Promising Practices for Improving Schools

    ERIC Educational Resources Information Center

    Dunn, Rita, Ed.; Griggs, Shirley A., Ed.

    2007-01-01

    Today, there is little deviation from the standard, business-as-usual practices in the world of education. This book challenges these stale practices and asks the important questions that can improve schools beyond the current state of mediocrity. Written for administrators, supervisors, teachers, parents--even politicians and corporate…

  20. The Modified Readiness for Interprofessional Learning Scale in Currently Practicing Athletic Trainers

    ERIC Educational Resources Information Center

    Welsch, Lauren A.; Rutledge, Carolyn; Hoch, Johanna M.

    2017-01-01

    Context: Athletic trainers are encouraged to work collaboratively with other health care professionals to improve patient outcomes. Interprofessional education (IPE) experiences for practicing clinicians should be developed to improve interprofessional collaborative practice postcertification. An outcome measure, such as the modified Readiness for…

  1. Educating fellows in practice-based learning and improvement and systems-based practice: The value of quality improvement in clinical practice.

    PubMed

    Carey, William A; Colby, Christopher E

    2013-02-01

    In 1999, the Accreditation Council for Graduate Medical Education identified 6 general competencies in which all residents must receive training. In the decade since these requirements went into effect, practice-based learning and improvement (PBLI) and systems-based practice (SBP) have proven to be the most challenging competencies to teach and assess. Because PBLI and SBP both are related to quality improvement (QI) principles and processes, we developed a QI-based curriculum to teach these competencies to our fellows. This experiential curriculum engaged our fellows in our neonatal intensive care unit's (NICU's) structured QI process. After identifying specific patient outcomes in need of improvement, our fellows applied validated QI methods to develop evidence-based treatment protocols for our neonatal intensive care unit. These projects led to immediate and meaningful improvements in patient care and also afforded our fellows various means by which to demonstrate their competence in PBLI and SBP. Our use of portfolios enabled us to document our fellows' performance in these competencies quite easily and comprehensively. Given the clinical and educational structures common to most intensive care unit-based training programs, we believe that a QI-based curriculum such as ours could be adapted by others to teach and assess PBLI and SBP. Copyright © 2013 Elsevier Inc. All rights reserved.

  2. Use of audit, feedback and education increased guideline implementation in a multidisciplinary stroke unit

    PubMed Central

    2017-01-01

    Background The audit-feedback cycle is a behaviour change intervention used to reduce evidence-practice gaps. In this study, repeat audits, feedback, education and training were used to change practice and increase compliance with Australian guideline recommendations for stroke rehabilitation. Objective To increase the proportion of patients with stroke receiving best practice screening, assessment and treatment. Methods A before-and-after study design was used. Data were collected from medical records (n=15 files per audit). Four audits were conducted between 2009 and 2013. Consecutive files of patients with stroke admitted to the stroke unit were selected and audited retrospectively. Staff behaviour change interventions included four cycles of audit feedback, and education to assist staff with change. The primary outcome measure was the proportion of eligible patients receiving best practice against target behaviours, based on audit data. Results Between the first and fourth audit (2009 and 2013), 20 of the 27 areas targeted (74%) met or exceeded the minimum target of 10% change. Practice areas that showed the most change included sensation screening (+75%) and rehabilitation (+100%); neglect screening (+92%) and assessment (100%). Some target behaviours showed a drop in compliance such as anxiety and depression screening (−27%) or little or no overall improvement such as patient education about stroke (6% change). Conclusions Audit feedback and education increased the proportion of inpatients with stroke receiving best practice rehabilitation in some, but not all practice areas. An ongoing process of quality improvement is needed to help sustain these improvements. PMID:29450304

  3. Practice and Educational Gaps in Cosmetic Dermatologic Surgery.

    PubMed

    Waldman, Abigail; Sobanko, Joseph F; Alam, Murad

    2016-07-01

    This article identifies gaps in the practice of cosmetic dermatology and cosmetics education, and how to overcome these limitations. There is a rapid development of new devices and procedures, with limited data, patient-reported outcomes, and comparative effectiveness research from which to develop best cosmetic practice. There is a need for increased research and funding dedicated to these goals, improved and convenient training for staff to adopt new devices/procedures, and continuous evolution of databases to pool outcome data and develop outcome sets. Resident education can be improved by dedicated resident cosmetic clinics, didactic teaching from visiting professors, attendance of cosmetic dermatology courses and meetings, and encouraging postresidency training. Copyright © 2016 Elsevier Inc. All rights reserved.

  4. Professional Learning Communities That Initiate Improvement in Student Achievement

    ERIC Educational Resources Information Center

    Royer, Suzanne M.

    2012-01-01

    Quality teaching requires a strong practice of collaboration, an essential building block for educators to improve student achievement. Researchers have theorized that the implementation of a professional learning community (PLC) with resultant collaborative practices among teachers sustains academic improvement. The problem addressed specifically…

  5. Examining Issues of E-Learning Practices in Chinese Higher Education: A Cross-Sectional Study of Mainland China, Taiwan and Hong Kong

    ERIC Educational Resources Information Center

    Szeto, Elson

    2013-01-01

    Empirical studies of e-learning practices in Chinese higher education are still controversial. Shared Chinese beliefs in education, moving towards mass higher education for global competitiveness and improving e-readiness levels press for ubiquitous use of e-learning in mainland China, Taiwan and Hong Kong. This is a small-scale case study using a…

  6. Serious Gaming in Medical Education: A Proposed Structured Framework for Game Development.

    PubMed

    Olszewski, Aleksandra E; Wolbrink, Traci A

    2017-08-01

    Serious games are increasingly being used for medical education. However, the design and development of serious games for the education of health professionals is highly variable, and very few articles report the development process used for game development. There are many established processes for software development that can improve and streamline development, and incorporating the best practices from educational pedagogy and software development may enhance teamwork and communication, decrease development costs, and improve the quality of serious games. In this article, we review and summarize the literature for serious game development for medical education, and combining the best practices, we propose a structured three-phase iterative development framework for serious game development.

  7. How do the Institutes on Teaching and Learning (ITLs) nurture the members of the Physiology Educators Community of Practice (PECOP)?

    PubMed

    Goodman, Barbara E

    2017-09-01

    Do you teach physiology? Do you use best practices when you teach physiology? Have you ever thought about conducting educational research? Do you need collaborators to help with ideas for educational research or to expand your research populations? The American Physiological Society (APS) Teaching Section has developed a biennial Institute on Teaching and Learning (ITL) through the APS Conference Program to address these issues. The first institute was held in June 2014, and the second institute was held in June 2016. A Physiology Education Community of Practice (PECOP) was created to help connect the institute participants and other physiology educators and to share evidence-based teaching in physiology at all education levels. The 2018 APS ITL will be the next meeting to learn best practices, to share ideas with colleagues, and to find collaborators in improving the teaching of physiology for students. The meeting will include workshops modeling best practices, plenary talks about hot new issues in physiology and science education, and poster sessions and informal meals to discuss interests with colleagues. Even if one's primary responsibility is bench research or administration, the training from the institute will improve efficiency and effectiveness when teaching. The two prior ITLs (2014 and 2016) were highly evaluated by educators of both undergraduate and professional students who spent a week together emphasizing improvement in their teaching. This paper reports the outcomes of the 2016 ITL and encourages participation in the upcoming ITL in Madison, WI, June 18-22, 2018. Watch the APS Conference site for more information about the 2018 ITL (http://www.the-aps.org/mm/Conferences/APS-Conferences). Copyright © 2017 the American Physiological Society.

  8. From Planning to Action: Government Initiatives for Improving School-Level Practice.

    ERIC Educational Resources Information Center

    Chapman, David W., Ed.; Mahlck, Lars O., Ed.; Smulders, Anna E. M., Ed.

    This work examines ways central and regional education ministries can influence practices at the school level. Chapter 1, "Changing What Happens in Schools: Central-Level Initiatives to Improve School Practice," reviews common themes, concerns, problems, and emphases. Chapter 2, "Knowledge Utilization and the Process of Policy…

  9. Improving Online Teaching by Using Established Best Classroom Teaching Practices.

    PubMed

    Price, Jill M; Whitlatch, Joy; Maier, Cecilia Jane; Burdi, Melissa; Peacock, James

    2016-05-01

    This pilot study explored the effectiveness of an online workshop provided to faculty teaching one course in a large online RN-to-baccalaureate nursing (BSN) program. This exploration helped to fill a gap in knowledge related to implementing best classroom teaching practices into distance education for online nursing students. Focus groups with purposeful sampling (three focus groups: two faculty focus groups with a total of 11 faculty and one student focus group with a total of six students) were used to assess the effectiveness of the workshop and faculty and student perceptions of the seven best classroom teaching practices. Themes derived from the faculty focus groups included reaffirmation, commitments from students, and opportunities for instructor improvement. Themes derived from the student focus group included engagement, availability, encouragement, and diverse learning. Online teaching recommendations, created from the emerged themes of the study, could be considered to improve teaching practices of online nurse educators. J Contin Educ Nurs. 2016;47(5):222-227. Copyright 2016, SLACK Incorporated.

  10. Lifelong Education and Community Learning: Three Case Studies in India. UIE Monographs, 7.

    ERIC Educational Resources Information Center

    Patel, V; Shukla, N. N.

    Three case studies of educational practices in India illustrate that lifelong learning (1) is not confined to childhood; (2) encompasses a large number of sources outside formal education; and (3) can lead to improvement of everday life. These three educational activities, all at semi-rural institutions, and directed toward improving aborigines'…

  11. Improved Characters and Student Learning Outcomes through Development of Character Education Based General Physics Learning Model

    ERIC Educational Resources Information Center

    Derlina; Sabani; Mihardi, Satria

    2015-01-01

    Education Research in Indonesia has begun to lead to the development of character education and is no longer fixated on the outcomes of cognitive learning. This study purposed to produce character education based general physics learning model (CEBGP Learning Model) and with valid, effective and practical peripheral devices to improve character…

  12. The application of implementation science for pressure ulcer prevention best practices in an inpatient spinal cord injury rehabilitation program.

    PubMed

    Scovil, Carol Y; Flett, Heather M; McMillan, Lan T; Delparte, Jude J; Leber, Diane J; Brown, Jacquie; Burns, Anthony S

    2014-09-01

    To implement pressure ulcer (PU) prevention best practices in spinal cord injury (SCI) rehabilitation using implementation science frameworks. Quality improvement. SCI Rehabilitation Center. Inpatients admitted January 2012 to July 2013. Implementation of two PU best practices were targeted: (1) completing a comprehensive PU risk assessment and individualized interprofessional PU prevention plan (PUPP); and (2) providing patient education for PU prevention; as part of the pan-Canadian SCI Knowledge Mobilization Network. At our center, the SCI Pressure Ulcer Scale replaced the Braden risk assessment scale and an interprofessional PUPP form was implemented. Comprehensive educational programing existed, so efforts focused on improving documentation. Implementation science frameworks provided structure for a systematic approach to best practice implementation (BPI): (1) site implementation team, (2) implementation drivers, (3) stages of implementation, and (4) improvement cycles. Strategies were developed to address key implementation drivers (staff competency, organizational supports, and leadership) through the four stages of implementation: exploration, installation, initial implementation, and full implementation. Improvement cycles were used to address BPI challenges. Implementation processes (e.g. staff training) and BPI outcomes (completion rates). Following BPI, risk assessment completion rates improved from 29 to 82%. The PUPP completion rate was 89%. PU education was documented for 45% of patients (vs. 21% pre-implementation). Implementation science provided a framework and effective tools for successful pressure ulcer BPI in SCI rehabilitation. Ongoing improvement cycles will target timeliness of tool completion and documentation of patient education.

  13. Are Online Sources for Identifying Evidence-Based Practices Trustworthy? An Evaluation

    ERIC Educational Resources Information Center

    Test, David W.; Kemp-Inman, Amy; Diegelmann, Karen; Hitt, Sara Beth; Bethune, Lauren

    2015-01-01

    The use of evidence-based practices has become a focus in education since the No Child Left Behind Act of 2001 and the Individuals with Disabilities Education Act reauthorization of 2004 required using practices based on scientific research to improve student outcomes. Although many teachers may not have the time or expertise to evaluate the…

  14. Design-Based School Improvement: A Practical Guide for Education Leaders

    ERIC Educational Resources Information Center

    Mintrop, Rick

    2016-01-01

    At the heart of the effort to enact and scale up successful school reforms is the need for more robust links between research and practice. One promising approach is design development, a methodology widely used in other fields and only recently adapted to education, which offers a disciplined process for identifying practical problems, assessing…

  15. Disciplining the Conduct of Young People in Compulsory Education Policy and Practice

    ERIC Educational Resources Information Center

    Hodgson, David

    2018-01-01

    Disciplining and pastoral power are central to the strategies and practices of intervening in the lives of young people deemed at risk of disengaging from school, or not completing their compulsory education. As an expression of power concerned with young people's welfare and self-improvement, disciplining and pastoral practices push young people…

  16. Improving Teacher-Made Assessments in Technology and Engineering Education

    ERIC Educational Resources Information Center

    White, Jesse W.; Moye, Johnny J.; Gareis, Christopher R.; Hylton, Sarah P.

    2018-01-01

    In the interest of learning how to effectively use the technological literacy standards and of adhering to education regulation, this article focuses on efforts to improve the professional teaching practices of Technology and Engineering Education (TEE) teachers by using the Gareis and Grant (2015) process with respect to "Standards for…

  17. Challenges and Opportunities for Evaluating Environmental Education Programs

    ERIC Educational Resources Information Center

    Carleton-Hug, Annelise; Hug, J. William

    2010-01-01

    Environmental education organizations can do more to either institute evaluation or improve the quality of their evaluation. In an effort to help evaluators bridge the gap between the potential for high quality evaluation systems to improve environmental education, and the low level of evaluation in actual practice, we reviewed recent…

  18. School Turnaround Fever: The Paradoxes of a Historical Practice Promoted as a New Reform

    ERIC Educational Resources Information Center

    Peck, Craig; Reitzug, Ulrich C.

    2014-01-01

    School "turnaround" has received significant attention recently in education literature and policy action, especially as a means to dramatically improve urban education. In current common education usage, "turnaround" refers to the rapid, significant improvement in the academic achievement of persistently low-achieving schools.…

  19. Digital Collaboration and Classroom Practice Educator Use of ARIS Connect. Technical Appendices

    ERIC Educational Resources Information Center

    Siman, Nina; Goldenberg, Shifra M.; Gold, Thomas

    2014-01-01

    A major focus of the booming education technology sector is on products that aim to help teachers improve classroom practice. For their part, districts must figure out which of these resources will be most useful to schools. In New York City, the Department of Education developed its own Achievement Reporting and Innovation System (ARIS), which…

  20. Digital Collaboration and Classroom Practice: Educator Use of ARIS Connect. Brief

    ERIC Educational Resources Information Center

    Siman, Nina; Goldenberg, Shifra M.; Gold, Thomas

    2014-01-01

    A major focus of the booming education technology sector is on products that aim to help teachers improve classroom practice. For their part, districts must figure out which of these resources will be most useful to schools. In New York City, the Department of Education developed its own Achievement Reporting and Innovation System (ARIS), which…

  1. Developing Effective Educational Materials Using Best Practices in Health Literacy

    ERIC Educational Resources Information Center

    Niebaum, Kelly; Cunningham-Sabo, Leslie; Bellows, Laura

    2015-01-01

    Health literacy is emerging as a leading issue affecting U.S. consumers' health. It has been shown to be a stronger predictor of a person's health than age, income, employment status, education level, or race. To best meet the health literacy needs of consumers, Extension educators can use best practice guidelines for improved health…

  2. Teaching Strategies to Improve Algebra Learning

    ERIC Educational Resources Information Center

    Zbiek, Rose Mary; Larson, Matthew R.

    2015-01-01

    Improving student learning is the primary goal of every teacher of algebra. Teachers seek strategies to help all students learn important algebra content and develop mathematical practices. The new Institute of Education Sciences[IES] practice guide, "Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students"…

  3. Changes in knowledge and practices related to taeniasis/cysticercosis after health education in a south Indian community.

    PubMed

    Alexander, A M; Mohan, V R; Muliyil, J; Dorny, P; Rajshekhar, V

    2012-09-01

    A health education programme for taeniasis/cysticercosis was implemented and evaluated among schoolchildren and the general community in a rural block in southern India, an area that is endemic for cysticercosis. The baseline survey among 831 participants from three randomly selected villages showed poor knowledge regarding the spread of taeniasis and neurocysticercosis. There was also a lack of adequate hygiene and sanitation practices. Health education was given in these villages and in the schools located in these villages regarding the lifecycle of the pork tapeworm, spread of taeniasis and cysticercosis, and prevention of these conditions. The post-intervention test conducted 6 months later among 1060 participants revealed a 46% increase in the overall score of knowledge and practices. Awareness about the mode of spread of taeniasis and cysticercosis improved by almost 3 times and the reported practice of washing hands with soap and water before eating improved by 4.8 times and after using the toilet by 3.6 times. One person who reported the passage of tapeworm segments was confirmed to be a carrier of Taenia solium and was treated. The health education given on prevention of taeniasis and cysticercosis was useful in improving the knowledge and practices of the community and also in diagnosing taeniasis through self-reporting.

  4. An educational approach to improve outcomes in acute kidney injury (AKI): report of a quality improvement project.

    PubMed

    Xu, Gang; Baines, Richard; Westacott, Rachel; Selby, Nick; Carr, Susan

    2014-03-20

    To assess the impact of a quality improvement project that used a multifaceted educational intervention on how to improve clinician's knowledge, confidence and awareness of acute kidney injury (AKI). 2 large acute teaching hospitals in England, serving a combined population of over 1.5 million people. All secondary care clinicians working in the clinical areas were targeted, with a specific focus on clinicians working in acute admission areas. A multifaceted educational intervention consisting of traditional didactic lectures, case-based teaching in small groups and an interactive web-based learning resource. We assessed clinicians' knowledge of AKI and their self-reported clinical behaviour using an interactive questionnaire before and after the educational intervention. Secondary outcome measures included clinical audit of patient notes before and after the intervention. 26% of clinicians reported that they were aware of local AKI guidelines in the preintervention questionnaire compared to 64% in the follow-up questionnaire (χ²=60.2, p<0.001). There was an improvement in the number of clinicians reporting satisfactory practice when diagnosing AKI, 50% vs 68% (χ²=12.1, p<0.001) and investigating patients with AKI, 48% vs 64% (χ²=9.5, p=0.002). Clinical audit makers showed a trend towards better clinical practice. This quality improvement project utilising a multifaceted educational intervention improved awareness of AKI as demonstrated by changes in the clinician's self-reported management of patients with AKI. Elements of the project have been sustained beyond the project period, and demonstrate the power of quality improvement projects to help initiate changes in practice. Our findings are limited by confounding factors and highlight the need to carry out formal randomised studies to determine the impact of educational initiatives in the clinical setting.

  5. Improving Nutrition and Physical Activity Policies and Practices in Early Care and Education in Three States, 2014-2016.

    PubMed

    Smith, Teresa M; Blaser, Casey; Geno-Rasmussen, Cristy; Shuell, Julie; Plumlee, Catherine; Gargano, Tony; Yaroch, Amy L

    2017-08-31

    The National Early Care and Education Learning Collaboratives (ECELC) project aims to facilitate best practices in nutrition, physical activity, screen time, and breastfeeding support and infant feeding among early care and education (ECE) programs across multiple states. The project uses a train-the-trainer approach with 5, in-person learning-collaborative sessions, technical assistance, and action planning. We describe the longitudinal practice-based evaluation of the project and assess whether ECE programs evaluated (n = 104) sustained changes in policies and practices 1 year after completing the project. The number of best practices increased from pre-assessment to post-assessment (P < .01) but did not change significantly from post-assessment to follow-up assessment. ECELC shows promise as an approach to incorporate professional development and training focused on improving best practices for environment-level child nutrition and physical activity, which is one strategy among many that are warranted for obesity prevention in young children.

  6. Science in the schoolhouse: an uninvited guest.

    PubMed

    Landrum, Timothy J; Tankersley, Melody

    2004-01-01

    Science and scientific thinking have not made a substantial impact on educational practice. In this discussion, we examine the relationship between science and education and delineate four reasons for characterizing science as an uninvited guest in schools: (a) Science is not highly regarded in society; (b) good science and bad science are often mistaken for one another; (c) the amount of current data is overwhelming; and (d) science is not easy for those who practice it (researchers), those who translate it (teacher educators), or those who consume it (teachers). We suggest several strategies to improve this relationship, including promoting standards of educational practice, emphasizing the role of teacher educators as translators of the research base into classroom practice, and linking student outcomes with the use of effective instructional practices.

  7. Nutrition education and introduction of broad bean-based complementary food improves knowledge and dietary practices of caregivers and nutritional status of their young children in Hula, Ethiopia.

    PubMed

    Negash, Canaan; Belachew, Tefera; Henry, Carol J; Kebebu, Afework; Abegaz, Kebede; Whiting, Susan J

    2014-12-01

    Nutritious complementary foods are needed in countries where undernutrition and stunting are major problems, but mothers may be reluctant to change from traditional gruels. To test whether a recipe-based complementary feeding education intervention would improve knowledge and practice of mothers with young children in Hula, Ethiopia. A baseline survey of 200 eligible, randomly selected mother-child pairs gathered data on sociodemographic characteristics, food security status, knowledge and practices concerning complementary feeding, food group intakes of children aged 6 to 23 months by 24-hour recalls, and children's anthropometric measurements. Twice a month for 6 months, women in the intervention group received an education session consisting of eight specific messages using Alive and Thrive posters and a demonstration and tasting of a local barley and maize porridge recipe containing 30% broad beans. The control group lived in a different area and had no intervention. At 6 months, knowledge and practice scores regarding complementary feeding were significantly improved (p < .001) in the intervention group but not in the control group. The intervention resulted in improvement of children's dietary diversity, as well as mean intake of energy and selected nutrients, compared with children in the control group. Changes in height and weight did not differ between the two groups. Community-based nutrition education over 6 months that included demonstration of a local porridge recipe with broad beans added improved the complementary feeding practices of caregivers and the nutritional status of their young children.

  8. Preparedness for practice: a systematic cross-specialty evaluation of the alignment between postgraduate medical education and independent practice.

    PubMed

    Dijkstra, Ids S; Pols, Jan; Remmelts, Pine; Brand, Paul L P

    2015-02-01

    Postgraduate medical education training programs strive to prepare their trainees optimally for independent practice. Several studies have shown, however, that new consultants feel inadequately prepared for practice, and that this increases the risk of stress and burnout. To analyze across specialties for which tasks and themes new consultants feel inadequately prepared. And, to identify themes that need improved attention in postgraduate medical education programs or after registration. 330 New consultants from all hospital specialities with accredited training programs who completed their training in the north-eastern educational region of The Netherlands between 2004 and 2010 received a questionnaire which was based on a previously validated generic task inventory. 143 respondents (43%) returned the questionnaire. They felt excellently prepared for 40 tasks, well prepared for 25 tasks, marginally sufficiently prepared for 18 tasks and insufficiently prepared for 8 tasks. Preparedness scores were lowest for tasks concerning management administration and leadership, research, end-of-life care, and patient safety-related communication. Surgical specialists felt better prepared for practice than medical specialists, which could not be explained by differences in general self-efficacy. Although new consultants felt well prepared for medical tasks, the scores of more generic tasks indicate that the alignment between the different phases of the medical education continuum and independent practice needs improvement.

  9. Rational thinking in school-based practice.

    PubMed

    Clark, Mary Kristen; Flynn, Perry

    2011-01-01

    We reflect on Alan Kamhi's (2011) prologue on balancing certainty and uncertainty as it pertains to school-based practice. In schools, rational thinking depends on effective team processes, much like professional learning communities. We consider the conditions that are required for rational thinking and how rational team dialogue confronts uncertainties. We provide suggestions for how this dialogue can be used throughout the individualized education program (IEP) process to lead to more positive experiences for all team members as well as improved student outcomes. Rational thinking in school-based practice may be manifest by closer adherence to the tenets [corrected] of the Individuals With Disabilities Education Improvement Act of 2004 (IDEIA), ultimately resulting in increased rational thought and improved student outcomes.

  10. Education, employment and practice: Midwifery graduates in Papua New Guinea.

    PubMed

    Moores, Alison; Puawe, Paula; Buasi, Nancy; West, Florence; Samor, Mary K; Joseph, Nina; Rumsey, Michele; Dawson, Angela; Homer, Caroline S E

    2016-10-01

    Papua New Guinea has a very high maternal mortality rate (773/100,000), low rates of supervised births and a critical shortage of skilled midwives. A midwifery education initiative commenced in 2012, funded by the Australian Government and led by the National Department of Health. One specific objective of the initiative was to improve the standard of clinical teaching and practice in four schools of midwifery. There were 394 midwives educated over the 4 year period (2012-2015) representing half of all midwives in Papua New Guinea. A study was undertaken to describe the educational programme, employment, practices and experiences of graduates who studied midwifery in 2012 and 2013 as part of the initiative. the aim of this paper is to explore the education, employment and practice of newly graduated midwives in Papua New Guinea. a mixed methods descriptive study design was used. Surveys and focus groups were used to gather data. Ethical approval was granted by the relevant Human Research Ethics Committees. all midwifery graduates in 2012 and 2013 from the four midwifery schools in Papua New Guinea were included in the study and almost 80% were contacted. nearly 90% of graduates were working as midwives, with an additional 3% working as midwifery or nursing educators. This study discovered that graduates exhibited increased skills acquisition and confidence, leadership in maternal and newborn care services and a marked improvement in the provision of respectful care to women. The graduates faced challenges to implement evidence based care with barriers including the lack of appropriate resources and differences of opinion with senior staff. factors affecting the quality of midwifery education will need to be addressed if Papua New Guinea is to continue to improve the status of maternal and newborn health. Specifically, the length of the midwifery education, the quality of clinical practice and the exposure to rural and remote area practice need addressing in many contexts like Papua New Guinea. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

  11. Information Retention and Overload in First-Time Hearing Aid Users: An Interactive Multimedia Educational Solution.

    PubMed

    Ferguson, Melanie; Brandreth, Marian; Brassington, William; Wharrad, Heather

    2015-09-01

    An educational intervention to improve knowledge of hearing aids and communication in first-time hearing aid users was assessed. This intervention was based on the concept of reusable learning objects (RLOs). A randomized controlled trial was conducted. One group received the educational intervention, and the other acted as a control group. RLOs were delivered online and through DVD for television and personal computer. Knowledge of both practical and psychosocial aspects of hearing aids and communication was assessed using a free-recall method 6 weeks postfitting. Knowledge of both practical and psychosocial issues was significantly higher in the group that received the RLOs than in the control group. Moderate to large effect sizes indicated that these differences were clinically significant. An educational intervention that supplements clinical practice results in improved knowledge in first-time hearing aid users.

  12. Developing a comprehensive faculty development program to promote interprofessional education, practice and research at a free-standing academic health science center.

    PubMed

    Shrader, Sarah; Mauldin, Mary; Hammad, Sammar; Mitcham, Maralynee; Blue, Amy

    2015-03-01

    There is an on-going transformation in health professions education to prepare students to function as competent members of an interprofessional team in order to increase patient safety and improve patient care. Various methods of health education and practice directed toward students have been implemented, yet descriptions of faculty development initiatives designed to advance interprofessional education and practice are scarce. This article describes a faculty development program at the Medical University of South Carolina, USA, based on the conceptual framework of adult transformational learning theory. Three components comprise the faculty development program: an institute, fellowship and teaching series. Evaluations of the three components indicate that the faculty development program aided in the sustainability of the university's interprofessional program, and built capacity for improvement and growth in interprofessional endeavors.

  13. Extravasation management in the pediatric oncology ward of Children's Hospital of Fudan University: a best practice implementation project.

    PubMed

    Wang, Yingwen; Kong, Meijing; Ge, Youhong

    2016-12-01

    Extravasation in a pediatric patient can cause a serious adverse event, but many nurses have insufficient experience to deal with it during intravenous administration. Our division implemented a best practice project, which included extravasation kit instruction preparation, staff education and an update of institutional policy and procedures. The project focused on auditing the extent to which the protocol was implemented and promoting its implementation. The objective of the project was to establish an evidence-based policy and procedure for extravasation management, improve knowledge regarding best practice of extravasation management among staff and formalize the documentation template for extravasation events. The Joanna Briggs Institute's Practical Application of Clinical Evidence System and Getting Research into Practice were used to examine compliance with criteria based on the best available evidence before and after the implementation of strategies to promote the use of the evidence-based practice protocol. Four criteria showed a noticeable improvement in compliance: increased use of extravasation kit (0-100%), updated policies and procedure (0-94%), staff education (19-94%) and documented outcomes (13-88%). The project successfully established effective strategies for establishing an extravasation kit instruction sheet, updating policies and procedures, continuous staff education and nursing documentation to ensure best practice and improve patient outcomes.

  14. Improving the dependability of research in personality and social psychology: recommendations for research and educational practice.

    PubMed

    Funder, David C; Levine, John M; Mackie, Diane M; Morf, Carolyn C; Sansone, Carol; Vazire, Simine; West, Stephen G

    2014-02-01

    In this article, the Society for Personality and Social Psychology (SPSP) Task Force on Publication and Research Practices offers a brief statistical primer and recommendations for improving the dependability of research. Recommendations for research practice include (a) describing and addressing the choice of N (sample size) and consequent issues of statistical power, (b) reporting effect sizes and 95% confidence intervals (CIs), (c) avoiding "questionable research practices" that can inflate the probability of Type I error, (d) making available research materials necessary to replicate reported results, (e) adhering to SPSP's data sharing policy, (f) encouraging publication of high-quality replication studies, and (g) maintaining flexibility and openness to alternative standards and methods. Recommendations for educational practice include (a) encouraging a culture of "getting it right," (b) teaching and encouraging transparency of data reporting, (c) improving methodological instruction, and (d) modeling sound science and supporting junior researchers who seek to "get it right."

  15. Reflective Practice: Creating Capacities for School Improvement.

    ERIC Educational Resources Information Center

    Montie, Jo; York-Barr, Jennifer; Kronberg, Robi; Stevenson, Jane; Vallejo, Barb; Lunders, Cheri

    This monograph addresses the importance of and strategies for improving education through reflective practice, defined as cognitive processes and an open perspective that involve conscious self-examination in order to gain understandings and improve the lives of students. Chapter 1 provides an overview and explains origins of reflective practice…

  16. Basic science right, not basic science lite: medical education at a crossroad.

    PubMed

    Fincher, Ruth-Marie E; Wallach, Paul M; Richardson, W Scott

    2009-11-01

    This perspective is a counterpoint to Dr. Brass' article, Basic biomedical sciences and the future of medical education: implications for internal medicine. The authors review development of the US medical education system as an introduction to a discussion of Dr. Brass' perspectives. The authors agree that sound scientific foundations and skill in critical thinking are important and that effective educational strategies to improve foundational science education should be implemented. Unfortunately, many students do not perceive the relevance of basic science education to clinical practice.The authors cite areas of disagreement. They believe it is unlikely that the importance of basic sciences will be diminished by contemporary directions in medical education and planned modifications of USMLE. Graduates' diminished interest in internal medicine is unlikely from changes in basic science education.Thoughtful changes in education provide the opportunity to improve understanding of fundamental sciences, the process of scientific inquiry, and translation of that knowledge to clinical practice.

  17. The Strategic Data Project: Improving Strategic and Management Decisions in Educational Agencies through the Effective Use of Data

    ERIC Educational Resources Information Center

    Kane, Thomas J.; Baxter, Andrew D.; Schooley, Korynn

    2012-01-01

    Launched in 2008, the Strategic Data Project, housed at the Center for Education Policy Research at Harvard University, seeks to bridge the divide between educational research and practice in order to transform the use of data in education to improve student achievement. Through the project, the authors build robust research partnerships with…

  18. Testing or Transforming Practice: Probing an Icelandic National Initiative to Improve Literacy Education

    ERIC Educational Resources Information Center

    Sigþórsson, Rúnar

    2017-01-01

    In the wake of a White Paper on Education Reform, published in 2014 by the Icelandic Ministry of Education, Science and Culture, the minister launched a national initiative to improve literacy education in Icelandic compulsory schools. The White Paper and the national initiative came as a reaction to the disappointing performance of 15-year-olds…

  19. From Learning Cultures to Educational Cultures: Values and Judgements in Educational Research and Educational Improvement

    ERIC Educational Resources Information Center

    Biesta, Gert

    2011-01-01

    This article outlines a new approach to the study of learning and the improvement of education. The approach consists of two elements: a theory of learning cultures and a cultural theory of learning. Learning cultures are different from learning contexts or learning environments in that they are to be understood as the social practices through…

  20. Helping Rural Educators Improve Instruction Through Mental Rehearsal.

    ERIC Educational Resources Information Center

    Bailey, Gerald D.; Hortin, John A.

    A solution to staff development and instructional improvement for rural and small school teachers is through self-initiated and/or self-styled improvement programs using the mental rehearsal strategy. Mental rehearsal is the process of using imagery to practice teaching behavior before actually teaching. If rural educators can be trained to…

  1. Improving Teaching and Learning in Science and Mathematics.

    ERIC Educational Resources Information Center

    Treagust, David F., Ed.; And Others

    The underlying theme of this book illustrates how constructivist ideas can be used by science and mathematics educators for research and the further improvement of educational practice. Authors from various parts of the world describe their work investigating students' conceptions, improving teaching and curricula, and enhancing teacher education…

  2. Sharing Collaborative Designs of Tobacco Cessation Performance Improvement CME Projects

    ERIC Educational Resources Information Center

    Mullikin, Elizabeth A.; Ales, Mary W.; Cho, Jane; Nelson, Teena M.; Rodrigues, Shelly B.; Speight, Mike

    2011-01-01

    Introduction: Performance Improvement Continuing Medical Education (PI CME) provides an important opportunity for CME providers to combine educational and quality health care improvement methodologies. Very few CME providers take on the challenges of planning this type of intervention because it is still a new practice and there are limited…

  3. Using NSSE to Assess and Improve Undergraduate Education: Lessons from the Field

    ERIC Educational Resources Information Center

    National Survey of Student Engagement, 2009

    2009-01-01

    Assessment is a worthwhile undertaking when meaningful data are generated, evidence-based improvement initiatives are thoroughly considered and discussed, and results are ultimately used to improve educational effectiveness. National Survey of Student Engagement (NSSE) results are oriented toward such practical use. Each year, more campuses use…

  4. Learning to Collaborate: A Case Study of Performance Improvement CME

    ERIC Educational Resources Information Center

    Shershneva, Marianna B.; Mullikin, Elizabeth A.; Loose, Anne-Sophie; Olson, Curtis A.

