The Impact of Self-Efficacy and Professional Development on Implementation of Web 2.0 Tools in Elementary Classrooms

ERIC Educational Resources Information Center

Ward, Stephen

2015-01-01

This study sought to understand the impact of self-efficacy and professional development on the implementation of specific Web 2.0 tools in the elementary classroom. There were three research questions addressed in this QUAN-Qual study. Quantitative data were collected through three surveys with 48 total participants: the Web 2.0 tools Utilization…

Supporting Literacy in Preschool: Using a Teacher-Observation Tool to Guide Professional Development

ERIC Educational Resources Information Center

McNerney, Shelly; Nielsen, Diane Corcoran; Clay, Phyllis

2006-01-01

Teachers involved with professional-development opportunities inevitably differ in their content knowledge, access to resources, and instructional practices. The purpose of this study was to investigate how a standardized assessment observation tool, selected to gather summative information for grant-evaluation purposes about preschool teachers'…

Assessing the interactivity and prescriptiveness of faculty professional development workshops: The real-time professional development observation tool

NASA Astrophysics Data System (ADS)

Olmstead, Alice; Turpen, Chandra

2016-12-01

Professional development workshops are one of the primary mechanisms used to help faculty improve their teaching, and draw in many STEM instructors every year. Although workshops serve a critical role in changing instructional practices within our community, we rarely assess workshops through careful consideration of how they engage faculty. Initial evidence suggests that workshop leaders often overlook central tenets of education research that are well established in classroom contexts, such as the role of interactivity in enabling student learning [S. Freeman et al., Proc. Natl. Acad. Sci. U.S.A. 111, 8410 (2014)]. As such, there is a need to develop more robust, evidence-based models of how best to support faculty learning in professional development contexts, and to actively support workshop leaders in relating their design decisions to familiar ideas from other educational contexts. In response to these needs, we have developed an observation tool, the real-time professional development observation tool (R-PDOT), to document the form and focus of faculty engagement during workshops. In this paper, we describe the motivation and methodological considerations behind the development of the R-PDOT, justify our decisions to highlight particular aspects of workshop sessions, and demonstrate how the R-PDOT can be used to analyze three sessions from the Physics and Astronomy New Faculty Workshop. We also justify the accessibility and potential utility of the R-PDOT output as a reflective tool using preliminary data from interviews with workshop leaders, and consider the roles the R-PDOT could play in supporting future research on faculty professional development.

A social media primer for professionals: digital dos and don'ts.

PubMed

Bernhardt, Jay M; Alber, Julia; Gold, Robert S

2014-03-01

Social media sites have become powerful and important tools for health education, promotion, and communication activities as they have dramatically grown in popularity. Social media sites also offer many features that can be used for professional development and advancement. When used wisely and prudently, social media sites and platforms offer great potential for professional development by building and cultivating professional networks, as well as sharing information to increase one's recognition and improve one's reputation. They also provide a medium for increasing one's knowledge and awareness of timely news and trends by following important organizations, opinion leaders, and influential professionals. When used unwisely and imprudently, there is the potential to delay, damage, or even destroy one's professional and personal life. In this commentary, we offer recommendations for using Facebook, LinkedIn, and Twitter for professional development and caution against online behaviors that may have negative professional consequences. In summary, we believe that the strengths and benefits of social media for professional advancement and development far outweigh the risks and encourage health promotion professionals to properly engage these powerful tools.

Observation Tools for Professional Development

ERIC Educational Resources Information Center

Malu, Kathleen F.

2015-01-01

Professional development of teachers, including English language teachers, empowers them to change in ways that improve teaching and learning (Gall and Acheson 2011; Murray 2010). In their seminal research on staff development--professional development in today's terms--Joyce and Showers (2002) identify key factors that promote teacher change.…

A Study of Extension Professionals Preferences and Perceptions of Usefulness and Level of Comfort with Blogs as an Informal Professional Development Tool

ERIC Educational Resources Information Center

Cater, Melissa; Davis, Debra; Leger, Bradley; Machtmes, Krisanna; Arcemont, Lisa

2013-01-01

The use of blogs for informal professional development is a growing phenomenon in higher education. The purpose of the study reported here was to describe Extension faculty's preferences for and perceptions of using an online, particularly social media, environment for professional development. The LSU AgCenter Organization Development and…

Creative Networks of Practice Using Web 2.0 Tools

ERIC Educational Resources Information Center

Orava, Jukka; Worrall, Pete

2011-01-01

This paper examines the professional implications for teachers and managers in new and evolving forms of professional development using Web 2.0 tools in a European context. Research findings are presented from the "Creative Use of Media" learning event developed through a European eTwinning Learning Lab initiative in spring of 2009. The…

Obstacles to Enhancing Professional Development with Digital Tools in Rural Landscapes

ERIC Educational Resources Information Center

Hunt-Barron, Sarah; Tracy, Kelly N.; Howell, Emily; Kaminski, Rebecca

2015-01-01

This case study examines the use of online tools, including blogs, as a means of enhancing face-to-face professional development in writing instruction for teachers in rural districts. Since many rural districts serve large physical areas that are geographically distant from larger metropolitan areas and/or colleges and universities, teachers in…

Benefits, challenges, and best practices for involving audiences in the development of interactive coastal risk communication tools: Professional communicators' experiences

NASA Astrophysics Data System (ADS)

Stephens, S. H.; DeLorme, D.

2017-12-01

To make scientific information useful and usable to audiences, communicators must understand audience needs, expectations, and future applications. This presentation synthesizes benefits, challenges, and best practices resulting from a qualitative social science interview study of nine professionals on their experiences developing interactive visualization tools for communicating about coastal environmental risks. Online interactive risk visualization tools, such as flooding maps, are used to provide scientific information about the impacts of coastal hazards. These tools have a wide range of audiences and purposes, including time-sensitive emergency communication, infrastructure and natural resource planning, and simply starting a community conversation about risks. Thus, the science, purposes, and audiences of these tools require a multifaceted communication strategy. In order to make these tools useable and accepted by their audiences, many professional development teams solicit target end-user input or incorporate formal user-centered design into the development process. This presentation will share results of seven interviews with developers of U.S. interactive coastal risk communication tools, ranging from state-level to international in scope. Specific techniques and procedures for audience input that were used in these projects will be discussed, including ad-hoc conversations with users, iterative usability testing with project stakeholder groups, and other participatory mechanisms. The presentation will then focus on benefits, challenges, and recommendations for best practice that the interviewees disclosed about including audiences in their development projects. Presentation attendees will gain an understanding of different procedures and techniques that professionals employ to involve end-users in risk tool development projects, as well as important considerations and recommendations for effectively involving audiences in science communication design.

The ePortfolio: A Tool for Professional Development, Engagement, and Lifelong Learning

ERIC Educational Resources Information Center

Guder, Christopher

2013-01-01

Professional development is, in essence, a form of lifelong learning, and as such, can be viewed within the context of pedagogical concepts. More specifically, professional development is a process that builds on the experiences of the professional through assessment and reflection. The library as an organization acts like a teacher or instructor…

Development of a Competency Mapping Tool for Undergraduate Professional Degree Programmes, Using Mechanical Engineering as a Case Study

ERIC Educational Resources Information Center

Holmes, David W.; Sheehan, Madoc; Birks, Melanie; Smithson, John

2018-01-01

Mapping the curriculum of a professional degree to the associated competency standard ensures graduates have the competence to perform as professionals. Existing approaches to competence mapping vary greatly in depth, complexity, and effectiveness, and a standardised approach remains elusive. This paper describes a new mapping software tool that…

The Development of Pre-Service Science Teachers' Professional Knowledge in Utilizing ICT to Support Professional Lives

ERIC Educational Resources Information Center

Arnold, Savittree Rochanasmita; Padilla, Michael J.; Tunhikorn, Bupphachart

2009-01-01

In the rapidly developing digital world, technology is and will be a force in workplaces, communities, and everyday lives in the 21st century. Information and Communication Technology (ICT) including computer hardware/software, networking and other technologies such as audio, video, and other multimedia tools became learning tools for students in…

Twitter: A Professional Development and Community of Practice Tool for Teachers

ERIC Educational Resources Information Center

Rosell-Aguilar, Fernando

2018-01-01

This article shows how a group of language teachers use Twitter as a tool for continuous professional development through the #MFLtwitterati hashtag. Based on data collected through a survey (n = 116) and interviews (n = 11), it describes how this collective of teachers use the hashtag and evaluates the impact of their Twitter network on their…

Peer Coaching as an Institutionalised Tool for Professional Development: The Perceptions of Tutors in a Nigerian College

ERIC Educational Resources Information Center

Aderibigbe, Semiyu Adejare; Ajasa, Folorunso Adekemi

2013-01-01

Purpose: The purpose of this paper is to explore the perceptions of college tutors on peer coaching as a tool for professional development to determine its formal institutionalisation. Design/methodology/approach: A survey questionnaire was used for data collection, while analysis of data was done using descriptive statistics. Findings: The…

Teacher Evaluation as a Tool for Professional Development: A Case of Saudi Arabia

ERIC Educational Resources Information Center

Hakim, Badia Muntazir

2015-01-01

This study reports on the use of teacher evaluation and appraisal process as a tool for professional development. A group of 30 teachers from seven different nationalities with diverse qualifications and teaching experiences participated in this case study at the English Language Institute (ELI) at King Abdulaziz University (KAU), Saudi Arabia.…

Peer Observation: A Professional Learning Tool for English Language Teachers in an EFL Institute

ERIC Educational Resources Information Center

Ahmed, Ejaz; Nordin, Zaimuariffudin Shukri; Shah, Sayyed Rashid; Channa, Mansoor Ahmed

2018-01-01

The key aim of this study is to explore the perceptions of English as foreign language (EFL) teachers about peer observation as a tool for professional development that is implemented in an English Language Institute of a Saudi Arabian university. This paper reviews literature on peer observation to develop a conceptual and theoretical…

Using Virtual Environments as Professional Development Tools for Pre-Service Teachers Seeking ESOL Endorsement

ERIC Educational Resources Information Center

Blankenship, Rebecca J.

2010-01-01

The purpose of this study was to investigate the potential use of Second Life (Linden Labs, 2004) and Skype (Skype Limited, 2009) as simulated virtual professional development tools for pre-service teachers seeking endorsement in teaching English as a Second Official Language (ESOL). Second Life is an avatar-based Internet program that allows…

Utilizing Peer Observation as a Professional Development Tool to Learn in Context

ERIC Educational Resources Information Center

Hirsch, Linda J.