    2008-01-01

    Introduction: Performance Improvement Continuing Medical Education (PI CME) is a mechanism for joining quality improvement (QI) in health care to continuing medical education (CME) systems together. Although QI practices and CME approaches have been recognized for years, what emerges from their integration is largely unfamiliar, because it…

  5. Usage of Practices Promoted by School Improvement Grants. NCEE 2015-4019

    ERIC Educational Resources Information Center

    Dragoset, Lisa; James-Burdumy, Susanne; Hallgren, Kristin; Perez-Johnson, Irma; Herrmann, Mariesa; Tuttle, Christina; Angus, Megan Hague; Herman, Rebecca; Murray, Matthew; Tanenbaum, Courtney; Graczewski, Cheryl

    2015-01-01

    The American Recovery and Reinvestment Act of 2009 injected $7 billion into two of the Obama administration's signature competitive education grant programs: Race to the Top (RTT) and School Improvement Grants (SIG). While RTT focused on state policies and SIG focused on school practices, both programs promoted related policies and practices,…

  6. Integrating Quality Improvement Education into the Nephrology Curricular Milestones Framework and the Clinical Learning Environment Review

    PubMed Central

    Prince, Lisa K.; Little, Dustin J.; Schexneider, Katherine I.

    2017-01-01

    The Accreditation Council for Graduate Medical Education requires that trainees show progressive milestone attainment in the practice–based learning and systems–based practice competencies. As part of the Clinical Learning Environment Review, sponsoring hospitals must educate trainees in health care quality improvement, provide them with specialty–specific quality data, and ensure trainee participation in quality improvement activities and committees. Subspecialty–specific quality improvement curricula in nephrology training programs have not been reported, although considerable curricular and assessment material exists for specialty residencies, including tools for assessing trainee and faculty competence. Nephrology–specific didactic material exists to assist nephrology fellows and faculty mentors in designing and implementing quality improvement projects. Nephrology is notable among internal medicine subspecialties for the emphasis placed on adherence to quality thresholds—specifically for chronic RRT shown by the Centers for Medicare and Medicaid Services Quality Incentive Program. We have developed a nephrology-specific curriculum that meets Accreditation Council for Graduate Medical Education and Clinical Learning Environment Review requirements, acknowledges regulatory quality improvement requirements, integrates with ongoing divisional quality improvement activities, and has improved clinical care and the training program. In addition to didactic training in quality improvement, we track trainee compliance with Kidney Disease Improving Global Outcomes CKD and ESRD quality indicators (emphasizing Quality Improvement Program indicators), and fellows collaborate on a yearly multidisciplinary quality improvement project. Over the past 6 years, each fellowship class has, on the basis of a successful quality improvement project, shown milestone achievement in Systems-Based Practice and Practice-Based Learning. Fellow quality improvement projects have improved nephrology clinical care within the institution and introduced new educational and assessment tools to the training program. All have been opportunities for quality improvement scholarship. The curriculum prepares fellows to apply quality improvement principals in independent clinical practice—while showing milestone advancement and divisional compliance with Clinical Learning Environment Review requirements. PMID:28174318

  7. A systematic review of best practices in teaching ophthalmology to medical students.

    PubMed

    Succar, Tony; Grigg, John; Beaver, Hilary A; Lee, Andrew G

    2016-01-01

    Ophthalmic medical student education is a cornerstone to improving eye health care globally. We review the current state of the literature, listing barriers to potential best practices for undergraduate ophthalmology teaching and learning within medical curricula. We describe recent advances and pedagogical approaches in ophthalmic education and propose specific recommendations for further improvements and research. Future research should concentrate on developing teaching and learning innovations that may result in a more time- and resource-effective models for interactive and integrated learning. As well as demonstrating that a competency-based approach results not just in better eye health, but also improvements in patient care, education, and medical care in general. By optimizing teaching available through improved evidence-based education, the ultimate goal is to increase medical students' knowledge and produce graduates who are highly trained in eye examination skills, resulting in improved patient eye care through timely diagnosis, referrals, and treatment. Copyright © 2016 Elsevier Inc. All rights reserved.

  8. Enhancing Key Competencies of Health Professionals in the Assessment and Care of Adults at Risk of Suicide Through Education and Technology.

    PubMed

    Ryan, Kathryn; Tindall, Claudia; Strudwick, Gillian

    This article describes efforts undertaken to improve the clinical competencies of health professionals in the area of suicide risk assessment, documentation, and care planning. Best practices that fit the mental health and addictions setting were identified from the Registered Nurses' Association of Ontario Best Practice Guideline on Assessment and Care of Adults at Risk for Suicidal Ideation and Behaviour. A variety of methods were used to implement the guidelines at the Centre for Addiction and Mental Health in Toronto, Ontario, Canada. These included 3 in-person educational modules, an e-learning module, and the creation of an electronic health record suicide risk assessment documentation form. Results showed that interprofessional team members improved their suicide awareness and increased their confidence and knowledge in suicide risk assessment and the identification of interventions for clients at risk. Organizational level performance and quality improvement activities after implementation of the education and the electronic suicide risk assessment documentation form are being implemented through a collaboration between performance improvement, clinical education and informatics, and professional practice. The success of an interprofessional educational program of this nature is dependent on the collaboration of a number of stakeholders from a variety of areas of the organization.

  9. A Grounded Theory Exploration of the North Carolina Educator Evaluation System and Its Effects on Teaching Practices and Teacher Leadership

    ERIC Educational Resources Information Center

    Wydo, Daniel A.

    2016-01-01

    This study examined the effects of the recently implemented North Carolina Educator Evaluator System (NCEES) on teaching practices and teacher leadership in a mostly rural county in the Piedmont region of North Carolina. NCEES is designed to improve teaching practices and teacher leadership through performance-based standards. This…

  10. Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008

    ERIC Educational Resources Information Center

    Foorman, Barbara; Beyler, Nicholas; Borradaile, Kelley; Coyne, Michael; Denton, Carolyn A.; Dimino, Joseph; Furgeson, Joshua; Hayes, Lynda; Henke, Juliette; Justice, Laura; Keating, Betsy; Lewis, Warnick; Sattar, Samina; Streke, Andrei; Wagner, Richard; Wissel, Sarah

    2016-01-01

    The goal of this practice guide is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. This guide is a companion to the existing practice guide, "Improving Reading Comprehension in Kindergarten Through 3rd Grade", and as a set, these guides…

  11. Research to Practice in "The Journal of Continuing Education in the Health Professions": A Thematic Analysis of Volumes 1 through 24

    ERIC Educational Resources Information Center

    MacIntosh-Murray, Anu; Perrier, Laure; Davis, David

    2006-01-01

    Introduction: Authors have stressed the importance of the broader contextual influences on practice improvement and learning and have expressed concern about gaps between research and practice. This implies a potential expansion of the knowledge base for continuing education in the health professions (CEHP) and an increased emphasis on research…

  12. Do the clinical competencies of musculoskeletal outpatient physiotherapists improve after they have participated in a bespoke in-service education programme designed around individual and service continuing professional development needs?

    PubMed

    Banks, Kevin; Meaburn, Anthony; Phelan, Elaine

    2013-01-01

    To determine whether the clinical competencies of musculoskeletal outpatient physiotherapists improve if they participate in an annual in-service education programme designed around clinical practice needs. A within-subject, without-control, experimental, pre-test post-test study. Clinical and educational facilities of Doncaster and Bassetlaw Hospitals NHS Foundation Trust and locality-based outpatient facilities. Participants were 37 specialist musculoskeletal outpatient physiotherapists (band 6 and 7), working for Doncaster and Bassetlaw Hospitals NHS Foundation Trust. Participants completed three separate modules of in-service education through an academic year, based on learning outcomes identified from observation and performance rating of their clinical competencies. Each module lasted 7 hours, with supporting clinical assistance sessions and self-directed learning time. The primary outcome measure was a (participant) performance rating (from novice to expert) of 20 clinical competencies scored by experienced clinical educators before and after completion of the in-service education programme. A secondary, qualitative outcome measure (a purpose-made, semi-structured questionnaire) given after the programme explored participants' experiences and perceptions of the in-service education programme. Seven competencies were identified as the focus of the programme because their performance ratings were the lowest. All seven of these competencies improved following the programme. Communication scores improved by 6%, clinical reasoning by 4%, functional analysis of movement by 6%, use of research in practice by 4%, and critical appraisal of evidence by 4.6%. Performance of structural differentiation and the range of manual handling skills demonstrated were the only competencies to show a statistically significant improvement of 14.6% and 12%, respectively (p≤0.025(. Thematic analysis of the questionnaires revealed that 96% of respondents felt that their practice had changed positively over the year because of the programme. Providing a structured and bespoke in-service education programme over an academic year may help to improve the rating of clinical competencies and give participants the perception that their clinical practice has changed because of the programme.

  13. Contradictions as Drivers for Improving Inclusion in Teaching Pupils with Special Educational Needs

    ERIC Educational Resources Information Center

    Paju, Birgit; Kajamaa, Anu; Pirttimaa, Raija; Kontu, Elina

    2018-01-01

    The aim of this paper is to enhance understanding of the contradictions that arise in the drive to improve teaching practices among pupils with special educational needs (SENs). A questionnaire was administrated to 167 classroom teachers, subject teachers, special education teachers and teaching assistants in Finland. The analysis, based on…

  14. Assessing Engineering Competencies: The Conditions for Educational Improvement

    ERIC Educational Resources Information Center

    Musekamp, Frank; Pearce, Jacob

    2015-01-01

    Low-stakes assessment is supposed to improve educational practice by providing feedback to different actors in educational systems. However, the process of assessment from design to the point of a final impact on student learning outcomes is complex and diverse. It is hard to identify reasons for substandard achievement on assessments, let alone…

  15. Management of Hypertension in Private Practice: A Randomized Controlled Trial in Continuing Medical Education.

    ERIC Educational Resources Information Center

    Gullion, David S.; And Others

    1988-01-01

    A randomized control trial was used to evaluate a physician education program designed to improve physician management of patients' hypertension, hypertension-related behaviors, and diastolic blood pressure. It was suggested that more intensive continuing medical education programs are needed to improve physician performance and patient outcome.…

  16. Educating the Isolated Ageing: Improving the Quality of Life of the Housebound Elderly through Educational Teleconferencing.

    ERIC Educational Resources Information Center

    Swindell, Richard; Mayhew, Claire

    1996-01-01

    Eighteen homebound frail elderly took part in an eight-week teleconference that provided practical information (nutrition, health, social services) as well as stimulated thinking. Quality of life improvements and further interest in education resulted. Teleconferencing proved a cost-effective method of reaching homebound persons. (SK)

  17. Parent Involvement in Inclusive Primary Schools in New Zealand: Implications for Improving Practice and for Teacher Education

    ERIC Educational Resources Information Center

    Hornby, Garry; Witte, Chrystal

    2010-01-01

    A critical factor in the success of inclusive schools is effective parent involvement in the education of children with special educational needs. This article reports the results of a survey of the practice of parent involvement in inclusive primary schools in a large city in New Zealand. Interviews were conducted with 21 primary school…

  18. Implementation Science Supports Core Clinical Competencies: An Overview and Clinical Example.

    PubMed

    Kirchner, JoAnn E; Woodward, Eva N; Smith, Jeffrey L; Curran, Geoffrey M; Kilbourne, Amy M; Owen, Richard R; Bauer, Mark S

    2016-12-08

    Instead of asking clinicians to work faster or longer to improve quality of care, implementation science provides another option. Implementation science is an emerging interdisciplinary field dedicated to studying how evidence-based practice can be adopted into routine clinical care. This article summarizes principles and methods of implementation science, illustrates how they can be applied in a routine clinical setting, and highlights their importance to practicing clinicians as well as clinical trainees. A hypothetical clinical case scenario is presented that explains how implementation science improves clinical practice. The case scenario is also embedded within a real-world implementation study to improve metabolic monitoring for individuals prescribed antipsychotics. Context, recipient, and innovation (ie, the evidence-based practice) factors affected improvement of metabolic monitoring. To address these factors, an external facilitator and a local quality improvement team developed an implementation plan involving a multicomponent implementation strategy that included education, performance reports, and clinician follow-up. The clinic remained compliant with recommended metabolic monitoring at 1-year follow up. Implementation science improves clinical practice by addressing context, recipient, and innovation factors and uses this information to develop and utilize specific strategies that improve clinical practice. It also enriches clinical training, aligning with core competencies by the Accreditation Council for Graduate Medical Education and American Boards of Medical Specialties. By learning how to change clinical practice through implementation strategies, clinicians are more able to adapt in complex systems of practice. © Copyright 2016 Physicians Postgraduate Press, Inc.

  19. Geoscience Education Programs in the NSF Division of Undergraduate Education: Different Acronyms with Similar Intent

    NASA Astrophysics Data System (ADS)

    Singer, J.; Ryan, J. G.

    2014-12-01

    For the past three decades, the National Science Foundation's (NSF) Division of Undergraduate Education (DUE) has administered a succession of programs intended to improve undergraduate STEM education for all students. The IUSE (Improving Undergraduate STEM Education) program is the latest program in this succession, and reflects an expanded, NSF-wide effort to make sustainable improvements in STEM education on a national scale. The origins and thinking behind IUSE can be in part traced back to precursor programs including: ILI (Instrumentation and Laboratory Improvement), CCD (Course and Curriculum Development), UFE (Undergraduate Faculty Enhancement), CCLI (Course, Curriculum and Laboratory Improvement), and TUES (Transforming Undergraduate Education in STEM), all of which sought to support faculty efforts to investigate and improve curriculum and instructional practice in undergraduate STEM education, and to disseminate effective STEM educational practices for broad adoption. IUSE, like its predecessor programs, is open to all STEM fields, and as such is intended to support improvements in geoscience education, spanning the atmospheric, ocean, and Earth sciences, as well as in environmental science, GIS science, climate change and sustainability/resilience. An emphasis on discipline-based research on learning that had origins in the CCLI and TUES programs is a new priority area in IUSE, with the ambition that projects will take advantage of the integrated expertise of domain scientists, educational practioners, and experts in learning science. We trace and describe the history of undergraduate education efforts with an emphasis placed on the recently introduced IUSE program. Understanding the origin of DUE's IUSE program can provide insights for faculty interested in developing proposals for submission and gain a greater appreciation of trends and priorities within the division.

  20. Examining the Impact of Critical Multicultural Education Training on the Multicultural Attitudes, Awareness, and Practices of Nurse Educators.

    PubMed

    Beard, Kenya V

    Some nurse educators lack training in the educational methods that facilitate learning among underrepresented groups. Limited awareness of equitable pedagogical practices could threaten the academic achievement of underrepresented groups and hinder efforts to make the nursing profession more heterogeneous. Training in multicultural education could strengthen the capacity of educators to create culturally responsive learning environments. This quasi-experimental study examined the impact that training in critical multicultural education had on the multicultural attitudes, awareness, and practices of 37 nurse educators. A pre-posttest design without a control group found that the training was an effective way to strengthen the multicultural awareness and attitudes of nurse educators, although there was little impact on the multicultural practices. The nation's capacity to improve the quality of health care hinges upon educators who can create inclusive learning environments and graduate diverse nurses. The findings could inform policies seeking to promote diversity and inclusion in nursing education. Copyright © 2016 Elsevier Inc. All rights reserved.

  1. The application of implementation science for pressure ulcer prevention best practices in an inpatient spinal cord injury rehabilitation program

    PubMed Central

    Scovil, Carol Y.; Flett, Heather M.; McMillan, Lan T.; Delparte, Jude J.; Leber, Diane J.; Brown, Jacquie; Burns, Anthony S.

    2014-01-01

    Objectives To implement pressure ulcer (PU) prevention best practices in spinal cord injury (SCI) rehabilitation using implementation science frameworks. Design Quality improvement. Setting SCI Rehabilitation Center. Participants Inpatients admitted January 2012 to July 2013. Interventions Implementation of two PU best practices were targeted: (1) completing a comprehensive PU risk assessment and individualized interprofessional PU prevention plan (PUPP); and (2) providing patient education for PU prevention; as part of the pan-Canadian SCI Knowledge Mobilization Network. At our center, the SCI Pressure Ulcer Scale replaced the Braden risk assessment scale and an interprofessional PUPP form was implemented. Comprehensive educational programing existed, so efforts focused on improving documentation. Implementation science frameworks provided structure for a systematic approach to best practice implementation (BPI): (1) site implementation team, (2) implementation drivers, (3) stages of implementation, and (4) improvement cycles. Strategies were developed to address key implementation drivers (staff competency, organizational supports, and leadership) through the four stages of implementation: exploration, installation, initial implementation, and full implementation. Improvement cycles were used to address BPI challenges. Outcome Measures Implementation processes (e.g. staff training) and BPI outcomes (completion rates). Results Following BPI, risk assessment completion rates improved from 29 to 82%. The PUPP completion rate was 89%. PU education was documented for 45% of patients (vs. 21% pre-implementation). Conclusion Implementation science provided a framework and effective tools for successful pressure ulcer BPI in SCI rehabilitation. Ongoing improvement cycles will target timeliness of tool completion and documentation of patient education. PMID:25029674

  2. A Variety of Diversity: Facing Higher Education's Educational Challenges

    NASA Astrophysics Data System (ADS)

    Dey, Eric L.

    2008-10-01

    First among the many important challenges facing American higher education is the need to improve the effectiveness of our educational programs. Public concern has heightened the sense of urgency for colleges and universities to make progress on improving and measuring educational outcomes, which is made more challenging by the varieties of diversity facing us. Diversity is not just an issue related to student recruitment or experience, but rather it is one that also relates to institutions and their faculties. New educational methods must address such diversity to be effective, and one possible example can be found in ongoing research at the University of Michigan that explores the educational implications of implementing a web-based lecture capture system in large lecture courses. Student use of and reactions to such systems is important, as is the potential to influence course performance for students in general, but also for underrepresented and at-risk student subpopulations. In addition to helping bring our current landscape into focus, this paper will identify effective practices as well as continuing challenges to improving educational practice for undergraduate students.

  3. Efforts to improve aviation medical examiner performance through continuing medical education and annual performance reports.

    DOT National Transportation Integrated Search

    1984-01-01

    Continuing medical education (CME) serves to maintain or increase the knowledge, interpretive proficiencies, and technical skills that a physician uses in his/her practice of medicine. Resulting improvement in professional performance is frequently d...

  4. Recycling Reforms.

    ERIC Educational Resources Information Center

    Ravitch, Diane

    2004-01-01

    The onetime head of the U.S. Department of Education's research and development efforts challenges the department's new Office of Innovation and Improvement to support well-designed, promising improvements in American educational practice without frittering away federal funds on one-shot hot ideas and hucksters. (MLF)

  5. Reforming Upper Secondary Education in Europe. The Leonardo da Vinci Project Post-16 Strategies. Surveys of Strategies for Post-16 Education To Improve the Parity of Esteem for Initial Vocational Education in Eight European Educational Systems. Theory into Practice 92. Institute for Educational Research Publication Series B.

    ERIC Educational Resources Information Center

    Lasonen, Johanna, Ed.

    This book contains the following papers on the Leonardo da Vinci project: "Looking for Post-16 Education Strategies for Parity of Esteem in Europe" (Lasonen); "Improving Parity of Esteem as a Policy Goal" (Makinen, Volanen); "Alternative Strategies for Parity of Esteem between General/Academic and Vocational Education in…

  6. Improving transition of care for veterans after total joint replacement.

    PubMed

    Green, Uthona R; Dearmon, Valorie; Taggart, Helen

    2015-01-01

    Patients transitioning from hospital to home are at risk for readmission to the hospital. Readmissions are costly and occur too often. Standardized discharge education processes have shown to decrease readmissions. The purpose of this quality improvement project was to utilize evidence-based practice changes to decrease 30-day all-cause readmissions after total joint replacement. Review of literature revealed that improved discharge education can decrease unnecessary readmissions after discharge. A quality improvement project was developed including standardized total joint replacement discharge education, teach-back education methodology, and improved postdischarge telephone follow-up. The quality improvement project was initiated and outcomes were evaluated. Improving coordination of the discharge process, enhanced education for patients/caregivers, and postdischarge follow-up decreased total joint replacement readmissions.

  7. Systematic review of patient education practices in weight loss surgery.

    PubMed

    Groller, Karen D

    2017-06-01

    Education plays a key role in adherence to lifestyle modifications after weight loss surgery (WLS). Education given before and after surgery may decrease weight recidivism rates and improve outcomes. The purpose of this systematic review was to analyze educational practices in bariatric centers. The Cumulative Index to Nursing and Allied Health and PubMed databases were searched in May 2016 for English-language, peer-reviewed studies about WLS patient education practices from 1999 to 2016. Publications were: (1) rated with the Advancing Research and Clinical Practice through Close Collaboration levels of evidence hierarchy (see Melnyk's pryamid [http://guides.lib.umich.edu/c.php?g=282802&p=1888246]) and (2) analyzed according to surgical phase, curriculum, program delivery, and educator. Twenty-four publications met the study criteria. Evidence ratings for preoperative (n = 16) and postoperative studies (n = 8) were levels I to III (n = 5) and IV to VII (n = 17). Two publications were not ratable. Preoperative and postoperative education programs varied in curriculum, teaching methods, and educator. Topics varied in depth. Commonalities were surgical procedure, nutrition, activity, and psychosocial behaviors. Preoperative education was mostly provided in small groups, whereas individual sessions were used postoperatively. Lecture and discussion provided by myriad of healthcare experts from multiple disciplines were typical in both phases. Written or web-based aides supported learning needs in both phases. WLS patient education varied by curriculum and dose and commonly used passive learning methods (e.g., traditional lecture style instruction with minimal engagement from learners). Results shared can inform future bariatric education programs and accreditation standard development (e.g., Metabolic and Bariatric Surgery Accreditation and Quality Improvement Program patient education standards). Additional study is needed, but existing evidence can guide improvements in high-quality, cost-effective, and patient-centered educational programs. Copyright © 2017 American Society for Bariatric Surgery. Published by Elsevier Inc. All rights reserved.

  8. Continuing Medical Education, Maintenance of Certification, and Physician Reentry

    PubMed Central

    Luchtefeld, Martin; Kerwel, Therese G.

    2012-01-01

    Continuing medical education serves a central role in the licensure and certification for practicing physicians. This chapter explores the different modalities that constitute CME along with their effectiveness, including simulation and best education practices. The evolution to maintenance of certification and the requirements for both the American Board of Surgery and the American Board of Colon and Rectal Surgery are delineated. Further progress in the education of practicing surgeons is evidenced through the introduction of laparoscopic colectomy and the improvements made from the introduction of laparoscopic cholecystectomy. Finally, reentry of physicians into practice following a voluntary leave of absence, a new and challenging issue for surgeons, is also discussed. PMID:23997673

  9. Supporting Faculty During Pedagogical Change Through Reflective Teaching Practice: An Innovative Approach.

    PubMed

    Armstrong, Deborah K; Asselin, Marilyn E

    Given the recent calls for transformation of nursing education, it is critical that faculty be reflective educators. Reflective teaching practice is a process of self-examination and self-evaluation to gain insight into teaching to improve the teaching-learning experience. Limited attention has been given to this notion in the nursing education literature. An innovative reflective teaching practice approach for nursing education is proposed, consisting of question cues, journaling, and a process of facilitated meetings. The authors describe their perceptions of using this approach with faculty during the implementation of a new pedagogy and suggest areas for further research.

  10. Educational Intervention on Delirium Assessment Using Confusion Assessment Method-ICU (CAM-ICU) in a General Intensive Care Unit.

    PubMed

    Ramoo, Vimala; Abu, Harlinna; Rai, Vineya; Surat Singh, Surindar Kaur; Baharudin, Ayuni Asma'; Danaee, Mahmoud; Thinagaran, Raveena Rajalachimi R

    2018-05-18

    The primary objective was to assess intensive care unit nurses' knowledge of intensive care unit delirium and delirium assessment before and after an educational intervention. In addition, nurses' perception on the usefulness of a delirium assessment tool and barriers against delirium assessment were assessed as secondary objectives. Early identification of delirium in intensive care units is crucial for patient care. Hence, nurses require adequate knowledge to enable appropriate evaluation of delirium using standardised practice and assessment tools. This study, performed in Malaysia, used a single group pretest-posttest study design to assess the effect of educational interventions and hands-on practices on nurses' knowledge of intensive care unit delirium and delirium assessment. Sixty-one nurses participated in educational intervention sessions, including classroom learning, demonstrations, and hands-on practices on the Confusion Assessment Method-Intensive Care Unit. Data were collected using self-administered questionnaires for the pre- and post-intervention assessments. Analysis to determine the effect of the educational intervention consisted of the repeated-measures analysis of covariance. There were significant differences in the knowledge scores pre- and post-intervention, after controlling for demographic characteristics. The two most common perceived barriers to the adoption of the intensive care unit delirium assessment tool were "physicians did not use nurses' delirium assessment in decision making" and "difficult to interpret delirium in intubated patients". Educational intervention and hands-on practices increased nurses' knowledge of delirium assessment. Teaching and inter-professional involvements are essential for a successful implementation of intensive care unit delirium assessment practice. This study supports existing evidences, indicating that education and training could increase nurses' knowledge of delirium and delirium assessment. Improving nurses' knowledge could potentially lead to better delirium management practice and improve ICU patient care. Thus, continuous efforts to improve and sustain nurses' knowledge become relevant in ICU settings. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

  11. A systematic review of evidence for education and training interventions in microsurgery.

    PubMed

    Ghanem, Ali M; Hachach-Haram, Nadine; Leung, Clement Chi Ming; Myers, Simon Richard

    2013-07-01

    Over the past decade, driven by advances in educational theory and pressures for efficiency in the clinical environment, there has been a shift in surgical education and training towards enhanced simulation training. Microsurgery is a technical skill with a steep competency learning curve on which the clinical outcome greatly depends. This paper investigates the evidence for educational and training interventions of traditional microsurgical skills courses in order to establish the best evidence practice in education and training and curriculum design. A systematic review of MEDLINE, EMBASE, and PubMed databases was performed to identify randomized control trials looking at educational and training interventions that objectively improved microsurgical skill acquisition, and these were critically appraised using the BestBETs group methodology. The databases search yielded 1,148, 1,460, and 2,277 citations respectively. These were then further limited to randomized controlled trials from which abstract reviews reduced the number to 5 relevant randomised controlled clinical trials. The best evidence supported a laboratory based low fidelity model microsurgical skills curriculum. There was strong evidence that technical skills acquired on low fidelity models transfers to improved performance on higher fidelity human cadaver models and that self directed practice leads to improved technical performance. Although there is significant paucity in the literature to support current microsurgical education and training practices, simulated training on low fidelity models in microsurgery is an effective intervention that leads to acquisition of transferable skills and improved technical performance. Further research to identify educational interventions associated with accelerated skill acquisition is required.

  12. Leadership for School Improvement: Exploring Factors and Practices in the Process of Curriculum Change

    ERIC Educational Resources Information Center

    Ho, Dora Choi Wa

    2010-01-01

    Research Findings: This article describes research into leadership practice for school improvement in Hong Kong preschools at a time when there was a move toward increased accountability. Two schools were selected for study, both of which were rated as excellent in the quality assurance inspections of the Education Bureau. Leadership practice for…

  13. Budget Reform to Improve Higher Education Quality.

    ERIC Educational Resources Information Center

    Folger, John

    A national project designed to examine issues of budget reform and quality improvement in higher education is described. The focus is state-level budget practices and their impact on institutions. Most of the funding for quality improvement has been categorical: a small percent of the budget is set aside to achieve particular quality or…

  14. Using a Scholarly Approach to Improve Teaching and Learning in Biochemistry Higher Education

    ERIC Educational Resources Information Center

    Loertscher, Jennifer

    2012-01-01

    Although the biochemistry education community is far from avoiding conversations about improving teaching and learning, reexamining individual and community teaching practices through the lens of the scholarship of teaching and learning (SoTL) is critical for continued growth and improvement. The contemporary vision of SoTL, which has been…

  15. Linking School Effectiveness and School Improvement: The Background and Outline of the Project

    ERIC Educational Resources Information Center

    Creemers, Bert P. M.; Reezigt, Gerry J.

    2005-01-01

    School effectiveness and school improvement have different origins: School effectiveness is more directed to finding out "what works" in education and "why"; school improvement is practice and policy oriented and intended to change education in the desired direction. However, in their orientation to outcomes, input, processes,…

  16. Improving the professionalism of post-certification teacher through academic supervision in vocational schools

    NASA Astrophysics Data System (ADS)

    Satyawati, Sophia Tri; Widyanto, I. Putu; Suemy

    2017-03-01

    This paper examines the principal's efforts in improving the professionalism of post-certification teachers through academic supervision in vocational school. The certification of educators is expected to improve the professionalism of teachers, there are significant changes between the before and after receiving the certificate of educators. One of the efforts made by the principal on increasing the professionalism of teachers is to carry out academic supervision completely and continuously. This paper examines about how principals at vocational schools carry out the programmed academic supervision, and continuing through mentoring, evaluation and coaching. Academic supervision is performed by individual supervision techniques which includes: classroom or practical visit, classroom or practical observation, individual meetings, inter-class or practical places visit, and self-assessment.

  17. Implementing Functional Behavior Assessment in Thailand

    ERIC Educational Resources Information Center

    Opartkiattikul, Watinee; Arthur-Kelly, Michael; Dempsey, Ian

    2015-01-01

    Thailand is aiming to improve special education practices, and inclusive education has been introduced and mandated by national laws in the past few years. However, inclusive practices are challenging for many Thai teachers and schools. Many teachers are unprepared to support students with diverse needs and to deal with behavior problems. To…

  18. Educational Assistance to Improve Reflective Practice among Student Teachers

    ERIC Educational Resources Information Center

    Mauri, Teresa; Clarà, Marc; Colomina, Rosa; Onrubia, Javier

    2016-01-01

    Introduction: Recent educational research suggests that joint reflection can enhance student teachers' reflections on their own practice if they have adequate tutor support. This study aims to identify and characterize the assistance offered by college tutors in situations of joint reflection and analyses their contribution to the development of…

  19. The School Leader's Guide to Social Media

    ERIC Educational Resources Information Center

    Williamson, Ronald; Johnston, J. Howard

    2012-01-01

    Social media has exploded onto American culture--including our schools--giving educators a unique opportunity to shape this phenomenon into a powerful tool for improving educational leadership practices. With real-world examples and practical tips, this essential guide shows school leaders how to address both the potential benefits and common…

  20. Practical Considerations when Using Benchmarking for Accountability in Higher Education

    ERIC Educational Resources Information Center

    Achtemeier, Sue D.; Simpson, Ronald D.

    2005-01-01

    The qualitative study on which this article is based examined key individuals' perceptions, both within a research university community and beyond in its external governing board, of how to improve benchmarking as an accountability method in higher education. Differing understanding of benchmarking revealed practical implications for using it as…

  1. Making Way for Equity: Elementary Principals' Interpretations of Equity

    ERIC Educational Resources Information Center

    Fishman, Christine A.

    2010-01-01

    Treating education as a socially transformative and morally conscious enterprise calls for educators to expose and improve social conditions related to oppression. These beliefs herald a different kind of practice for teachers and administrators in public schools, a practice that deals directly with dilemmas of equity and pluralism. Limited…

  2. Identifying the Educationally Influential Physician: A Systematic Review of Approaches

    ERIC Educational Resources Information Center

    Kronberger, Matthew P.; Bakken, Lori L.

    2011-01-01

    Introduction: Previous studies have indicated that educationally influential physicians' (EIPs) interactions with peers can lead to practice changes and improved patient outcomes. However, multiple approaches have been used to identify and investigate EIPs' informal or formal influence on practice, which creates study outcomes that are difficult…

  3. Definitions and competencies for practice-based learning and improvement.

    PubMed

    Hayden, Stephen R; Dufel, Susan; Shih, Richard

    2002-11-01

    The Outcome Project is a long-term initiative by which the Accreditation Council for Graduate Medical Education (ACGME) is increasing emphasis on educational outcomes in the evaluation of residency programs. The ACGME initiated the Outcome Project to "ensure and improve the quality of graduate medical education." In order to assist program directors in emergency medicine (EM) to begin complying with components of the ACGME Outcome Project, the Council of Residency Directors in Emergency Medicine (CORD-EM) convened a consensus conference in March 2002 in conjunction with several other EM organizations. The working group for the competency of Practice-based Learning and Improvement (PBL) defined the components of PBL as: 1) analyze and assess practice experience and perform practice-based improvement; 2) locate, appraise, and utilize scientific evidence related to the patient's health problems and the larger population from which they are drawn; 3) apply knowledge of study design and statistical methods to critically appraise the medical literature; 4) utilize information technology to enhance personal education and improve patient care; and 5) facilitate the learning of students, colleagues, and other health care professionals in EM principles and practice. Establishing resident portfolios is a preferred method to chronicle resident competence in PBL. Traditional global evaluation of resident performance is de-emphasized. Checklist evaluation is appropriate for assessing any competency that can be broken down into specific behaviors or actions. 360-degree evaluation may be used to assess teamwork, communication skills, management skills, and clinical decision making. Chart-stimulated recall and record review are additional evaluation methods that can be used to assess resident competency in PBL. Simulations and models, such as computer-based scenarios, may be ideal for low-frequency but critical procedures.

  4. Learning Spaces, Agency and Notions of Improvement: What Influences Thinking and Practices about Teaching and Learning in Higher Education? An Interpretive Meta-Ethnography

    ERIC Educational Resources Information Center

    Savin-Baden, Maggi; McFarland, Lorraine; Savin-Baden, John

    2008-01-01

    This review sought to locate key themes in the literature on teaching and learning thinking and practices, by examining areas of influence and mapping ideas about the themes of practice, transfer and communities in higher education or related contexts. The findings indicate that issues of pedagogical stance, disjunction, learning spaces, agency,…

  5. Boundary Objects and Boundary Brokering to Make the Research-Policy-Practice Nexus Possible: The Case of the Chinese Higher Education Field

    ERIC Educational Resources Information Center

    Chen, Shuangye

    2015-01-01

    The research­-policy-practice nexus is a long­-standing issue in higher education research (HER). Although closer linkages and greater relevance have been repeatedly suggested to improve the impact of HER on policy and practice, sophisticated theorization with contextual sensitivity is underdeveloped to renew the discussion in the non­-western…

  6. MAEPOPP Center 2015 Best Education Practices Directory

    ERIC Educational Resources Information Center

    Arendale, David R., Ed.

    2015-01-01

    Purpose: This directory identifies, describes, and contains evaluative data evidence-based practices that improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. Methodology: The directory was a…

  7. Using Collaborative Planning and Teaching Practices to Improve the Academic Achievement of Students with Disabilities: A Case Study of Inclusive Classrooms in Two Schools

    ERIC Educational Resources Information Center

    Terranoud, Timothy Gerard

    2010-01-01

    This study examines the collaborative practices between three sets of special education and English/Language Arts teachers involved in the co-teaching of inclusive classrooms--classrooms consisting of both general education and special education students (SWDs). The study took place in two middle schools in two different school districts in New…

  8. The Daily Disciplines of Leadership: How To Improve Student Achievement, Staff Motivation, and Personal Organization. The Jossey-Bass Education Series.

    ERIC Educational Resources Information Center

    Reeves, Douglas B.

    This guide is intended to be a practical primer to help education leaders meet the daily challenges of school leadership. It shows how to include leadership in an integrated system of educational accountability, teaching, and curriculum for student achievement; how to do away with ineffective, obsolete, and unnecessary practices; and how to…

  9. Advancing Hospice and Palliative Care Social Work Leadership in Interprofessional Education and Practice.

    PubMed

    Blacker, Susan; Head, Barbara A; Jones, Barbara L; Remke, Stacy S; Supiano, Katherine

    2016-01-01

    The importance of interprofessional collaboration in achieving high quality outcomes, improving patient quality of life, and decreasing costs has been growing significantly in health care. Palliative care has been viewed as an exemplary model of interprofessional care delivery, yet best practices in both interprofessional education (IPE) and interprofessional practice (IPP) in the field are still developing. So, too, is the leadership of hospice and palliative care social workers within IPE and IPP. Generating evidence regarding best practices that can prepare social work professionals for collaborative practice is essential. Lessons learned from practice experiences of social workers working in hospice and palliative care can inform educational efforts of all professionals. The emergence of interprofessional education and competencies is a development that is relevant to social work practice in this field. Opportunities for hospice and palliative social workers to demonstrate leadership in IPE and IPP are presented in this article.

  10. Does educational intervention improve doctors’ knowledge and perceptions of generic medicines and their generic prescribing rate? A study from Malaysia

    PubMed Central

    Wong, Zhi Yen; Alrasheedy, Alian A.; Saleem, Fahad; Mohamad Yahaya, Abdul Haniff; Aljadhey, Hisham

    2014-01-01

    Objectives: To investigate the impact of an educational intervention on doctors’ knowledge and perceptions towards generic medicines and their generic (international non-proprietary name) prescribing practice. Methods: This is a single-cohort pre-/post-intervention pilot study. The study was conducted in a tertiary care hospital in Perak, Malaysia. All doctors from the internal medicine department were invited to participate in the educational intervention. The intervention consisted of an interactive lecture, an educational booklet and a drug list. Doctors’ knowledge and perceptions were assessed by using a validated questionnaire, while the international non-proprietary name prescribing practice was assessed by screening the prescription before and after the intervention. Results: The intervention was effective in improving doctors’ knowledge towards bioequivalence, similarity of generic medicines and safety standards required for generic medicine registration (p = 0.034, p = 0.034 and p = 0.022, respectively). In terms of perceptions towards generic medicines, no significant changes were noted (p > 0.05). Similarly, no impact on international non-proprietary name prescribing practice was observed after the intervention (p > 0.05). Conclusion: Doctors had inadequate knowledge and misconceptions about generic medicines before the intervention. Moreover, international non-proprietary name prescribing was not a common practice. However, the educational intervention was only effective in improving doctors’ knowledge of generic medicines. PMID:26770747

  11. Applying adult learning practices in medical education.

    PubMed

    Reed, Suzanne; Shell, Richard; Kassis, Karyn; Tartaglia, Kimberly; Wallihan, Rebecca; Smith, Keely; Hurtubise, Larry; Martin, Bryan; Ledford, Cynthia; Bradbury, Scott; Bernstein, Henry Hank; Mahan, John D

    2014-07-01

    The application of the best practices of teaching adults to the education of adults in medical education settings is important in the process of transforming learners to become and remain effective physicians. Medical education at all levels should be designed to equip physicians with the knowledge, clinical skills, and professionalism that are required to deliver quality patient care. The ultimate outcome is the health of the patient and the health status of the society. In the translational science of medical education, improved patient outcomes linked directly to educational events are the ultimate goal and are best defined by rigorous medical education research efforts. To best develop faculty, the same principles of adult education and teaching adults apply. In a systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education, the use of experiential learning, feedback, effective relationships with peers, and diverse educational methods were found to be most important in the success of these programs. In this article, we present 5 examples of applying the best practices in teaching adults and utilizing the emerging understanding of the neurobiology of learning in teaching students, trainees, and practitioners. These include (1) use of standardized patients to develop communication skills, (2) use of online quizzes to assess knowledge and aid self-directed learning, (3) use of practice sessions and video clips to enhance significant learning of teaching skills, (4) use of case-based discussions to develop professionalism concepts and skills, and (5) use of the American Academy of Pediatrics PediaLink as a model for individualized learner-directed online learning. These examples highlight how experiential leaning, providing valuable feedback, opportunities for practice, and stimulation of self-directed learning can be utilized as medical education continues its dynamic transformation in the years ahead. Copyright © 2014 Mosby, Inc. All rights reserved.

  12. Wagging the Dog, Carting the Horse: Testing and Improving Schools. Summary of Conference Proceedings. Research into Practice Project.

    ERIC Educational Resources Information Center

    Herman, Joan; And Others

    The purpose of the conference, "Wagging the Dog, Carting the Horse: Testing vs. Improving California Schools," was to discuss alternative perspectives on testing and evaluation in education and their role in improving teaching and learning. Four papers were presented: (1) "Using Educational Evaluation for the Improvement of California Schools," by…

  13. Teachers' Perceptions on the Changes in the Curriculum and Exit Examinations for Biology and Human Biology

    ERIC Educational Resources Information Center

    Kruger, Mirko; Won, Mihye; Treagust, David F.

    2013-01-01

    In the age of educational accountability, national and statewide measures are assumed to secure and improve the educational quality. However, educators often wonder how much a new accountability measure may improve the actual teaching and learning practices when the agents of change (teachers) are not active participants of such educational…

  14. Meeting physicians' needs: a bottom-up approach for improving the implementation of medical knowledge into practice.

    PubMed

    Vaucher, Carla; Bovet, Emilie; Bengough, Theresa; Pidoux, Vincent; Grossen, Michèle; Panese, Francesco; Burnand, Bernard

    2016-07-18

    Multiple barriers to knowledge translation in medicine have been identified (ranging from information overload to abstraction of models), leading to important implementation gaps. This study aimed at assessing the suggestions of practicing physicians for possible improvements of knowledge translation (KT) effectiveness into clinical practice. We used a mixed methods design. French- German- and Italian-speaking general practitioners, psychiatrists, orthopaedic surgeons, cardiologists, and diabetologists practicing in Switzerland were interrogated through semi-structured interviews, focus group discussions, and an online survey. A total of 985 physicians from three regions of Switzerland participated in the online survey, whereas 39 participated in focus group discussions and 14 in face-to-face interviews. Physicians expressed limitations and difficulties related to KT into their daily practice. Several barriers were identified, including influence and pressure of pharmaceutical companies, non-publication of negative results, mismatch between guidelines and practice, education gaps, and insufficient collaboration between research and practice. Suggestions to overcome barriers were improving education concerning the evaluation of scientific publications, expanding applicability of guidelines, having free and easy access to independent journals, developing collaborations between research and practice, and creating tools to facilitate access to medical information. Our study provides suggestions for improving KT into daily medical practice, matching the views, needs and preferences of practicing physicians. Responding to suggestions for improvements brought up by physicians may lead to better knowledge translation, higher professional satisfaction, and better healthcare outcomes.

  15. Influence of Islamic Traditions on Breastfeeding Beliefs and Practices Among African American Muslims in West Philadelphia: A Mixed-Methods Study.

    PubMed

    Kamoun, Camilia; Spatz, Diane

    2018-02-01

    Little is known regarding the influence of religion on breastfeeding in African American communities. In particular, whether Islamic traditions influence breastfeeding beliefs and practices among African American Muslims has not been studied. Research aim: This study sought to gain understanding of breastfeeding attitudes, rates, and education among African American Muslims in West Philadelphia and to examine if engaging Islamic teachings in breastfeeding education can positively influence breastfeeding attitudes. Open-ended, in-person, digitally recorded qualitative interviews were conducted with 10 community leaders and analyzed by conventional content analysis. A study tool distributed to a convenience sample of 44 community members and 11 leaders was used to gather information about education received from community leaders, breastfeeding attitudes and practices, and the potential for Islamic teachings to positively affect breastfeeding attitudes and practices. To obtain further data on this last topic, preliminary data analysis guided the creation of an education pamphlet, about which feedback was gathered through another study tool. Education surrounding Islamic perspectives on breastfeeding was not prevalent. African American Muslims in West Philadelphia view breastfeeding favorably and have higher rates of breastfeeding than African Americans as a whole. Community education about breastfeeding that engaged Islamic teachings improved respondents' breastfeeding attitudes. Increasing education among providers and African American Muslims about Islamic perspectives on breastfeeding may improve breastfeeding exclusivity and duration. Healthcare providers who care for Muslim women should be aware of Islam's tradition of positive attitudes toward breastfeeding and partner with Muslim leaders to improve breastfeeding rates and duration among such women.

  16. Facilitation Standards: A Mixed Methods Study

    ERIC Educational Resources Information Center

    Hunter, Jennifer

    2017-01-01

    Online education is increasing as a solution to manage ever increasing enrollment numbers at higher education institutions. Intentionally and thoughtfully constructed courses allow students to improve performance through practice and self-assessment and instructors benefit from improving consistency in providing content and assessing process,…

  17. Mixing Decks: Frameworks for Master's Scholarship

    ERIC Educational Resources Information Center

    Bamber, Veronica

    2015-01-01

    Postgraduate taught education in universities is under-researched compared to research on undergraduate learning and teaching. This results in two missed opportunities: making evidence-informed improvements to postgraduate taught education and integrating such improvements into thinking and practice. A commitment to evidence-informed improvement…

  18. Gaming science innovations to integrate health systems science into medical education and practice

    PubMed Central

    White, Earla J; Lewis, Joy H; McCoy, Lise

    2018-01-01

    Health systems science (HSS) is an emerging discipline addressing multiple, complex, interdependent variables that affect providers’ abilities to deliver patient care and influence population health. New perspectives and innovations are required as physician leaders and medical educators strive to accelerate changes in medical education and practice to meet the needs of evolving populations and systems. The purpose of this paper is to introduce gaming science as a lens to magnify HSS integration opportunities in the scope of medical education and practice. Evidence supports gaming science innovations as effective teaching and learning tools to promote learner engagement in scientific and systems thinking for decision making in complex scenarios. Valuable insights and lessons gained through the history of war games have resulted in strategic thinking to minimize risk and save lives. In health care, where decisions can affect patient and population outcomes, gaming science innovations have the potential to provide safe learning environments to practice crucial decision-making skills. Research of gaming science limitations, gaps, and strategies to maximize innovations to further advance HSS in medical education and practice is required. Gaming science holds promise to equip health care teams with HSS knowledge and skills required for transformative practice. The ultimate goals are to empower providers to work in complex systems to improve patient and population health outcomes and experiences, and to reduce costs and improve care team well-being.

  19. Gaming science innovations to integrate health systems science into medical education and practice.

    PubMed

    White, Earla J; Lewis, Joy H; McCoy, Lise

    2018-01-01

    Health systems science (HSS) is an emerging discipline addressing multiple, complex, interdependent variables that affect providers' abilities to deliver patient care and influence population health. New perspectives and innovations are required as physician leaders and medical educators strive to accelerate changes in medical education and practice to meet the needs of evolving populations and systems. The purpose of this paper is to introduce gaming science as a lens to magnify HSS integration opportunities in the scope of medical education and practice. Evidence supports gaming science innovations as effective teaching and learning tools to promote learner engagement in scientific and systems thinking for decision making in complex scenarios. Valuable insights and lessons gained through the history of war games have resulted in strategic thinking to minimize risk and save lives. In health care, where decisions can affect patient and population outcomes, gaming science innovations have the potential to provide safe learning environments to practice crucial decision-making skills. Research of gaming science limitations, gaps, and strategies to maximize innovations to further advance HSS in medical education and practice is required. Gaming science holds promise to equip health care teams with HSS knowledge and skills required for transformative practice. The ultimate goals are to empower providers to work in complex systems to improve patient and population health outcomes and experiences, and to reduce costs and improve care team well-being.

  20. Innovation in Indigenous Health and Medical Education: The Leaders in Indigenous Medical Education (LIME) Network as a Community of Practice.

    PubMed

    Mazel, Odette; Ewen, Shaun

    2015-01-01

    The Leaders in Indigenous Medical Education (LIME) Network aims to improve the quality and effectiveness of Indigenous health in medical education as well as best practice in the recruitment, retention, and graduation of Indigenous medical students. In this article we explore the utility of Etienne Wenger's "communities of practice" (CoP) concept in providing a theoretical framework to better understand the LIME Network as a form of social infrastructure to further knowledge and innovation in this important area of health care education reform. The Network operates across all medical schools in Australia and New Zealand. Utilizing a model of evaluation of communities of practice developed by Fung-Kee-Fung et al., we seek to analyze the outcomes of the LIME Network as a CoP and assess its approach and contribution to improving the implementation of Indigenous health in the medical curriculum and the graduation of Indigenous medical students. By reflecting on the Network through a community of practice lens, this article highlights the synthesis between the LIME Network and Wenger's theory and provides a framework with which to measure Network outputs. It also posits an opportunity to better capture the impact of Network activities into the future to ensure that it remains a relevant and sustainable entity.

  1. Knowledge translation and interprofessional collaboration: Where the rubber of evidence-based care hits the road of teamwork.

    PubMed

    Zwarenstein, Merrick; Reeves, Scott

    2006-01-01

    Knowledge-translation interventions and interprofessional education and collaboration interventions all aim at improving health care processes and outcomes. Knowledge-translation interventions attempt to increase evidence-based practice by a single professional group and thus may fail to take into account barriers from difficulties in interprofessional relations. Interprofessional education and collaboration interventions aim to improve interprofessional relations, which may in turn facilitate the work of knowledge translation and thus evidence-based practice. We summarize systematic review work on the effects of interventions for interprofessional education and collaboration. The current evidence base contains mainly descriptive studies of these interventions. Knowledge is limited regarding the impact on care and outcomes and the extent to which the interventions increase the practice of evidence-based care. Rigorous multimethod research studies are needed to develop and strengthen the current evidence base in this field. We describe a Health Canada-funded randomized trial in which quantitative and qualitative data will be gathered in 20 general internal medicine units located at 5 Toronto, Ontario, teaching hospitals. The project examines the impact of interprofessional education and collaboration interventions on interprofessional relationships, health care processes (including evidence-based practice), and patient outcomes. Routes are suggested by which interprofessional education and collaboration interventions might affect knowledge translation and evidence-based practice.

  2. Virtual reality disaster training: translation to practice.

    PubMed

    Farra, Sharon L; Miller, Elaine T; Hodgson, Eric

    2015-01-01

    Disaster training is crucial to the mitigation of both mortality and morbidity associated with disasters. Just as clinical practice needs to be grounded in evidence, effective disaster education is dependent upon the development and use of andragogic and pedagogic evidence. Educational research findings must be transformed into useable education strategies. Virtual reality simulation is a teaching methodology that has the potential to be a powerful educational tool. The purpose of this article is to translate research findings related to the use of virtual reality simulation in disaster training into education practice. The Ace Star Model serves as a valuable framework to translate the VRS teaching methodology and improve disaster training of healthcare professionals. Using the Ace Star Model as a framework to put evidence into practice, strategies for implementing a virtual reality simulation are addressed. Practice guidelines, implementation recommendations, integration to practice and evaluation are discussed. It is imperative that health educators provide more exemplars of how research evidence can be moved through the various stages of the model to advance practice and sustain learning outcomes. Copyright © 2013 Elsevier Ltd. All rights reserved.

  3. The effect of a school-based educational intervention on menstrual health: an intervention study among adolescent girls in Bangladesh

    PubMed Central

    Haque, Syed Emdadul; Rahman, Mosiur; Itsuko, Kawashima; Mutahara, Mahmuda; Sakisaka, Kayako

    2014-01-01

    Objectives To assess the impact of a school-based menstrual education programme on: (1) menstrual knowledge, beliefs and practices, (2) menstrual disorders experienced, and (3) restrictions on menstruating adolescents. Design Intervention study. Setting Araihazar area, Bangladesh. Participants 416 adolescent female students aged 11–16 years, in grade 6–8, and living with their parents. Interventions A school-based health education study conducted from April 2012 to April 2013. Primary and secondary outcome measures We randomly selected 3 of 26 high schools in the study area. We delivered 6 months of educational intervention by trained (by an obstetrician and gynaecologist) research assistants (RAs) on menstrual hygiene among school girls. RAs read the questionnaire and participants answered. The changes in knowledge, beliefs and practices regarding menstruation, menstrual disorders experienced, and the restrictions and behaviours practiced by menstruating adolescents were compared between the baseline and the follow-up assessments. Results After health education, participants reported a significant improvement (p<0.001) in ‘high knowledge and beliefs’ scores compared to baseline (51% vs 82.4%). Significant improvement was also observed in overall good menstrual practices (28.8% vs 88.9%), including improvements in using sanitary pads (22.4% change after the intervention), frequency of changing pads/cloths per day (68.8%), drying the used absorbent (77.6%), methods of disposing of the used absorbent (25.5%), and cleaning of genitalia (19.2%). During the follow-up, the participants reported significant improvements in the regularity of their menstrual cycle (94.5% vs 99.5%) and fewer complications during menstruation (78.6% vs 59.6%). Conclusions The programme produced significant changes in the knowledge, beliefs and practices of menstrual hygiene, complications from lack of hygiene, and the behaviour and restrictions of the menstruating adolescents. These results demonstrate the feasibility of implementing a health education programme for adolescents on menstrual hygiene in secondary schools serving rural Bangladesh. PMID:24993753

  4. The Application of Observational Practice and Educational Networking in Simulation-Based and Distributed Medical Education Contexts.

    PubMed

    Welsher, Arthur; Rojas, David; Khan, Zain; VanderBeek, Laura; Kapralos, Bill; Grierson, Lawrence E M

    2018-02-01

    Research has revealed that individuals can improve technical skill performance by viewing demonstrations modeled by either expert or novice performers. These findings support the development of video-based observational practice communities that augment simulation-based skill education and connect geographically distributed learners. This study explores the experimental replicability of the observational learning effect when demonstrations are sampled from a community of distributed learners and serves as a context for understanding learner experiences within this type of training protocol. Participants from 3 distributed medical campuses engaged in a simulation-based learning study of the elliptical excision in which they completed a video-recorded performance before being assigned to 1 of 3 groups for a 2-week observational practice intervention. One group observed expert demonstrations, another observed novice demonstrations, and the third observed a combination of both. Participants returned for posttesting immediately and 1 month after the intervention. Participants also engaged in interviews regarding their perceptions of the usability and relevance of video-based observational practice to clinical education. Checklist (P < 0.0001) and global rating (P < 0.0001) measures indicate that participants, regardless of group assignment, improved after the intervention and after a 1-month retention period. Analyses revealed no significant differences between groups. Qualitative analyses indicate that participants perceived the observational practice platform to be usable, relevant, and potentially improved with enhanced feedback delivery. Video-based observational practice involving expert and/or novice demonstrations enhances simulation-based skill learning in a group of geographically distributed trainees. These findings support the use of Internet-mediated observational learning communities in distributed and simulation-based medical education contexts.

  5. Nursing Practice, Research and Education in the West: The Best Is Yet to Come.

    PubMed

    Young, Heather M; Bakewell-Sachs, Susan; Sarna, Linda

    This paper celebrates the 60th anniversary of the Western Institute of Nursing, the nursing organization representing 13 states in the Western United States, and envisions a preferred future for nursing practice, research, and education. Three landmark calls to action contribute to transforming nursing and healthcare: the Patient Protection and Affordable Care Act of 2010; the Institute of Medicine report Future of Nursing: Leading Change, Advancing Health; and the report Advancing Healthcare Transformation: A New Era for Academic Nursing. Challenges abound: U.S. healthcare remains expensive, with poorer outcomes than other developed countries; costs of higher education are high; our profession does not reflect the diversity of the population; and health disparities persist. Pressing health issues, such as increases in chronic disease and mental health conditions and substance abuse, coupled with aging of the population, pose new priorities for nursing and healthcare. Changes are needed in practice, research, and education. In practice, innovative, cocreated, evidence-based models of care can open new roles for registered nurses and advanced practice registered nurses who have knowledge, leadership, and team skills to improve quality and address system change. In research, data can provide a foundation for clinical practice and expand our knowledge base in symptom science, wellness, self-management, and end-of-life/palliative care, as well as behavioral health, to demonstrate the value of nursing care and reduce health disparities. In education, personalized, integrative, and technology-enabled teaching and learning can lead to creative and critical thinking/decision-making, ethical and culturally inclusive foundations for practice, ensure team and communication skills, quality and system improvements, and lifelong learning. The role of the Western Institute of Nursing is more relevant than ever as we collectively advance nursing, health, and healthcare through education, clinical practice, and research.

  6. Exploring factors affecting registered nurses' pursuit of postgraduate education in Australia.

    PubMed

    Ng, Linda; Eley, Robert; Tuckett, Anthony

    2016-12-01

    The aim of this study was to explore the factors influencing registered nurses' pursuit of postgraduate education in specialty nursing practice in Australia. Despite the increased requirement for postgraduate education for advanced practice, little has been reported on the contributory factors involved in the decision to undertake further education. The Nurses' Attitudes Towards Postgraduate Education instrument was administered to 1632 registered nurses from the Nurses and Midwives e-Cohort Study across Australia, with a response rate of 35.9% (n = 568). Data reduction techniques using principal component analysis with varimax rotation were used. The analysis identified a three-factor solution for 14 items, accounting for 52.5% of the variance of the scale: "facilitators," "professional recognition," and "inhibiting factors." Facilitators of postgraduate education accounted for 28.5% of the variance, including: (i) improves knowledge; (ii) increases nurses' confidence in clinical decision-making; (iii) enhances nurses' careers; (iv) improves critical thinking; (v) improves nurses' clinical skill; and (vi) increased job satisfaction. This new instrument has potential clinical and research applications to support registered nurses' pursuit of postgraduate education. © 2016 John Wiley & Sons Australia, Ltd.

  7. Troubling Muddy Waters: Problematizing Reflective Practice in Global Medical Education.

    PubMed

    Naidu, Thirusha; Kumagai, Arno K

    2016-03-01

    The idea of exporting the concept of reflective practice for a global medical education audience is growing. However, the uncritical export and adoption of Western concepts of reflection may be inappropriate in non-Western societies. The emphasis in Western medical education on the use of reflection for a specific end--that is, the improvement of individual clinical practice--tends to ignore the range of reflective practice, concentrating on reflection alone while overlooking critical reflection and reflexivity. This Perspective places the concept of reflective practice under a critical lens to explore a broader view for its application in medical education outside the West. The authors suggest that ideas about reflection in medicine and medical education may not be as easily transferable from Western to non-Western contexts as concepts from biomedical science are. The authors pose the question, When "exporting" Western medical education strategies and principles, how often do Western-trained educators authentically open up to the possibility that there are alternative ways of seeing and knowing that may be valuable in educating Western physicians? One answer lies in the assertion that educators should aspire to turn exportation of educational theory into a truly bidirectional, collaborative exchange in which culturally conscious views of reflective practice contribute to humanistic, equitable patient care. This discussion engages in troubling the already-muddy waters of reflective practice by exploring the global applicability of reflective practice as it is currently applied in medical education. The globalization of medical education demands critical reflection on reflection itself.

  8. Assessing curriculum effectiveness: a survey of Uniformed Services University medical school graduates.

    PubMed

    Picho, Katherine; Gilliland, William R; Artino, Anthony R; DeZee, Kent J; Dong, Ting; McManigle, John E; Cruess, David F; Durning, Steven J

    2015-04-01

    This study assessed alumni perceptions of their preparedness for clinical practice using the Accreditation Council for Graduate Medical Education (ACGME) competencies. We hypothesized that our alumni's perception of preparedness would be highest for military-unique practice and professionalism and lowest for system-based practice and practice-based learning and improvement. 1,189 alumni who graduated from the Uniformed Services University (USU) between 1980 and 2001 completed a survey modeled to assess the ACGME competencies on a 5-point, Likert-type scale. Specifically, self-reports of competencies related to patient care, communication and interpersonal skills, medical knowledge, professionalism, systems-based practice, practice-based learning and improvement, and military-unique practice were evaluated. Consistent with our expectations as the nation's military medical school, our graduates were most confident in their preparedness for military-unique practice, which included items assessing military leadership (M = 4.30, SD = 0.65). USU graduates also indicated being well prepared for the challenges of residency education in the domain of professionalism (M = 4.02, SD = 0.72). Self-reports were also high for competencies related to patient care (M = 3.86, SD = 0.68), communication and interpersonal skills (M = 3.88, SD = 0.66), and medical knowledge (M = 3.78, SD = 0.73). Consistent with expectations, systems-based practice (M = 3.50, SD = 0.70) and practice-based learning and improvement (M = 3.57, SD = 0.62) were the lowest rated competencies, although self-reported preparedness was still quite high. Our findings suggest that, from the perspective of our graduates, USU is providing both an effective military-unique curriculum and is preparing trainees for residency training. Further, these results support the notion that graduates are prepared to lead and to practice medicine in austere environments. Compared to other competencies that were assessed, self-ratings for systems-based practice and practice-based learning and improvement were the lowest, which suggests the need to continue to improve USU education in these areas. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

  9. The Ohio Gestational Diabetes Postpartum Care Learning Collaborative: Development of a Quality Improvement Initiative to Improve Systems of Care for Women.

    PubMed

    Shellhaas, Cynthia; Conrey, Elizabeth; Crane, Dushka; Lorenz, Allison; Wapner, Andrew; Oza-Frank, Reena; Bouchard, Jo

    2016-11-01

    Objectives To improve clinical practice and increase postpartum visit Type 2 diabetes mellitus (T2DM) screening rates in women with a history of gestational diabetes mellitus (GDM). Methods We recruited clinical sites with at least half of pregnant patients enrolled in Medicaid to participate in an 18-month quality improvement (QI) project. To support clinical practice changes, we developed provider and patient toolkits with educational and clinical practice resources. Clinical subject-matter experts facilitated a learning network to train sites and promote discussion and learning among sites. Sites submitted data from patient chart reviews monthly for key measures that we used to provide rapid-cycle feedback. Providers were surveyed at completion regarding toolkit usefulness and satisfaction. Results Of fifteen practices recruited, twelve remained actively engaged. We disseminated more than 70 provider and 2345 patient toolkits. Documented delivery of patient education improved for timely GDM prenatal screening, reduction of future T2DM risk, smoking cessation, and family planning. Sites reported toolkits were useful and easy to use. Of women for whom postpartum data were available, 67 % had a documented postpartum visit and 33 % had a postpartum T2DM screen. Lack of information sharing between prenatal and postpartum care providers was are barriers to provision and documentation of care. Conclusions for Practice QI and toolkit resources may improve the quality of prenatal education. However, postpartum care did not reach optimal levels. Future work should focus on strategies to support coordination of care between obstetrical and primary care providers.

  10. Commitment to Practice Change: An Evaluator's Perspective

    PubMed Central

    Shershneva, Marianna B.; Wang, Min-fen; Lindeman, Gary C.; Savoy, Julia N.; Olson, Curtis A.

    2010-01-01

    A commitment to practice change (CTC) approach may be used in educational program evaluation to document practice changes, examine the educational impact relative to the instructional focus, and improve understanding of the learning-to-change continuum. The authors reviewed various components and procedures of this approach and discussed some practical aspects of its application using as an example of a study evaluating a presentation on menopausal care for primary care physicians. The CTC approach is a valuable evaluation tool, but it requires supplementation with other data to have a complete picture of the impact of education on practice. From the evaluation perspective, the self-reported nature of the CTC data is a major limitation of this method. PMID:20457715

  11. The Changing Nature of Technical Assistance.

    ERIC Educational Resources Information Center

    Noggle, Nelson L.

    The changing nature of technical assistance activities and evaluation for compensatory education programs was discussed. The emphasis is on the Education Consolidation and Improvement Act (ECIA) Chapter 1 Technical Assistance Centers (TAC) and their clients. Improvement of school practices demands that the technical assistance process be developed…

  12. Faculty Professional Development for Quality Online Teaching

    ERIC Educational Resources Information Center

    Alexiou-Ray, Jennifer; Bentley, Courtney C.

    2015-01-01

    Meaningful technology use in education continues to improve given an increase in access to available technologies and professional development. For educators, professional development has focused on approaches for technology use that foster content-specific best practices and improve student learning in traditional classroom formats. Meaningful…

  13. Influence of Educational Technology Centres on Students' Skill Acquisition for Self Employment

    ERIC Educational Resources Information Center

    Eze, P. I.

    2016-01-01

    Educational technology is a core course of study in Nigerian teacher education institutions, such as Colleges of Education, Institutes of Education and Facilities of Education. The aim of educational technology is to improve the competence of teachers by producing teachers that can back theory with practice in teaching-learning situation. The…

  14. A depression training session with consumer educators to reduce stigmatizing views and improve pharmacists' depression care attitudes and practices.

    PubMed

    Liekens, Sophie; Smits, Tim; Laekeman, Gert; Foulon, Veerle

    2013-08-12

    To measure the impact of a depression training day for pharmacists that included a 75-minute session with a consumer educator. The training day included interactive lectures on depression; the effects and side effects of and indications for the use of antidepressants; adherence issues; non-drug treatment options for depression; and basic skills in communication. Pharmacists also participated in a session with a consumer educator and in counseling exercises that included role playing. The study used a randomized, clustered, comparative design to measure pharmacists' stigma, attitudes, and current practice related to the provision of pharmaceutical care to people with depression. Mean scores for depression-care practice after the training session were significantly higher in the intervention group than in the control group. Analysis of the changes between baseline and postintervention measures in both the control and intervention groups confirmed a significant difference in the change in both social distance and practice but no significant difference in the change in attitude between the 2 groups of pharmacists. A continuing-education depression training day for pharmacists that involve consumer educators may improve the care delivered in the community pharmacy to people with depression.

  15. Changing academic culture to improve undergraduate STEM education.

    PubMed

    Suchman, Erica L

    2014-12-01

    Improving undergraduate science, technology, engineering, and math (STEM) education requires faculty with the skills, resources, and time to create active learning environments that foster student engagement. Current faculty hiring, promotion, and tenure practices at many universities do not measure, reward, nor encourage faculty pursuit of these skills. A cultural change is needed to foster improvement. Published by Elsevier Ltd.

  16. Current role challenges in New Zealand aged residential care: the potential consequences for healthcare assistant role expansion.

    PubMed

    Shannon, Kay; McKenzie-Green, Barbara

    2016-01-01

    Challenges facing healthcare assistants in aged residential care are a focus of global debate. These challenges involve remuneration, education, skill mix, work conditions and organisational structures. We enter the discussion by acknowledging current work, education and remuneration for healthcare assistants. We then consider the supervisory relationships between registered nurses (RNs), enrolled nurses (ENs) and healthcare assistants, educational levels for RNs, ENs and healthcare assistants, and the interplay between organisation and practice in aged residential care. We suggest that improving work for the healthcare assistant has the potential to lead change in all role levels. Discussion paper. We argue that adjustments to work structures, education and skill advancement of RNs, ENs and healthcare assistants could improve staff working conditions and clarify practice boundaries. The ultimate result is likely to be an improvement to quality of care and the life of residents in aged residential care.