2011-01-01

De-contextualized professional development is the common route taken by school districts to addresses pedagogical skills and address change within an educational organization. Research suggests that the current process of professional development activities is limited if not ineffective. Research shows that another model of professional…

Developing and Piloting a Form for Student Assessment of Faculty Professionalism

ERIC Educational Resources Information Center

Todhunter, Sarah; Cruess, Sylvia R.; Cruess, Richard L.; Young, Meredith; Steinert, Yvonne

2011-01-01

One of the impediments to teaching professionalism is unprofessional behavior amongst clinical teachers. No method of reliably assessing the professional behavior of clinical teachers has yet been reported. The aim of this project was to develop and pilot such a tool. Thirty-four desirable professional behaviors in clinical teachers were…

Innovative methods and tools for professionals working in supported living services for intellectually disabled persons.

PubMed

Gruiz, Katalin

2015-01-01

Autonomy of mid-seriously and seriously intellectually disabled persons is encouraged both by legislations on human rights and the modern social care and services. The process leading to the maximum possible autonomy is illustrated by a developmental spiral in our model. Specialty of the development is that the personal educational projects are realized during everyday activities. The process requires conscious professionals with an empowering and motivating attitude, with adult relationship to the intellectually disabled persons and versatile skills and tools. In this educational relationship the social professional and the supported person are equal partners moving together along the spiral of human development. An innovative tool-battery has been developed aiding support-staff in the 'pedagogical' task embedded into everyday social services. The tool-battery and its first application in supported living services of the Hungarian Down Foundation are introduced in this paper.

Identifying Professional Development Needs in Mathematics: A Planning Tool for Grades 3-7. Second Edition

ERIC Educational Resources Information Center

Taylor, Mary Jo; Dimino, Joseph A.; Gellar, Leanne Ketterlin; Koontz, Trish

2010-01-01

This document offers a planning tool for grades 3-7 that can be used by regional comprehensive centers, other technical assistance centers, and state departments of education to plan professional development for teachers. It is based on the "National Mathematics Advisory Panel Report" which was published in 2008. The panel synthesized its final…

Collaboratively Exploring the Use of a Video Case-Based Book as a Professional Development Tool

ERIC Educational Resources Information Center

Smithenry, Dennis W.; Prouty, Jessica; Capobianco, Brenda M.

2013-01-01

Although the literature contains many examples of extensive professional development (PD) programs, most science teachers experience only a few hours of PD each year. To address this reality, alternative PD delivery tools need to be examined. Since the mid-1990s, video cases have emerged as a flexible form of PD where in-service teachers can…

Professional Development Portfolio: Perceptions of Nutrition and Dietetics Current Students and Recent Graduates

ERIC Educational Resources Information Center

Vouchilas, Gus; George, Gretchen

2016-01-01

The Professional Development Portfolio (PDP) in family and consumer sciences nutrition and dietetics programs is a tool that can help students in their transition to professionals. Significant issues in the portfolio development process are: content selection, decision to create paper or online formatting, determination of proper timing to begin…

Utilisation of an electronic portfolio to engage rehabilitation professionals in continuing professional development: results of a provincial survey.

PubMed

Foucault, Marie-Lyse; Vachon, Brigitte; Thomas, Aliki; Rochette, Annie; Giguère, Charles-Édouard

2018-06-01

ePortfolios are frequently used to support continuing professional development (CPD) of rehabilitation professionals. Though this tool is now widely implemented in many professions by regulatory organisations, very few studies have investigated the use and impact among rehabilitation professionals. Implementation of comprehensive ePortfolios that are centred on the needs of rehabilitation professionals requires documenting their level of use and perceived outcomes. The objectives were to describe how occupational therapists use a mandatory ePortfolio that has been recently implemented by a regulatory organisation in Quebec (Canada) and the perceived outcomes of this requirement on continuing professional development and practice change. An online survey was sent to all registered occupational therapists in Quebec using the ePortfolio. The survey content was developed based on a literature review and expert consultation. Results were analysed using descriptive statistics. A total of 546 respondents completed the survey. Results show relatively high levels of ease and satisfaction with the tool, but a limited perception of the tool's impacts on the improvement of professional competencies and change in practices. Occupational therapists reported that use of the ePortfolio supports their engagement in CPD but has limited impact on practice. Promotion of work-based learning, team use and mentor support could increase its meaningfulness for professionals. Implications for Rehabilitation To improve attitudes and beliefs about benefits related to portfolio use, rehabilitation practitioners need a very clear understanding of the purpose and usefulness of a portfolio in clinical practice. Most of the respondents saw the ePortfolio as helping them develop and implement a continuing professional development plan and reflect on the changes needed in their practice. Portfolio use in teams and productive reflection should be promoted in order to target shared objectives for continuous practice improvement. Rehabilitation professionals trained in portfolio use during their entry-level studies have a slightly more positive attitude towards portfolio use and impact of this use compared with than clinicians who have not had this training.

Development and Integration of Professional Core Values Among Practicing Clinicians.

PubMed

McGinnis, Patricia Quinn; Guenther, Lee Ann; Wainwright, Susan F

2016-09-01

The physical therapy profession has adopted professional core values, which define expected values for its members, and developed a self-assessment tool with sample behaviors for each of the 7 core values. However, evidence related to the integration of these core values into practice is limited. The aims of this study were: (1) to gain insight into physical therapists' development of professional core values and (2) to gain insight into participants' integration of professional core values into clinical practice. A qualitative design permitted in-depth exploration of the development and integration of the American Physical Therapy Association's professional core values into physical therapist practice. Twenty practicing physical therapists were purposefully selected to explore the role of varied professional, postprofessional, and continuing education experiences related to exposure to professional values. The Core Values Self-Assessment and résumé sort served as prompts for reflection via semistructured interviews. Three themes were identified: (1) personal values were the foundation for developing professional values, which were further shaped by academic and clinical experiences, (2) core values were integrated into practice independent of practice setting and varied career paths, and (3) participants described the following professional core values as well integrated into their practice: integrity, compassion/caring, and accountability. Social responsibility was an area consistently identified as not being integrated into their practice. The Core Values Self-Assessment tool is a consensus-based document developed through a Delphi process. Future studies to establish reliability and construct validity of the tool may be warranted. Gaining an in-depth understanding of how practicing clinicians incorporate professional core values into clinical practice may shed light on the relationship between core values mastery and its impact on patient care. Findings may help shape educators' decisions for professional (entry-level), postprofessional, and continuing education. © 2016 American Physical Therapy Association.

Health worker motivation in Africa: the role of non-financial incentives and human resource management tools.

PubMed

Mathauer, Inke; Imhoff, Ingo

2006-08-29

There is a serious human resource crisis in the health sector in developing countries, particularly in Africa. One of the challenges is the low motivation of health workers. Experience and the evidence suggest that any comprehensive strategy to maximize health worker motivation in a developing country context has to involve a mix of financial and non-financial incentives. This study assesses the role of non-financial incentives for motivation in two cases, in Benin and Kenya. The study design entailed semi-structured qualitative interviews with doctors and nurses from public, private and NGO facilities in rural areas. The selection of health professionals was the result of a layered sampling process. In Benin 62 interviews with health professionals were carried out; in Kenya 37 were obtained. Results from individual interviews were backed up with information from focus group discussions. For further contextual information, interviews with civil servants in the Ministry of Health and at the district level were carried out. The interview material was coded and quantitative data was analysed with SPSS software. The study shows that health workers overall are strongly guided by their professional conscience and similar aspects related to professional ethos. In fact, many health workers are demotivated and frustrated precisely because they are unable to satisfy their professional conscience and impeded in pursuing their vocation due to lack of means and supplies and due to inadequate or inappropriately applied human resources management (HRM) tools. The paper also indicates that even some HRM tools that are applied may adversely affect the motivation of health workers. The findings confirm the starting hypothesis that non-financial incentives and HRM tools play an important role with respect to increasing motivation of health professionals. Adequate HRM tools can uphold and strengthen the professional ethos of doctors and nurses. This entails acknowledging their professionalism and addressing professional goals such as recognition, career development and further qualification. It must be the aim of human resources management/quality management (HRM/QM) to develop the work environment so that health workers are enabled to meet their personal and the organizational goals.

Health worker motivation in Africa: the role of non-financial incentives and human resource management tools

PubMed Central

Mathauer, Inke; Imhoff, Ingo

2006-01-01

Background There is a serious human resource crisis in the health sector in developing countries, particularly in Africa. One of the challenges is the low motivation of health workers. Experience and the evidence suggest that any comprehensive strategy to maximize health worker motivation in a developing country context has to involve a mix of financial and non-financial incentives. This study assesses the role of non-financial incentives for motivation in two cases, in Benin and Kenya. Methods The study design entailed semi-structured qualitative interviews with doctors and nurses from public, private and NGO facilities in rural areas. The selection of health professionals was the result of a layered sampling process. In Benin 62 interviews with health professionals were carried out; in Kenya 37 were obtained. Results from individual interviews were backed up with information from focus group discussions. For further contextual information, interviews with civil servants in the Ministry of Health and at the district level were carried out. The interview material was coded and quantitative data was analysed with SPSS software. Results and discussion The study shows that health workers overall are strongly guided by their professional conscience and similar aspects related to professional ethos. In fact, many health workers are demotivated and frustrated precisely because they are unable to satisfy their professional conscience and impeded in pursuing their vocation due to lack of means and supplies and due to inadequate or inappropriately applied human resources management (HRM) tools. The paper also indicates that even some HRM tools that are applied may adversely affect the motivation of health workers. Conclusion The findings confirm the starting hypothesis that non-financial incentives and HRM tools play an important role with respect to increasing motivation of health professionals. Adequate HRM tools can uphold and strengthen the professional ethos of doctors and nurses. This entails acknowledging their professionalism and addressing professional goals such as recognition, career development and further qualification. It must be the aim of human resources management/quality management (HRM/QM) to develop the work environment so that health workers are enabled to meet their personal and the organizational goals. PMID:16939644

Enabling Adaptive System Leadership: Teachers Leading Professional Development

ERIC Educational Resources Information Center

Boylan, Mark

2018-01-01

Internationally, there is increasing emphasis on teacher leadership of professional development. This provides opportunities for teachers to initiate and facilitate professional learning activities beyond their own schools. There is a need for theoretical tools to analyse their leadership activity and how to support it. Constructs from complexity…

In Search of Practitioner-Based Social Capital: A Social Network Analysis Tool for Understanding and Facilitating Teacher Collaboration in a US-Based STEM Professional Development Program

ERIC Educational Resources Information Center

Baker-Doyle, Kira J.; Yoon, Susan A.

2011-01-01

This paper presents the first in a series of studies on the informal advice networks of a community of teachers in an in-service professional development program. The aim of the research was to use Social Network Analysis as a methodological tool to reveal the social networks developed by the teachers, and to examine whether these networks…

An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development

ERIC Educational Resources Information Center

Campbell, Todd; Zuwallack, Rebecca; Longhurst, Max; Shelton, Brett E.; Wolf, Paul G.