  17. Simulation-based education with deliberate practice may improve intraoperative handoff skills: a pilot study.

    PubMed

    Pukenas, Erin W; Dodson, Gregory; Deal, Edward R; Gratz, Irwin; Allen, Elaine; Burden, Amanda R

    2014-11-01

    To examine the results of simulation-based education with deliberate practice on the acquisition of handoff skills by studying resident intraoperative handoff communication performances. Preinvention and postintervention pilot study. Simulated operating room of a university-affiliated hospital. Resident handoff performances during 27 encounters simulating elective surgery were studied. Ten residents (CA-1, CA-2, and CA-3) participated in a one-day simulation-based handoff course. Each resident repeated simulated handoffs to deliberately practice with an intraoperative handoff checklist. One year later, 7 of the 10 residents participated in simulated intraoperative handoffs. All handoffs were videotaped and later scored for accuracy by trained raters. A handoff assessment tool was used to characterize the type and frequency of communication failures. The percentage of handoff errors and omissions were compared before simulation and postsimulation-based education with deliberate practice and at one year following the course. Initially, the overall communication failure rate, defined as the percentage of handoff omissions plus errors, was 29.7%. After deliberate practice with the intraoperative handoff checklist, the communication failure rate decreased to 16.8%, and decreased further to 13.2% one year after the course. Simulation-based education using deliberate practice may result in improved intraoperative handoff communication and retention of skills at one year. Copyright © 2014 Elsevier Inc. All rights reserved.

  18. Theoretical foundations of learning through simulation.

    PubMed

    Zigmont, Jason J; Kappus, Liana J; Sudikoff, Stephanie N

    2011-04-01

    Health care simulation is a powerful educational tool to help facilitate learning for clinicians and change their practice to improve patient outcomes and safety. To promote effective life-long learning through simulation, the educator needs to consider individuals, their experiences, and their environments. Effective education of adults through simulation requires a sound understanding of both adult learning theory and experiential learning. This review article provides a framework for developing and facilitating simulation courses, founded upon empiric and theoretic research in adult and experiential learning. Specifically, this article provides a theoretic foundation for using simulation to change practice to improve patient outcomes and safety. Copyright © 2011 Elsevier Inc. All rights reserved.

  19. Audiology and speech-language pathology practice in Saudi Arabia.

    PubMed

    Alanazi, Ahmad A

    2017-01-01

    Audiology and speech-language pathology (SLP) are relatively new professions in Saudi Arabia. The idea of establishing new audiology and SLP programs in some education facilities has become popular across Saudi Arabia; yet, only four undergraduate and graduate programs are currently available. This study aimed to explore the fields of audiology and SLP in Saudi Arabia, obtain demography of audiologists and Speech-language pathologists (SLPs), understand their current practices, and identify their perspective on what both professions need to improve. A cross-sectional mixed methods study design was used to address the aim of this study. Two online surveys were prepared and distributed to reach a large number of audiologists and SLPs. Both surveys consisted of close- and open-ended questions and primarily focused on three categories demography, audiology or SLP practices, and audiologists' or SLPs' perspective on their professions in Saudi Arabia. A total of 23 audiologists and 37 SLPs completed the surveys (age range = 21-50 years). The majority of respondents were from Riyadh with different academic qualifications and working experiences. Various practices were noticed among audiologists and SLPs who mainly worked in hospitals. Several suggestions regarding the development of audiology and SLP education and practice in Saudi Arabia are discussed. This study provides useful information about audiology and SLP education and practices in Saudi Arabia. Collaborative work between stakeholders to achieve high-quality educational and practical standards is critical. National database, clinical guidelines and policies should be developed, employed, and supervised. Further research is needed to improve education and practice of both professions in Saudi Arabia.

  20. Teaching evidence-based social work in foundation practice courses: learning from pedagogical choices of allied fields.

    PubMed

    Traube, Dorian E; Pohle, Cara E; Barley, Melissa

    2012-01-01

    The field of social work is attuned to the need to incorporate evidence-based practice education into masters-level curriculum. One question remaining is how to integrate evidence-based practice in the foundation practice courses. Integration of evidence-based practice across the foundation-level curriculum coincides with the Council on Social Work Education's mandate that student's engage in research-informed practice and practice-informed research. Through a discussion of definitions, criticisms, and pedagogy across the allied fields of medicine, nursing, and social work the authors address the current status of evidence-based practice curriculum in foundation-level education. The authors incorporate the lessons learned from allied fields and a Masters of Social Work student's analyses of their experience of evidence-based practice learning to propose an adult-learner model to improve evidence-based practice pedagogy in Social Work.

  1. Working Memory Underpins Cognitive Development, Learning, and Education

    PubMed Central

    Cowan, Nelson

    2014-01-01

    Working memory is the retention of a small amount of information in a readily accessible form. It facilitates planning, comprehension, reasoning, and problem-solving. I examine the historical roots and conceptual development of the concept and the theoretical and practical implications of current debates about working memory mechanisms. Then I explore the nature of cognitive developmental improvements in working memory, the role of working memory in learning, and some potential implications of working memory and its development for the education of children and adults. The use of working memory is quite ubiquitous in human thought, but the best way to improve education using what we know about working memory is still controversial. I hope to provide some directions for research and educational practice. PMID:25346585

  2. Chemomobilization: Overview of an Educational Quality Improvement Project for Recipients of Autologous Stem Cell Transplantation
.

    PubMed

    Rivera, Zandra R; Nurse, Rachelle; Fellman, Bryan; Brunelle, Nicole; Brassil, Kelly J

    2017-08-01

    In preparation for an autologous stem cell transplantation, patients undergo chemomobilization; however, a dearth of standardized, evidence-based patient education on chemomobilization exists in the literature and in practice.
. The purpose of this quality improvement educational initiative is to identify an 
evidence-based approach to appraise the educational needs of patients and their caregivers and to enhance chemomobilization education. 
. A review of the literature related to chemomobilization was conducted, as well as an informal survey of educational practices at five 
National Cancer Institute-designated comprehensive cancer centers. A 14-item survey was administered to 50 patients who underwent chemomobilization to assess their educational needs, experiences, and preferences. 
. Patients prefer written information to review. Receiving verbal education from reliable healthcare providers in a structured format may enhance effective comprehension and retention. Patients identified timing, process, side effects, and expectations about chemomobilization as the most important topics to include in education.

  3. Improving outcomes for patients with type 2 diabetes using general practice networks: a quality improvement project in east London.

    PubMed

    Hull, Sally; Chowdhury, Tahseen A; Mathur, Rohini; Robson, John

    2014-02-01

    Structured diabetes care can improve outcomes and reduce risk of complications, but improving care in a deprived, ethnically diverse area can prove challenging. This report evaluates a system change to enhance diabetes care delivery in a primary care setting. All 35 practices in one inner London Primary Care Trust were geographically grouped into eight networks of four to five practices, each supported by a network manager, clerical staff and an educational budget. A multidisciplinary team developed a 'care package' for type 2 diabetes management, with financial incentives based on network achievement of targets. Monthly electronic performance dashboards enabled networks to track and improve performance. Network multidisciplinary team meetings including the diabetic specialist team supported case management and education. Key measures for improvement included the number of diabetes care plans completed, proportion of patients attending for digital retinal screen and proportions of patients achieving a number of biomedical indices (blood pressure, cholesterol, glycated haemoglobin). Between 2009 and 2012, completed care plans rose from 10% to 88%. The proportion of patients attending for digital retinal screen rose from 72% to 82.8%. The proportion of patients achieving a combination of blood pressure ≤ 140/80 mm Hg and cholesterol ≤ 4 mmol/L rose from 35.3% to 46.1%. Mean glycated haemoglobin dropped from 7.80% to 7.66% (62-60 mmol/mol). Investment of financial, organisational and education resources into primary care practice networks can achieve clinically important improvements in diabetes care in deprived, ethnically diverse communities. This success is predicated on collaborative working between practices, purposively designed high-quality information on network performance and engagement between primary and secondary care clinicians.

  4. Diabetes Care as an Active Learning Model of Postgraduate Education and Training for Pharmaceutical Care.

    ERIC Educational Resources Information Center

    Koda-Kimble, Mary Anne; Batz, Forrest R.

    1994-01-01

    In a University of California continuing pharmacy education course in diabetes care, practicing pharmacists lived as patients with diabetes for two days and role-played in small groups. One year later, participants reported making changes in their diabetes care-related practice, suggesting its effectiveness in improving practitioners' skill…

  5. Improving the Practical Education of Chemical and Pharmaceutical Engineering Majors in Chinese Universities

    ERIC Educational Resources Information Center

    Zhao, Feng-qing; Yu, Yi-feng; Ren, Shao-feng; Liu, Shao-jie; Rong, Xin-yu

    2014-01-01

    Practical education in chemical engineering has drawn increasing attention in recent years. This paper discusses two approaches to teaching and learning about experiments among upper-level chemical and pharmaceutical engineering majors in China. On the basis of years of experience in teaching chemical and pharmaceutical engineering, we propose the…

  6. Health Education 2.0: The Next Generation of Health Education Practice

    ERIC Educational Resources Information Center

    Fielding, Jonathan E.

    2013-01-01

    Social, physical, and economic environments are the greatest determinants of our individual and collective health. Inadequate or substandard environments of all types present barriers to health. Addressing these broader determinants will be the quintessential core in the next era of public health practice. The framework for health improvement is…

  7. Working with Teachers to Adapt an Evidence-Based Intervention for Children with Autism

    ERIC Educational Resources Information Center

    Stahmer, Aubyn C.; Reed, Sarah; Suhrheinrich, Jessica; Schreibman, Laura

    2013-01-01

    Increasing diagnoses of autism have led to pressure to improve the quality of educational services for children with autism by incorporating evidence-based practices (EBPs) into school programs. However, this process has been difficult, and both autism researchers and educators report frustration concerning the gap between research and practice.…

  8. SCHOOL SAFETY EDUCATION CHECKLIST--ADMINISTRATION, INSTRUCTION, PROTECTION.

    ERIC Educational Resources Information Center

    National Education Association, Washington, DC.

    THIS CHECKLIST IS AN EVALUATIVE TOOL FOR PLANNING PROGRAM IMPROVEMENT. PURPOSING TO STIMULATE THOUGHT AND ACTION ON PROBLEMS OF SAFETY EDUCATION IN SCHOOLS, IT IS DESIGNED TO ENCOURAGE INSPECTIONS OF SCHOOL BUILDINGS FOR (1) SAFE CONDITIONS OF STRUCTURES, GROUNDS, AND EQUIPMENT, (2) SAFE PRACTICES, AND (3) OPTIMUM USE OF THESE SAFE PRACTICES IN…

  9. The Boys in Schools Bulletin: Practical Initiatives Addressing Boys' Needs, 1999.

    ERIC Educational Resources Information Center

    Fletcher, Richard, Ed.; Browne, Rollo, Ed.

    1999-01-01

    This document is comprised of volume 2 of a quarterly bulletin for educators in Australia providing a practical focus to improving boys' schooling. The April 1999 issue focuses on the role of school executives, or administrators, on supporting educational initiatives. This issue includes articles describing the development of a program-based…

  10. What Can We Learn from School-Based Emotional Disturbance Assessment Practices? Implications for Practice and Preparation In School Psychology

    ERIC Educational Resources Information Center

    Allen, Ryan A.; Hanchon, Timothy A.

    2013-01-01

    The federal definition of emotional disturbance (ED) provides limited guidance to educational professionals charged with making Individuals with Disabilities in Education Improvement Act eligibility determinations. Despite calls to revise the definition, the ED category remains largely unchanged nearly four decades after being codified into…

  11. Teacher Education Policies, Practices, and Reform in Scotland: Implications in the Indian Context

    ERIC Educational Resources Information Center

    Misra, Pradeep Kumar

    2015-01-01

    India, a country of 1.27 billion, nowadays needs reforms, improvements, and new approaches in teacher education to cater to the demands of changing economy and society. This call to improve teacher education becomes more significant considering the fact that 50% of India's current population is below the age of 25 and over 65% below 35. There are…

  12. Disrupting the Implementation Gap with Digital Technology in Healthcare Distance Education: Critical Insights from an e-Mentoring Intensional Network Practitioner Research Project

    ERIC Educational Resources Information Center

    Singh, Gurmit

    2013-01-01

    Effective professional distance education is urgently needed to develop a well-trained workforce and improve impact on healthcare. However, distance education initiatives have had mixed results in improving practice. Often, successful implementation fails to leverage insights on the social and emergent nature of learning in networks. This paper…

  13. Development of an Educational Video to Improve HIV-Related Knowledge, Attitudes and Prevention among Company Workers in Ecuador

    ERIC Educational Resources Information Center

    del Carmen Cabezas, María; Fornasini, Marco; Barmettler, David; Ortuño, Diego; Borja, Teresa; Albert, Adelin

    2015-01-01

    Objective: To develop and assess an innovative educational video package for improving HIV knowledge, attitudes and practices among company workers in Ecuador. Methods: The design and development of the HIV prevention educational video was based on the results of a large-scale survey conducted in 115 companies (commerce, manufacturing and real…

  14. Assessing Chronic Illness Care Education (ACIC-E): a tool for tracking educational re-design for improving chronic care education.

    PubMed

    Bowen, Judith L; Provost, Lloyd; Stevens, David P; Johnson, Julie K; Woods, Donna M; Sixta, Connie S; Wagner, Edward H

    2010-09-01

    Recent Breakthrough Series Collaboratives have focused on improving chronic illness care, but few have included academic practices, and none have specifically targeted residency education in parallel with improving clinical care. Tools are available for assessing progress with clinical improvements, but no similar instruments have been developed for monitoring educational improvements for chronic care education. To design a survey to assist teaching practices with identifying curricular gaps in chronic care education and monitor efforts to address those gaps. During a national academic chronic care collaborative, we used an iterative method to develop and pilot test a survey instrument modeled after the Assessing Chronic Illness Care (ACIC). We implemented this instrument, the ACIC-Education, in a second collaborative and assessed the relationship of survey results with reported educational measures. A combined 57 self-selected teams from 37 teaching hospitals enrolled in one of two collaboratives. We used descriptive statistics to report mean ACIC-E scores and educational measurement results, and Pearson's test for correlation between the final ACIC-E score and reported educational measures. A total of 29 teams from the national collaborative and 15 teams from the second collaborative in California completed the final ACIC-E. The instrument measured progress on all sub-scales of the Chronic Care Model. Fourteen California teams (70%) reported using two to six education measures (mean 4.3). The relationship between the final survey results and the number of educational measures reported was weak (R(2) = 0.06, p = 0.376), but improved when a single outlier was removed (R(2) = 0.37, p = 0.022). The ACIC-E instrument proved feasible to complete. Participating teams, on average, recorded modest improvement in all areas measured by the instrument over the duration of the collaboratives. The relationship between the final ACIC-E score and the number of educational measures was weak. Further research on its utility and validity is required.

  15. Evidence-Based Practices: Providing Guidance for Early Childhood Practitioners

    ERIC Educational Resources Information Center

    Farley, Kristin S.; Brock, Matthew E.; Winterbottom, Christian

    2018-01-01

    Early childhood education represents a pivotal opportunity to improve the developmental trajectories of young children, and evidence-based practices (EBPs) are scientifically proven to improve these outcomes. Furthermore, federal law mandates that early childhood practitioners implement EBPs. However, because EBP has not been clearly defined in…

  16. Improving nurses' perceptions of competency in diabetes self-management education through the use of simulation and problem-based learning.

    PubMed

    Tschannen, Dana; Aebersold, Michelle; Sauter, Cecilia; Funnell, Martha M

    2013-06-01

    Nurses who provide case management can improve care practice and outcomes among patients who have type 2 diabetes through appropriate training and systems of care. This study was conducted to improve ambulatory care nurses' perceptions of competency in empowerment-based skills required for diabetes self-management education after participation in a multifaceted educational session that included problem-based learning and simulation. After participation in the multifaceted educational session, nurses (n = 21) perceived that the education provided an excellent opportunity for knowledge uptake and applicability to their respective work settings. The learning strategies provided opportunities for engagement in a safe and relaxed atmosphere. The simulation experience allowed participants to deliberately practice the competencies. These nurses considered this a very effective learning activity. Through the use of problem-based learning and simulation, nurses may be able to more efficiently and effectively develop the necessary skills to provide effective case management of chronic disease. Copyright 2013, SLACK Incorporated.

  17. Studying Innovation Technologies in Modern Education

    ERIC Educational Resources Information Center

    Stukalenko, Nina M.; Zhakhina, Bariya B.; Kukubaeva, Asiya K.; Smagulova, Nurgul K.; Kazhibaeva, Gulden K.

    2016-01-01

    In modern society, innovation technologies expand to almost every field of human activity, including such wide field as education. Due to integrating innovation technologies into the educational process practice, this phenomenon gained special significance within improvement and modernization of the established educational system. Currently, the…

  18. Towards integration of health economics into medical education and clinical practice in Saudi Arabia.

    PubMed

    Da'ar, Omar B; Al Shehri, Ali M

    2015-04-01

    In an era of expanding health sectors and rising costs, doctors are expected to have a working knowledge of health economics to better use resources and improve outcomes and quality of health care. This article recognizes the dearth of knowledge and application of economic analyses in medical education and clinical practice in Saudi Arabia. In particular, it highlights the desirability of knowledge of health economics in ensuring certain competencies in medical education and the rationale for inviting doctors to apply knowledge of economics in Saudi Arabia. In addition, the article discusses challenges that hinder integrating health economics into clinical practice. Furthermore, the article typifies some of the important economic phenomena that physicians need to discern. Besides, the article provides implications for incorporating economic analysis into medical education and clinical practice in Saudi Arabia. Finally, the article concludes by demonstrating how health economics can enhance doctors' knowledge and recommends the country to move towards integrating health economics into medical education and clinical practice for best practice.

  19. Getting started on your research: practical advice for medical educators.

    PubMed

    Markert, Ronald J

    2010-10-01

    Guidance and mentorship benefit faculty who having little or no background conducting research in medical education. From his experience the author suggests three characteristics that distinguish medical educators who are especially productive in their scholarly activities: intrinsic rather than extrinsic motivation, collaboration with colleagues, and the personal qualities of patience and organization. He then expands on these characteristics by offering practical advice in the form of eight tips for faculty seeking to acquire or improve their medical education research skills.

  20. Barriers to Implementation of Optimal Laboratory Biosafety Practices in Pakistan

    PubMed Central

    Shafaq, Humaira; Hasan, Rumina; Qureshi, Shahida M.; Dojki, Maqboola; Hughes, Molly A.; Zaidi, Anita K. M.; Khan, Erum

    2016-01-01

    The primary goal of biosafety education is to ensure safe practices among workers in biomedical laboratories. Despite several educational workshops by the Pakistan Biological Safety Association (PBSA), compliance with safe practices among laboratory workers remains low. To determine barriers to implementation of recommended biosafety practices among biomedical laboratory workers in Pakistan, we conducted a questionnaire-based survey of participants attending 2 workshops focusing on biosafety practices in Karachi and Lahore in February 2015. Questionnaires were developed by modifying the BARRIERS scale in which respondents are required to rate barriers on a 1-4 scale. Nineteen of the original 29 barriers were included and subcategorized into 4 groups: awareness, material quality, presentation, and workplace barriers. Workshops were attended by 64 participants. Among barriers that were rated as moderate to great barriers by at least 50% of respondents were: lack of time to read biosafety guidelines (workplace subscale), lack of staff authorization to change/improve practice (workplace subscale), no career or self-improvement advantages to the staff for implementing optimal practices (workplace subscale), and unclear practice implications (presentation subscale). A lack of recognition for employees' rights and benefits in the workplace was found to be a predominant reason for a lack of compliance. Based on perceived barriers, substantial improvement in work environment, worker facilitation, and enabling are needed for achieving improved or optimal biosafety practices in Pakistan. PMID:27400192

  1. Mindful Learning: Why Attention Matters in Education

    ERIC Educational Resources Information Center

    Hassed, Craig

    2016-01-01

    Mindfulness is a generic skill with a wide range of applications relevant to education. These include fostering mental health; improving communication, empathy, and emotional development, improving physical health; and enhancing learning and performance. This article will give a brief overview of the science, practice, and philosophy of…

  2. Japanese Educational System Improving Ongoing Practice in Schools.

    ERIC Educational Resources Information Center

    Arimoto, Masahiro

    1995-01-01

    Describes the Japanese education system's unique characteristics. Japanese schools provide a prescribed curriculum, with pupils confined to desks. Teachers identify with their schools and are committed to service. Teachers and students try to improve schools by working harder. Understanding school effectiveness requires frameworks deeply rooted in…

  3. The use of international service learning initiatives for global health education: case studies from Rwanda and Mexico.

    PubMed

    Plumb, Ellen; Roe, Kathleen; Plumb, James; Sepe, Priscilla; Soin, Komal; Ramirez, Aragon; Baganizi, Edmond; Simmons, Rob; Khubchandani, Jagdish

    2013-05-01

    Global health education and health promotion have the potential to engage students, scholars, and practitioners in ways that go beyond the classroom teaching routine. This engagement in global communities, can range from reflection on continuing deep-seated questions about human rights and civic responsibility to the use of health education and promotion-related theoretical, intellectual, and practical skills. In the arena of global health education and promotion, these skills also range from leadership and advocacy to decision making, critical and creative thinking, teamwork, and problem solving. In recent times, there has been a growing interest in cross-cultural collaborations and educational initiatives to improve stakeholder's understanding of global health principles and practices, to enrich the experiences of health professionals, and to improve the lives of those who are disenfranchised and live across borders. In this article of Health Promotion Practice, we highlight two unique cases of cross-national collaborations and provide a glimpse of the various shapes and forms taken by cross-cultural educational initiatives for global health education and promotion. We summarize the history, philosophy, and current working practices relevant to these collaborations, keeping in view the global health domains, competencies, and activities. In addition, we also compare the key components and activities of these two case studies from Rwanda and Mexico, wherein communities in these two countries collaborated with academic institutions and health professionals in the United States.

  4. Ideas II. A Sharing of Teaching Practices by Secondary School Physical Education Practitioners.

    ERIC Educational Resources Information Center

    Carlson, Ronald P., Ed.

    This book describes physical education activity teaching ideas for the secondary school level. The first section describes curriculum ideas in such areas as adapted physical education, quality control, elective physical education, and advanced physical education. Section II describes instructional ideas involving peer teaching, skill improvement,…

  5. Internal medicine residency graduates' perceptions of the systems-based practice and practice-based learning and improvement competencies.

    PubMed

    Didwania, Aashish; McGaghie, William C; Cohen, Elaine; Wayne, Diane B

    2010-01-01

    Resident education in Systems-Based Practice (SBP) and Practice-Based Learning and Improvement (PBLI) is required but underemphasized. The objectives are to identify SBP and PBLI knowledge and skills with the most relevance to our graduates' practices and to determine how well they were prepared during residency training to address these issues. A survey was drafted based on Accreditation Council for Graduate Medical Education competency definitions and published literature on SBP and PBLI. Respondents indicated the extent to which each item is relevant to their practice and the adequacy of instruction received on a 5-point Likert scale. All topics had high perceived relevance to practice with most topics rated low for adequacy of training. Topics of practice management and health care economics contained the largest gaps between mean ratings of relevance and adequacy of training (p < .001). Few differences in ratings were seen based on graduate demographics. This survey has allowed us to prioritize SBP and PBLI curricula to meet the needs of our graduates.

  6. Feasibility of a virtual learning collaborative to implement an obesity QI project in 29 pediatric practices.

    PubMed

    John, Tamara; Morton, Michaela; Weissman, Mark; O'Brien, Ellen; Hamburger, Ellen; Hancock, Yolandra; Moon, Rachel Y

    2014-04-01

    Quality improvement (QI) activities are required to maintain board certification in pediatrics. However, because of lack of training and resources, pediatricians may feel overwhelmed by the need to implement QI activities. Pediatricians also face challenges when caring for overweight and obese children. To create a virtual (online) QI learning collaborative through which pediatric practices could easily develop and implement a continuous QI process. Prospective cohort. Pediatric practices that were part of the Children's National Health Network were invited to participate, with the option to receive continuing medical education and maintenance of certification credits. s) Practices conducted baseline and monthly chart audits, participated in educational webinars and selected monthly practice changes, using Plan-Do-Study-Act cycles. Practices reported activities monthly and periodic feedback was provided to practices about their performance. s) Improvement in (i) body mass index (BMI) percentile documentation, (ii) appropriate nutritional and activity counseling and (iii) follow-up management for high-risk patients. Twenty-nine practices (120 providers) participated, and 24 practices completed all program activities. Monthly chart audits demonstrated continuous improvement in documentation of BMI, abnormal weight diagnosis, nutrition and activity screening and counseling, weight-related health messages and follow-up management of overweight and obese patients. Impact of QI activities on visit duration and practice efficiency was minimal. A virtual learning collaborative was successful in providing a framework for pediatricians to implement a continuous QI process and achieve practice improvements. This format can be utilized to address multiple health issues.

  7. Educational Research: Educational Purposes, the Nature of Knowledge and Ethical Issues

    ERIC Educational Resources Information Center

    López-Alvarado, Julio

    2017-01-01

    Educational research should aim at improving educational practice by analysing the world of Education to understand it and make it better. It should be a critical, reflective and professionally oriented activity. Educational research should have three objectives: to explore issues and find answers to questions (for academics), to share policy…

  8. Impact of an educational program on knowledge and practice of health care staff toward pharmaceutical waste management in Gaza, Palestine.

    PubMed

    Tabash, Mohammed I; Hussein, Rim A; Mahmoud, Aleya H; El-Borgy, Mohamed D; Abu-Hamad, Bassam A

    2016-04-01

    In health care facilities, pharmaceutical waste is generally discharged down the drain or sent to landfill. Poor knowledge about their potential downstream impacts may be a primary factor for improper disposal behavior. The objective of this study was to determine the impact of an intervention program on knowledge and practice of health care staff regarding pharmaceutical waste management. The study was designed as a pre/posttest intervention study. Total sample size was 530 in the pre-intervention phase, and then a subsample of 69 individuals was selected for the intervention and the post-intervention phases. Paired-sample t test was used to assess the difference between pretest and follow-up test results. A statistically significant improvement in knowledge and practice was achieved (P<0.001). Poor knowledge and poor practice levels (scores<50%) were found to improve to satisfactory levels (scores≥75%). Therefore, educational programs could be considered as an effective tool for changing health care staff practice in pharmaceutical waste management. In health care facilities, pharmaceutical waste is generally discharged down the drain or sent to landfill. A lack of knowledge about the potential impacts of this type of waste may be a leading factor in improper disposal behavior. Following an educational program, statistically significant improvement in knowledge and practice of health care staff as regards to pharmaceutical waste management (PWM) was achieved. It is thus recommended that authorities implement training-of-trainers (TOT) programs to educate health care staff on PWM and organize refreshment workshops regularly.

  9. Peer Education Versus Computer-Based Education: Improve Utilization of Library Databases Among Direct Care Nurses.

    PubMed

    Gonzalez, Roxana; O'Brien-Barry, Patricia; Ancheta, Reginaldo; Razal, Rennuel; Clyne, Mary Ellen

    A quasiexperimental study was conducted to demonstrate which teaching modality, peer education or computer-based education, improves the utilization of the library electronic databases and thereby evidence-based knowledge at the point of care. No significant differences were found between the teaching modalities. However, the study identified the need to explore professional development teaching modalities outside the traditional classroom to support an evidence-based practice healthcare environment.

  10. Nurse and midwifery education and intimate partner violence: a scoping review.

    PubMed

    Crombie, Nerissa; Hooker, Leesa; Reisenhofer, Sonia

    2017-08-01

    This scoping review aims to identify the scope of current literature considering nurse/midwife educational practices in the areas of intimate partner violence to inform future nursing/midwifery educational policy and practice. Intimate partner violence is a global issue affecting a significant portion of the community. Healthcare professionals including nurses/midwives in hospital- and community-based environments are likely to encounter affected women and need educational strategies that support best practice and promote positive outcomes for abused women and their families. Scoping review of relevant literature from January 2000 to July 2015. Search of databases: CINHAL, MEDLINE, EMBASE, PROQUEST Central and COCHRANE Library. Reference lists from included articles were searched for relevant literature as were several grey literature sources. This review demonstrates low levels of undergraduate or postregistration intimate partner violence education for nursing/midwifery staff and students. Existing intimate partner violence education strategies are varied in implementation, method and content. Outcomes of these educational programmes are not always rigorously evaluated for staff or client-based outcomes. Further research is needed to evaluate existing intimate partner violence education programmes for nurses/midwives and identify the most effective strategies to promote improved clinical practice and outcomes for abused women and their families. Intimate partner violence has a significant social and public health impact. The World Health Organization has identified the need to ensure that healthcare professionals are adequately trained to meet the needs of abused women. Intimate partner violence education programmes, commencing at undergraduate studies for nurses/midwives, need to be implemented with rigorously evaluated programmes to ensure they meet identified objectives, promote best practice and improve care for abused women. © 2016 John Wiley & Sons Ltd.

  11. Knowledge, Attitude, and Practice of Pregnant Women regarding Oral Health Status and Treatment Needs following Oral Health Education in Pune District of Maharashtra: A Longitudinal Hospital-based Study.

    PubMed

    Chawla, Roshani M; Shetiya, Sahana H; Agarwal, Deepti R; Mitra, Pranjan; Bomble, Nikhil A; Narayana, D Satya

    2017-05-01

    Pregnancy is a natural process that may create some changes in different parts of the body including the oral cavity. These changes will lead to oral diseases if enough and timely care of oral cavity is not taken. Women may experience increased gingivitis or pregnancy gingivitis beginning in the second or third month of pregnancy that increases in severity throughout the duration of pregnancy. To motivate the patient toward oral health and implement the needed prophylactic measures, a longitudinal study was planned to observe the effect of oral health education during pregnancy on knowledge, attitude, practice, oral health status, and treatment needs (TNs) of pregnant women belonging to different socioeconomic groups. A longitudinal study was conducted among 112 pregnant women belonging to different socioeconomic groups to assess the effect of oral health education on knowledge, attitude, practice, oral health status, and TNs. The demographic details, knowledge, attitude, and practice of pregnant women, and oral health status were collected through a predesigned questionnaire by a principal investigator through an interview. Oral health examination was carried out to assess oral health status using revised World Health Organization Proforma 1997, and oral health education was given through PowerPoint presentation to the participants in local language, i.e., Marathi, after collecting the baseline data. Reinforcement of oral health education and blanket referral was done at 14th week, and follow-up data were collected at 28th week of gestation. The demographic details, such as age, sex, education, occupation, income, and the questions based on knowledge, attitude, and practice among participants were analyzed using number, percentage, and mean. At baseline, knowledge was limited, attitude was positive, while the practice was poor regarding oral health care during pregnancy in pregnant women belonging to different socioeconomic groups. After oral health education and blanket referral, at 28th week of gestation, knowledge regarding oral health care improved drastically, attitude toward oral health became more positive, whereas practice did not change much among all the pregnant women belonging to different socioeconomic groups, probably indicating sociocultural influences. Intensive oral health education during pregnancy leads to drastic improvement in knowledge and attitude. Practice, gingival health, and the number of filled teeth also improved to some extent. Regular oral health education programs should be conducted at community level among pregnant woman to reduce the burden of oral diseases.

  12. Adherence to COPD guidelines in general practice: impact of an educational programme delivered on location in Danish general practices.

    PubMed

    Ulrik, Charlotte Suppli; Sørensen, Tina Brandt; Højmark, Torben Brunse; Olsen, Kim Rose; Vedsted, Peter

    2013-03-01

    The general practitioner (GP) is often the first healthcare contact for patients with chronic obstructive pulmonary disease (COPD). To determine whether participating in a standardised educational programme delivered in the GP's own practice is associated with adherence to COPD guidelines. A nationwide register-based observational before and after study was undertaken with a control group of propensity-matched practices (follow-up period 6 months). COPD was defined as age 40+ years and at least two prescriptions for inhaled medication. The educational programme consisted of a 3-hr teaching lesson with a respiratory specialist and five visits by a representative from the sponsoring pharmaceutical company focusing on assessment and management of patients including written algorithms. A one-to-one propensity-matched control group of practices was selected. Register data were used to compare the rate of spirometry testing, preventive consultations, and influenza vaccinations provided to COPD patients and the rate of spirometry testing in non-COPD individuals, assumed to reflect diagnostic activity. Data for 102 participating GP practices were analysed. Participating clinics had a significant increase in preventive consultations and influenza vaccinations (p<0.05). For the control group, a significant change was observed only for influenza vaccinations. No significant change was found when comparing participating and control clinics in the difference-in-difference estimator. However, a significant improvement was observed for the subgroup of 48 clinics with the lowest starting point of spirometry testing. Focused education of GPs and their staff delivered in the GPs' own practices may improve adherence to COPD guidelines, not least for clinics with a high potential for improvement.

  13. Improved Cardiovascular Prevention Using Best CME Practices: A Randomized Trial

    ERIC Educational Resources Information Center

    Laprise, Rejean; Thivierge, Robert; Gosselin, Gilbert; Bujas-Bobanovic, Maja; Vandal, Sylvie; Paquette, Daniel; Luneau, Micheline; Julien, Pierre; Goulet, Serge; Desaulniers, Jean; Maltais, Paule

    2009-01-01

    Introduction: It was hypothesized that after a continuing medical education (CME) event, practice enablers and reinforcers addressing main clinical barriers to preventive care would be more effective in improving general practitioners' (GPs) adherence to cardiovascular guidelines than a CME event only. Methods: A cluster-randomized trial was…

  14. Social Marketing: Its Role in the Delivery of Nutrition Education Programs.

    ERIC Educational Resources Information Center

    Grondin, Deirdre

    Social causes such as "improved nutritional practices" could benefit from marketing-like thinking. The improvement of nutritional practices, like other social concerns such as pollution control, drug abuse, and physical fitness, needs innovative solutions and approaches for gaining public attention and support. Marketing persons, by their…

  15. How Can Brain Research Inform Academic Learning and Instruction?

    ERIC Educational Resources Information Center

    Mayer, Richard E.

    2017-01-01

    This paper explores the potential of neuroscience for improving educational practice by describing the perspective of educational psychology as a linking science; providing historical context showing educational psychology's 100-year search for an educationally relevant neuroscience; offering a conceptual framework for the connections among…

  16. Research in Mathematics Education: Multiple Methods for Multiple Uses

    ERIC Educational Resources Information Center

    Battista, Michael; Smith, Margaret S.; Boerst, Timothy; Sutton, John; Confrey, Jere; White, Dorothy; Knuth, Eric; Quander, Judith

    2009-01-01

    Recent federal education policies and reports have generated considerable debate about the meaning, methods, and goals of "scientific research" in mathematics education. Concentrating on the critical problem of determining which educational programs and practices reliably improve students' mathematics achievement, these policies and reports focus…

  17. Examining Ratings on the VAL-ED Evaluation Instrument of Principals to Improve Instructional Leadership Practices

    ERIC Educational Resources Information Center

    Babin, Erin Pevey

    2017-01-01

    The biggest challenge facing American public schools today is increasing student achievement, and this depends on the educational system's ability to improve the quality of instruction. Principals play a key role in improving the quality of instruction on their campus through the instructional leadership practices they engage in on a daily basis.…

  18. Education in Latvia. Reviews of National Policies for Education

    ERIC Educational Resources Information Center

    OECD Publishing, 2016

    2016-01-01

    How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia's policies and practices against the best approaches in education and skills across the OECD.…

  19. Usage of Policies and Practices Promoted by Race to the Top and School Improvement Grants: Executive Summary. NCEE 2015-4017

    ERIC Educational Resources Information Center

    James-Burdumy, Susanne

    2015-01-01

    The American Recovery and Reinvestment Act of 2009 injected $7 billion into two of the Obama administration's signature competitive education grant programs: Race to the Top (RTT) and School Improvement Grants (SIG). While RTT focused on state policies and SIG focused on school practices, both programs promoted related policies and practices,…

  20. Integrating postgraduate and undergraduate general practice education: qualitative study.

    PubMed

    O'Regan, Andrew; Culhane, Aidan; Dunne, Colum; Griffin, Michael; McGrath, Deirdre; Meagher, David; O'Dwyer, Pat; Cullen, Walter

    2013-05-01

    Educational activity in general practice has increased considerably in the past 20 years. Vertical integration, whereby practices support students and trainees at different stages, may enhance general practices' capacity to fulfil this role. To explore the potential for vertical integration in undergraduate and postgraduate education in general practice, by describing the experience of (and attitudes towards) 'vertical integration in general practice education' among key stakeholder groups. Qualitative study of GPs, practice staff, GPs-in-training and medical students involving focus groups which were thematically analysed. We identified four overarching themes: (1) Important practical features of vertical integration are interaction between learners at different stages, active involvement in clinical teams and interagency collaboration; (2) Vertical integration may benefit GPs/practices, students and patients through improved practice systems, exposure to team-working and multi-morbidity and opportunistic health promotion, respectively; (3) Capacity issues may challenge its implementation; (4) Strategies such as recognising and addressing diverse learner needs and inter-agency collaboration can promote vertical integration. Vertical integration, whereby practices support students and trainees at different stages, may enhance general practices' teaching capacity. Recognising the diverse educational needs of learners at different stages and collaboration between agencies responsible for the planning and delivery of specialist training and medical degree programmes would appear to be important.

  1. Science, Sport and Technology--A Contribution to Educational Challenges

    ERIC Educational Resources Information Center

    O'Hara, Kelly; Reis, Paula; Esteves, Dulce; Bras, Rui; Branco, Luisa

    2011-01-01

    Improve students' ability to link knowledge with real life practice, through enhancing children or teenagers' ability to think critically by way of making observations, posing questions, drawing up hypotheses, planning and carrying out investigations, analysing data and therefore improve their decision making is an educational challenge. Learning…

  2. New Goals and Changed Roles: Re-Visioning Teacher Education.

    ERIC Educational Resources Information Center

    Hawley, Willis D.

    1993-01-01

    It is argued that the current agenda for improving teacher education only seeks to improve the present system. A new, radically restructured approach would train teachers to learn from their experiences, communicate clearly, know their subject matter, integrate ideas into practice, apply learning theory and child development principles, and…

  3. Effectiveness of an Online Educational Module in Improving Evidence-Based Practice Skills of Practicing Registered Nurses.

    PubMed

    Moore, Lora

    2017-10-01

    Implementation of evidence-based practice (EBP) at the bedside has been difficult to achieve. Significant gaps between current research and actual practice have been identified and must be addressed in effort to increase utilization of EBP. The purpose of this study was to evaluate the efficacy of an online EBP educational intervention and to examine the relationship between educational preparation and years of nursing experience on nurses' practice, attitudes, and knowledge and skills of EBP. An experimental pretest-posttest design study with three randomized groups utilizing the EBPQ instrument was conducted. No significant differences were noted in EBPQ subscale scores of practice, attitude, or knowledge and skills from pre- to posttest. In addition, no statistical difference in EBPQ subscale scores regarding educational preparation or years of experience were noted. While nurses report positive attitudes toward EBP, their perceptions of practice and knowledge and skills score much lower. Educational interventions are needed for practicing nurses to overcome this knowledge deficit to successfully implement EBP. However, the use of online, independent, computer-based learning modules, while cost-efficient and offer several benefits when educating nurses, may not necessarily be the most effective method for teaching EBP knowledge and skills to practicing nurses. © 2017 Sigma Theta Tau International.

  4. Innovations in interprofessional education: building collaborative practice skills.

    PubMed

    Friedrichsen, Steven; Martinez, Timothy S; Hostetler, Josih; Tang, Julie M W

    2014-09-01

    The Institute of Medicine advocates redesigning the health care system through interprofessional education (IPE) and collaborative practice. These strategies are game changers. Western University embraces this paradigm shift with an IPE curriculum for all students in 13 health care disciplines. Further, the College of Dental Medicine's innovations in community-based dental education and local programs such as the Children's Dental Care Project are preparing students as future interdisciplinary teams to improve patient care.

  5. Providing Our Fellows in Training with Education on Inflammatory Bowel Disease Health Maintenance to Improve the Quality of Care in Our Health Care System.

    PubMed

    Lee, Ann Joo; Kraemer, Dale F; Smotherman, Carmen; Eid, Emely

    2016-01-01

    Inflammatory bowel disease (IBD) quality measures were established in an effort to standardize IBD health care. Despite effort to improve clinical performance, considerable variations in practice still exist. To further improve IBD health care, we propose incorporating an in-service educational session on IBD health maintenance to provide trainees with increasing awareness and knowledge on IBD management. Fifty electronic medical charts were randomly selected, and the level of quality documentation was assessed for 15 core IBD quality measures. Data were reported as the percentage of charts meeting audit criteria (compliance score). Fellows then attended an in-service educational session to review IBD quality measures and reinforce practice expectations. A second audit was then performed on an additional 50 patient charts to determine whether documentation practices improved after the educational session. We found a positive correlation between an in-service educational session and fellows' compliance with IBD health maintenance. Overall, the fellows' compliance score increased by 18% (before intervention, 65%; after intervention, 83%; P < 0.0001). The intervention was equally beneficial irrespective of training level. Although the magnitude of improvement was comparable, the mean compliance score was highest in year 2 at 81% (year 1: 72% [P = 0.019] and year 3: 70% [P = 0.002]). Fellows expressed a high degree of satisfaction with the educational intervention and emphasized the value in reviewing the conceptual bases for IBD health maintenance. Incorporating a standard curriculum on IBD health maintenance provides fellows in training with increased awareness and guidance on managing the unique preventive care needs of patients with IBD.

  6. Service user integration into social work education: lessons learned from nordic participatory action projects.

    PubMed

    Angelin, Anna

    2015-01-01

    Service users have lacked substantial influence, access, and participation in social work education in Norway and Sweden. In this article the author presents comparative analyses of two participatory projects that have developed and implemented practices that integrate service users into academic social work education and empower service users. The Norwegian HUSK project and the Social Work as Mobilization and Entrepreneurship course, also known as the "Mobilization course," at Lund University in Sweden demonstrate collaboration between research, social work education, and service users. The conclusions focus on the importance of the empowering processes by including recognition and dialogue, co-learning in practice, and the use of neutral venues to ensure effective user participation. The inclusion of service users in social work education can improve both practice and education.

  7. Educating nurses about research ethics and practices with a self-directed practice-based learning program.

    PubMed

    Cibulka, Nancy J

    2011-11-01

    Learner-driven and practice-based education programs are recommended for integration of learning. A continuing education program on research ethics was introduced to five nurses in an ambulatory care setting at a Magnet® hospital, using a commercially available web-based course followed by a research practicum. The seasoned nurses reported little previous education in this area. Working with a nurse researcher, three nurses participated in a research project for improving clinic care delivery. The success of the continuing education program was determined by knowledge acquisition, satisfaction with learning activities, and perceived confidence in research participation. This continuing education program was effective in providing for knowledge and skill development in research ethics. The integrative learning format was well received. Copyright 2011, SLACK Incorporated.

  8. An Analysis of the Folk Artist in Education Program.

    ERIC Educational Resources Information Center

    Congdon, Kristin G.

    1986-01-01

    Discussed are (1) the goals and practices of the Folk Artist in Education (FAIE) program, (2) the FAIE in relationship to the Artist in Education program criticisms, (3) improving FAIE programs, and (4) reasons for its support. (RM)

  9. Evaluating the Wellness School Assessment Tool for Use in Public Health Practice to Improve School Nutrition and Physical Education Policies in New York

    ERIC Educational Resources Information Center

    Brissette, Ian; Wales, Kathleen; O'Connell, Meghan

    2013-01-01

    Background: Addressing the limitations of existing Local Wellness Policies (LWPs) and promoting their implementation remain priorities for health and education agencies. One gap has been the absence of a standard assessment to support LWP revision. During planning for an initiative to improve school nutrition and physical education policy, the…

  10. Didactic CME and Practice Change: Don't Throw that Baby out Quite yet

    ERIC Educational Resources Information Center

    Olson, Curtis A.; Tooman, Tricia R.

    2012-01-01

    Skepticism exists regarding the role of continuing medical education (CME) in improving physician performance. The harshest criticism has been reserved for didactic CME. Reviews of the scientific literature on the effectiveness of CME conclude that formal or didactic modes of education have little or no impact on clinical practice. This has led…

  11. Using Data to Guide State Education Policy and Practice. Issue Brief

    ERIC Educational Resources Information Center

    NGA Center for Best Practices, 2012

    2012-01-01

    In fewer than 10 years, states and districts have taken bold steps to build and improve systems that collect data about students, staffing and expenditures, but the data do not often provide adequate information to guide policy and practice. Increasing amounts of data are now available to parents, educators, researchers and policymakers. However,…

  12. Universal Design for Learning. Practice Perspectives--Highlighting Information on Deaf-Blindness. Number 8

    ERIC Educational Resources Information Center

    Hartmann, Elizabeth

    2011-01-01

    It is essential that children who are deaf-blind have learning experiences that improve their quality of life. Unfortunately, even when educational teams work together to create individualized education programs, these students do not always have full and equal opportunities to learn. This issue of "Practice Perspectives" describes the basics of…

  13. Research and Practice in Education: Building Alliances, Bridging the Divide

    ERIC Educational Resources Information Center

    Coburn, Cynthia E., Ed.; Stein, Mary Kay, Ed.

    2010-01-01

    That there is a divide between research and practice is a common lament across policy-oriented disciplines, and education is no exception. Rhetoric abounds about the role research plays (or does not play) in the improvement of schools and classrooms, and policy makers push solutions that are rooted in assumptions about the way that research…

  14. The Two Cultures of Science: On Language-Culture Incommensurability Concerning "Nature" and "Observation"

    ERIC Educational Resources Information Center

    Loo, Seng Piew

    2007-01-01

    Culture without nature is empty, nature without culture is deaf Intercultural dialogue in higher education around the globe is needed to improve the theory, policy and practice of science and science education. The culture, cosmology and philosophy of "global" science as practiced today in all societies around the world are seemingly anchored in…

  15. Collaboration, Multiple Methods, Trustworthiness: Issues Arising from the 2014 International Conference on Self-Study of Teacher Education Practices

    ERIC Educational Resources Information Center

    Mena, Juanjo; Russell, Tom

    2017-01-01

    This article reviews 65 studies presented at the 10th international self-study of teacher education practices conference in 2014 to determine whether emerging self-study research incorporates the five major characteristics of self-study: self-initiated inquiry that is situated and improvement-aimed; undertaken collaboratively; uses multiple…

  16. Creating Mentoring Programs as a Means of Retaining Qualified Special Education Personnel. Practice Brief. Winter 2011

    ERIC Educational Resources Information Center

    Muller, Eve

    2011-01-01

    In response to high rates of attrition, increasing numbers of states and localities are developing mentoring programs as a means of retaining qualified special education personnel. Based on examples drawn from around the country, including states and localities with which the Personnel Improvement Center (PIC) has worked, this practice brief…

  17. Research and Practice Opportunities at the Intersection of Health Education, Health Behavior, and Genomics

    ERIC Educational Resources Information Center

    Wang, Catharine; Bowen, Deborah J.; Kardia, Sharon L. R.

    2005-01-01

    Researchers and practitioners in health behavior and health education (HBHE) can play a pivotal leadership role in the integration of genomic advances to improve the public's health. The purpose of this article is to outline research and practice opportunities at the intersection of genomics and HBHE. We begin this article by briefly summarizing…

  18. The Practice of School Reform: Lessons from Two Centuries

    ERIC Educational Resources Information Center

    Nehring, James

    2009-01-01

    Former high school teacher, school leader, activist, consultant, and now professor of education James Nehring combines vivid case studies with practical suggestions to describe how the system works to thwart good schools and what educators can do to improve them. In this book he paints the big picture of school reform in the United States, deftly…

  19. Students' Engagement in Reflective Tasks: An Investigation of Interactive and Non-Interactive Discourse Corpora

    ERIC Educational Resources Information Center

    Farr, Fiona; Riordan, Elaine

    2012-01-01

    Reflective learning, a practice carrying relatively high educational value, has been with us for some time. Its popularity has grown to the extent that it is often adopted unquestioningly by educational practitioners. However, there are some important questions to be asked in relation to reflective practice. In reality, its impact on improved and…

  20. Simulating Real Life: Enhancing Social Work Education on Alcohol Screening and Brief Intervention

    ERIC Educational Resources Information Center

    Osborne, Victoria A.; Benner, Kalea; Sprague, Debra J.; Cleveland, Ivy N.

    2016-01-01

    Social work students typically use role play with student colleagues to practice clinical intervention skills. Practice with simulated clients (SCs) rather than classmates changes the dynamics of the role play and may improve learning. This is the first known study to employ the SC model in substance use assessment in social work education. Social…

  1. The Design and Implementation of Authentic Learning with Mobile Technology in Vocational Nursing Practice Course

    ERIC Educational Resources Information Center

    Pu, Ying-Hung; Wu, Ting-Ting; Chiu, Po-Sheng; Huang, Yueh-Min

    2016-01-01

    In recent years, along with the development of mobile technology, vocational nursing education has improved greatly. In light of this emerging mobile technology, it brings the clinical practice of vocational nursing education closer to authentic learning than ever. In fact, some studies revealed that learners' learn states and learning outcomes…

  2. Improving nurses' knowledge of continuous ST-segment monitoring.

    PubMed

    Chronister, Connie

    2014-01-01

    Continuous ST-segment monitoring can result in detection of myocardial ischemia, but in clinical practice, continuous ST-segment monitoring is conducted incorrectly and underused by many registered nurses (RNs). Many RNs are unable to correctly institute ST-segment monitoring guidelines because of a lack of education. To evaluate whether an educational intervention, provided to 32 RNs, increases knowledge and correct clinical decision making (CDM) for the use of continuous ST-segment monitoring. At a single institution, an ST-segment monitoring class was provided to RNs in 2 cardiovascular units. Knowledge and correct CDM instruments were used for a baseline pretest and subsequent posttest after ST-segment monitoring education. Statistical significance between pretest and posttest scores for knowledge and correct CDM practice was noted with dependent t tests (P = .0001). Many RNs responsible for electrocardiographic monitoring are not aware of evidence-based ST-segment monitoring practice guidelines and cannot properly place precordial leads needed for ST-segment monitoring. Knowledge and correct CDM with ST-segment monitoring can be improved with focused education.

  3. Nutrition education practices of primary school teachers in a resource-constrained community in Gauteng, South Africa.

    PubMed

    Kupolati, Mojisola D; Gericke, Gerda J; MacIntyre, Una E; Ferreira, Ronel; Fraser, William; Du Toit, Peet

    2016-01-01

    We investigated the nutrition education (NE) practices of teachers of grade 4‒7 learners in 11 primary schools (85% of total number) of the Bronkhorstspruit district (Gauteng Province) to identify opportunities for improving NE in these schools. A descriptive cross-sectional survey was carried out among a convenient sample of the teachers (N = 73) using a structured nutrition education practice questionnaire. Descriptive data analysis was done. Results showed that the majority of the teachers taught nutrition in about 10% to 20% of their teaching time. Thirty percent had no training to teach nutrition, and most teachers (86%) would like to receive training in nutrition. Teachers mostly taught nutrition as part of the curriculum (67%) and very few (18%) integrated nutrition into other subjects. Needing improvement were adequate classroom time for nutrition education delivery, continuing training in nutrition for teachers, and provision of up-to-date instructional materials for teaching nutrition.

  4. Outcome evaluation of the Palliative care Emphasis program on symptom management and Assessment for Continuous Medical Education: nationwide physician education project for primary palliative care in Japan.

    PubMed

    Yamamoto, Ryo; Kizawa, Yoshiyuki; Nakazawa, Yoko; Ohde, Sachiko; Tetsumi, Sato; Miyashita, Mitsunori

    2015-01-01

    Palliative care is an essential part of medicine, but most physicians have had no formal opportunity to acquire basic skills in palliative care. In Japan, the Palliative care Emphasis program on symptom management and Assessment for Continuous Medical Education (PEACE) was launched to provide formal primary palliative care education for all physicians engaged in cancer care. This study sought to determine whether PEACE could improve physicians' knowledge of, practices in, and difficulties with palliative care. In 2011, we conducted questionnaire-based surveys before, just after, and 2 months after completion of the PEACE program in physicians participating in the program at each of 15 designated cancer hospitals in Japan. Knowledge was measured using the palliative care knowledge questionnaire for PEACE (PEACE-Q). Practices and difficulties were evaluated using the Palliative Care self-reported Practice Scale (PCPS) and the Palliative Care Difficulties Scale (PCDS), respectively. Among 223 physicians participating in the program, 85 (38%) answered the follow-up survey. Significant improvements were noted on the PEACE-Q compared with baseline immediately after completion of the program, and this progress was maintained at 2 months (21.7 ± 5.56 versus 29.5 ± 2.10 versus 28.7 ± 3.28, respectively; p < 0.0001). Similarly, significant improvements were noted for total scores on both the PCPS and the PCDS at 2 months after completion of the program (62.1 ± 13.9 versus 69.6 ± 9.94 [p < 0.0001] for the PCPS; 44.4 ± 9.96 versus 39.4 ± 10.7 [p < 0.0001] for the PCDS). The PEACE education program improved physicians' knowledge of, practices in, and difficulties with palliative care.

  5. A framework of quality improvement interventions to implement evidence-based practices for pressure ulcer prevention.

    PubMed

    Padula, William V; Mishra, Manish K; Makic, Mary Beth F; Valuck, Robert J

    2014-06-01

    To enhance the learner's competence with knowledge about a framework of quality improvement (QI) interventions to implement evidence-based practices for pressure ulcer (PrU) prevention. This continuing education activity is intended for physicians and nurses with an interest in skin and wound care. After participating in this educational activity, the participant should be better able to:1. Summarize the process of creating and initiating the best-practice framework of QI for PrU prevention.2. Identify the domains and QI interventions for the best-practice framework of QI for PrU prevention. Pressure ulcer (PrU) prevention is a priority issue in US hospitals. The National Pressure Ulcer Advisory Panel endorses an evidence-based practice (EBP) protocol to help prevent PrUs. Effective implementation of EBPs requires systematic change of existing care units. Quality improvement interventions offer a mechanism of change to existing structures in order to effectively implement EBPs for PrU prevention. The best-practice framework developed by Nelson et al is a useful model of quality improvement interventions that targets process improvement in 4 domains: leadership, staff, information and information technology, and performance and improvement. At 2 academic medical centers, the best-practice framework was shown to physicians, nurses, and health services researchers. Their insight was used to modify the best-practice framework as a reference tool for quality improvement interventions in PrU prevention. The revised framework includes 25 elements across 4 domains. Many of these elements support EBPs for PrU prevention, such as updates in PrU staging and risk assessment. The best-practice framework offers a reference point to initiating a bundle of quality improvement interventions in support of EBPs. Hospitals and clinicians tasked with quality improvement efforts can use this framework to problem-solve PrU prevention and other critical issues.

  6. A Decade of Building a STEM Educational Community of Practice from the Ground Up: Leveraging Technology, Visualization, and Evaluation

    NASA Astrophysics Data System (ADS)

    Pisut, D.; MacIntosh, E.; McDougall, C.; Peddicord, H.; Russell, E. L.; Zepecki, S., III

    2017-12-01

    A small group of scientists and museum directors sit in a room and ponder, "What do we do with this thing?" It was ten years ago, and the Science On a Sphere was a nascent educational technology. Since that time, NOAA has built a energetic community of practice, with over 150 institutional network members ranging from museums and aquariums, to scientific laboratories, and even documentary producers. A key to the long term success of this educational community has been its constant evolution - driven by needs assessments of the network partners, NOAA's foresight on how to improve user experiences by integrating new visualizations, storytelling, and improved technology, and the ability of institutions to integrate the technologies into their other STEM offerings. In this talk we'll cover specific examples of the challenges that have arisen, and how NOAA, and its close partner NASA, has evolved the program offerings and technologies to meet the needs of this educational community of practice, along with some thoughts on the future of the Science On a Sphere Collaborative Network and NOAA's STEM educational technology portfolio.

  7. Teledermatology as an educational tool for teaching dermatology to residents and medical students.

    PubMed

    Boyers, Lindsay N; Schultz, Amanda; Baceviciene, Rasa; Blaney, Susan; Marvi, Natasha; Dellavalle, Robert P; Dunnick, Cory A

    2015-04-01

    Although teledermatology (TD) is regarded as a tool to improve patient access to specialty healthcare, little has been done to evaluate its role in medical education. We describe the TD program at the Denver (CO) Department of Veterans Affairs Medical Center and evaluate its use as an educational tool for teaching dermatology to dermatology residents and medical students. Dermatology residents manage TD consultations and review all cases with a faculty preceptor; medical students participate as observers when possible. This study assessed dermatology resident (n=14) and medical student (n=16) perceptions of TD and its usefulness in teaching six core clinical competencies. Both residents (79%) and medical students (88%) "strongly agree" or "agree" that TD is an important educational tool. In general, medical students were slightly more satisfied than residents across all of the core competencies assessed except for patient care. Medical students and residents were most satisfied with the competencies of practice-based learning and improvement and medical knowledge, whereas they were least satisfied with those of interpersonal and communication skills and professionalism. Overall, TD is valued as a teaching tool for dermatology in the areas of patient care, medical knowledge, practice-based learning and improvement, and systems-based practice.

  8. Education of Clerical Employees

    ERIC Educational Resources Information Center

    Levin, Herbert A.

    1974-01-01

    The Kensington High School (Philadelphia) clerical skills laboratory program provides opportunities to learn, improve, and combine the vocational skills of clerical practice, office practice, and typewriting in a realistic office setting. (Author)

  9. Creating an improvement culture for enhanced patient safety: service improvement learning in pre-registration education.

    PubMed

    Christiansen, Angela; Robson, Linda; Griffith-Evans, Christine

    2010-10-01

    The present study reports a descriptive survey of nursing students' experience of service improvement learning in the university and practice setting. Opportunities to develop service improvement capabilities were embedded into pre-registration programmes at a university in the Northwest of England to ensure future nurses have key skills for the workplace. A cross-sectional survey designed to capture key aspects of students' experience was completed by nursing students (n = 148) who had undertaken a service improvement project in the practice setting. Work organizations in which a service improvement project was undertaken were receptive to students' efforts. Students reported increased confidence to undertake service improvement and service improvement capabilities were perceived to be important to future career development and employment prospects. Service improvement learning in pre-registration education appears to be acceptable, effective and valued by students. Further research to identify the impact upon future professional practice and patient outcomes would enhance understanding of this developing area. Nurse Managers can play an active role in creating a service culture in which innovation and improvement can flourish to enhance patient outcomes, experience and safety. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

  10. Character Education: Frill or Foundation?

    ERIC Educational Resources Information Center

    Schwartz, Merle J.; Beatty, Alexandra; Dachnowicz, Eileen

    2006-01-01

    Proof of academic performance often serves as the litmus test for maintaining instructional practices and programs. Just as the national focus on academic improvement has gained momentum, so too has another movement calling for character education. Educators find themselves caught in the middle, questioning whether character education is just…

  11. The Impact of a Primary Care Education Program Regarding Cancer Survivorship Care Plans: Results from an Engineering, Primary Care, and Oncology Collaborative for Survivorship Health.

    PubMed

    Donohue, SarahMaria; Haine, James E; Li, Zhanhai; Trowbridge, Elizabeth R; Kamnetz, Sandra A; Feldstein, David A; Sosman, James M; Wilke, Lee G; Sesto, Mary E; Tevaarwerk, Amye J

    2017-09-20

    Survivorship care plans (SCPs) have been recommended as tools to improve care coordination and outcomes for cancer survivors. SCPs are increasingly being provided to survivors and their primary care providers. However, most primary care providers remain unaware of SCPs, limiting their potential benefit. Best practices for educating primary care providers regarding SCP existence and content are needed. We developed an education program to inform primary care providers of the existence, content, and potential uses for SCPs. The education program consisted of a 15-min presentation highlighting SCP basics presented at mandatory primary care faculty meetings. An anonymous survey was electronically administered via email (n = 287 addresses) to evaluate experience with and basic knowledge of SCPs pre- and post-education. A total of 101 primary care advanced practice providers (APPs) and physicians (35% response rate) completed the baseline survey with only 23% reporting prior receipt of a SCP. Only 9% could identify the SCP location within the electronic health record (EHR). Following the education program, primary care physicians and APPs demonstrated a significant improvement in SCP knowledge, including improvement in their ability to locate one within the EHR (9 vs 59%, p < 0.0001). A brief educational program containing information about SCP existence, content, and location in the EHR increased primary care physician and APP knowledge in these areas, which are prerequisites for using SCP in clinical practice.

  12. Physiotherapists in emergency departments: responsibilities, accountability and education.

    PubMed

    Crane, Jacqueline; Delany, Clare

    2013-06-01

    Emergency physiotherapy roles have evolved within the UK and are increasingly being adopted in Australia in response to a need for greater workforce flexibility and improved service provision to meet growing patient demand. This paper discusses the need for the physiotherapy profession to develop evidence-based regulatory, ethical and educative frameworks to keep pace with the changing clinical environment and service delivery in emergency departments. Definitions of Emergency Physiotherapy as either advanced practice or extended scope of practice are identified, and the implications for both regulation of practice and education are highlighted. Suggestions for education in areas of clinical skills, ethical understanding and legal and professional knowledge are highlighted as important areas to support physiotherapists moving into this area of practice. Copyright © 2012 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

  13. 1989 Report to Congress: Management of Hazardous Wastes from Educational Institutions

    EPA Pesticide Factsheets

    Report identifying the statutory and regulatory requirements, examining current hazardous waste management practices, and identifying possible ways for educational institutions to improve hazardous waste management.

  14. Cervical cancer screening in adolescents: an evidence-based internet education program for practice improvement among advanced practice nurses.

    PubMed

    Choma, Kim; McKeever, Amy E

    2015-02-01

    The literature reports great variation in the knowledge levels and application of the recent changes of cervical cancer screening guidelines into clinical practice. Evidence-based screening guidelines for the prevention and early detection of cervical cancer offers healthcare providers the opportunity to improve practice patterns among female adolescents by decreasing psychological distress as well as reducing healthcare costs and morbidities associated with over-screening. The purpose of this pilot intervention study was to determine the effects of a Web-based continuing education unit (CEU) program on advanced practice nurses' (APNs) knowledge of current cervical cancer screening evidence-based recommendations and their application in practice. This paper presents a process improvement project as an example of a way to disseminate updated evidence-based practice guidelines among busy healthcare providers. This Web-based CEU program was developed, piloted, and evaluated specifically for APNs. The program addressed their knowledge level of cervical cancer and its relationship with high-risk human papillomavirus. It also addressed the new cervical cancer screening guidelines and the application of those guidelines into clinical practice. Results of the study indicated that knowledge gaps exist among APNs about cervical cancer screening in adolescents. However, when provided with a CEU educational intervention, APNs' knowledge levels increased and their self-reported clinical practice behaviors changed in accordance with the new cervical cancer screening guidelines. Providing convenient and readily accessible up-to-date electronic content that provides CEU enhances the adoption of clinical practice guidelines, thereby decreasing the potential of the morbidities associated with over-screening for cervical cancer in adolescents and young women. © 2014 Sigma Theta Tau International.

  15. Health education programmes to improve foot self-care practices and foot problems among older people with diabetes: a systematic review.

    PubMed

    Ahmad Sharoni, Siti Khuzaimah; Minhat, Halimatus Sakdiah; Mohd Zulkefli, Nor Afiah; Baharom, Anisah

    2016-09-01

    To assess the effectiveness of health education programmes to improve foot self-care practices and foot problems among older people with diabetes. The complications of diabetes among older people are a major health concern. Foot problems such as neuropathy, ulcer and ultimately amputation are a great burden on older people with diabetes. Diabetes foot education programmes can influence the behaviour of older people in practising foot self-care and controlling the foot problems. However, the educational approaches used by the educators are different. Therefore, it is important to assess the education programmes from various evidence-based practices. Six databases, EBSCOhost medical collections (MEDLINE, CINAHL, Psychology and Behavioral Sciences Collection), SAGE, Wiley Online Library, ScienceDirect, SpringerLink and Web of Science, were used to search for articles published from January 2000 to March 2015. The search was based on the inclusion criteria and keywords including 'foot', 'care' and 'diabetes'. Fourteen studies were assessed and reviewed in the final stage. Health education programmes varied according to their design, setting, approach, outcome measured and results. Foot assessment, verbal and written instructions and discussion were proved to improve the foot self-care and foot problems. Subsequent follow-ups and evaluations had a significant effect. An improvement was observed in foot self-care scores and foot problems (such as neuropathy, foot disability, lesion, ulcer, tinea pedis and callus grade) after implementation of the health education programme. The findings of this study support the claim that a health education programme increases the foot self-care scores and reduces the foot problems. However, there were certain methodological concerns in the reviewed articles, indicating the need for further evaluation. In future, researchers and practitioners must implement a vigorous education programme focusing on diabetes foot self-care among the older population. © 2016 John Wiley & Sons Ltd.

  16. The Harvard Medical School Academic Innovations Collaborative: transforming primary care practice and education.

    PubMed

    Bitton, Asaf; Ellner, Andrew; Pabo, Erika; Stout, Somava; Sugarman, Jonathan R; Sevin, Cory; Goodell, Kristen; Bassett, Jill S; Phillips, Russell S

    2014-09-01

    Academic medical centers (AMCs) need new approaches to delivering higher-quality care at lower costs, and engaging trainees in the work of high-functioning primary care practices. In 2012, the Harvard Medical School Center for Primary Care, in partnership with with local AMCs, established an Academic Innovations Collaborative (AIC) with the goal of transforming primary care education and practice. This novel two-year learning collaborative consisted of hospital- and community-based primary care teaching practices, committed to building highly functional teams, managing populations, and engaging patients. The AIC built on models developed by Qualis Health and the Institute for Healthcare Improvement, optimized for the local AMC context. Foundational elements included leadership engagement and development, application of rapid-cycle process improvement, and the creation of teams to care for defined patient populations. Nineteen practices across six AMCs participated, with nearly 260,000 patients and 450 resident learners. The collaborative offered three 1.5-day learning sessions each year featuring shared learning, practice coaches, and improvement measures, along with monthly data reporting, webinars, and site visits. Validated self-reports by transformation teams showed that practices made substantial improvement across all areas of change. Important factors for success included leadership development, practice-level resources, and engaging patients and trainees. The AIC model shows promise as a path for AMCs to catalyze health system transformation through primary care improvement. In addition to further evaluating the impact of practice transformation, expansion will require support from AMCs and payers, and the application of similar approaches on a broader scale.

  17. Using a Financial Health Model to Provide Context for Financial Literacy Education Research: A Commentary

    ERIC Educational Resources Information Center

    Huston, Sandra J.

    2015-01-01

    In the article, "Enhancing links between research and practice to improve consumer financial education and well-being" Billy J. Hensley, Director of Education at National Endowment for Financial Education® (NEFE®), outlines his perspective on the current relation between financial education and financial outcome (downstream financial…

  18. Reinventing Education through School Improvement Research That Has Resulted in Student Gains.

    ERIC Educational Resources Information Center

    Achilles, C. M.; Nye, B. A.