2014-01-01

This research examines how science teaching orientations and beliefs about technology-enhanced tools change over time in professional development (PD). The primary data sources for this study came from learning journals of 8 eighth grade science teachers at the beginning and conclusion of a year of PD. Based on the analysis completed, Information…

Assessing the Interactivity and Prescriptiveness of Faculty Professional Development Workshops: The Real-Time Professional Development Observation Tool

ERIC Educational Resources Information Center

Olmstead, Alice; Turpen, Chandra

2016-01-01

Professional development workshops are one of the primary mechanisms used to help faculty improve their teaching, and draw in many STEM instructors every year. Although workshops serve a critical role in changing instructional practices within our community, we rarely assess workshops through careful consideration of how they engage faculty.…

The Influence of Mathematics Professional Development, School-Level, and Teacher-Level Variables on Primary Students' Mathematics Achievement

ERIC Educational Resources Information Center

Polly, Drew; Wang, Chuang; Martin, Christie; Lambert, Richard; Pugalee, David; Middleton, Catherina

2018-01-01

This study examined the influence of a professional development project about an internet-based mathematics formative assessment tool and related pedagogies on primary teachers' instruction and student achievement. Teachers participated in 72 h of professional development during the year. Descriptive statistics and multivariate analyses of…

Building Social Media Connections

ERIC Educational Resources Information Center

Ferriter, William N.; Ramsden, Jason T.; Sheninger, Eric C.

2012-01-01

Incorporating social media tools into your professional practices does not have to be intimidating as long as you are willing to tackle five action steps. It is far easier to articulate the strengths--and to imagine the possibilities--of social media spaces as tools for communication and professional development when you are actively using those…

Tools to support evidence-informed public health decision making.

PubMed

Yost, Jennifer; Dobbins, Maureen; Traynor, Robyn; DeCorby, Kara; Workentine, Stephanie; Greco, Lori

2014-07-18

Public health professionals are increasingly expected to engage in evidence-informed decision making to inform practice and policy decisions. Evidence-informed decision making involves the use of research evidence along with expertise, existing public health resources, knowledge about community health issues, the local context and community, and the political climate. The National Collaborating Centre for Methods and Tools has identified a seven step process for evidence-informed decision making. Tools have been developed to support public health professionals as they work through each of these steps. This paper provides an overview of tools used in three Canadian public health departments involved in a study to develop capacity for evidence-informed decision making. As part of a knowledge translation and exchange intervention, a Knowledge Broker worked with public health professionals to identify and apply tools for use with each of the steps of evidence-informed decision making. The Knowledge Broker maintained a reflective journal and interviews were conducted with a purposive sample of decision makers and public health professionals. This paper presents qualitative analysis of the perceived usefulness and usability of the tools. Tools were used in the health departments to assist in: question identification and clarification; searching for the best available research evidence; assessing the research evidence for quality through critical appraisal; deciphering the 'actionable message(s)' from the research evidence; tailoring messages to the local context to ensure their relevance and suitability; deciding whether and planning how to implement research evidence in the local context; and evaluating the effectiveness of implementation efforts. Decision makers provided descriptions of how the tools were used within the health departments and made suggestions for improvement. Overall, the tools were perceived as valuable for advancing and sustaining evidence-informed decision making. Tools are available to support the process of evidence-informed decision making among public health professionals. The usability and usefulness of these tools for advancing and sustaining evidence-informed decision making are discussed, including recommendations for the tools' application in other public health settings beyond this study. Knowledge and awareness of these tools may assist other health professionals in their efforts to implement evidence-informed practice.

The Development and Perpetuation of Professional Learning Communities in Two Elementary Schools: The Role of the Principal and Impact on Teaching and Learning

ERIC Educational Resources Information Center

Maynor, Chad Edward

2010-01-01

Professional learning communities (PLCs) provide schools with a tool to meet the professional development needs of their teachers through ongoing, job-embedded staff development designed to improve instruction and student learning. While research exists on the development of PLCs, there is a gap in the literature concerning the principal's role in…

The Multimedia Case as a Tool for Professional Development: An Analysis of Online and Face-to-Face Interaction among Mathematics Pre-Service Teachers, In-Service Teachers, Mathematicians, and Mathematics Teacher Educators

ERIC Educational Resources Information Center

McGraw, Rebecca; Lynch, Kathleen; Koc, Yusuf; Budak, Ayfer; Brown, Catherine A.

2007-01-01

In this study, we consider the potential of multimedia cases as tools for teacher professional development. Specifically, we examined online and face-to-face discussions that occurred within groups composed of pre-service mathematics teachers, in-service mathematics teachers, mathematicians, and mathematics teacher educators. Discussions within…

Measuring the utility of the Science, Technology, Engineering, Mathematics (STEM) Academy Measurement Tool in assessing the development of K-8 STEM academies as professional learning communities

NASA Astrophysics Data System (ADS)

Irish, Teresa J.

The aim of this study was to provide insights addressing national concerns in Science, Technology, Engineering, and Mathematics (STEM) education by examining how a set of six perimeter urban K-12 schools were transformed into STEM-focused professional learning communities (PLC). The concept of a STEM Academy as a STEM-focused PLC emphasizes the development of a STEM culture where professional discourse and teaching are focused on STEM learning. The STEM Academies examined used the STEM Academy Measurement Tool and Rubric (Tool) as a catalyst for discussion and change. This Tool was developed with input from stakeholders and used for school-wide initiatives, teacher professional development and K-12 student engagement to improve STEM teaching and learning. Two primary goals of this study were to assess the levels of awareness and use of the tool by all stakeholders involved in the project and to determine how the Tool assisted in the development and advancement of these schools as STEM PLCs. Data from the STEM Academy Participant Survey was analyzed to determine stakeholders' perceptions of the Tool in terms of (i) how aware stakeholders were of the Tool, (ii) whether they participated in the use of the Tool, (iii) how the characteristics of PLCs were perceived in their schools, and finally (iv) how the awareness of the Tool influenced teachers' perceptions of the presence of PLC characteristics. Findings indicate that school faculty were aware of the Tool on a number of different levels and evidence exists that the use of the Tool assisted in the development of STEM Academies, however impact varied from school to school. Implications of this study suggest that the survey should be used for a longer period of time to gain more in-depth knowledge on teachers' perceptions of the Tool as a catalyst across time. Additional findings indicate that the process for using the Tool should be ongoing and involve the stakeholders to have the greatest impact on school culture. This research contributes to the knowledge base related to building STEM PLCs aimed at improving K-12 teacher content and pedagogical knowledge as well as student learning and achievement in STEM education.

Tools to support evidence-informed public health decision making

PubMed Central

2014-01-01

Background Public health professionals are increasingly expected to engage in evidence-informed decision making to inform practice and policy decisions. Evidence-informed decision making involves the use of research evidence along with expertise, existing public health resources, knowledge about community health issues, the local context and community, and the political climate. The National Collaborating Centre for Methods and Tools has identified a seven step process for evidence-informed decision making. Tools have been developed to support public health professionals as they work through each of these steps. This paper provides an overview of tools used in three Canadian public health departments involved in a study to develop capacity for evidence-informed decision making. Methods As part of a knowledge translation and exchange intervention, a Knowledge Broker worked with public health professionals to identify and apply tools for use with each of the steps of evidence-informed decision making. The Knowledge Broker maintained a reflective journal and interviews were conducted with a purposive sample of decision makers and public health professionals. This paper presents qualitative analysis of the perceived usefulness and usability of the tools. Results Tools were used in the health departments to assist in: question identification and clarification; searching for the best available research evidence; assessing the research evidence for quality through critical appraisal; deciphering the ‘actionable message(s)’ from the research evidence; tailoring messages to the local context to ensure their relevance and suitability; deciding whether and planning how to implement research evidence in the local context; and evaluating the effectiveness of implementation efforts. Decision makers provided descriptions of how the tools were used within the health departments and made suggestions for improvement. Overall, the tools were perceived as valuable for advancing and sustaining evidence-informed decision making. Conclusion Tools are available to support the process of evidence-informed decision making among public health professionals. The usability and usefulness of these tools for advancing and sustaining evidence-informed decision making are discussed, including recommendations for the tools’ application in other public health settings beyond this study. Knowledge and awareness of these tools may assist other health professionals in their efforts to implement evidence-informed practice. PMID:25034534

Use of ePortfolio Presentations in a Baccalaureate Nursing Program

ERIC Educational Resources Information Center

Feather, Rebecca; Ricci, Margaret

2014-01-01

Portfolios are an essential tool for demonstrating professional accomplishments and documenting professional growth in a variety of professions. Because of the competitive job market for new graduate nurses in health care, the development and use of an ePortfolio can be an essential tool for the application and interview process. The purpose of…

Critical Thinking Skills for Rehabilitation Professionals in the 21st Century

ERIC Educational Resources Information Center

Lewis, Allen N.; King, Eric S.; Pitt, Jenelle S.; Getachew, Almaz; Shamburger, Aisha

2010-01-01

Critical thinking (CT) is an essential tool for rehabilitation professionals in the 21st century. Well developed CT skills are indicated for rehabilitation professionals in the new century to promote continuous quality improvement of the service delivery system. Such improvement will occur as rehabilitation professionals learn to routinely…

The teaching portfolio as a professional development tool for anaesthetists.

PubMed

Sidhu, N S

2015-05-01

A teaching portfolio (TP) is a document containing a factual description of a teacher's teaching strengths and accomplishments, allowing clinicians to display them for examination by others. The primary aim of a TP is to improve quality of teaching by providing a structure for self-reflection, which in turn aids professional development in medical education. Contents typically include a personal statement on teaching, an overview of teaching accomplishments and activities, feedback from colleagues and learners, a reflective component and some examples of teaching material. Electronic portfolios are more portable and flexible compared to paper portfolios. Clinicians gain the most benefit from a TP when it is used as a tool for self-reflection of their teaching practice and not merely as a list of activities and achievements. This article explains why and how anaesthetists might use a TP as a tool for professional development in medical education.

The Role of Personalized Professional Learning as a Motivational Factor for College Faculty to Engage in Ongoing Professional Development

ERIC Educational Resources Information Center

Hoffman, Martin A., Sr.

2016-01-01

Professional development is a vital activity in postsecondary educational institutions that is specifically intended to improve the participants' skill set as educators. Personalized education, differentiated instruction, and adaptive learning are widely discussed as being powerful tools to reach students, but are largely outward facing and not…

Recommendations and Improvements for the Evaluation of Integrated Community-Wide Interventions Approaches.

PubMed

van Koperen, Tessa M; Renders, Carry M; Spierings, Eline J M; Hendriks, Anna-Marie; Westerman, Marjan J; Seidell, Jacob C; Schuit, Albertine J

2016-01-01

Background . Integrated community-wide intervention approaches (ICIAs) are implemented to prevent childhood obesity. Programme evaluation improves these ICIAs, but professionals involved often struggle with performance. Evaluation tools have been developed to support Dutch professionals involved in ICIAs. It is unclear how useful these tools are to intended users. We therefore researched the facilitators of and barriers to ICIA programme evaluation as perceived by professionals and their experiences of the evaluation tools. Methods . Focus groups and interviews with 33 public health professionals. Data were analysed using a thematic content approach. Findings . Evaluation is hampered by insufficient time, budget, and experience with ICIAs, lack of leadership, and limited advocacy for evaluation. Epidemiologists are regarded as responsible for evaluation but feel incompetent to perform evaluation or advocate its need in a political environment. Managers did not prioritise process evaluations, involvement of stakeholders, and capacity building. The evaluation tools are perceived as valuable but too comprehensive considering limited resources. Conclusion . Evaluating ICIAs is important but most professionals are unfamiliar with it and management does not prioritise process evaluation nor incentivize professionals to evaluate. To optimise programme evaluation, more resources and coaching are required to improve professionals' evaluation capabilities and specifically the use of evaluation.

Recommendations and Improvements for the Evaluation of Integrated Community-Wide Interventions Approaches

PubMed Central

Spierings, Eline J. M.; Westerman, Marjan J.; Seidell, Jacob C.; Schuit, Albertine J.

2016-01-01

Background. Integrated community-wide intervention approaches (ICIAs) are implemented to prevent childhood obesity. Programme evaluation improves these ICIAs, but professionals involved often struggle with performance. Evaluation tools have been developed to support Dutch professionals involved in ICIAs. It is unclear how useful these tools are to intended users. We therefore researched the facilitators of and barriers to ICIA programme evaluation as perceived by professionals and their experiences of the evaluation tools. Methods. Focus groups and interviews with 33 public health professionals. Data were analysed using a thematic content approach. Findings. Evaluation is hampered by insufficient time, budget, and experience with ICIAs, lack of leadership, and limited advocacy for evaluation. Epidemiologists are regarded as responsible for evaluation but feel incompetent to perform evaluation or advocate its need in a political environment. Managers did not prioritise process evaluations, involvement of stakeholders, and capacity building. The evaluation tools are perceived as valuable but too comprehensive considering limited resources. Conclusion. Evaluating ICIAs is important but most professionals are unfamiliar with it and management does not prioritise process evaluation nor incentivize professionals to evaluate. To optimise programme evaluation, more resources and coaching are required to improve professionals' evaluation capabilities and specifically the use of evaluation. PMID:28116149

Using a Community-Engaged Research (CEnR) approach to develop and pilot a photo grid method to gain insights into early child health and development in a socio-economic disadvantaged community.

PubMed

Lowrie, Emma; Tyrrell-Smith, Rachel

2017-01-01

This paper reports on the use of a Community-Engaged Research (CEnR) approach to develop a new research tool to involve members of the community in thinking about priorities for early child health and development in a deprived area of the UK. The CEnR approach involves researchers, professionals and members of the public working together during all stages of research and development.Researchers used a phased approach to the development of a Photo Grid tool including reviewing tools which could be used for community engagement, and testing the new tool based on feedback from workshops with local early years professionals and parents of young children.The Photo Grid tool is a flat square grid on which photo cards can be placed. Participants were asked to pace at the top of the grid the photos they considered most important for early child health and development, working down to the less important ones at the bottom. The findings showed that the resulting Photo Grid tool was a useful and successful method of engaging with the local community. The evidence for this is the high numbers of participants who completed a pilot study and who provided feedback on the method. By involving community members throughout the research process, it was possible to develop a method that would be acceptable to the local population, thus decreasing the likelihood of a lack of engagement. The success of the tool is therefore particularly encouraging as it engages "seldom heard voices," such as those with low literacy. The aim of this research was to consult with professionals and parents to develop a new research toolkit (Photo Grid), to understand community assets and priorities in relation to early child health and development in Blackpool, a socio-economic disadvantaged community. A Community-Engaged Research (CEnR) approach was used to consult with community members. This paper describes the process of using a CEnR approach in developing a Photo Grid toolkit. A phased CEnR approach was used to design, test and pilot a Photo Grid tool. Members of the Blackpool community; parents with children aged 0-4 years, health professionals, members of the early year's workforce, and community development workers were involved in the development of the research tool at various stages. They were recruited opportunistically via a venue-based time-space sampling method. In total, 213 parents and 18 professionals engaged in the research process. Using a CEnR approach allowed effective engagement with the local community and professionals, evidence by high levels of engagement throughout the development process. This approach improved the acceptability and usability of the resulting Photo Grid toolkit. Community members found the method accessible, engaging, useful, and thought provoking. The Photo Grid toolkit was seen by community members as accessible, engaging, useful and thought provoking in an area of high social deprivation, complex problems, and low literacy. The Photo Grid is an adaptable tool which can be used in other areas of socio-economic disadvantage to engage with the community to understand a wide variety of complex topics.

WikiBuild: A New Application to Support Patient and Health Care Professional Involvement in the Development of Patient Support Tools

PubMed Central

2011-01-01

Active patient and public involvement as partners in their own health care and in the development of health services is key to achieving a health care system that is responsive to patients’ needs and values. It promotes better use of the health care system, and improves health outcomes, quality of life and patient satisfaction. By involving patients and health care professionals as partners in the creation and updating of patient health support tools, wikis—highly accessible, interactive vehicles of communication—have the potential to empower users to implement these support tools in daily life. Acknowledging the potential of wikis, and recognizing that they capitalize on the free and open access to information, scientists, opinion leaders and patient advocates have suggested that wikis could help decision-making constituencies improve the delivery of health care. They might also decrease its cost and improve access to knowledge within developing countries. However, little is known about the efficacy of wikis in helping to attain these goals. There is also a need to know more about the intention of patients and health care workers to use wikis, in what circumstances and what factors will influence their use of wikis. In this issue of the Journal of Medical Internet Research, Gupta et al describe how they developed and tested a new wiki-inspired application to improve asthma care. The researchers involved patients with asthma, primary care physicians, pulmonologists and certified asthma educators in the construction of an asthma action plan. Their paper—entitled “WikiBuild: a new online collaboration process for multistakeholder tool development and consensus building”—is the first description of a wiki-inspired technology built to involve patients and health care professionals in the development of a patient support tool. This innovative study has made important contributions toward how wikis could be generalized to involve multiple stakeholders in the development of other knowledge translation tools such as clinical practice guidelines or decision aids. More specifically, Gupta et al have uncovered potential action mechanisms toward increasing usage of these tools by patients and health care professionals. These are decreasing hierarchical influences, increasing usability and adapting a tool to local context. More research is now needed to determine if the use of the resulting wiki-developed plan will actually be higher than a plan developed using other methods. Furthermore, there is also a need to assess the intention of participants to continue using wiki-based processes on an ongoing basis. It is in this dynamic and continuous retroaction loop that the support tool users—both patients and health care professionals—can adapt and improve the product after its real-life shortcomings are revealed and as new evidence becomes available. As such, a wiki would be more than a simple patient support development tool, but could also become a dynamic and interactive repository and delivery tool that would facilitate ongoing and sustainable patient and professional engagement. PMID:22155746

A new comprehension and communication tool: a valuable resource for internationally educated occupational therapists.

PubMed

Nguyen, Tram; Baptiste, Sue; Jung, Bonny; Wilkins, Seanne

2014-06-01

The need was identified for a way to assess internationally educated occupational therapists’ skills in understanding and communicating professional terminology used in occupational therapy practice. The project aim was to develop and validate such a resource. A scenario-based assessment was developed using a three-phase process for tool development. The development process involved completion of a literature scan of professional terminology used in occupational therapy practice; selection of terms and concepts commonly used in occupational therapy practice; and, creation of practice-based scenarios illustrating key concepts complete with rating rubrics. An advisory group provided oversight, and a sample of internationally educated occupational therapists completed pilot and validity testing. The initial findings showed the assessment to be easy to complete and sensitive to testing understanding of the defined terms. The final outcome is an assessment tool that has broad application for occupational therapists wishing to enter professional practice in a new country. © 2013 Occupational Therapy Australia.

Development of a Learning-Oriented Computer Assisted Instruction Designed to Improve Skills in the Clinical Assessment of the Nutritional Status: A Pilot Evaluation

PubMed Central

García de Diego, Laura; Cuervo, Marta; Martínez, J. Alfredo

2015-01-01

Computer assisted instruction (CAI) is an effective tool for evaluating and training students and professionals. In this article we will present a learning-oriented CAI, which has been developed for students and health professionals to acquire and retain new knowledge through the practice. A two-phase pilot evaluation was conducted, involving 8 nutrition experts and 30 postgraduate students, respectively. In each training session, the software developed guides users in the integral evaluation of a patient’s nutritional status and helps them to implement actions. The program includes into the format clinical tools, which can be used to recognize possible patient’s needs, to improve the clinical reasoning and to develop professional skills. Among them are assessment questionnaires and evaluation criteria, cardiovascular risk charts, clinical guidelines and photographs of various diseases. This CAI is a complete software package easy to use and versatile, aimed at clinical specialists, medical staff, scientists, educators and clinical students, which can be used as a learning tool. This application constitutes an advanced method for students and health professionals to accomplish nutritional assessments combining theoretical and empirical issues, which can be implemented in their academic curriculum. PMID:25978456

Development of a learning-oriented computer assisted instruction designed to improve skills in the clinical assessment of the nutritional status: a pilot evaluation.

PubMed

García de Diego, Laura; Cuervo, Marta; Martínez, J Alfredo

2015-01-01

Computer assisted instruction (CAI) is an effective tool for evaluating and training students and professionals. In this article we will present a learning-oriented CAI, which has been developed for students and health professionals to acquire and retain new knowledge through the practice. A two-phase pilot evaluation was conducted, involving 8 nutrition experts and 30 postgraduate students, respectively. In each training session, the software developed guides users in the integral evaluation of a patient's nutritional status and helps them to implement actions. The program includes into the format clinical tools, which can be used to recognize possible patient's needs, to improve the clinical reasoning and to develop professional skills. Among them are assessment questionnaires and evaluation criteria, cardiovascular risk charts, clinical guidelines and photographs of various diseases. This CAI is a complete software package easy to use and versatile, aimed at clinical specialists, medical staff, scientists, educators and clinical students, which can be used as a learning tool. This application constitutes an advanced method for students and health professionals to accomplish nutritional assessments combining theoretical and empirical issues, which can be implemented in their academic curriculum.

Pilot evaluation of a continuing professional development tool for developing leadership skills.