    Some of the concern about educators' failures to build a strong educational foundation revolves around the idea of "professional" and its relationship to the concept of "malpractice." Educators usually claim that education is a profession of practice and thus ought to embody at least a generalized statement about professional…

  19. The Professional Identities of Teacher Educators in Three Further Education Colleges: An Entanglement of Discourse and Practice

    ERIC Educational Resources Information Center

    Springbett, Octavia

    2018-01-01

    Initial teacher education programmes have been identified as crucial to meeting the twin policy aims of professionalising the further education (FE) workforce and achieving improved learner outcomes, yet college-based teacher educators are underrepresented in published research and commentary. Drawing on a case study of teacher educators employed…

  20. The philosophical and pedagogical underpinnings of Active Learning in Engineering Education

    NASA Astrophysics Data System (ADS)

    Christie, Michael; de Graaff, Erik

    2017-01-01

    In this paper the authors draw on three sequential keynote addresses that they gave at Active Learning in Engineering Education (ALE) workshops in Copenhagen (2012), Caxias do Sol (2014) and San Sebastian (2015). Active Learning in Engineering Education is an informal international network of engineering educators dedicated to improving engineering education through active learning (http://www.ale-net.org/). The paper reiterates themes from those keynotes, namely, the philosophical and pedagogical underpinnings of Active Learning in Engineering Education, the scholarly questions that inspire engineering educators to go on improving their practice and exemplary models designed to activate the learning of engineering students. This paper aims to uncover the bedrock of established educational philosophies and theories that define and support active learning. The paper does not claim to present any new or innovative educational theory. There is already a surfeit of them. Rather, the aim is to assist Engineering Educators who wish to research how they can best activate the learning of their students by providing a readable, reasonable and solid underpinning for best practice in this field.

  1. Participatory Action Research for Development of Prospective Teachers' Professionality during Their Pedagogical Practice

    ERIC Educational Resources Information Center

    Strode, Aina

    2015-01-01

    Implementation of participatory action research during pedagogical practice facilitates sustainable education because its objective is to understand professional practice, enrich the capacity of involved participants and an opportunity to make inquiries for the improvement of quality. In the research of professional practice, subjects explore…

  2. Practical Innovations Mark the 2011 Effective & Innovative Practices Award Winners

    ERIC Educational Resources Information Center

    Facilities Manager, 2011

    2011-01-01

    APPA's Effective & Innovative Practices Award continues to highlight the best of the most creative and practical programs and processes that enhance and transform service delivery, lower costs, increase productivity, improve customer service, generate revenue, or otherwise benefit an educational institution. This article features five 2011…

  3. Translating Evidence Into Practice via Social Media: A Mixed-Methods Study.

    PubMed

    Maloney, Stephen; Tunnecliff, Jacqueline; Morgan, Prue; Gaida, Jamie E; Clearihan, Lyn; Sadasivan, Sivalal; Davies, David; Ganesh, Shankar; Mohanty, Patitapaban; Weiner, John; Reynolds, John; Ilic, Dragan

    2015-10-26

    Approximately 80% of research evidence relevant to clinical practice never reaches the clinicians delivering patient care. A key barrier for the translation of evidence into practice is the limited time and skills clinicians have to find and appraise emerging evidence. Social media may provide a bridge between health researchers and health service providers. The aim of this study was to determine the efficacy of social media as an educational medium to effectively translate emerging research evidence into clinical practice. The study used a mixed-methods approach. Evidence-based practice points were delivered via social media platforms. The primary outcomes of attitude, knowledge, and behavior change were assessed using a preintervention/postintervention evaluation, with qualitative data gathered to contextualize the findings. Data were obtained from 317 clinicians from multiple health disciplines, predominantly from the United Kingdom, Australia, the United States, India, and Malaysia. The participants reported an overall improvement in attitudes toward social media for professional development (P<.001). The knowledge evaluation demonstrated a significant increase in knowledge after the training (P<.001). The majority of respondents (136/194, 70.1%) indicated that the education they had received via social media had changed the way they practice, or intended to practice. Similarly, a large proportion of respondents (135/193, 69.9%) indicated that the education they had received via social media had increased their use of research evidence within their clinical practice. Social media may be an effective educational medium for improving knowledge of health professionals, fostering their use of research evidence, and changing their clinical behaviors by translating new research evidence into clinical practice.

  4. The future of education and training in dental technology: designing a dental curriculum that facilitates teamwork across the oral health professions.

    PubMed

    Evans, J; Henderson, A; Johnson, N

    2010-03-13

    Teamwork is essential for the provision of contemporary, high quality oral health care. Teamwork skills need to be taught and learnt and therefore ought to be one of the core competencies in all dental education programmes: dentistry, oral health therapy, dental technology and dental assisting. Currently, lack of opportunities for collaborative learning and practice within educational establishments, and in the practising professions, hamper the development of effective teamwork. For students across oral health care, learning 'together' requires positive action for teamwork skills to be developed. Interprofessional curricula need to be formally developed, based on evidence from the wider education literature that demonstrates how to maximise the engagements needed for teamwork in practice. Rigorous study of interprofessional education within dentistry and oral health is in its infancy. Anecdotal evidence indicates that dental technology students who experience an interprofessional curriculum are better prepared for collaborative practice. Formalised interprofessional education is posited as an effective strategy to improve interactions among oral health professionals leading to improved patient care. This paper reviews the extant literature and describes the approach currently being trialled at Griffith University.

  5. Discharge planning for acute coronary syndrome patients in a tertiary hospital: a best practice implementation project.

    PubMed

    Lu, Minmin; Tang, Jun; Wu, Jianjin; Yang, Jie; Yu, Jiangyue

    2015-08-14

    Acute coronary syndromes threaten the lives of patients, and pose a high risk for morbidity and mortality despite advances in treatment. Evidence highlights that effective discharge planning is associated with long-term prognosis of patients. The aim of this project was to improve local practice in discharge planning for acute coronary syndrome patients in Huadong Hospital, Shanghai. Five criteria identified by the Joanna Briggs Institute were used to conduct an audit in the Cardiovascular Ward and Coronary Care Unit of Huadong Hospital, Shanghai. Forty-two nurses and 65 patients were involved. The Joanna Briggs Institute Practical Application of Clinical Evidence System and Getting Research into Practice audit tools for promoting change in health practice were used to ascertain compliance with the criteria before and after the implementation of best practice. The program included three phases and was conducted over five months. The project showed that the compliance rates of in-house education, advice on lifestyle changes, education on discharge medication and left ventricular assessment reached 100%. Psychological screening also attained 97% compliance. There were improvements in the compliance rates of four criteria from 38% to 100%, excluding in-house education which was already 100% compliant. The project achieved significant improvements in establishing evidence-based practice of discharge planning for acute coronary syndrome patients in the Cardiovascular Ward and Coronary Care Unit. Strategies for sustaining best practice will continue to be developed in the future. The Joanna Briggs Institute.

  6. No longer simply a Practice-based Research Network (PBRN) health improvement networks.

    PubMed

    Williams, Robert L; Rhyne, Robert L

    2011-01-01

    While primary care Practice-based Research Networks are best known for their original, research purpose, evidence accumulating over the last several years is demonstrating broader values of these collaborations. Studies have demonstrated their role in quality improvement and practice change, in continuing professional education, in clinician retention in medically underserved areas, and in facilitating transition of primary care organization. A role in informing and facilitating health policy development is also suggested. Taking into account this more robust potential, we propose a new title, the Health Improvement Network, and a new vision for Practice-based Research Networks.

  7. The Effect of AIDS Peer Health Education on Knowledge, Attitudes, and Practices of Secondary School Students in Khartoum, Sudan

    PubMed Central

    Ali, Maha Hamad Mohammed; Osman, Osman Babiker; Ibrahim, Mohamed AE. M.; Ahmed, Waled Amen Mohammed

    2015-01-01

    Background Peer education seeks to enroll students in persuasive communication programs aiming at AIDS prevention. Providing information about AIDS prevention methods can lead to behavioral change and also a potential reduction in unsafe sexual behavior, particularly among young people. Objective This study aims to assess the role of peer education interventions in improving awareness, attitudes, and practices of secondary school students and peer educators towards AIDS. Methods This is a pre-and post-study. The study was conducted among 400 students who were randomly selected from 10 gender-balanced schools. They received the information from trained peer educators. 200 peers carried out the intervention (20 peers from each school), which was conducted in phases. The intervention required coordinating with official concerned stakeholders, preparing teaching aids, and four days of training workshops for the peer educators. The data was analyzed using the Statistical Package for Social Science program (SPSS). A paired sample t-test was obtained and utilized to interpret the changes observed in pre- and post-intervention knowledge, attitude, and practice. Results The study showed that the intervention program improved participants' knowledge from 75.5% to 83.2%. This improvement was with specific regard to the following: the causative agent of AIDs (p = 0.017), which improved from 77.7% to 81.5%; the spread of HIV through mosquitos (p = 0.001), which showed an increase from 12.7% to 23.8%; the program focused on the concept of the HIV carrier (p = 0.001), and also on the AIDS risk when having multiple sex partners, (p = 0.001), showing an increase of 47.5% to 83.5%. Following the knowledge test, the attitudes of students significantly increased from 70% to 83% with regards to youth vulnerability to HIV (p = 0.001), while scored dropped from 15.7% to 8.5% concerning the topic of HIV voluntary testing (p = 0.001). The practices of students changed from 70% to 83% when prompted about shaking the hands of an HIV infected person and also from 84.8% to 87.7% about sharing food with an HIV infected person (p > 0.05). Conclusion The study concluded that school peer education is an effective approach to inform students of unsafe sexual behavior with regards to HIV/AIDS. It is clear that peer education enables significant improvements to be made with regards to the knowledge, attitudes, and practices of the students. PMID:29546131

  8. The Effect of AIDS Peer Health Education on Knowledge, Attitudes, and Practices of Secondary School Students in Khartoum, Sudan.

    PubMed

    Ali, Maha Hamad Mohammed; Osman, Osman Babiker; Ibrahim, Mohamed Ae M; Ahmed, Waled Amen Mohammed

    2015-01-01

    Peer education seeks to enroll students in persuasive communication programs aiming at AIDS prevention. Providing information about AIDS prevention methods can lead to behavioral change and also a potential reduction in unsafe sexual behavior, particularly among young people. This study aims to assess the role of peer education interventions in improving awareness, attitudes, and practices of secondary school students and peer educators towards AIDS. This is a pre-and post-study. The study was conducted among 400 students who were randomly selected from 10 gender-balanced schools. They received the information from trained peer educators. 200 peers carried out the intervention (20 peers from each school), which was conducted in phases. The intervention required coordinating with official concerned stakeholders, preparing teaching aids, and four days of training workshops for the peer educators. The data was analyzed using the Statistical Package for Social Science program (SPSS). A paired sample t-test was obtained and utilized to interpret the changes observed in pre- and post-intervention knowledge, attitude, and practice. The study showed that the intervention program improved participants' knowledge from 75.5% to 83.2%. This improvement was with specific regard to the following: the causative agent of AIDs ( p = 0.017), which improved from 77.7% to 81.5%; the spread of HIV through mosquitos ( p = 0.001), which showed an increase from 12.7% to 23.8%; the program focused on the concept of the HIV carrier ( p = 0.001), and also on the AIDS risk when having multiple sex partners, ( p = 0.001), showing an increase of 47.5% to 83.5%. Following the knowledge test, the attitudes of students significantly increased from 70% to 83% with regards to youth vulnerability to HIV ( p = 0.001), while scored dropped from 15.7% to 8.5% concerning the topic of HIV voluntary testing ( p = 0.001). The practices of students changed from 70% to 83% when prompted about shaking the hands of an HIV infected person and also from 84.8% to 87.7% about sharing food with an HIV infected person ( p > 0.05). The study concluded that school peer education is an effective approach to inform students of unsafe sexual behavior with regards to HIV/AIDS. It is clear that peer education enables significant improvements to be made with regards to the knowledge, attitudes, and practices of the students.

  9. [Recontextualization of nursing clinical simulation based on Basil Bernstein: semiology of pedagogical practice].

    PubMed

    dos Santos, Mateus Casanova; Leite, Maria Cecília Lorea; Heck, Rita Maria

    2010-12-01

    This is an investigative case study with descriptive and participative character, based on an educational experience with the Simulation in Nursing learning trigger. It was carried out during the second semester of the first cycle of Faculdade de Enfermagem (FEN), Universidade Federal de Pelotas (UFPel). The aim is to study the recontextualization of pedagogic practice of simulation-based theories developed by Basil Bernstein, an education sociologist, and to contribute with the improvement process of education planning, and especially the evaluation of learning trigger. The research shows that Bernstein's theory is a powerful tool semiotic pedagogical of practices which contributes to the planning and analysis of curricular educational device.

  10. Resuscitation Education Science: Educational Strategies to Improve Outcomes From Cardiac Arrest: A Scientific Statement From the American Heart Association.

    PubMed

    Cheng, Adam; Nadkarni, Vinay M; Mancini, Mary Beth; Hunt, Elizabeth A; Sinz, Elizabeth H; Merchant, Raina M; Donoghue, Aaron; Duff, Jonathan P; Eppich, Walter; Auerbach, Marc; Bigham, Blair L; Blewer, Audrey L; Chan, Paul S; Bhanji, Farhan

    2018-06-21

    The formula for survival in resuscitation describes educational efficiency and local implementation as key determinants in survival after cardiac arrest. Current educational offerings in the form of standardized online and face-to-face courses are falling short, with providers demonstrating a decay of skills over time. This translates to suboptimal clinical care and poor survival outcomes from cardiac arrest. In many institutions, guidelines taught in courses are not thoughtfully implemented in the clinical environment. A current synthesis of the evidence supporting best educational and knowledge translation strategies in resuscitation is lacking. In this American Heart Association scientific statement, we provide a review of the literature describing key elements of educational efficiency and local implementation, including mastery learning and deliberate practice, spaced practice, contextual learning, feedback and debriefing, assessment, innovative educational strategies, faculty development, and knowledge translation and implementation. For each topic, we provide suggestions for improving provider performance that may ultimately optimize patient outcomes from cardiac arrest. © 2018 American Heart Association, Inc.

  11. Improving School Nurse Pain Assessment Practices for Students With Intellectual Disability.

    PubMed

    Quinn, Brenna L; Smolinski, Megan

    2017-01-01

    School nurses are afforded minimal resources related to assessing pain in students with intellectual disability (ID) and have called for continuing education. The purpose of this study was to measure the effectiveness of an education program regarding best practices for assessing pain in students with ID. Educational sessions were presented to 248 school nurses. Pre-, post-, and follow-up surveys measured (1) difficulty school nurses face when assessing pain, (2) knowledge and use of pain assessment methods, and (3) intent to change and actual changes to professional practices. Participants experienced less difficulty assessing pain following the educational program. Almost all participants intended to change pain assessment practices, but large caseloads limited new practice adoption. Policy makers must consider population size and acuity when determining school nurse staffing. Trainings and other resources should be made available to school nurses in order to make pain assessments for students with ID more thorough and efficient.

  12. After the Gap Analysis: Education and Practice Changes to Prepare Nurses of the Future.

    PubMed

    Beauvais, Audrey Marie; Kazer, Meredith Wallace; Aronson, Barbara; Conlon, Suzanne E; Forte, Pamela; Fries, Kathleen S; Hahn, Judith M; Hullstrung, Russell; Levvis, Meg; McCauley, Paula; Morgan, Patricia Padula; Perfetto, Linda; Rebeschi, Lisa M; Solernou, Sheila B; Span, Patricia; Sundean, Lisa J

    The purpose of the study was to describe the Connecticut Nursing Collaborative-Action Coalition's work in identifying and addressing gaps between nursing education and practice based on the Institute of Medicine's Future of Nursing report. Massachusetts Nurse of the Future (NOF) Competencies highlight the knowledge, skills, and attitudes/behaviors required for professional nurses. Integrating these concepts into the educational system will prepare the nursing workforce to respond to current/future health care needs and population health issues. Education and practice partners in four regions conducted a gap analysis of the education to practice transition for new graduate nurses using NOF as a framework for assessment. Gaps in competencies were similar across regions. However, each organization uniquely addressed curricular gaps to best prepare nurses of the future. Curriculum improvements will provide students the advantage of being prepared for the rapid changes happening in health care.

  13. A Depression Training Session With Consumer Educators to Reduce Stigmatizing Views and Improve Pharmacists’ Depression Care Attitudes and Practices

    PubMed Central

    Smits, Tim; Laekeman, Gert; Foulon, Veerle

    2013-01-01

    Objective. To measure the impact of a depression training day for pharmacists that included a 75-minute session with a consumer educator. Design. The training day included interactive lectures on depression; the effects and side effects of and indications for the use of antidepressants; adherence issues; non-drug treatment options for depression; and basic skills in communication. Pharmacists also participated in a session with a consumer educator and in counseling exercises that included role playing. Assessment. The study used a randomized, clustered, comparative design to measure pharmacists' stigma, attitudes, and current practice related to the provision of pharmaceutical care to people with depression. Mean scores for depression-care practice after the training session were significantly higher in the intervention group than in the control group. Analysis of the changes between baseline and postintervention measures in both the control and intervention groups confirmed a significant difference in the change in both social distance and practice but no significant difference in the change in attitude between the 2 groups of pharmacists. Conclusion. A continuing-education depression training day for pharmacists that involve consumer educators may improve the care delivered in the community pharmacy to people with depression. PMID:23966723

  14. Evaluation and Improvement of the Nurse Satisfactory Status in a Tertiary Hospital using the Professional Practice Environment Scale.

    PubMed

    Liu, Jun; Zhou, Hui; Yang, Xiaoqin

    2017-02-18

    The present study was performed to quantitatively examine nurse satisfaction, to investigate the associated factors influencing satisfaction, and to evaluate the effect of improvement measures based on these factors. A survey using the 38-item Chinese version of the Practice Environment Scale (CPPE-38) was performed in a university-affiliated tertiary hospital in Shanghai, China in 2013. Linear regression analysis was performed to screen for associated factors related to each CPPE-3 score and the total satisfaction score. Several improvement measures were established to improve nurse satisfaction, and the CPPE-38 survey was again performed in 2015 to evaluate the effect of these improvement measures. A total of 1,050 respondents were recruited in 2013, with a response rate of 87.6%. The total satisfaction score of the CPPE-38 was 2.99±0.64. The lowest score in a subscale of the CPPE-38 was 2.40±0.59 for interpersonal interaction and the highest score was 3.15±0.40 for internal work motivation. Work location was associated with scores for work motivation and total satisfaction, while the highest education degree was associated with scores for internal relationship and autonomy. The scores for internal work motivation, control over practice, interpersonal interaction, and internal relationship and autonomy were significantly improved in 2015 after two years of improvement efforts, while the total satisfaction score was not significantly different compared to the 2013 score. Working location and education degree were two factors correlated with CPPE-38 scores in our hospital. Humanistic concerns, continuing education, and pay raise may improve the practice satisfaction of nurses.

  15. Professional Learning Communities: Teachers Working Collaboratively for Continuous Improvement

    ERIC Educational Resources Information Center

    Griffith, Louise Ann

    2009-01-01

    Current research indicates that a professional learning community (PLC) is an effective means for helping teachers to bridge the gap between research and practice. A PLC is a team of educators systematically working together to improve teaching practice and student learning. This study evaluated the PLC formed by teachers at a public elementary…

  16. Improving Teacher Practice: Teachers' Perspectives on Capacity-Building Initiatives in Literacy

    ERIC Educational Resources Information Center

    Mattos, Joseph C.

    2011-01-01

    Educational research over the past 15 years shows that schools and school districts have, on a large scale, failed to translate reform goals into improved teacher practice and student learning. Although classroom teachers are central to successful school reform, research has rarely examined how teachers experience reform initiatives and how that…

  17. The Rejectability of Karl Popper: Why Popper's Ideas Have Had So Little Influence on Social Practice.

    ERIC Educational Resources Information Center

    Burgess, Tyrrell; Swann, Joanna

    2003-01-01

    Addresses the question of why Karl Popper's work has been disregarded or rejected for educational improvement and suggests a series of impediments to an acceptance of Popper's ideas. Outlines a set of principle which if adopted as a basis for practice could lead to significant improvement. (EV)

  18. How Do We Get There from Here?

    ERIC Educational Resources Information Center

    Chenoweth, Karin

    2015-01-01

    The key practices that improve struggling schools, writes Chenoweth--a researcher who's studied successful high-poverty schools and their leaders--aren't a mystery. From both decades of research and the craft knowledge of educators who've jumped in and turned around schools, we know these practices generally yield improvement: (1) a…

  19. System Leadership for School Improvement: A Developing Concept and Set of Practices

    ERIC Educational Resources Information Center

    Dimmock, Clive

    2016-01-01

    System leadership is a developing concept and practice increasingly seen as a tool for school improvement, as policymakers switch from traditional top-down reform to professional models of schools working collaboratively. System leadership is being championed by the Scottish College for Educational Leadership (SCEL), but is still in its infancy in…

  20. Record of Assessment Moderation Practice (RAMP): Survey Software as a Mechanism of Continuous Quality Improvement

    ERIC Educational Resources Information Center

    Johnson, Genevieve Marie

    2015-01-01

    In higher education, assessment integrity is pivotal to student learning and satisfaction, and, therefore, a particularly important target of continuous quality improvement. This paper reports on the preliminary development and application of a process of recording and analysing current assessment moderation practices, with the aim of identifying…

  1. A Simulation-Based Training Partnership between Education and Healthcare Institutions

    ERIC Educational Resources Information Center

    Melburn, Louanne; Rivers, Julie

    2012-01-01

    Partnership projects between education and practice beyond clinical placement provide opportunities for growth and improved quality for both the educational unit and the health care facility. Such a partnership happened between Quinte Healthcare Corporation and Loyalist College to benefit students, educational curriculum, nurses new to their…

  2. Continuing Education, Guideline Implementation, and the Emerging Transdisciplinary Field of Knowledge Translation

    ERIC Educational Resources Information Center

    Davis, Dave

    2006-01-01

    This article discusses continuing education and the implementation of clinical practice guidelines or best evidence, quality improvement, and patient safety. Continuing education focuses on the perspective of the adult learner and is guided by well-established educational principles. In contrast, guideline implementation and related concepts…

  3. Scaling Up Success: Lessons Learned from Technology-Based Educational Improvement

    ERIC Educational Resources Information Center

    Dede, Chris, Ed.; Honan, James P., Ed.; Peters, Laurence C., Ed.

    2005-01-01

    Drawing from the information presented at a conference sponsored by the Harvard Graduate School of Education and the Mid-Atlantic Regional Technology in Education Consortium, educators, researchers, and policymakers translate theory into practice to provide a hands-on resource that describes different models for scaling up success. This resource…

  4. On Conceptual Analysis as the Primary Qualitative Approach to Statistics Education Research in Psychology

    ERIC Educational Resources Information Center

    Petocz, Agnes; Newbery, Glenn

    2010-01-01

    Statistics education in psychology often falls disappointingly short of its goals. The increasing use of qualitative approaches in statistics education research has extended and enriched our understanding of statistical cognition processes, and thus facilitated improvements in statistical education and practices. Yet conceptual analysis, a…

  5. Quality Assurance--Best Practices for Assessing Online Programs

    ERIC Educational Resources Information Center

    Wang, Qi

    2006-01-01

    Educators have long sought to define quality in education. With the proliferation of distance education and online learning powered by the Internet, the tasks required to assess the quality of online programs become even more challenging. To assist educators and institutions in search of quality assurance methods to continuously improve their…

  6. Special Education in Society and Culture: Comparative and Developmental Perspectives

    ERIC Educational Resources Information Center

    Stangvik, Gunnar

    2010-01-01

    International organisations make ambitious attempts to improve education for students with special needs. The article indicates that such global ambitions are tempered by recent educational developments and by comparative research that underscores the importance of locality by showing the unique character and antecedents of educational practices,…

  7. Towards Improving Educational Decisions by Utilizing Interdisciplinary Research

    ERIC Educational Resources Information Center

    Klein, Joseph

    2014-01-01

    Recent neurophysiological advances may support the advisability of delaying decisions when possible and practical. An empirical study, based on an educational dilemma, compared the outcome of postponing an educational decision overnight or for a longer period. 340 teachers read a report on an educational dilemma and gave an immediate opinion.…

  8. Schools Lack the Equipment to Carry out Essential Practical Science

    ERIC Educational Resources Information Center

    Education in Science, 2013

    2013-01-01

    SCORE is a collaboration of organisations that aim to improve science education in UK schools and colleges by supporting the development and implementation of effective education policy. Research commissioned by SCORE (Science Community Representing Education), a collaboration including the Association for Science Education (ASE), reports that…

  9. Towards a Complicated Conversation: Teacher Education and the Curriculum Turn

    ERIC Educational Resources Information Center

    Phelan, Anne M.

    2011-01-01

    Historically, research in teacher education has played a practical role deriving its questions directly either from "the doing" of teacher education and/or having sought to directly improve "the doing" of teacher education. As a result, a tendency towards moral, intellectual and institutional parochialism has confined both the…

  10. Understanding the Everyday Practice of Individualized Education Program Team Members

    ERIC Educational Resources Information Center

    Hartmann, Elizabeth S.

    2016-01-01

    The Individuals with Disabilities Education Improvement Act of 2004 states that individualized education program (IEP) teams are composed of members with distinct identities, roles, expertise, and histories. Although team members must work together to implement educational and related services for learners with special needs, little is known about…

  11. Harvard Education Letter. Volume 25, Number 3, May-June 2009

    ERIC Educational Resources Information Center

    Chauncey, Caroline T., Ed.

    2009-01-01

    "Harvard Education Letter" is published bimonthly by the Harvard Graduate School of Education. This issue of "Harvard Education Letter" contains the following articles: (1) Improving Teaching and Learning through Instructional Rounds (Lee Teitel); (2) Developmentally Appropriate Practice in the Age of Testing: New Reports Outline Key Principles…

  12. Illinois Adult Education Bridges: Promising Practices. Transition Highlights. Issue 4

    ERIC Educational Resources Information Center

    Bragg, Debra; Oertle, Kathleen Marie; Kim, Sujung; Kirby, Catherine; Taylor, Jason; Harmon, Tim; Liss, Loralea

    2011-01-01

    To enhance state-level adult education and employment policy, in 2007 the Joyce Foundation began the Shifting Gears (SG) initiative to assist six states (Illinois, Indiana, Michigan, Minnesota, Ohio and Wisconsin) to integrate adult education, workforce development and postsecondary education policies and improve job opportunities for low-skilled…

  13. Faculty Position Advertisements in Educational Administration: Analysis and a Theoretical Framework for Improving Administrative Practice.

    ERIC Educational Resources Information Center

    Winter, Paul A.

    This study examined faculty recruitment advertisements placed by educational administration departments during one faculty recruitment cycle. The study reviewed 108 faculty recruitment advertisements placed by educational administration departments in "The Chronicle of Higher Education," using 22 criteria identified by the literature as effective…

  14. Teaching Turkish Language and Literature: What Teachers Think?

    ERIC Educational Resources Information Center

    Erdem, Cem

    2017-01-01

    Educational activities would be successful if they are effectively practiced. The Ministry of National Education decided to call obligatory meetings in order to discuss educational problems and improve educational programs for each field. These meetings take place at the school, district and provincial level. It is discussed that teachers…

  15. Imagining the “open” university: Sharing scholarship to improve research and education

    PubMed Central

    2017-01-01

    Open scholarship, such as the sharing of articles, code, data, and educational resources, has the potential to improve university research and education as well as increase the impact universities can have beyond their own walls. To support this perspective, I present evidence from case studies, published literature, and personal experiences as a practicing open scholar. I describe some of the challenges inherent to practicing open scholarship and some of the tensions created by incompatibilities between institutional policies and personal practice. To address this, I propose several concrete actions universities could take to support open scholarship and outline ways in which such initiatives could benefit the public as well as institutions. Importantly, I do not think most of these actions would require new funding but rather a redistribution of existing funds and a rewriting of internal policies to better align with university missions of knowledge dissemination and societal impact. PMID:29065148

  16. [VR and AR Applications in Medical Practice and Education].

    PubMed

    Hsieh, Min-Chai; Lin, Yu-Hsuan

    2017-12-01

    As technology advances, mobile devices have gradually turned into wearable devices. Furthermore, virtual reality (VR), augmented reality (AR), and mixed reality (MR) are being increasingly applied in medical fields such as medical education and training, surgical simulation, neurological rehabilitation, psychotherapy, and telemedicine. Research results demonstrate the ability of VR, AR, and MR to ameliorate the inconveniences that are often associated with traditional medical care, reduce incidents of medical malpractice caused by unskilled operations, and reduce the cost of medical education and training. What is more, the application of these technologies has enhanced the effectiveness of medical education and training, raised the level of diagnosis and treatment, improved the doctor-patient relationship, and boosted the efficiency of medical execution. The present study introduces VR, AR, and MR applications in medical practice and education with the aim of helping health professionals better understand the applications and use these technologies to improve the quality of medical care.

  17. Can the Mentoring and Socialization of Pre-Service Teachers Improve Teacher Education?

    ERIC Educational Resources Information Center

    Vumilia, Philbert L.; Semali, Ladislaus M.

    2016-01-01

    The goal of this study was to determine whether the processes of mentoring and socialization that take place during block teaching practice (BTP) in Tanzania can improve the quality of teacher education. In this essay, "mentoring" refers to all activities geared toward guiding, counseling, monitoring, supervising, and supporting teacher…

  18. Aboriginal Student Stories, the Missing Voice to Guide Us towards Change

    ERIC Educational Resources Information Center

    Donovan, Michael J.

    2015-01-01

    Despite decades of policy and practice oriented at improving educational outcomes for Aboriginal students in Australia, achievements on most measures indicate that there is a long way to go in this endeavour. One avenue for improving Aboriginal education that has received little attention is accessing the views of Aboriginal students themselves…

  19. Online Learning Program Strategic Planning and Execution: Considering Goals, Benefits, Problems and Communities of Practice

    ERIC Educational Resources Information Center

    Sawyer, Edward A.; Howard, Caroline

    2007-01-01

    The nation's social agenda for improving education and training has converged with national economic forces (Hornbeck & Salamon, 1991). The emphasis on lifelong learning of the workforce through education, training and development, demands for ever-improving productivity and significant technological advancements have required new tools to…

  20. The Impact of Providing Performance Feedback to Teachers and Principals. NCEE 2018-4001

    ERIC Educational Resources Information Center

    Garet, Michael S.; Wayne, Andrew J.; Brown, Seth; Rickles, Jordan; Song, Mengli; Manzeske, David

    2017-01-01

    Educator performance evaluation systems are a potential tool for improving student achievement by increasing the effectiveness of the educator workforce. For example, recent research suggests that giving more frequent, specific feedback on classroom practice may lead to improvements in teacher performance and student achievement. This report is…

  1. The Impact of Providing Performance Feedback to Teachers and Principals. Executive Summary. NCEE 2018-4000

    ERIC Educational Resources Information Center

    Garet, Michael S.; Wayne, Andrew J.; Brown, Seth; Rickles, Jordan; Song, Mengli; Manzeske, David

    2017-01-01

    Educator performance evaluation systems are a potential tool for improving student achievement by increasing the effectiveness of the educator workforce. For example, recent research suggests that giving more frequent, specific feedback on classroom practice may lead to improvements in teacher performance and student achievement. This report is…

  2. Assessment Practices for Advancing Transfer Student Success: Collaborating for Educational Change

    ERIC Educational Resources Information Center

    Brown, Gary R.; Rhodes, Terrel L.

    2016-01-01

    America's institutions of higher education have been challenged to develop new strategies to improve the success of all students. With more and more students attending multiple institutions, improving the transfer process is key to ensuring all students succeed. AAC&U launched the Quality Collaboratives (QC) project in 2011 with support from…

  3. A Single-Case Study of Distributed Leadership in a Successful School Serving Low-Socioeconomic Students

    ERIC Educational Resources Information Center

    Muhovich, Phyllis

    2018-01-01

    Educational leaders struggle to improve and maintain student achievement while at the same time reduce the achievement gap between students from low socioeconomic backgrounds and their peers educated in higher socioeconomic communities. The practice of distributed leadership has shown promise in improving school achievement. The specific problem…

  4. Educational Technology Classics: Educational Technology Doesn't Really Exist

    ERIC Educational Resources Information Center

    Silvern, Leonard C.

    2013-01-01

    The improvement of a professional group is due, in part, to its ability for introspection and self-evaluation. This is essentially the process of "analyzing" the profession as it currently is practiced, identifying necessary changes and improvements, and "synthesizing" or creating a new image or model of the profession to…

  5. MAP as a model for practice-based learning and improvement in child psychiatry training.

    PubMed

    Kataoka, Sheryl H; Podell, Jennifer L; Zima, Bonnie T; Best, Karin; Sidhu, Shawn; Jura, Martha Bates

    2014-01-01

    Not only is there a growing literature demonstrating the positive outcomes that result from implementing evidence based treatments (EBTs) but also studies that suggest a lack of delivery of these EBTs in "usual care" practices. One way to address this deficit is to improve the quality of psychotherapy teaching for clinicians-in-training. The Accreditation Council for Graduate Medical Education (ACGME) requires all training programs to assess residents in a number of competencies including Practice-Based Learning and Improvements (PBLI). This article describes the piloting of Managing and Adapting Practice (MAP) for child psychiatry fellows, to teach them both EBT and PBLI skills. Eight child psychiatry trainees received 5 full days of MAP training and are delivering MAP in a year-long outpatient teaching clinic. In this setting, MAP is applied to the complex, multiply diagnosed psychiatric patients that present to this clinic. This article describes how MAP tools and resources assist in teaching trainees each of the eight required competency components of PBLI, including identifying deficits in expertise, setting learning goals, performing learning activities, conducting quality improvement methods in practice, incorporating formative feedback, using scientific studies to inform practice, using technology for learning, and participating in patient education. A case example illustrates the use of MAP in teaching PBLI. MAP provides a unique way to teach important quality improvement and practice-based learning skills to trainees while training them in important psychotherapy competence.