PubMed

Patterson, Brandon J; Chang, Elizabeth H; Witry, Matthew J; Garza, Oscar W; Trewet, CoraLynn B

2013-01-01

Strategies are needed to assure essential nonclinical competencies, such as leadership, can be gained using a continuing professional development (CPD) framework. The objective of this study was to explore student pharmacists' utilization and perceived effectiveness of a CPD tool for leadership development in an elective course. Students completed 2 CPD cycles during a semester-long leadership elective using a CPD tool. A questionnaire was used to measure students' perceptions of utility, self-efficacy, and satisfaction in completing CPD cycles when using a tool to aid in this process. The CPD tool was completed twice by 7 students. On average, students spent nearly 5 hours per CPD cycle. More than half (57.1%) scored themselves as successful or very successful in achieving their learning plans, and most (71.4%) found the tool somewhat useful in developing their leadership skills. Some perceived that the tool provided a systematic way to engage in leadership development, whereas others found it difficult to use. In this pilot study, most student pharmacists successfully achieved a leadership development plan and found the CPD tool useful. Providing students with more guidance may help facilitate use and effectiveness of CPD tools. There is a need to continue to develop and refine tools that assist in the CPD of pharmacy practitioners at all levels. Copyright © 2013 Elsevier Inc. All rights reserved.

Developing professionalism in Italian medical students: an educational framework

PubMed Central

Consorti, Fabrizio; Notarangelo, Mariagiovanna; Potasso, Laura; Toscano, Emanuele

2012-01-01

Developing and assessing professionalism in medical students is an international challenge. This paper, based on preliminary research at the Faculty of Medicine and Dentistry of the University Sapienza of Rome, Italy, briefly summarizes the main issues and experiences in developing professionalism among Italian undergraduate medical students. It concludes with a proposed framework suited to the Italian medical curricula. In our educational system, professionalism is defined as the context of medical expertise, the combination of rules, conditions, and meanings in which the act of health care occurs, as well as the ability of critical reflection on technical expertise. It is a multidimensional construct of ethical, sociocultural, relational, and epistemological competencies, requiring a wide range of tools for assessment. With reference to Italian versions of validated tools of measure, vignettes, videos, and a student’s portfolio of reflective writings, this paper outlines the manner in which education for professionalism is embedded in the existing curriculum and overall framework of assessment. PMID:23762002

Development of a competency mapping tool for undergraduate professional degree programmes, using mechanical engineering as a case study

NASA Astrophysics Data System (ADS)

Holmes, David W.; Sheehan, Madoc; Birks, Melanie; Smithson, John

2018-01-01

Mapping the curriculum of a professional degree to the associated competency standard ensures graduates have the competence to perform as professionals. Existing approaches to competence mapping vary greatly in depth, complexity, and effectiveness, and a standardised approach remains elusive. This paper describes a new mapping software tool that streamlines and standardises the competency mapping process. The available analytics facilitate ongoing programme review, management, and accreditation. The complete mapping and analysis of an Australian mechanical engineering degree programme is described as a case study. Each subject is mapped by evaluating the amount and depth of competence development present. Combining subject results then enables highly detailed programme level analysis. The mapping process is designed to be administratively light, with aspects of professional development embedded in the software. The effective competence mapping described in this paper enables quantification of learning within a professional degree programme, and provides a mechanism for holistic programme improvement.

Purposeful Professional Development: Planning Positive Experiences for Teachers of the Gifted and Talented

ERIC Educational Resources Information Center

Wycoff, Melinda; Nash, William R.; Juntune, Joyce E.; Mackay, Laura

2003-01-01

Maximum academic achievement for gifted and talented students can only be accomplished when teachers are given the tools, support, and training needed to strengthen instructional skills and develop knowledge of the social and emotional needs of the students they serve. Providing meaningful professional development to develop or enhance these…

A Strategic Governance Review for Multi-Organizational Systems of Education, Training, and Professional Development.

ERIC Educational Resources Information Center

Daley, Glenn A.; Levy, Dina G.; Kaganoff, Tessa; Augustine, Catherine A.; Benjamin, Roger; Bikson, Tora K.; Gates, Susan M.; Moini, Joy S.

A study was conducted to develop tools for describing and evaluating external governance in the U.S. Department of Defense's (DoD's) multiorganizational system of education, training, and professional development. An exploratory conceptual framework and taxonomy for understanding external governance in the DoD context was developed, and the…

Using intervention mapping to develop a work-related guidance tool for those affected by cancer.

PubMed

Munir, Fehmidah; Kalawsky, Katryna; Wallis, Deborah J; Donaldson-Feilder, Emma

2013-01-05

Working-aged individuals diagnosed and treated for cancer require support and assistance to make decisions regarding work. However, healthcare professionals do not consider the work-related needs of patients and employers do not understand the full impact cancer can have upon the employee and their work. We therefore developed a work-related guidance tool for those diagnosed with cancer that enables them to take the lead in stimulating discussion with a range of different healthcare professionals, employers, employment agencies and support services. The tool facilitates discussions through a set of questions individuals can utilise to find solutions and minimise the impact cancer diagnosis, prognosis and treatment may have on their employment, sick leave and return to work outcomes. The objective of the present article is to describe the systematic development and content of the tool using Intervention Mapping Protocol (IMP). The study used the first five steps of the intervention mapping process to guide the development of the tool. A needs assessment identified the 'gaps' in information/advice received from healthcare professionals and other stakeholders. The intended outcomes and performance objectives for the tool were then identified followed by theory-based methods and an implementation plan. A draft of the tool was developed and subjected to a two-stage Delphi process with various stakeholders. The final tool was piloted with 38 individuals at various stages of the cancer journey. The tool was designed to be a self-led tool that can be used by any person with a cancer diagnosis and working for most types of employers. The pilot study indicated that the tool was relevant and much needed. Intervention Mapping is a valuable protocol for designing complex guidance tools. The process and design of this particular tool can lend itself to other situations both occupational and more health-care based.

Using intervention mapping to develop a work-related guidance tool for those affected by cancer

PubMed Central

2013-01-01

Background Working-aged individuals diagnosed and treated for cancer require support and assistance to make decisions regarding work. However, healthcare professionals do not consider the work-related needs of patients and employers do not understand the full impact cancer can have upon the employee and their work. We therefore developed a work-related guidance tool for those diagnosed with cancer that enables them to take the lead in stimulating discussion with a range of different healthcare professionals, employers, employment agencies and support services. The tool facilitates discussions through a set of questions individuals can utilise to find solutions and minimise the impact cancer diagnosis, prognosis and treatment may have on their employment, sick leave and return to work outcomes. The objective of the present article is to describe the systematic development and content of the tool using Intervention Mapping Protocol (IMP). Methods The study used the first five steps of the intervention mapping process to guide the development of the tool. A needs assessment identified the ‘gaps’ in information/advice received from healthcare professionals and other stakeholders. The intended outcomes and performance objectives for the tool were then identified followed by theory-based methods and an implementation plan. A draft of the tool was developed and subjected to a two-stage Delphi process with various stakeholders. The final tool was piloted with 38 individuals at various stages of the cancer journey. Results The tool was designed to be a self-led tool that can be used by any person with a cancer diagnosis and working for most types of employers. The pilot study indicated that the tool was relevant and much needed. Conclusions Intervention Mapping is a valuable protocol for designing complex guidance tools. The process and design of this particular tool can lend itself to other situations both occupational and more health-care based. PMID:23289708

Professional Development: Teachers Use of GIS to Enhance Student Learning

ERIC Educational Resources Information Center

McClurg, Patricia A.; Buss, Alan

2007-01-01

This article explains a professional development experience of fifth to twelfth grade teachers in using geographic information systems (GIS) and global positioning systems (GPS) technologies to enhance classroom teaching and learning environments. A key challenge faced by the developers was whether teachers would value the technology tools enough…

The Origins of Molecular Biology: A Pedagogical Tool for the Professional Development of Pre-College Science Teachers

ERIC Educational Resources Information Center

Silverman, Philip M.

2003-01-01

We examine the science and pedagogy behind a historical approach to the professional development of pre-college science (primarily biology) teachers. Our intention is to reach professional scientists, who, as a group, are uniquely qualified to provide experience and insights essential to this approach. The underlying research for this article has…

From personal reflection to social positioning: the development of a transformational model of professional education in midwifery.

PubMed

Phillips, Diane; Fawns, Rod; Hayes, Barbara

2002-12-01

A transformational model of professional identity formation, anchored and globalized in workplace conversations, is advanced. Whilst the need to theorize the aims and methods of clinical education has been served by the techno-rational platform of 'reflective practice', this platform does not provide an adequate psychological tool to explore the dynamics of social episodes in professional learning and this led us to positioning theory. Positioning theory is one such appropriate tool in which individuals metaphorically locate themselves within discursive action in everyday conversations to do with personal positioning, institutional practices and societal rhetoric. This paper develops the case for researching social episodes in clinical education through professional conversations where midwifery students, in practice settings, are encouraged to account for their moment-by-moment interactions with their preceptors/midwives and university mentors. It is our belief that the reflection elaborated by positioning theory should be considered as the new epistemology for professional education where professional conversations are key to transformative learning processes for persons and institutions.

Construct Validation--Community College Instructional Development Inventory

ERIC Educational Resources Information Center

Xiong, Soua; Delgado, Nexi; Wood, J. Luke; Harris, Frank, III

2017-01-01

This white paper describes the construct validation of the Community College Instructional Development Inventory (CC-IDI). The CC-IDI is an institutional assessment tool designed to inform professional development programming for instructional faculty. The instrument was developed to serve as a standardized assessment tool to determine the…

Identifying Needs and Enhancing Learning about Climate Change Adaptation for Water Professionals at the Post-Graduate Level

ERIC Educational Resources Information Center

George, David Alan; Tan, Poh-Ling; Clewett, Jeffrey Frank

2016-01-01

Using a participatory learning approach, we report on the delivery and evaluation of a climate change and risk assessment tool to help manage water risks within the agricultural sector. Post-graduate water-professional students from a range of countries, from both developed and emerging economies were involved in using this tool. Our approach…

Support system for the professional integration of people with disability into the labour market.

PubMed

Filgueiras, Ernesto; Vilar, Elisângela; Rebelo, Francisco

2015-01-01

Successful cases of professional reintegration were achieved when adequate conditions were created for the adaptation of the worker with disability to the working environment and to the professional activity, allowing them to carry out all their functions without any restriction. In this sense, this paper presents a methodology for professional integration of people with disability in service companies and industry. It has as results a matrix of analysis of a set of observables for the reintegration of people with disability into the labour market, as well as an auxiliary tool for those who work in recruitment of personnel. The main objective was to develop a tool (i.e., a software) based on the crossing of data obtained from the analysis of the individual capacities and the requirements of the job to optimise the relationship between worker and the workplace. There was also considered a series of strategies which can be adopted by the individuals and the possible adaptations in the workplace, as a way to reduce the handicap in the accomplishment of different activities. The methodology for the development of this study is divided in two phases: Phase I, destined to the assessment criteria and classification of the indispensable functional characteristics of the individuals; Phase II, related to the assessment criteria of the jobs and the functions that have to be performed. As a result it was developed an evaluation tool to match the individuals' capabilities and the job requirements. A software was created to support the evaluation and to help professionals during the assessment. This methodology together with the support tool demonstrated to be a quite inclusive tool, as it considers, as a matter of priority, the capacities of the individuals and the real necessities of the workplaces.