  6. Using Interdisciplinary Workgroups to Educate Surgery Residents in Systems-Based Practice.

    PubMed

    Gillen, Jacob R; Ramirez, Adriana G; Farineau, Diane W; Hoke, Tracey R; Schirmer, Bruce D; Williams, Michael D; Lau, Christine L

    Meaningful education of residents in systems-based practice is notoriously challenging, despite its recognition as 1 of the 6 Accreditation Council for Graduate Medical Education core competencies. To address this challenge, surgery residents and other members of the health care team were organized into interdisciplinary workgroups that were tasked with developing solutions to "systems issues" confronted on a daily basis. The project's goals included providing more meaningful, hands-on educational experience for residents in system-based practice, while also generating practical solutions to workflow issues through interprofessional collaboration. Project participants included all surgery residents at the University of Virginia in Charlottesville, VA, as well as surgical health care professionals across all disciplines. Participants were organized into workgroups. Over the course of 3 sessions, each of 1-hour, each workgroup identified commonly encountered systems issues, chose 1 issue to address, and determined an implementable solution for this issue. In total, 140 participants were divided among 13 workgroups. Workgroup topics ranged from improving paging etiquette to standardizing interdisciplinary communication. In total, 9 of the 13 proposals have been piloted or fully implemented as standard practice at our institution, either within a single unit or over the entire health system. This project demonstrates an innovative approach toward resident education in system-based practice, providing residents with a hands-on experience in problem solving from a systems perspective. These interdisciplinary workgroups generated effective solutions to issues that were meaningful to frontline health care providers. Interdisciplinary collaboration within the workgroups served as a valuable team-building exercise to improve relations between the disciplines. This project can serve as a model for other institutions desiring meaningful education in the Accreditation Council for Graduate Medical Education competency of systems-based practice. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  7. Information and Communication Technologies for the Dissemination of Clinical Practice Guidelines to Health Professionals: A Systematic Review.

    PubMed

    De Angelis, Gino; Davies, Barbara; King, Judy; McEwan, Jessica; Cavallo, Sabrina; Loew, Laurianne; Wells, George A; Brosseau, Lucie

    2016-11-30

    The transfer of research knowledge into clinical practice can be a continuous challenge for researchers. Information and communication technologies, such as websites and email, have emerged as popular tools for the dissemination of evidence to health professionals. The objective of this systematic review was to identify research on health professionals' perceived usability and practice behavior change of information and communication technologies for the dissemination of clinical practice guidelines. We used a systematic approach to retrieve and extract data about relevant studies. We identified 2248 citations, of which 21 studies met criteria for inclusion; 20 studies were randomized controlled trials, and 1 was a controlled clinical trial. The following information and communication technologies were evaluated: websites (5 studies), computer software (3 studies), Web-based workshops (2 studies), computerized decision support systems (2 studies), electronic educational game (1 study), email (2 studies), and multifaceted interventions that consisted of at least one information and communication technology component (6 studies). Website studies demonstrated significant improvements in perceived usefulness and perceived ease of use, but not for knowledge, reducing barriers, and intention to use clinical practice guidelines. Computer software studies demonstrated significant improvements in perceived usefulness, but not for knowledge and skills. Web-based workshop and email studies demonstrated significant improvements in knowledge, perceived usefulness, and skills. An electronic educational game intervention demonstrated a significant improvement from baseline in knowledge after 12 and 24 weeks. Computerized decision support system studies demonstrated variable findings for improvement in skills. Multifaceted interventions demonstrated significant improvements in beliefs about capabilities, perceived usefulness, and intention to use clinical practice guidelines, but variable findings for improvements in skills. Most multifaceted studies demonstrated significant improvements in knowledge. The findings suggest that health professionals' perceived usability and practice behavior change vary by type of information and communication technology. Heterogeneity and the paucity of properly conducted studies did not allow for a clear comparison between studies and a conclusion on the effectiveness of information and communication technologies as a knowledge translation strategy for the dissemination of clinical practice guidelines. ©Gino De Angelis, Barbara Davies, Judy King, Jessica McEwan, Sabrina Cavallo, Laurianne Loew, George A Wells, Lucie Brosseau. Originally published in JMIR Medical Education (http://mededu.jmir.org), 30.11.2016.

  8. Differences in Lifestyle Improvements With the Intention to Prevent Cardiovascular Diseases by Socioeconomic Status in a Representative Japanese Population: NIPPON DATA2010.

    PubMed

    Goryoda, Sayuri; Nishi, Nobuo; Hozawa, Atsushi; Yoshita, Katsushi; Arai, Yusuke; Kondo, Keiko; Miyagawa, Naoko; Hayakawa, Takehito; Fujiyoshi, Akira; Kadota, Aya; Ohkubo, Takayoshi; Okamura, Tomonori; Okuda, Nagako; Ueshima, Hirotsugu; Okayama, Akira; Miura, Katsuyuki

    2018-01-01

    The relationships among socioeconomic status and lifestyle improvements have not yet been examined in a representative Japanese population. We analyzed data from 2,647 participants (1,087 men and 1,560 women) who participated in NIPPON DATA2010. This survey inquired about lifestyle improvements and socioeconomic status. Education was categorized as low (≤9 years), middle (10-12 years), and high (≥13 years). Marital status was categorized as married, divorced, widowed, and never married/other. A multivariable logistic regression model was used to calculate the odds ratios (ORs) and 95% confidence intervals (CIs) of lifestyle improvements with the intention of preventing cardiovascular diseases for educational attainment and marital status, with adjustments for age and awareness of cardiovascular disease risk factors. Overall, 1,507 (56.9%) participants practiced prevention and improvements in hypertension, diabetes, elevated cholesterol, and metabolic syndrome, and the OR of lifestyle improvements was significantly higher with a high education than with a low education in men (OR 2.86; 95% CI, 1.96-4.17) and women (OR 2.36; 95% CI, 1.67-3.33). The number of participants who practiced prevention and improvements in hypertension, diabetes, elevated cholesterol, and metabolic syndrome was significantly lower in divorced than in married men (OR 0.46; 95% CI, 0.22-0.95) and women (OR 0.53; 95% CI, 0.33-0.86). Specific differences caused by educational attainment and marital status may exist in lifestyle improvements.

  9. Implementation of an education package on breast engorgement aimed at lactation consultants and midwives to prevent conflicting information for postnatal mothers.

    PubMed

    Anderson, Loretta; Kynoch, Kathryn

    2017-03-01

    The aim of this evidence-based practice project was to improve local practice in the treatment of breast engorgement in postnatal mothers and to ensure the treatment of engorgement in postnatal mothers is performed according to the best available evidence. This evidence-based practice project took place in a 28-bed postnatal ward in a large metropolitan tertiary hospital. Twenty midwives and 20 in-patients were recruited for the project. The project utilized an audit and feedback design. Midwives were asked a series of questions to test their knowledge on engorgement, and mothers were asked questions relating to the breastfeeding and engorgement care they received. The project was conducted in three phases: preparation for quality audit, implementation of best practice and postimplementation audit. Comparison of Audit 1 (preimplementation) and Audit 2 (postimplementation) results shows significant improvements in all eight audit criteria. An increase of 80% was achieved for the criteria 'midwives received formal education on engorgement' on completion of the project. A 20% increase in 'consistency of education regarding latch' was reported by the mothers, and there was a 30% increase in 'information given to mothers on prevention and signs of engorgement'. Sixty-five percent of midwives were able to correctly identify and manage engorgement, a significant improvement from 5% at baseline. This evidence-based practice project successfully identified and utilized best practice in the management of breast engorgement care in mothers in our clinical setting. With effective breast engorgement interventions in place, mothers could continue to successfully breastfeed their babies. The major challenges identified during the conduct of the project included: time constraints on the midwives to attend education sessions and to educate mothers on prevention. At the completion of this project, a closer relationship was forged between the lactation consultant team and the midwives in the project setting. This increased the satisfaction and productivity of the midwives, and motivated them to deliver high-quality care, which contributed to an improvement in mother's confidence and reduction in conflicting information.

  10. From Exclusion to Inclusion: Ways of Responding in Schools to Students with Special Educational Needs

    ERIC Educational Resources Information Center

    Ainscow, Mel; Dyson, Alan; Weiner, Saira

    2013-01-01

    The idea that schools can impact positively on student outcomes is a crucial driver in the rise of interest in school improvement research and practice. This review focuses on "from exclusion to inclusion." With a specific focus on children with special educational needs (SEN), this review addresses the forms of classroom practice that…

  11. Navigating the Contested Terrain of Teacher Education Policy and Practice: Authors Respond to SCALE

    ERIC Educational Resources Information Center

    Henning, Nick; Dover, Alison G.; Dotson, Erica; Agarwal-Rangath, Ruchi; Clayton, Christine D.; Donovan, Martha K.; Cannon, Susan O.; Cross, Stephanie Behm; Dunn, Alyssa Hadley

    2018-01-01

    Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary.…

  12. The Art of Collaboration: Promising Practices for Integrating the Arts and School Reform. AEP Research and Policy Brief

    ERIC Educational Resources Information Center

    Nelson, Andrew L.

    2008-01-01

    In June 2007, the Arts Education Partnership (AEP) convened the directors of eight collaborative entities to discuss promising practices for integrating the arts into the lives and curricula of urban public schools as a means of fostering system-wide educational improvement. The seven school-community collaboratives and one higher education…

  13. Education Researchers, AERA Presidents, and Reforming the Practice of Schooling, 1916-2016

    ERIC Educational Resources Information Center

    Cuban, Larry

    2016-01-01

    For a century, AERA has had as its mission using research to improve K-12 and higher education practices. Born in a period of reform, the Association's mission--reformist both in spirit and the letter--has been articulated time and again by its elected presidents. As different reform movements have swept across U.S. schools, as demographics and…

  14. The Residential Learning Community as a Platform for High-Impact Educational Practices Aimed at At-Risk Student Success

    ERIC Educational Resources Information Center

    Hall, Bryan; O'Neal, Tom

    2016-01-01

    This paper examines a pilot residential learning community (RLC) project at Indiana University Southeast. The RLC targeted first-generation students who were academically at-risk. The purpose of the project was to see whether the combination of several high-impact educational practices within the context of an RLC would improve 1) student…

  15. Improving Disciplinary Practices in an Urban School: Solving the Problem of Practice

    ERIC Educational Resources Information Center

    Colcord, Cean R.; Mathur, Sarup R.; Zucker, Stanley H.

    2016-01-01

    In this article, the authors share a case study of a special educator who worked closely with a leadership team in an urban elementary school to establish universal behavior expectations for all students. The special educator was a behavior coach in the urban elementary school located in a southwestern school of the United States of America.…

  16. The Influence of Developmentally Appropriate Practice on Children's Cognitive Development: A Qualitative Metasynthesis

    ERIC Educational Resources Information Center

    Brown, Christopher P.; Lan, Yi-Chin

    2013-01-01

    Background: As policymakers and advocates across the United States look to early childhood educators to improve children's cognitive development so they enter elementary school ready to learn, debates have emerged over what types of practices these educators should be engaged in to achieve this goal. Historically, the field of early childhood…

  17. Collaborations in a Community of Practice Working to Integrate Engineering Design in Elementary Science Education

    ERIC Educational Resources Information Center

    Lehman, James D.; Kim, WooRi; Harris, Constance

    2014-01-01

    The new standards for K-12 science education in the United States call for science teachers to integrate engineering concepts and practices within their science teaching in order to improve student learning. To accomplish this, teachers need appropriate instructional materials as well as the knowledge and skills to effectively use them. This mixed…

  18. Data-Based Decision-Making Teams in Middle School: Observations and Implications from the Middle School Intervention Project

    ERIC Educational Resources Information Center

    Crone, Deanne A.; Carlson, Sarah E.; Haack, Marcia K.; Kennedy, Patrick C.; Baker, Scott K.; Fien, Hank

    2016-01-01

    The use of data-based decision making (DBDM) in schools to drive educational improvement and success has been strongly promoted by educational experts and policymakers, yet very little is documented about the actual DBDM practices used in schools. This study examines DBDM practices in 25 middle schools through 80 standardized observations of data…

  19. The effect of a school-based educational intervention on menstrual health: an intervention study among adolescent girls in Bangladesh.

    PubMed

    Haque, Syed Emdadul; Rahman, Mosiur; Itsuko, Kawashima; Mutahara, Mahmuda; Sakisaka, Kayako

    2014-07-03

    To assess the impact of a school-based menstrual education programme on: (1) menstrual knowledge, beliefs and practices, (2) menstrual disorders experienced, and (3) restrictions on menstruating adolescents. Intervention study. Araihazar area, Bangladesh. 416 adolescent female students aged 11-16 years, in grade 6-8, and living with their parents. A school-based health education study conducted from April 2012 to April 2013. We randomly selected 3 of 26 high schools in the study area. We delivered 6 months of educational intervention by trained (by an obstetrician and gynaecologist) research assistants (RAs) on menstrual hygiene among school girls. RAs read the questionnaire and participants answered. The changes in knowledge, beliefs and practices regarding menstruation, menstrual disorders experienced, and the restrictions and behaviours practiced by menstruating adolescents were compared between the baseline and the follow-up assessments. After health education, participants reported a significant improvement (p<0.001) in 'high knowledge and beliefs' scores compared to baseline (51% vs 82.4%). Significant improvement was also observed in overall good menstrual practices (28.8% vs 88.9%), including improvements in using sanitary pads (22.4% change after the intervention), frequency of changing pads/cloths per day (68.8%), drying the used absorbent (77.6%), methods of disposing of the used absorbent (25.5%), and cleaning of genitalia (19.2%). During the follow-up, the participants reported significant improvements in the regularity of their menstrual cycle (94.5% vs 99.5%) and fewer complications during menstruation (78.6% vs 59.6%). The programme produced significant changes in the knowledge, beliefs and practices of menstrual hygiene, complications from lack of hygiene, and the behaviour and restrictions of the menstruating adolescents. These results demonstrate the feasibility of implementing a health education programme for adolescents on menstrual hygiene in secondary schools serving rural Bangladesh. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  20. Integrating improvement learning into a family medicine residency curriculum.

    PubMed

    Pensa, Mellisa; Frew, Patty; Gelmon, Sherril B

    2013-06-01

    Knowledge of improvement practices is a critical skill for family medicine residents who will lead patient-centered medical homes. The Accreditation Council for Graduate Medical Education includes systems-based practice and improvement knowledge as a core competency for residency education. The objective of this report is to describe the 6-year implementation and development of our practice-based improvement curriculum in a family medicine residency. In 2006, Oregon Health and Science University Family Medicine Residency implemented an improvement curriculum that focused on clinic-based improvement and involved longitudinal didactics. Over the course of 6 years, the curriculum has been refined to include longitudinal instruction of improvement principles according to the levels of training and clinic-based didactics and experientials that are team oriented. Residents complete ambulatory improvement projects over the cycle of 12 months and present outcomes each year. Residents evaluated their knowledge, experience, confidence, and satisfaction at the end of the academic year. Ninety percent of residents designed and lead improvement projects upon graduation from residency in 2011. Resident confidence to make a change in local health care settings at the end of the curriculum was high and improved from 2009/2010 to 2010/2011. Upon graduation from the program, 100% of residents reported competence or proficiency in their ability to apply knowledge to an improvement project and present results. We describe a longitudinal, practical, developmental, and clinically based experiential improvement curriculum that has been successfully integrated into a family medicine residency program.

  1. Challenges in implementing national systems of competency validation with regard to adult learning professionals: Perspectives from Romania and India

    NASA Astrophysics Data System (ADS)

    Sava, Simona Lidia; Shah, S. Y.

    2015-08-01

    Validation of prior learning (VPL), also referred to as recognition, validation and accreditation of prior learning (RVA), is becoming an increasingly important political issue at both European and international levels. In 2012, the European Council, the UNESCO Institute for Lifelong Learning (UIL) and the Organisation for Economic Co-operation and Development (OECD) launched strategic documents and guidelines for supporting its wide implementation. A wide range of resources and experiences to learn from are already available for improving policy making and the quality and credibility of VPL practices. An intrinsic part of quality assurance concerns the level of training of practitioners accompanying the VPL process. Addressing the need for improved practices of adult educators' continuing professional development as well as improved validation processes, this paper presents and analyses practitioners' experiences with a piloted portfolio tool designed to support the validation of pedagogic competencies of trainers in adult education. While the pilot study was carried out in 20 European and 2 non-European countries, this article picks out and compares feedback from participants in Romania and India, which are both striving to catch up in terms of accreditation of non-formal and informal learning. Based on their findings, the authors' reflections focus in particular on evident challenges for educational policy making in these two very different countries. They also consider related policy measures needed for improving the educational contexts in both countries, both in terms of validation practices and in terms of the professional development of practitioners applying such practices, in line with international trends.

  2. Evaluating Practice-Based Learning.

    PubMed

    Logue, Nancy C

    2017-03-01

    Practice-based learning is an essential aspect of nursing education, and evaluating this form of learning is vital in determining whether students have the competence required to enter nursing practice. However, limited knowledge exists about the influences that shape how competence development is recognized in nursing programs. The purpose of this study was to explore the evaluation of practice-based learning from the students' standpoint. A qualitative design based on institutional ethnography was used to investigate evaluation of practice-based learning with students, preceptors, and faculty in a preceptorship practicum. The findings revealed how work associated with evaluation was organized by coexisting and often disparate influences within a nursing program and the workplaces where learning took place. The implications and recommendations of the inquiry are intended to encourage dialogue and action among stakeholders from education and practice to improve evaluation practices in preparing new members of the nursing profession. [J Nurs Educ. 2017;56(3):131-138.]. Copyright 2017, SLACK Incorporated.

  3. EDUCATIONAL CASE REPORTS

    PubMed Central

    Ackerman, Sara L.; Boscardin, Christy; Karliner, Leah; Handley, Margaret A.; Cheng, Sarah; Gaither, Tom; Hagey, Jill; Hennein, Lauren; Malik, Faizan; Shaw, Brian; Trinidad, Norver; Zahner, Greg; Gonzales, Ralph

    2016-01-01

    Problem Systems-based practice focuses on the organization, financing, and delivery of medical services. The American Association of Medical Colleges has recommended that systems-based practice be incorporated into medical schools’ curricula. However, experiential learning in systems-based practice, including practical strategies to improve the quality and efficiency of clinical care, is often absent from or inconsistently included in medical education. Intervention A multidisciplinary clinician and non-clinician faculty team partnered with a cardiology outpatient clinic to design a nine-month clerkship for first-year medical students focused on systems-based practice, delivery of clinical care, and strategies to improve the quality and efficiency of clinical operations. The clerkship was called the Action Research Program. In 2013–2014, eight trainees participated in educational seminars, research activities, and nine-week clinic rotations. A qualitative process and outcome evaluation drew on interviews with students, clinic staff, and supervising physicians, as well as students’ detailed field notes. Context The Action Research Program was developed and implemented at the University of California, San Francisco, an academic medical center in the U.S. All educational activities took place at the university’s medical school and at the medical center’s cardiology outpatient clinic. Outcome Students reported and demonstrated increased understanding of how care delivery systems work, improved clinical skills, growing confidence in interactions with patients, and appreciation for patients’ experiences. Clinicians reported increased efficiency at the clinic level and improved performance and job satisfaction among medical assistants as a result of their unprecedented mentoring role with students. Some clinicians felt burdened when students shadowed them and asked questions during interactions with patients. Most student-led improvement projects were not fully implemented. Lessons Learned The Action Research Program is a small pilot project that demonstrates an innovative pairing of experiential and didactic training in systems-based practice. Lessons learned include the need for dedicated time and faculty support for students’ improvement projects, which were the least successful aspect of the program. We recommend that future projects aiming to combine clinical training and quality improvement projects designate distinct blocks of time for trainees to pursue each of these activities independently. In 2014–2015, the University of California, San Francisco School of Medicine incorporated key features of the Action Research Program into the standard curriculum, with plans to build upon this foundation in future curricular innovations. PMID:27064720

  4. Experimenting Design and Implementation of an Educational Services Management System Based on ISO/IEC 20000 Standard

    NASA Astrophysics Data System (ADS)

    Lezcano, Jean-Marc; Adachihara, Hatsuo; Prunier, Marc

    European higher education organizations are encouraged to implement quality management practices. Existing quality standards and frameworks do not capitalize an important set of best practices addressing educational services delivery. The ISO/IEC 20000 standard, elaborated from IT service management issues, is widening its field of application and may represent an interesting alternative. A specific approach is needed to apprehend the particular nature of educational services, consider the systemic cooperating roles of educational system and learning system, and define ISO/IEC 20000 vocabulary and concepts adapted to the domain. ISO/IEC 20000 may provide an answer to European Standard Guideline compliance and improve educational services management. The current experimentation is expected to cast light on the complexity, practicality and effectiveness of the use of ISO/IEC 20000 in a first field of "non IT" services.

  5. Educational Change, Baldrige, and Schlechty

    ERIC Educational Resources Information Center

    Vaszauskas, Jim

    2011-01-01

    This article explores the relationship between research on educational change, the Baldrige continuous improvement framework, and Schlechty's (2002) WOW school standards articulated in "Working on the Work". Each of Schlechty's standards are examined and examples from practicing educators who have been trained in continuous improvement…

  6. A Curricular Innovation to Promote Interprofessional Collaboration

    ERIC Educational Resources Information Center

    Liston, Beth W.; Wagner, Janet; Miller, Jackie

    2013-01-01

    Background: Interprofessional teamwork is a crucial competency in health professions education which improves patient care. However, interprofessional education is not a widespread practice in medical schools. To address this need, we developed an educational pilot utilizing a standardized patient simulation to teach interprofessional…

  7. Perceptions of Approved Clinical Instructors: Barriers in the Implementation of Evidence-Based Practice

    PubMed Central

    Hankemeier, Dorice A.; Van Lunen, Bonnie L.

    2013-01-01

    Context: As evidence-based practice (EBP) becomes prevalent in athletic training education, the barriers that Approved Clinical Instructors (ACIs) experience in implementing it with students need to be understood. Objective: To investigate barriers ACIs face when implementing EBP concepts in clinical practice and in teaching EBP to professional athletic training students and to investigate the educational emphases to improve the barriers. Design: Qualitative study. Setting: Telephone interviews. Patients or Other Participants: Sixteen ACIs (11 men, 5 women; experience as an athletic trainer = 10 ± 4.7 years, experience as an ACI = 6.81 ± 3.9 years) were interviewed. Data Collection and Analysis: We interviewed each participant by telephone. Interview data were analyzed and coded for common themes and subthemes regarding barriers and educational emphases. Themes were triangulated through multiple-analyst triangulation and interpretive verification. Results: Barriers to EBP incorporation and educational emphasis placed on EBP were the main themes reported. Resources, personnel, and student characteristics were subthemes identified as barriers. Resource barriers included time, equipment, access to current literature, and knowledge. Coworkers, clinicians, and coaches who were unwilling to accept evidence regarding advancements in treatment were identified as personnel barriers. Programmatic improvement and communication improvement were subthemes of the educational emphasis placed on EBP theme. The ACIs reported the need for better integration between the clinical setting and the classroom and expressed the need for EBP to be integrated throughout the athletic training education program. Conclusions: Integration of the classroom and clinical experience is important in advancing ACIs' use of EBP with their students. Collaborative efforts within the clinical and academic program could help address the barriers ACIs face when implementing EBP. This collaboration could positively affect the ability of ACIs to implement EBP within their clinical practices. PMID:23675798

  8. Closing the gap-cardiovascular risk and primary prevention: results from the American College of Physicians quality improvement program.

    PubMed

    Snow, Vincenza; Reynolds, Cara Egan; Bennett, Lia; Weiss, Kevin B; Snooks, Qianna; Qaseem, Amir

    2010-01-01

    The objective was to study the impact of a practice-based quality improvement program on practice teams' care for patients who have increased risk of cardiovascular disease. A total of 54 team members from 18 internal medicine practices participated in an educational program that used a pre-post intervention study design and focused on measures related to cardiovascular risk factors. The program involved live instruction, faculty-led conference calls, practice data collection, and progress reports detailing practices' improvement strategies. Data on 817 patients were reported. Practices showed significant improvement in counseling for diet (70% to 78%), exercise (67% to 74%), and weight loss (64% to 72%). Use of aspirin (53% to 64%) and statins (83% to 89%) also showed significant improvement. Administration of flu vaccine increased significantly from 51% to 54%. Improvements in patient counseling and medication management, if sustained, should lead to fewer cardiovascular events. However, program duration did not allow the capture of outcomes measures improvement.

  9. The promise of educational neuroscience: Comment on Bowers (2016).

    PubMed

    Gabrieli, John D E

    2016-10-01

    Bowers (2016) argues that there are practical and principled problems with how educational neuroscience may contribute to education, including lack of direct influences on teaching in the classroom. Some of the arguments made are convincing, including the critique of unsubstantiated claims about the impact of educational neuroscience and the reminder that the primary outcomes of education are behavioral, such as skill in reading or mathematics. Bowers' analysis falls short in 3 major respects. First, educational neuroscience is a basic science that has made unique contributions to basic education research; it is not part of applied classroom instruction. Second, educational neuroscience contributes to ideas about education practices and policies beyond classroom curriculum that are important for helping vulnerable students. Third, educational neuroscience studies using neuroimaging have not only revealed for the first time the brain basis of neurodevelopmental differences that have profound influences on educational outcomes, but have also identified individual brain differences that predict which students learn more or learn less from various curricula. In several cases, the brain measures significantly improved or vastly outperformed conventional behavioral measures in predicting what works for individual children. These findings indicate that educational neuroscience, at a minimum, has provided novel insights into the possibilities of individualized education for students, rather than the current practice of learning through failure that a curriculum did not support a student. In the best approach to improving education, educational neuroscience ought to contribute to basic research addressing the needs of students and teachers. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  10. Prescription opioid use and misuse: piloting an educational strategy for rural primary care physicians.

    PubMed

    Srivastava, Anita; Kahan, Meldon; Jiwa, Ashifa

    2012-04-01

    To evaluate the feasibility and effectiveness of a multifaceted educational intervention to improve the opioid prescribing practices of rural family physicians in a remote First Nations community. Prospective cohort study. Sioux Lookout, Ont. Family physicians. Eighteen family physicians participated in a 1-year study of a series of educational interventions on safe opioid prescribing. Interventions included a main workshop with a lecture and interactive case discussions, an online chat room, video case conferencing, and consultant support. Responses to questionnaires at baseline and after 1 year on knowledge, attitudes, and practices related to opioid prescribing. The main workshop was feasible and was well received by primary care physicians in remote communities. At 1 year, physicians were less concerned about getting patients addicted to opioids and more comfortable with opioid dosing. Multifaceted education and consultant support might play an important role in improving family physician comfort with opioid prescribing, and could improve the treatment of chronic pain while minimizing the risk of addiction.

  11. Effectiveness of two distinct web-based education tools for bedside nurses on medication administration practice for venous thromboembolism prevention: A randomized clinical trial.

    PubMed

    Lau, Brandyn D; Shaffer, Dauryne L; Hobson, Deborah B; Yenokyan, Gayane; Wang, Jiangxia; Sugar, Elizabeth A; Canner, Joseph K; Bongiovanni, David; Kraus, Peggy S; Popoola, Victor O; Shihab, Hasan M; Farrow, Norma E; Aboagye, Jonathan K; Pronovost, Peter J; Streiff, Michael B; Haut, Elliott R

    2017-01-01

    Venous thromboembolism (VTE) is a common cause of preventable harm in hospitalized patients. While numerous successful interventions have been implemented to improve prescription of VTE prophylaxis, a substantial proportion of doses of prescribed preventive medications are not administered to hospitalized patients. The purpose of this trial was to evaluate the effectiveness of nurse education on medication administration practice. This was a double-blinded, cluster randomized trial in 21 medical or surgical floors of 933 nurses at The Johns Hopkins Hospital, an academic medical center, from April 1, 2014 -March 31, 2015. Nurses were cluster-randomized by hospital floor to receive either a linear static education (Static) module with voiceover or an interactive learner-centric dynamic scenario-based education (Dynamic) module. The primary and secondary outcomes were non-administration of prescribed VTE prophylaxis medication and nurse-reported satisfaction with education modules, respectively. Overall, non-administration improved significantly following education (12.4% vs. 11.1%, conditional OR: 0.87, 95% CI: 0.80-0.95, p = 0.002) achieving our primary objective. The reduction in non-administration was greater for those randomized to the Dynamic arm (10.8% vs. 9.2%, conditional OR: 0.83, 95% CI: 0.72-0.95) versus the Static arm (14.5% vs. 13.5%, conditional OR: 0.92, 95% CI: 0.81-1.03), although the difference between arms was not statistically significant (p = 0.26). Satisfaction scores were significantly higher (p<0.05) for all survey items for nurses in the Dynamic arm. Education for nurses significantly improves medication administration practice. Dynamic learner-centered education is more effective at engaging nurses. These findings suggest that education should be tailored to the learner. ClinicalTrials.gov NCT02301793.

  12. Implementation of inclusive education for children with intellectual and developmental disabilities in African countries: a scoping review.

    PubMed

    Okyere, Christiana; Aldersey, Heather Michelle; Lysaght, Rosemary; Sulaiman, Surajo Kamilu

    2018-04-25

    To advance understanding of practices that support inclusion of children with intellectual and developmental disabilities in inclusive education classrooms in Africa by conducting a review of the extant literature. Five academic databases were searched supplemented by a hand search of key journals and references of included studies. Two authors independently screened studies via a reference manager (Covidence) which allowed for blinding. A third author was consulted in cases of conflict. Thirty articles that provided empirical evidence of inclusive education implementation were included. Eight articles highlighted practices that support inclusion of children with intellectual and developmental disabilities. Using Bronfenbrenner's bioecological framework, findings revealed that inclusive education implementation is influenced by factors on the bio level, micro level, meso level, and macro level. Recommendations for promoting inclusive education implementation are provided. Inclusion goes beyond teachers and requires strong commitment of other stakeholders such as families and governments. To guarantee the smooth inclusion of children with special education needs and particularly with intellectual and developmental disabilities, a set of practices validated through rigorous research as supportive and unique and that can be universal to Africa is wise. Implications for rehabilitation A number of strategies were identified that can improve the classroom inclusion of children with intellectual and developmental disabilities. Development of policies that support such strategies could improve implementation. Inclusion goes beyond teachers. Rehabilitation professionals (i.e. occupational therapists) and educational professionals should partner to identify practical solutions to the challenges of creating inclusive environments for children with special education needs. Committing more resources and time towards the development and implementation of special education policies can advance the successful inclusion of children with special education needs.

  13. The cost-effectiveness of health education in improving knowledge and awareness about intestinal parasites in rural Bangladesh.

    PubMed

    Mascie-Taylor, C G N; Karim, R; Karim, E; Akhtar, S; Ahmed, T; Montanari, R M

    2003-12-01

    The impact of regular health education in improving knowledge, attitude and practices in the control of intestinal parasites was examined in four rural areas of Bangladesh; two areas received health education and the other two areas were controls. By the end of the 18-month study households receiving health education showed highly significant improvements in knowledge, water and sanitation facilities and personal hygiene compared with households in the control areas. Improving knowledge by 1% cost between US dollars 0.75 and 0.82 per household, while a 1% improvement in personal hygiene cost between US dollars 1.10 and 1.32 per household and water and sanitation between US dollars 1.39 and 1.52 per household.

  14. Mapping the Growth of Statewide Voucher Programs in the United States. Informing Policy and Improving Practice. Policy Brief

    ERIC Educational Resources Information Center

    Cierniak, Katherine; Stewart, Molly; Ruddy, Anne-Maree

    2015-01-01

    This brief focuses solely on currently operating statewide, general education voucher programs which have income eligibility requirements. In this brief, students in a general education program refer to students whose education is not guided by an Individualized Education Program (IEP). The term general education (classroom, curriculum, setting)…

  15. Design-Based Research and Educational Technology: Rethinking Technology and the Research Agenda

    ERIC Educational Resources Information Center

    Amiel, Tel; Reeves, Thomas C.

    2008-01-01

    The role of educational technologies in improving educational practices and outcomes has been criticized as over-hyped and insignificant. With few exceptions, the state of education has changed less than expected as a result of tools such as computers and the Internet. To a considerable degree, this is due to the minor role educational technology…

  16. Best practices in Web-based courses: generational differences across undergraduate and graduate nursing students.

    PubMed

    Billings, Diane M; Skiba, Diane J; Connors, Helen R

    2005-01-01

    The demand for online courses is greatly increasing across all levels of the curriculum in higher education. With this change in teaching and learning strategies comes the need for quality control to determine best practices in online learning communities. This study examines the differences in student perceptions of the use of technology, educational practices, and outcomes between undergraduate and graduate students enrolled in Web-based courses. The multisite study uses the benchmarking process and the Flashlight Program Evaluating Educational Uses of the Web in Nursing survey instrument to study best practices and examine generational differences between the two groups of students. The outcomes of the study establish benchmarks for quality improvement in online learning. The results support the educational model for online learning and postulates about generational differences for future study.

  17. Assessing the impact of a medical librarian on identification of valid and actionable practice gaps for a continuing medical education committee.

    PubMed

    Bartkowiak, Barbara A; Safford, Lindsey A; Stratman, Erik J

    2014-01-01

    Identifying educational needs related to professional practice gaps can be a complex process for continuing medical education (CME) committees and for physicians who submit activity applications. Medical librarians possess unique skills that may be useful for identifying practice gaps relevant to CME committees. We assessed this assumption by assessing a medical librarian's contributions to practice gap identification for the Marshfield Clinic's CME Committee. We reviewed all locally relevant, locally actionable practice gaps identified annually by various stakeholders and presented to our CME Committee from 2010 to 2013. Total numbers of practice gaps identified, total categorized as actionable, and numbers of subsequent activities resulting from these gaps were calculated for each year. Medical librarian totals were compared to those of other CME committee stakeholders to determine the relative contribution. The medical librarian identified unique, actionable published practice gaps that directly contributed to CME activity planning. For each study year, contributions by the medical librarian grew, from 0 of 27 actionable gaps validated by CME Committee in 2010 to 49 of 108 (45.4%) in 2013. With the librarian's assistance, the number of valid practice gaps submitted between 2010 and 2013 by stakeholders climbed from 23 for 155 activities (14.8%) to 133 for 157 activities (84.7%). Medical librarians can provide a valuable service to CME committees by identifying valid professional practice gaps that inform decisions about educational activities aimed at improving clinical practice. Medical librarians bring into deliberations unique information, including national health policy priorities, practice gaps found in the literature, and point-of-care search engine statistics. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  18. A systematic review of interventions to provide genetics education for primary care.