The accountability of clinical education: its definition and assessment.

PubMed

Murray, E; Gruppen, L; Catton, P; Hays, R; Woolliscroft, J O

2000-10-01

Medical education is not exempt from increasing societal expectations of accountability. Competition for financial resources requires medical educators to demonstrate cost-effective educational practice; health care practitioners, the products of medical education programmes, must meet increasing standards of professionalism; the culture of evidence-based medicine demands an evaluation of the effect educational programmes have on health care and service delivery. Educators cannot demonstrate that graduates possess the required attributes, or that their programmes have the desired impact on health care without appropriate assessment tools and measures of outcome. To determine to what extent currently available assessment approaches can measure potentially relevant medical education outcomes addressing practitioner performance, health care delivery and population health, in order to highlight areas in need of research and development. Illustrative publications about desirable professional behaviour were synthesized to obtain examples of required competencies and health outcomes. A MEDLINE search for available assessment tools and measures of health outcome was performed. There are extensive tools for assessing clinical skills and knowledge. Some work has been done on the use of professional judgement for assessing professional behaviours; scholarship; and multiprofessional team working; but much more is needed. Very little literature exists on assessing group attributes of professionals, such as clinical governance, evidence-based practice and workforce allocation, and even less on examining individual patient or population health indices. The challenge facing medical educators is to develop new tools, many of which will rely on professional judgement, for assessing these broader competencies and outcomes.

Distance Learning for Teacher Professional Development in Statistics Education

ERIC Educational Resources Information Center

Meletiou-Mavrotheris, Maria; Mavrotheris, Efstathios; Paparistodemou, Efi

2011-01-01

We provide an overview of "EarlyStatistics," an online professional development course in statistics education targeting European elementary and middle school teachers. The course facilitates intercultural collaboration of teachers using contemporary technological and educational tools. An online information base offers access to all of…

EPA’s Drinking Water Treatability Database: A Tool for All Drinking Water Professionals

EPA Science Inventory

The Drinking Water Treatability Database (TDB) is being developed by the USEPA Office of Research and Development to allow drinking water professionals and others to access referenced information gathered from thousands of literature sources and assembled on one site. Currently, ...

Validation of a motivation survey tool for pharmacy students: Exploring a link to professional identity development.

PubMed

Mylrea, Martina F; Sen Gupta, Tarun; Glass, Beverley D

2017-09-01

Self-determination theory (SDT), which describes a continuum of motivation regulators, is proposed as an appropriate framework to study pharmacy student motivation. The aim was to develop a Pharmacy Motivation Scale (Pharm-S) to determine motivation regulators in undergraduate students and explore a possible link to professional identity development. The Pharm-S was adapted from the SDT-based, Sports Motivation Scale (SMS-II), and administered to undergraduate students in an Australian pharmacy course. Convergent validity was assessed by conducting a correlation analysis between the Pharm-S and MacLeod Clark Professional Identity Scale (MCPIS-9). Face, content and construct validity were established for the Pharm-S through the analysis of 327 survey responses. Factor analysis extracted four of the six theoretical subscales as proposed by SDT (variance explained: 65.7%). Support for the SDT structure was confirmed by high factor loadings in each of the subscales and acceptable reliability coefficients. Subscale correlations revealed a simplex pattern, supporting the presence of a motivation continuum, as described by SDT. A moderate positive correlation (0.64) between Pharm-S responses and the validated professional identity instrument, MCPIS-9, indicated a possible link between levels of motivation and professional identity. and conclusions: Content and structural validity and internal consistency of the Pharm-S confirmed the reliability of the Pharm-S as a valid tool to assess motivational regulators. Pharm-S and the MCPIS-9 were positively correlated, lending support to a link between motivation and professional identity. This suggests a potential role for the Pharm-S as a valid tool to measure pharmacy student professional identity development. Crown Copyright © 2017. Published by Elsevier Inc. All rights reserved.

Teaching and Assessing Professionalism in Medical Learners and Practicing Physicians*

PubMed Central

Mueller, Paul S.

2015-01-01

Professionalism is a core competency of physicians. Clinical knowledge and skills (and their maintenance and improvement), good communication skills, and sound understanding of ethics constitute the foundation of professionalism. Rising from this foundation are behaviors and attributes of professionalism: accountability, altruism, excellence, and humanism, the capstone of which is professionalism. Patients, medical societies, and accrediting organizations expect physicians to be professional. Furthermore, professionalism is associated with better clinical outcomes. Hence, medical learners and practicing physicians should be taught and assessed for professionalism. A number of methods can be used to teach professionalism (e.g. didactic lectures, web-based modules, role modeling, reflection, interactive methods, etc.). Because of the nature of professionalism, no single tool for assessing it among medical learners and practicing physicians exists. Instead, multiple assessment tools must be used (e.g. multi-source feedback using 360-degree reviews, patient feedback, critical incident reports, etc.). Data should be gathered continuously throughout an individual’s career. For the individual learner or practicing physician, data generated by these tools can be used to create a “professionalism portfolio,” the totality of which represents a picture of the individual’s professionalism. This portfolio in turn can be used for formative and summative feedback. Data from professionalism assessments can also be used for developing professionalism curricula and generating research hypotheses. Health care leaders should support teaching and assessing professionalism at all levels of learning and practice and promote learning environments and institutional cultures that are consistent with professionalism precepts. PMID:25973263

Evaluating the Effectiveness of a Large-Scale Professional Development Programme

ERIC Educational Resources Information Center

Main, Katherine; Pendergast, Donna

2017-01-01

An evaluation of the effectiveness of a large-scale professional development (PD) programme delivered to 258 schools in Queensland, Australia is presented. Formal evaluations were conducted at two stages during the programme using a tool developed from Desimone's five core features of effective PD. Descriptive statistics of 38 questions and…

Teachers' Perspectives on Digital Tools for Pedagogic Planning and Design

ERIC Educational Resources Information Center

Masterman, Elizabeth; Manton, Marion

2011-01-01

The authors introduce the concept of design support tools and situate them in the pedagogic context of professional development for technology-enhanced learning (TEL) and the research field of learning design. Through focusing on the development and evaluation of one such tool, Phoebe, they discuss their value to lecturers in post-compulsory…

Federal Consulting: Strategies and Tools for the Career Development Professional.

ERIC Educational Resources Information Center

Kahnweiler, Jennifer B.; Pressman, Sue

The Federal Government is America's largest employer and is expanding consulting opportunities for career development professionals. Increased Federal mandates for outsourcing have opened wide doors for the entrepreneurial-spirited career counselors and created new challenges for traditional methods of offering career services. As consultants who…

Factors Influencing Teacher Appropriation of Professional Learning Focused on the Use of Technology in Science Classrooms

ERIC Educational Resources Information Center

Longhurst, Max L.; Jones, Suzanne H.; Campbell, Todd

2017-01-01

Understanding factors that impact teacher implementation of learning from professional development is critical in order to maximize the educational and financial investment in teacher professional learning. This multi-case qualitative investigation elucidates factors that influence the appropriation of instructional tools associated with…

Effects of Professional Development on Preschool Teachers' Use of Embedded Instruction Practices

ERIC Educational Resources Information Center

Snyder, Patricia; Hemmeter, Mary Louise; McLean, Mary; Sandall, Susan; McLaughlin, Tara; Algina, James

2018-01-01

We conducted a randomized controlled potential efficacy trial to examine effects of two variants of the Tools for Teachers (TfT) professional development (PD) intervention on preschool teachers' implementation of embedded instruction practices and children's developmental and learning outcomes. Thirty-six preschool teachers recruited from three…

The Student Teacher Portfolio as Autobiography: Developing a Professional Identity.

ERIC Educational Resources Information Center

Antonek, Janis L.; And Others

1997-01-01

Argues that student teacher portfolios are a viable, effective, appropriate tool for documenting teacher growth and development and for promoting reflective practice. Traces the unique paths of two pre-service foreign language teachers who constructed a professional identity from the historical and cultural conditions of their classroom…

Reliability and Validity of the Alberta Context Tool (ACT) with Professional Nurses: Findings from a Multi-Study Analysis

PubMed Central

Squires, Janet E.; Hayduk, Leslie; Hutchinson, Alison M.; Mallick, Ranjeeta; Norton, Peter G.; Cummings, Greta G.; Estabrooks, Carole A.

2015-01-01

Although organizational context is central to evidence-based practice, underdeveloped measurement hindersitsassessment. The Alberta Context Tool, comprised of 59 items that tap10 modifiable contextual concepts, was developed to address this gap. The purpose of this study to examine the reliability and validity of scores obtained when the Alberta Context Tool is completed by professional nurses across different healthcare settings. Five separate studies (N = 2361 nurses across different care settings) comprised the study sample. Reliability and validity were assessed. Cronbach’s alpha exceeded 0.70 for9/10 Alberta Context Tool concepts. Item-total correlations exceeded acceptable standards for 56/59items. Confirmatory Factor Analysescoordinated acceptably with the Alberta Context Tool’s proposed latent structure. The mean values for each Alberta Context Tool concept increased from low to high levels of research utilization(as hypothesized) further supporting its validity. This study provides robust evidence forreliability and validity of scores obtained with the Alberta Context Tool when administered to professional nurses. PMID:26098857

Workshops the Wired Way: More Tips and Tools for Developing and Delivering an Online Workshop.

ERIC Educational Resources Information Center

Trottier, Vicki

This document, which was developed during a project to expand professional development opportunities for adult literacy practitioners affiliated with member agencies of Community Literacy of Ontario (CLO), presents tips and tools for developing and delivering an online workshop for literacy practitioners. The document begins with an overview of…

An Engineering Innovation Tool: Providing Science Educators a Picture of Engineering in Their Classroom

ERIC Educational Resources Information Center

Ross, Julia Myers; Peterman, Karen; Daugherty, Jenny L.; Custer, Rodney L.

2018-01-01

An Engineering Innovation Tool was designed to support science teachers as they navigate the opportunities and challenges the inclusion of engineering affords by providing a useful tool to be used within the professional development environment and beyond. The purpose of this manuscript is to share the design, development and substance of the tool…

Sharing clinical decisions for multimorbidity case management using social network and open-source tools.