    PubMed

    Paneque, Milena; Turchetti, Daniela; Jackson, Leigh; Lunt, Peter; Houwink, Elisa; Skirton, Heather

    2016-07-22

    At least 10 % of patients seen in primary care are said to have a condition in which genetics has an influence. However, patients at risk of genetic disease may not be recognised, while those who seek advice may not be referred or managed appropriately. Primary care practitioners lack knowledge of genetics and genetic testing relevant for daily practice and feel inadequate to deliver genetic services. The aim of this systematic review was to evaluate genetics educational interventions in the context of primary care. Following the process for systematic reviews developed by the Centre for Reviews and Dissemination, we conducted a search of five relevant electronic databases. Primary research papers were eligible for inclusion if they included data on outcomes of interventions regarding genetics education for primary care practitioners. The results from each paper were coded and grouped under themes. Eleven studies were included in the review. The five major themes identified inductively (post hoc) were: prior experience, changes in confidence, changes in knowledge, changes in practice, satisfaction and feedback. In five of the studies, knowledge of practitioners was improved following the educational programmes, but this tended to be in specific topic areas, while practitioner confidence improved in six studies. However, there was little apparent change to practice. There are insufficient studies of relevant quality to inform educational interventions in genetics for primary care practitioners. Educational initiatives should be assessed using changes in practice, as well as in confidence and knowledge, to determine if they are effective in causing significant changes in practice in genetic risk assessment and appropriate management of patients.

  19. Portraits of the Changes, the Players, and the Contexts. A Study of Dissemination Efforts Supporting School Improvement. People, Policies, and Practices: Examining the Chain of School Improvement, Volume II.

    ERIC Educational Resources Information Center

    Loucks, Susan F.; And Others

    Based on a local site sample of 146 school districts, this volume (the second in a series of 10) describes school improvement efforts supported by 4 different federal strategies and representative programs: interpersonal linkage of validated practices (National Diffusion Network), commercial distribution (Bureau of Education for the Handicapped…

  20. Improving information technology competencies: implications for psychiatric mental health nursing.

    PubMed

    Fetter, Marilyn S

    2009-01-01

    While substantial evidence links information technology (IT) with improved patient safety, care quality, access, and efficiency, nurses must demonstrate competencies in computers, informatics, and information literacy in order to use IT for practice, education, and research. The nursing profession has established IT competencies for all nurses at beginning and experienced levels. Newly revised standards also articulate role-specific expectations for advanced practice nurses. Unfortunately, there is a concern that many nurses may not possess these capabilities and that nurse educators are not prepared to teach them. IT competency evaluations, which have focused predominately on nursing education, indicate novice skill levels for most faculty and students. In numerous studies, again conducted largely in nursing education, significant improvement in IT competencies has been achieved only with intensive interventions. Deficits in IT competencies are a significant concern, because the federal government has mandated full implementation of Electronic Health Records (EHR) by 2014. EHR will require all nurses to use IT to deliver, document, and obtain reimbursement for patient care. In response to these concerns, two recent initiatives, the "Health Information Technology Scholars (HITS)" and "Technology Informatics Guiding Education Reform (TIGER)" projects, have been launched. By enhancing IT competencies, these projects will enable nurses to use evidence-based practice and other innovations to transform clinical care, education, and research. This report updates psychiatric-mental health nurses on the IT competencies literature, recent enhancement initiatives and innovations, and their implications for the specialty.

  1. Impact of educational intervention on knowledge of mothers regarding home management of diarrhoea.

    PubMed

    Mangala, S; Gopinath, D; Narasimhamurthy, N S; Shivaram, C

    2001-05-01

    A pre and post comparison study was carried out in the field practice area of M.S. Ramaiah Medical College Bangalore, Karnataka to assess the impact of educational intervention on the knowledge of mothers of under five children on home management of diarrhoeal diseases. Sample of 225 mothers were included in the study. The study was conducted in 3 stages. Stage I--initial knowledge, attitude and practice of mothers was assessed. Stage II--one to one educational intervention was conducted and supported by audiovisual aids and live demonstration. Stage III--included post intervention knowledge, attitude and practice after 2 months and 2 years. After the educational intervention, there was significant improvement on knowledge of mothers regarding definition of diarrhoea (P < 0.001), signs of dehydration (P < 0.001), awareness of ORS solution (P < 0.001), correct preparation of ORS solution (P < 0.001), shelf-life of ORS solution (P < 0.001), seeking health care (P < 0.001) and rational drug therapy during diarrhoea (P < 0.001). McNemar test was used to find out the change in knowledge before and after the educational intervention. The overall knowledge scores improved significantly after 2 months (P < 0.001) as well as 2 years (P < 0.001) of the educational intervention. Though the proportion of mothers retaining the knowledge at the end of 2 years dropped, yet there was significant improvement (P < 0.001) when compared to the baseline study.

  2. Design of Mobile Augmented Reality in Health Care Education: A Theory-Driven Framework.

    PubMed

    Zhu, Egui; Lilienthal, Anneliese; Shluzas, Lauren Aquino; Masiello, Italo; Zary, Nabil

    2015-09-18

    Augmented reality (AR) is increasingly used across a range of subject areas in health care education as health care settings partner to bridge the gap between knowledge and practice. As the first contact with patients, general practitioners (GPs) are important in the battle against a global health threat, the spread of antibiotic resistance. AR has potential as a practical tool for GPs to combine learning and practice in the rational use of antibiotics. This paper was driven by learning theory to develop a mobile augmented reality education (MARE) design framework. The primary goal of the framework is to guide the development of AR educational apps. This study focuses on (1) identifying suitable learning theories for guiding the design of AR education apps, (2) integrating learning outcomes and learning theories to support health care education through AR, and (3) applying the design framework in the context of improving GPs' rational use of antibiotics. The design framework was first constructed with the conceptual framework analysis method. Data were collected from multidisciplinary publications and reference materials and were analyzed with directed content analysis to identify key concepts and their relationships. Then the design framework was applied to a health care educational challenge. The proposed MARE framework consists of three hierarchical layers: the foundation, function, and outcome layers. Three learning theories-situated, experiential, and transformative learning-provide foundational support based on differing views of the relationships among learning, practice, and the environment. The function layer depends upon the learners' personal paradigms and indicates how health care learning could be achieved with MARE. The outcome layer analyzes different learning abilities, from knowledge to the practice level, to clarify learning objectives and expectations and to avoid teaching pitched at the wrong level. Suggestions for learning activities and the requirements of the learning environment form the foundation for AR to fill the gap between learning outcomes and medical learners' personal paradigms. With the design framework, the expected rational use of antibiotics by GPs is described and is easy to execute and evaluate. The comparison of specific expected abilities with the GP personal paradigm helps solidify the GP practical learning objectives and helps design the learning environment and activities. The learning environment and activities were supported by learning theories. This paper describes a framework for guiding the design, development, and application of mobile AR for medical education in the health care setting. The framework is theory driven with an understanding of the characteristics of AR and specific medical disciplines toward helping medical education improve professional development from knowledge to practice. Future research will use the framework as a guide for developing AR apps in practice to validate and improve the design framework.

  3. Design of Mobile Augmented Reality in Health Care Education: A Theory-Driven Framework

    PubMed Central

    Lilienthal, Anneliese; Shluzas, Lauren Aquino; Masiello, Italo; Zary, Nabil

    2015-01-01

    Background Augmented reality (AR) is increasingly used across a range of subject areas in health care education as health care settings partner to bridge the gap between knowledge and practice. As the first contact with patients, general practitioners (GPs) are important in the battle against a global health threat, the spread of antibiotic resistance. AR has potential as a practical tool for GPs to combine learning and practice in the rational use of antibiotics. Objective This paper was driven by learning theory to develop a mobile augmented reality education (MARE) design framework. The primary goal of the framework is to guide the development of AR educational apps. This study focuses on (1) identifying suitable learning theories for guiding the design of AR education apps, (2) integrating learning outcomes and learning theories to support health care education through AR, and (3) applying the design framework in the context of improving GPs’ rational use of antibiotics. Methods The design framework was first constructed with the conceptual framework analysis method. Data were collected from multidisciplinary publications and reference materials and were analyzed with directed content analysis to identify key concepts and their relationships. Then the design framework was applied to a health care educational challenge. Results The proposed MARE framework consists of three hierarchical layers: the foundation, function, and outcome layers. Three learning theories—situated, experiential, and transformative learning—provide foundational support based on differing views of the relationships among learning, practice, and the environment. The function layer depends upon the learners’ personal paradigms and indicates how health care learning could be achieved with MARE. The outcome layer analyzes different learning abilities, from knowledge to the practice level, to clarify learning objectives and expectations and to avoid teaching pitched at the wrong level. Suggestions for learning activities and the requirements of the learning environment form the foundation for AR to fill the gap between learning outcomes and medical learners’ personal paradigms. With the design framework, the expected rational use of antibiotics by GPs is described and is easy to execute and evaluate. The comparison of specific expected abilities with the GP personal paradigm helps solidify the GP practical learning objectives and helps design the learning environment and activities. The learning environment and activities were supported by learning theories. Conclusions This paper describes a framework for guiding the design, development, and application of mobile AR for medical education in the health care setting. The framework is theory driven with an understanding of the characteristics of AR and specific medical disciplines toward helping medical education improve professional development from knowledge to practice. Future research will use the framework as a guide for developing AR apps in practice to validate and improve the design framework. PMID:27731839

  4. The Royal College experience and plans for the maintenance of certification program.

    PubMed

    Campbell, Craig M; Parboosingh, John

    2013-01-01

    The Royal College of Physicians and Surgeons of Canada, in 2001, implemented a mandatory maintenance of certification (MOC) program that is required for fellows to maintain membership and fellowship. Participation in the MOC program is one of the recognized pathways approved by provincial medical regulatory authorities in Canada by which specialists can demonstrate their commitment to continued competent performance in practice. This article traces the historical beginnings of the MOC program, highlighting the educational foundation and scientific evidence that influenced its philosophy, goals, and strategic priorities. The MOC program has evolved into a complex system of continuing professional development to facilitate and enable a "cultural shift'' in how we conceptualize and support the continuing professional development (CPD) of specialists. The MOC program is an educational strategy that supports a learning culture where specialists are able to design, implement and document their accomplishments from multiple learning activities to build evidence-informed practices. In the future, the MOC Program must evolve from assisting fellows to use effective educational resources "for credit" to enable fellows, leveraging a competency-based CPD model, to demonstrate their capacity to continuously improve practice. This will require innovative methods to capture learning and practice improvements in real time, integrate learning during the delivery of health care, expand automation of reporting strategies, and facilitate new sociocultural methods of emergent learning and practice change. Collectively, these directions will require a research agenda that will generate evidence for how transformative cultural change in continuing professional education of the profession can be realized. Copyright © 2013 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  5. Customizing a clinical data warehouse for housestaff education in practice-based learning and improvement.

    PubMed

    Lyman, J; Schorling, J; May, N; Scully, K; Sarafian, N; Nadkarni, M; Voss, J

    2006-01-01

    We developed Systems and Practice Analysis for Resident Competencies (SPARC), a Web-based tool to support teaching the practice-based learning and improvement (PBLI) ACGME competencies. SPARC allows Department of Medicine residents to explore de-identified, population-based data about their patient panels with peer comparisons. Data primarily comes from an existing data warehouse that has been customized for this application. Our preliminary evaluation suggests that it improves residents' abilities in PBLI, is easy to use, and perceived as important and useful by the housestaff.

  6. Customizing a Clinical Data Warehouse for Housestaff Education in Practice-Based Learning and Improvement

    PubMed Central

    Lyman, J; Schorling, J; May, N; Scully, K; Sarafian, N; Nadkarni, M; Voss, J

    2006-01-01

    We developed Systems and Practice Analysis for Resident Competencies (SPARC), a Web-based tool to support teaching the practice-based learning and improvement (PBLI) ACGME competencies. SPARC allows Department of Medicine residents to explore de-identified, population-based data about their patient panels with peer comparisons. Data primarily comes from an existing data warehouse that has been customized for this application. Our preliminary evaluation suggests that it improves residents' abilities in PBLI, is easy to use, and is perceived as important and useful by the housestaff. PMID:17238636

  7. Teleconferenced Educational Detailing: Diabetes Education for Primary Care Physicians

    ERIC Educational Resources Information Center

    Harris, Stewart B.; Leiter, Lawrence A.; Webster-Bogaert, Susan; Van, Daphne M.; O'Neill, Colleen

    2005-01-01

    Introduction: Formal didactic continuing medical education (CME) is relatively ineffective for changing physician behavior. Diabetes mellitus is an increasingly prevalent disease, and interventions to improve adherence to clinical practice guidelines (CPGs) are needed. Methods: A stratified, cluster-randomized, controlled trial design was used to…

  8. Living Citizenship: Transcending the Cultural Divide

    ERIC Educational Resources Information Center

    Coombs, Steven; Potts, Mark

    2013-01-01

    Living citizenship emerging from reflection on an international educational partnership makes a unique contribution to the field and importantly fulfils the British Educational Research Association aim of improving educational practice for the public benefit. This paper explores the conceptual framework of 'living citizenship' as a means for…

  9. An OER Architecture Framework: Needs and Design

    ERIC Educational Resources Information Center

    Khanna, Pankaj; Basak, P. C.

    2013-01-01

    This paper describes an open educational resources (OER) architecture framework that would bring significant improvements in a well-structured and systematic way to the educational practices of distance education institutions of India. The OER architecture framework is articulated with six dimensions: pedagogical, technological, managerial,…

  10. Mindfulness and Student Success

    ERIC Educational Resources Information Center

    Leland, Matt

    2015-01-01

    Mindfulness has long been practiced in Eastern spiritual traditions for personal improvement, and educators and educational institutions have recently begun to explore its usefulness in schools. Mindfulness training can be valuable for helping students be more successful learners and more connected members of an educational community. To determine…

  11. An Anatomy of Continuing Interprofessional Education

    ERIC Educational Resources Information Center

    Barr, Hugh

    2009-01-01

    Continuing interprofessional education is the means by which experienced health, social care, and other practitioners learn with, from, and about each other, formally and informally, to improve their collective practice and to cultivate closer collaboration. It applies principles of interprofessional education through media commonly employed in…

  12. The Dynamic Difference: Montessori's Legacy for the New Century.

    ERIC Educational Resources Information Center

    Loeffler, Margaret Howard

    2000-01-01

    Maintains that Montessori education must regain its dynamism by recognizing barriers that separate Montessori from mainstream educational thinking and entering into meaningful dialog with other educators. Suggests ways to improve understanding of Montessori's basic principles and practices and their current relevance, including defining core…

  13. Practices to prevent venous thromboembolism: a brief review

    PubMed Central

    Lau, Brandyn D; Haut, Elliott R

    2014-01-01

    Background Venous thromboembolism (VTE) is a common cause of preventable harm for hospitalised patients. Over the past decade, numerous intervention types have been implemented in attempts to improve the prescription of VTE prophylaxis in hospitals, with varying degrees of success. We reviewed key articles to assess the efficacy of different types of interventions to improve prescription of VTE prophylaxis for hospitalised patients. Methods We conducted a search of MEDLINE for key studies published between 2001 and 2012 of interventions employing education, paper based tools, computerised tools, real time audit and feedback, or combinations of intervention types to improve prescription of VTE prophylaxis for patients in hospital settings. Process outcomes of interest were prescription of any VTE prophylaxis and best practice VTE prophylaxis. Clinical outcomes of interest were any VTE and potentially preventable VTE, defined as VTE occurring in patients not prescribed appropriate prophylaxis. Results 16 articles were included in this review. Two studies employed education only, four implemented paper based tools, four used computerised tools, two evaluated audit and feedback strategies, and four studies used combinations of intervention types. Individual modalities result in improved prescription of VTE prophylaxis; however, the greatest and most sustained improvements were those that combined education with computerised tools. Conclusions Many intervention types have proven effective to different degrees in improving VTE prevention. Provider education is likely a required additional component and should be combined with other intervention types. Active mandatory tools are likely more effective than passive ones. Information technology tools that are well integrated into provider workflow, such as alerts and computerised clinical decision support, can improve best practice prophylaxis use and prevent patient harm resulting from VTE. PMID:23708438

  14. [Application of participatory teaching mode in oral health education].

    PubMed

    Ci, Xiang-ke; Zhao, Yu-hong; Wan, Li; Xiong, Wei; Wang, Yu-jiang; Ou, Xiao-yan

    2013-06-01

    To apply participatory teaching mode in oral health education, and to assess its role in cultivating comprehensive stomatological professionals suitable for the development of modern medicine. Sixty undergraduate students from grade 2005 in Stomatological College of Nanchang University were selected. Among those students, oral health education course was carried out by traditional teaching mode, while 120 undergraduate students from grades 2006 to 2007 received participatory teaching approach, which paid attention to practice in oral health education practice course. After the course, a survey and evaluation of teaching effectiveness was conducted. Questionnaire survey showed that participatory teaching mode could significantly improve the students' capabilities and provide much more help to their study. Application of participatory teaching mode in oral health education course for undergraduates is feasible. It can improve students' comprehensive ability and cultivate their cultural literacy and scientific literacy. It also meets the training goal of stomatological professionals and the development trend of education reform. Supported by Higher School Teaching Reform Research Subject of Jiangxi Province(JXJG-10-1-42).

  15. Improving collaborative care in managing eating disorders: a pilot study.

    PubMed

    Heath, Olga; English, Denise; Simms, Joanne; Ward, Pamela; Hollett, Ann; Dominic, Anna

    2013-01-01

    The purpose of this pilot study was to evaluate the impact of a continuing interprofessional educational workshop focused on eating disorders in a rural area in Newfoundland and Labrador (NL), Canada. The pilot study helped determine if the eating disorder workshop was feasible for implementation to a broader audience. A conceptual model developed by our eating disorder team and described in the article guided this innovative program. The intensive 2-day workshop was piloted in one community with 41 health and education professionals in attendance. A key element was the focus on creating and sustaining collaborative care for eating disorders. Participants completed pre-post workshop measures of interprofessional attitudes and skills, self-reported knowledge, confidence, and intention to change practice (post questionnaire only). A 6-month follow-up survey measured self-reported practice change. There were significant positive changes in interprofessional attitudes and skills as well as knowledge and confidence in collaborative management of eating disorders. Post-workshop, 69% (n = 24/35) of participants indicated intention to change practice, and on follow-up, 7 of 10 respondents reported implementing changes in practice as a result of the workshop. Low response rate at follow-up was a limitation. Results support the impact of the workshop in improving knowledge, confidence, and attitudes toward collaboration and changing practice and the value of implementing the program province-wide. Copyright © 2013 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  16. Translating Change into Improved Practice: Analysis of Teachers' Attempts to Generate a New Emerging Pedagogy in Scotland

    ERIC Educational Resources Information Center

    Thorburn, Malcolm; Carse, Nicola; Jess, Mike; Atencio, Matthew

    2011-01-01

    In Scotland, substantial changes in the management of education at national, local authority and school/community levels are afoot. Central to future improvements are how teachers translate curriculum guidelines, with an increased focus on health and wellbeing and holistic learning experiences, into constructivist inclined pedagogical practices.…

  17. Improving Student Achievement and Teacher Effectiveness through Scientifically Based Practices. NCREL Viewpoints, Number 11

    ERIC Educational Resources Information Center

    Schuch, Linda, Ed.

    2004-01-01

    "Viewpoints" is a multimedia package containing two audio CDs and a short, informative booklet. This volume of "Viewpoints" focuses on using scientifically based practices to improve student achievement and teacher effectiveness. The audio CDs provide the voices, or viewpoints, of various leaders from the education field who have worked closely…

  18. Research Linking Teacher Preparation and Student Performance: Teacher Education Yearbook XII

    ERIC Educational Resources Information Center

    Guyton, Edith M., Ed.; Dangel, Julie Rainer, Ed.

    2004-01-01

    The case studies, research, and projects presented here strike at the very heart of effective teaching. The specific practices to improve student performance will spark classroom discussion and improve teacher practice. After a foreword by Frances van Tassell and an introduction by Edith M. Guyton and Julie Rainer Dangel, this book is divided into…

  19. Practical Approaches to Quality Improvement for Radiologists.

    PubMed

    Kelly, Aine Marie; Cronin, Paul

    2015-10-01

    Continuous quality improvement is a fundamental attribute of high-performing health care systems. Quality improvement is an essential component of health care, with the current emphasis on adding value. It is also a regulatory requirement, with reimbursements increasingly being linked to practice performance metrics. Practice quality improvement efforts must be demonstrated for credentialing purposes and for certification of radiologists in practice. Continuous quality improvement must occur for radiologists to remain competitive in an increasingly diverse health care market. This review provides an introduction to the main approaches available to undertake practice quality improvement, which will be useful for busy radiologists. Quality improvement plays multiple roles in radiology services, including ensuring and improving patient safety, providing a framework for implementing and improving processes to increase efficiency and reduce waste, analyzing and depicting performance data, monitoring performance and implementing change, enabling personnel assessment and development through continued education, and optimizing customer service and patient outcomes. The quality improvement approaches and underlying principles overlap, which is not surprising given that they all align with good patient care. The application of these principles to radiology practices not only benefits patients but also enhances practice performance through promotion of teamwork and achievement of goals. © RSNA, 2015.

  20. Undergraduate Student Perceptions Regarding the Use of Educational Technology--A Case Study in a Statistics Service Course

    ERIC Educational Resources Information Center

    Nolan, Verena T.; Swart, Arthur J.

    2015-01-01

    Integrating theory with practice has become a mandatory requirement for universities of technology. Using educational technology to supplement traditional pedagogical approaches has contributed significantly to achieving this mandate. However, which educational technologies could help improve the educational experience of students in a statistical…

  1. Study Design and Analysis Plan. Improving the Consumer Protection Function in Postsecondary Education.

    ERIC Educational Resources Information Center

    Jung, Steven M.; And Others

    Postsecondary student aid programs administered by the United States Office of Education (USOE) have helped many thousands of students to obtain an education they may not otherwise have received; however, some schools have engaged in questionable or abusive practices that have frustrated student attainment of the desirable educational goals…

  2. Global Migration, Diversity, and Civic Education: Improving Policy and Practice. Multicultural Education Series

    ERIC Educational Resources Information Center

    Banks, James A., Ed.; Suárez-Orozco, Marcelo, Ed.; Ben-Peretz, Miriam, Ed.

    2016-01-01

    Mass migration and globalization are creating new and deep challenges to education systems the world over. In this volume, some of the world's leading researchers in multicultural education and immigration discuss critical issues related to cultural sustainability, structural inclusion, and social cohesion. The authors consider how global…

  3. Education and Training of Librarians in Children's Librarianship.

    ERIC Educational Resources Information Center

    Glistrup, Eva, Ed.

    Intended as a practical tool for anyone who wishes to improve the education and training of children's librarians, this collection of reports is designed to provide ideas on how to analyze an education for children's librarians and tools for elaborating an education resting on local knowledge. The reports present the main features in the training…

  4. Get Them Back on Track: Use of the Good Behavior Game to Improve Student Behavior

    ERIC Educational Resources Information Center

    McKenna, John W.; Flower, Andrea

    2014-01-01

    As schools develop inclusive practices to maximize student placement in their least restrictive environment (Individuals With Disabilities Education Act, 2004), students with problem behavior are increasingly educated in general education settings. As a result, general and special education teachers must be prepared to work with students with…

  5. Financial Aid: A Resource for Improving Educational Opportunities. Working Paper, Preliminary Draft.

    ERIC Educational Resources Information Center

    Deitch, Kenneth M.

    Financial aid in American higher education is discussed with a primary focus on undergraduate education. Some major issues pertaining to public policy and pricing in higher education are considered, and the practice of subsidizing students, with special attention to the role of the federal government, is briefly reviewed. Information regarding…

  6. Moderating the Debate: Rationality and the Promise of American Education

    ERIC Educational Resources Information Center

    Feuer, Michael J.

    2006-01-01

    This eloquent book examines the complex--and often problematic--relations between education research, policy, and practice, and proposes ways to improve those relationships in the interest of meaningful education reform. Based on the Burton and Inglis Lectures, which Michael Feuer delivered at the Harvard Graduate School of Education in 2004 and…

  7. Problem Solving and Emotional Education in Initial Primary Teacher Education

    ERIC Educational Resources Information Center

    Caballero, Ana; Blanco, Lorenzo J.; Guerrero, Eloisa

    2011-01-01

    Our work is based on two premises. The first is that affective factors (beliefs, attitudes, and emotions) influence teaching and learning mathematics, and problem solving in particular. The second is that initial teacher education is an important element in the process of improving overall educational practice. On this basis, our research group…

  8. Voices in Education: Accountability in Teacher Education and the National Council on Teacher Quality

    ERIC Educational Resources Information Center

    Paulson, Sharon; Marchant, Greg

    2011-01-01

    Personally, the authors have seen the evolution of teacher education for over 30 years. From "diagnostic/prescriptive teaching" through "reflective practice," the quality of the programs and students has improved greatly. Turning that subjective appraisal into a quantifiable evaluation is a tricky enterprise in education. However, the demand for…

  9. Evaluation Models for Continuing Education Program Efficacy: How Does Athletic Training Continuing Education Measure up?

    ERIC Educational Resources Information Center

    Doherty-Restrepo, Jennifer L.; Hughes, Brian J.; Del Rossi, Gianluca; Pitney, William A.

    2009-01-01

    Objective: Although continuing education is required for athletic trainers (AT) to maintain their Board of Certification credential, little is known regarding its efficacy for advancing knowledge and improving patient care. Continuing professional education (CPE) is designed to provide professionals with important practical learning opportunities.…

  10. Transforming American Education: Learning Powered by Technology. National Education Technology Plan, 2010

    ERIC Educational Resources Information Center

    US Department of Education, 2010

    2010-01-01

    This report presents the Administration's National Education Technology Plan. This plan calls for applying the advanced technologies used in everyone's daily personal and professional lives to the entire education system to improve student learning, accelerate and scale up the adoption of effective practices, and use data and information for…

  11. Privatization of Higher Education in Nigeria: Critical Issues

    ERIC Educational Resources Information Center

    Okunola, Philips Olayide; Oladipo, Simeon Adebayo

    2012-01-01

    The broad intent of any educational reform is premised on the assumption that it is capable of improving educational process and practices, hence, the need for evaluation of the system's process in order to determine the efficiency and effectiveness of resource allocation. Education is capital intensive in terms of human, financial and material…

  12. Parents' Experiences with the IEP Process: Considerations for Improving Practice

    ERIC Educational Resources Information Center

    Reiman, John W.; Beck, Laura; Coppola, Teresa; Engiles, Anita

    2010-01-01

    Since 1975 active parent participation in all aspects of educational programming for students receiving special education services has been legally mandated, initially with the Education for All Handicapped Children Act (PL 94-142), then in 1990 with the Individuals with Disabilities Education Act (IDEA) (PL 102-119), and most recently with the…

  13. Implementing Multiage Education: A Practical Guide.

    ERIC Educational Resources Information Center

    Kasten, Wendy C.; Lolli, Elizabeth Monce

    Noting that multiage education continues to receive a great deal of interest as educators, legislators, and parents seek to find ways to improve educational experiences for all children, this book takes readers by the hand and guides them as they move from exploring the concept of multiage to the actual stages of implementation. As is consistent…

  14. Using the Real-time Instructor Observing Tool (RIOT) for Reflection on Teaching Practice

    NASA Astrophysics Data System (ADS)

    Paul, Cassandra; West, Emily

    2018-03-01

    As physics educators, we are constantly looking for ways to improve our practice. There are many different kinds of professional development opportunities that have been shown to help us with this endeavor. We can seek assistance from professionals, like mentor teachers or centers for faculty development, we can attend workshops to learn new curricula or pedagogical skills, and we can engage in learning communities to develop shared visions and become more reflective educators. However, when these activities end, what can we do on our own to continue to improve? How can we track our improvement? And perhaps even most importantly, what can we do when these resources aren't available to us? While publications like The Physics Teacher offer excellent pedagogical practices we can try out in the classroom, how do we get feedback on what we decide to implement?

  15. Mobile technologies in medical education: AMEE Guide No. 105.

    PubMed

    Masters, Ken; Ellaway, Rachel H; Topps, David; Archibald, Douglas; Hogue, Rebecca J

    2016-06-01

    Mobile technologies (including handheld and wearable devices) have the potential to enhance learning activities from basic medical undergraduate education through residency and beyond. In order to use these technologies successfully, medical educators need to be aware of the underpinning socio-theoretical concepts that influence their usage, the pre-clinical and clinical educational environment in which the educational activities occur, and the practical possibilities and limitations of their usage. This Guide builds upon the previous AMEE Guide to e-Learning in medical education by providing medical teachers with conceptual frameworks and practical examples of using mobile technologies in medical education. The goal is to help medical teachers to use these concepts and technologies at all levels of medical education to improve the education of medical and healthcare personnel, and ultimately contribute to improved patient healthcare. This Guide begins by reviewing some of the technological changes that have occurred in recent years, and then examines the theoretical basis (both social and educational) for understanding mobile technology usage. From there, the Guide progresses through a hierarchy of institutional, teacher and learner needs, identifying issues, problems and solutions for the effective use of mobile technology in medical education. This Guide ends with a brief look to the future.

  16. The art and science of cancer education and evaluation: toward facilitating improved patient outcomes.

    PubMed

    Johnson, Lenora; Ousley, Anita; Swarz, Jeffrey; Bingham, Raymond J; Erickson, J Bianca; Ellis, Steven; Moody, Terra

    2011-03-01

    Cancer education is a constantly evolving field, as science continues to advance both our understanding of cancer and its effects on patients, families, and communities. Moving discoveries to practice expeditiously is paramount to impacting cancer outcomes. The continuing education of cancer care professionals throughout their practice life is vital to facilitating the adoption of therapeutic innovations. Meanwhile, more general educational programs serve to keep cancer patients, their families, and the public informed of the latest findings in cancer research. The National Cancer Institute conducted an assessment of the current knowledge base for cancer education which involved two literature reviews, one of the general literature of the evaluation of medical and health education efforts, and the other of the preceding 5 years of the Journal of Cancer Education (JCE). These reviews explored a wide range of educational models and methodologies. In general, those that were most effective used multiple methodologies, interactive techniques, and multiple exposures over time. Less than one third of the articles in the JCE reported on a cancer education or communication product, and of these, only 70% had been evaluated for effectiveness. Recommendations to improve the evaluation of cancer education and the educational focus of the JCE are provided.

  17. Neurologists and technology: The changing "Facebook" of practice.

    PubMed

    Potts, Daniel C; Hohler, Anna D

    2013-04-01

    Social and traditional media are revolutionizing health care. Medicine, once an art practiced behind closed doors, is now part of the public domain. This article will help neurologists navigate a complex maze of technology to optimize patient care without compromising privacy. We offer ideas for improving our digital "footprint." Guidance is given on maintaining professional demeanor in all private and public interactions to help us avoid personal or patient insult and injury. Acknowledging that neurology is becoming a specialty of increased personal and social education, we outline ways to proactively improve our patient care and education locally and globally.

  18. Education and Training to Address Specific Needs During the Career Progression of Surgeons.

    PubMed

    Sachdeva, Ajit K; Blair, Patrice Gabler; Lupi, Linda K

    2016-02-01

    Surgeons have specific education and training needs as they enter practice, progress through the core period of active practice, and then as they wind down their clinical work before retirement. These transitions and the career progression process, combined with the dynamic health care environment, present specific opportunities for innovative education and training based on practice-based learning and improvement, and continuous professional development methods. Cutting-edge technologies, blended models, simulation, mentoring, preceptoring, and integrated approaches can play critical roles in supporting surgeons as they provide the best surgical care throughout various phases of their careers. Copyright © 2016 Elsevier Inc. All rights reserved.

  19. Educational Intervention Improves Compliance With AAN Guidelines for Return Epilepsy Visits: A Quality Improvement Project.

    PubMed

    Nelson, Gary R; Filloux, Francis M; Kerr, Lynne M

    2016-10-01

    In 2011, the American Academy of Neurology (AAN) released guidelines for return seizure visits detailing 8 points that should be addressed during such visits. These guidelines are designed to improve routine follow-up care for epilepsy patients. The authors performed a quality improvement project aimed at increasing compliance with these guidelines after educating providers about them. The authors performed a chart review before and after an intervention which included: education regarding the guidelines, providing materials to remind providers of the guidelines, and templates to facilitate compliance. The authors reviewed charts at 2 and 6 months after the intervention. Significant improvement in documentation of 4 of the 8 measures was observed after this educational intervention. This suggests that simple educational interventions may help providers change practice and can improve compliance with new guidelines while requiring minimal time and resources to implement. © The Author(s) 2016.

  20. Changing radiology resident education to meet today's and tomorrow's needs.

    PubMed

    Halsted, Mark J; Perry, Laurie; Racadio, John M; Medina, L Santiago; LeMaster, Thomas

    2004-09-01

    Radiology education has evolved significantly in the past several decades, but there is considerable room for improvement. While some improvements depend on the availability of new technology, others are low tech, requiring merely that we be aware of and apply findings in the education literature. We teachers of radiology could benefit from recent studies investigating the processes underlying adult learning to improve the methods we use to train residents and fellows, and to improve the way we teach our colleagues and even ourselves. In this review, adult learning and the expert learner are briefly discussed, as are the important elements of effective learning tools. The strengths and weaknesses of radiology education as it is commonly practiced today are explored. Specific suggestions for improving education in radiology using both low tech and high tech methods are then discussed.

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