PubMed

Martínez-García, Alicia; Moreno-Conde, Alberto; Jódar-Sánchez, Francisco; Leal, Sandra; Parra, Carlos

2013-12-01

Social networks applied through Web 2.0 tools have gained importance in health domain, because they produce improvements on the communication and coordination capabilities among health professionals. This is highly relevant for multimorbidity patients care because there is a large number of health professionals in charge of patient care, and this requires to obtain clinical consensus in their decisions. Our objective is to develop a tool for collaborative work among health professionals for multimorbidity patient care. We describe the architecture to incorporate decision support functionalities in a social network tool to enable the adoption of shared decisions among health professionals from different care levels. As part of the first stage of the project, this paper describes the results obtained in a pilot study about acceptance and use of the social network component in our healthcare setting. At Virgen del Rocío University Hospital we have designed and developed the Shared Care Platform (SCP) to provide support in the continuity of care for multimorbidity patients. The SCP has two consecutively developed components: social network component, called Clinical Wall, and Clinical Decision Support (CDS) system. The Clinical Wall contains a record where health professionals are able to debate and define shared decisions. We conducted a pilot study to assess the use and acceptance of the SCP by healthcare professionals through questionnaire based on the theory of the Technology Acceptance Model. In March 2012 we released and deployed the SCP, but only with the social network component. The pilot project lasted 6 months in the hospital and 2 primary care centers. From March to September 2012 we created 16 records in the Clinical Wall, all with a high priority. A total of 10 professionals took part in the exchange of messages: 3 internists and 7 general practitioners generated 33 messages. 12 of the 16 record (75%) were answered by the destination health professionals. The professionals valued positively all the items in the questionnaire. As part of the SCP, opensource tools for CDS will be incorporated to provide recommendations for medication and problem interactions, as well as to calculate indexes or scales from validated questionnaires. They will receive the patient summary information provided by the regional Electronic Health Record system through a web service with the information defined according to the virtual Medical Record specification. Clinical Wall has been developed to allow communication and coordination between the healthcare professionals involved in multimorbidity patient care. Agreed decisions were about coordination for appointment changing, patient conditions, diagnosis tests, and prescription changes and renewal. The application of interoperability standards and open source software can bridge the gap between knowledge and clinical practice, while enabling interoperability and scalability. Open source with the social network encourages adoption and facilitates collaboration. Although the results obtained for use indicators are still not as high as it was expected, based on the promising results obtained in the acceptance questionnaire of SMP, we expect that the new CDS tools will increase the use by the health professionals. Copyright © 2013 Elsevier Inc. All rights reserved.

Role-playing simulation as an educational tool for health care personnel: developing an embedded assessment framework.

PubMed

Libin, Alexander; Lauderdale, Manon; Millo, Yuri; Shamloo, Christine; Spencer, Rachel; Green, Brad; Donnellan, Joyce; Wellesley, Christine; Groah, Suzanne

2010-04-01

Simulation- and video game-based role-playing techniques have been proven effective in changing behavior and enhancing positive decision making in a variety of professional settings, including education, the military, and health care. Although the need for developing assessment frameworks for learning outcomes has been clearly defined, there is a significant gap between the variety of existing multimedia-based instruction and technology-mediated learning systems and the number of reliable assessment algorithms. This study, based on a mixed methodology research design, aims to develop an embedded assessment algorithm, a Knowledge Assessment Module (NOTE), to capture both user interaction with the educational tool and knowledge gained from the training. The study is regarded as the first step in developing an assessment framework for a multimedia educational tool for health care professionals, Anatomy of Care (AOC), that utilizes Virtual Experience Immersive Learning Simulation (VEILS) technology. Ninety health care personnel of various backgrounds took part in online AOC training, choosing from five possible scenarios presenting difficult situations of everyday care. The results suggest that although the simulation-based training tool demonstrated partial effectiveness in improving learners' decision-making capacity, a differential learner-oriented approach might be more effective and capable of synchronizing educational efforts with identifiable relevant individual factors such as sociobehavioral profile and professional background.

Professional Learning in the Digital Age: The Educator's Guide to User-Generated Learning

ERIC Educational Resources Information Center

Swanson, Kristen

2013-01-01

Discover how to transform your professional development and become a truly connected educator with user-generated learning! This book shows educators how to enhance their professional learning using practical tools, strategies, and online resources. With beginner-friendly, real-world examples and simple steps to get started, the author shows how…

Targeted Food Marketing to Youth: Engaging Professionals in an Online Environment

ERIC Educational Resources Information Center

Katras, Mary Jo; Kunkel, Kelly; Croymans, Sara R.; Routh, Brianna; Schroeder, Mary; Olson, Carrie Ann

2014-01-01

The use of technology provides unique ways to create an engaged online community of learning for professionals that can be integrated into existing and future Extension programming. The Targeted Food Marketing to Youth online professional development course uses strategies and tools to create and support an engaged online community.

Galen-In-Use: using artificial intelligence terminology tools to improve the linguistic coherence of a national coding system for surgical procedures.

PubMed

Rodrigues, J M; Trombert-Paviot, B; Baud, R; Wagner, J; Meusnier-Carriot, F

1998-01-01

GALEN has developed a language independent common reference model based on a medically oriented ontology and practical tools and techniques for managing healthcare terminology including natural language processing. GALEN-IN-USE is the current phase which applied the modelling and the tools to the development or the updating of coding systems for surgical procedures in different national coding centers co-operating within the European Federation of Coding Centre (EFCC) to create a language independent knowledge repository for multicultural Europe. We used an integrated set of artificial intelligence terminology tools named CLAssification Manager workbench to process French professional medical language rubrics into intermediate dissections and to the Grail reference ontology model representation. From this language independent concept model representation we generate controlled French natural language. The French national coding centre is then able to retrieve the initial professional rubrics with different categories of concepts, to compare the professional language proposed by expert clinicians to the French generated controlled vocabulary and to finalize the linguistic labels of the coding system in relation with the meanings of the conceptual system structure.

Professional Development and Use of Digital Technologies by Science Teachers: a Review of Theoretical Frameworks

NASA Astrophysics Data System (ADS)

Fernandes, Geraldo W. Rocha; Rodrigues, António M.; Ferreira, Carlos Alberto

2018-03-01

This article aims to characterise the research on science teachers' professional development programs that support the use of Information and Communication Technologies (ICTs) and the main trends concerning the theoretical frameworks (theoretical foundation, literature review or background) that underpin these studies. Through a systematic review of the literature, 76 articles were found and divided into two axes on training science teachers and the use of digital technologies with their categories. The first axis (characterisation of articles) presents the category key features that characterise the articles selected (major subjects, training and actions for the professional development and major ICT tools and digital resources). The second axis (trends of theoretical frameworks) has three categories organised in theoretical frameworks that emphasise the following: (a) the digital technologies, (b) prospects of curricular renewal and (c) cognitive processes. It also characterised a group of articles with theoretical frameworks that contain multiple elements without deepening them or that even lack a theoretical framework that supports the studies. In this review, we found that many professional development programs for teachers still use inadequate strategies for bringing about change in teacher practices. New professional development proposals are emerging with the objective of minimising such difficulties and this analysis could be a helpful tool to restructure those proposals.

Entry one: striving for best practice in professional assessment.

PubMed

English, Justin M; Mykyta, Lu

2002-01-01

The aim of this study was to develop a best practice model of professional assessment to ensure efficient and effective delivery of home-based services to frail and disabled elders. In 2000, an innovative model of professional assessment was introduced by one of Australia's largest providers of home-based care in order to reduce multiple assessments and to reduce the utilisation of assessment as a gatekeeping tool for limiting access to services. Data was analysed from a random sample of 1500 clients drawn from a population of 5000 as well as through the use of a survey tool administered to the Organisation's assessment staff and other key stakeholders. Results revealed that, contrary to popular belief, carer advocacy plays a significant role in the professional assessment process to the point that clients with carers received significantly more services and service time that clients without such support. However, if not monitored, assessment can also be used as a gate-keeping tool as opposed to one that can provide significant benefits to the consumers through comprehensive need articulation. We argue that the "professional" approach does not preclude empowerment and that assessment should not be used as a gate-keeping tool.

Reflective Dialog Journals: A Tool for Developing Professional Competence in Novice Teachers

ERIC Educational Resources Information Center

Gut, Dianne M.; Wan, Guofang; Beam, Pamela C.; Burgess, Lawrence

2016-01-01

This study focuses on the use of a mentoring protocol, the reflective dialogue journal, to develop professional competencies for pre-service teachers within a school-university partnership. To examine the effectiveness of the reflective dialogue journal protocol and the processes employed by mentor teachers to assist pre-service teachers with…

Best Practices of Online Professional Development for K-12 Teachers: A Quantitative Study

ERIC Educational Resources Information Center

Smirniotis-Giambatista, Cynthia

2017-01-01

Online flipped professional development allows direct instruction to take place through an interactive learning setting and allows the face-to-face contact to provide guidance and apply the concept. As technology advances, education needs instruments and tools used for effectively teaching using the enhanced technology to increase student…

The Use of Twitter for Professional Growth and Development

ERIC Educational Resources Information Center

Gerstein, Jackie

2011-01-01

Twitter, the micro blogging tool, has seen unprecedented growth in the past year and is expected to continue into the future. Twitter's power, engagement, and popularity lie in its endless networking opportunities. Its potential as a venue for professional growth and development needs to be explored, discussed, and ultimately used as such. A brief…

Creating a Personal Competitive Advantage by Developing a Professional Online Presence

ERIC Educational Resources Information Center

Edmiston, Dawn

2014-01-01

The recent global economic crisis has created a hypercompetitive job market in which students have struggled to attain positions in fields related to their disciplines. In an effort to provide students with tools to achieve career success, this paper outlines the elements for "Developing POP! A Professional Online Presence." This…

A Case Study of Interactive Whiteboard Professional Development for Elementary Mathematics Teachers

ERIC Educational Resources Information Center

Essig, Dawn

2011-01-01

In a northeastern US state, the higher the grade the level, the more students do not meet the state mathematics standards. Teachers need effective professional development in classroom strategies and tools, such as interactive whiteboards (IWB), to assist them in preparing students to meet state standards. Multimedia learning theory and…

Examining the Technology Integration Planning Cycle Model of Professional Development to Support Teachers' Instructional Practices

ERIC Educational Resources Information Center

Hutchison, Amy C.; Woodward, Lindsay

2018-01-01

Background: Presently, models of professional development aimed at supporting teachers' technology integration efforts are often short and decontextualized. With many schools across the country utilizing standards that require students to engage with digital tools, a situative model that supports building teachers' knowledge within their…

Teachers as Learners: What Makes Technology-Focused Professional Development Effective?

ERIC Educational Resources Information Center

Curwood, Jen Scott

2011-01-01

Prompted by calls for research on technology-focused professional development, this article investigates how learning communities influence secondary English teachers' use of digital tools. Findings from this year-long study in the United States indicate that the ways in which technology is integrated within the English curriculum are still very…

Facilitating Video Analysis for Teacher Development: A Systematic Review of the Research

ERIC Educational Resources Information Center

Baecher, Laura; Kung, Shiao-Chuan; Ward, Sarah Laleman; Kern, Kimberly

2018-01-01

Video analysis of classroom practice as a tool in teacher professional learning has become ever more widely used, with hundreds of articles published on the topic over the past decade. When designing effective professional development for teachers using video, facilitators turn to the literature to identify promising approaches. This article…

Developing Cultural Understanding: The Culture Triangle Paradigm in FCS

ERIC Educational Resources Information Center

Sullivan, Deborah A.; Schmidt-Rinehart, Barbara C.; Morris, Nancy A.

2011-01-01

Academic institutions as well as professional organizations are faced with providing their constituents with the knowledge and tools that will enable them to interact with people of other cultures--to be global citizens in both their personal and professional lives. The foreign language profession developed a paradigm that has been effectively…

Your Personal Learning Network: Professional Development on Demand

ERIC Educational Resources Information Center

Bauer, William I.

2010-01-01

Web 2.0 tools and resources can enhance our efficiency and effectiveness as music educators, supporting personal learning networks for ongoing professional growth and development. This article includes (a) an explanation of Really Simple Syndication (RSS) and the use of an RSS reader/aggregator; (b) a discussion of blogs, podcasts, wikis,…

More than a Conversation: Using Cogenerative Dialogues in the Professional Development of High School Chemistry Teachers

ERIC Educational Resources Information Center

Martin, Sonya N.; Scantlebury, Kathryn

2009-01-01

This paper focuses on content-based and pedagogical instructors' use of cogenerative dialogues to improve instructional practice and to evaluate program effectiveness in a professional development program for high school chemistry teachers. We share our research findings from using cogenerative dialogues as an evaluative tool for general…

Development of a self-assessment teamwork tool for use by medical and nursing students.

PubMed

Gordon, Christopher J; Jorm, Christine; Shulruf, Boaz; Weller, Jennifer; Currie, Jane; Lim, Renee; Osomanski, Adam

2016-08-24

Teamwork training is an essential component of health professional student education. A valid and reliable teamwork self-assessment tool could assist students to identify desirable teamwork behaviours with the potential to promote learning about effective teamwork. The aim of this study was to develop and evaluate a self-assessment teamwork tool for health professional students for use in the context of emergency response to a mass casualty. The authors modified a previously published teamwork instrument designed for experienced critical care teams for use with medical and nursing students involved in mass casualty simulations. The 17-item questionnaire was administered to students immediately following the simulations. These scores were used to explore the psychometric properties of the tool, using Exploratory and Confirmatory Factor Analysis. 202 (128 medical and 74 nursing) students completed the self-assessment teamwork tool for students. Exploratory factor analysis revealed 2 factors (5 items - Teamwork coordination and communication; 4 items - Information sharing and support) and these were justified with confirmatory factor analysis. Internal consistency was 0.823 for Teamwork coordination and communication, and 0.812 for Information sharing and support. These data provide evidence to support the validity and reliability of the self-assessment teamwork tool for students This self-assessment tool could be of value to health professional students following team training activities to help them identify the attributes of effective teamwork.

Triad Issue Paper: Using Geophysical Tools to Develop the Conceptual Site Model

EPA Pesticide Factsheets

This technology bulletin explains how hazardous-waste site professionals can use geophysical tools to provide information about subsurface conditions to create a more representative conceptual site model (CSM).

Information technology and social sciences: how can health IT be used to support the health professional?

PubMed

Wagner-Menghin, Michaela; Pokieser, Peter

2016-10-01

Keeping up to date with the increasing amount of health-related knowledge and managing the increasing numbers of patients with more complex clinical problems is a challenge for healthcare professionals and healthcare systems. Health IT applications, such as electronic health records or decision-support systems, are meant to support both professionals and their support systems. However, for physicians using these applications, the applications often cause new problems, such as the impracticality of their use in clinical practice. This review adopts a social sciences perspective to understand these problems and derive suggestions for further development. Indeed, humans use tools to remediate the brain's weaknesses and enhance thinking. Available health IT tools have been shaped to fit administrative needs rather than physicians' needs. To increase the beneficial effect of health IT applications in health care, clinicians' style of thinking and their learning needs must be considered when designing and implementing such systems. New health IT tools must be shaped to fit health professionals' needs. To further ease the integration of new health IT tools into clinical practice, we must also consider the effects of implementing new tools on the wider social framework. © 2016 New York Academy of Sciences.

Development of a discussion tool to enable well-being by providing choices for people with dementia: a qualitative study incorporating codesign and participatory action research.

PubMed

Goeman, Dianne Patricia; Dickins, Marissa; Iliffe, Steve; Pond, Dimity; O'Keefe, Fleur

2017-11-14

To codesign a discussion tool to facilitate negotiation of risk between health professionals, people with dementia and carers. A qualitative approach using codesign. Thematic analysis was used to analyse interviews and focus groups with people with dementia, carers, healthcare staff and healthy older people exploring the issue of risk in dementia, the acceptability and development of a discussion tool. Sixty-one participants identified the breadth, depth and complexity of risk in dementia care and the need for individualised solutions. They also deemed a discussion tool to facilitate negotiation of risk was acceptable and responses informed the tool development. Twenty-two participants provided feedback that was used to refine the final version. Our discussion tool enables choices for people with dementia by focusing on abilities rather than deficits and assists health professionals to deliver person-centred care. Flash cards prompt concerns and the tool provides a range of strategies to address these issues. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Jumpstarting Academic Careers: A Workshop and Tools for Career Development in Anesthesiology.

PubMed

Yanofsky, Samuel D; Voytko, Mary Lou; Tobin, Joseph R; Nyquist, Julie G

2011-01-01

Career development is essential and has the potential to assist in building a sustained faculty within academic departments of Anesthesiology. Career development is essential for growth in academic medicine. Close attention to the details involved in career management, goal setting as part of career planning, and professional networking are key elements. This article examines the specific educational strategies involved in a 120 minute workshop divided into four 25 minute segments with 20 minutes at the end for discussion for training junior faculty in career development. The teaching methods include 1) brief didactic presentations, 2) pre-workshop completion of two professional development tools, 3) facilitated small group discussion using trained facilitators and 4) use of a commitment to change format. Three major learning tools were utilized in conjunction with the above methods: a professional network survey, a career planning and development form and a commitment to change form. Forty one participants from 2009 reported 80 projected changes in their practice behaviors in relation to career management: Build or enhance professional network and professional mentoring (36.3%); Set career goals, make a plan, follow though, collaborate, publish (35.1%); Increase visibility locally or nationally (10.0%); Building core skills, such as clinical, teaching, leading (36.3%); Identify the criteria for promotion in own institution (5.0%); Improved methods of documentation (2.5%). Over the past two years, the workshop has been very well received by junior faculty, with over 95% marking each of the following items as excellent or good (presentation, content, audiovisuals and objectives met). The challenge for continuing development and promotion of academic anesthesiologists lies in the explicit training of faculty for career advancement. Designing workshops using educational tools to promote a reflective process of the faculty member is the one method to meet this challenge. We believe that this national workshop has initiated an increasing awareness of a core of junior faculty nationally having now delivered the material to almost 200 junior faculty and having trained seven facilitators in the usage of these materials.

Teacher and student supports for implementation of the NGSS

NASA Astrophysics Data System (ADS)

Severance, Samuel

Through three articles, this dissertation examines the use of supports for implementing the Next Generation Science Standards (NGSS) within a large urban school district. Article one, titled Organizing for Teacher Agency in Curricular Co-design, examines the need for coherent curriculum materials that teachers' had a meaningful role in shaping and how the use of a co-design approach and specific tools and routines can help to address this need. Article two, titled Relevant Learning and Student Agency within a Citizen Science Design Challenge, examines the need for curriculum materials that provide students with learning experiences they find relevant and that expands their sense of agency and how a curriculum centered around a community-based citizen science design challenge can help achieve such an aim. Article three, titled Implementation of a Novel Professional Development Program to Support Teachers' Understanding of Modeling, examines the need for professional development that builds teachers' understanding of and skill in engaging their students in the practice of developing and using models and how a novel professional development program, the Next Generation Science Exemplar, can aid teachers in this regard by providing them with carefully sequenced professional development activities and specific modeling tools for use in the classroom.

Multidisciplinary Meeting (MDM) Can Provide Education and Reinforcement of Inter-Professional Development

ERIC Educational Resources Information Center

Zafiropoulos, George; Byfield, David

2016-01-01

The introduction of a multidisciplinary meeting (MDM) was analysed through a retrospective empirical study. The question of using it as a valuable tool to reinforce inter-professional development was made. The data was collected from 60 forth year Chiropractic students, who were at the end of their education and who were practicing their…

Using the Real-Time Instructor Observing Tool (RIOT) for Reflection on Teaching Practice

ERIC Educational Resources Information Center

Paul, Cassandra; West, Emily

2018-01-01

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…

What Are the Professional Development Needs of Principals as They Implement the New Educator Effectiveness System?

ERIC Educational Resources Information Center

Salvesen, Susan L.

2016-01-01

With the passing of Act 82, the state of Pennsylvania has provided school districts with Danielson's Framework as a tool for principals to evaluate teachers. The purpose of this study was to determine the perceived professional development needs of Pennsylvania principals as they implemented the new educator effectiveness system. Three hundred…

Peer Observation: A Key Factor to Improve Iranian EFL Teachers' Professional Development

ERIC Educational Resources Information Center

Motallebzadeh, Khalil; Hosseinnia, Mansooreh; Domskey, Javad G. H.

2017-01-01

This study reports on the perspectives of a group of Iranian EFL teachers about peer observation effects. The aim was to investigate if peer observation as a reflective tool could significantly affect EFL teachers' professional development. It has been done based on a mixed method approach. The participants have stated their viewpoints on the…

Tracking Professional Development of Novice Teachers When Integrating Technology in Teaching Mathematics

ERIC Educational Resources Information Center

Gurevich, Irina; Stein, Hana; Gorev, Dvora

2017-01-01

This research traced changes in choices of technological tools and attitudes toward technology use among novice mathematics teachers at three stages of their professional development: as pre-service teachers, a year later, and in their work as novice teachers. At each stage, the participants were required to evaluate the benefits of technology use…

Longitudinal Effects of Technology Integration and Teacher Professional Development on Students' Mathematics Achievement

ERIC Educational Resources Information Center

Bicer, Ali; Capraro, Robert M.

2017-01-01

MathForward is a program that provides teacher professional development and integrates the use of technology as a tool in the classroom. The present study examined students' mathematics growth from 2012 to 2013 and observed how students' mathematics scores changed after their school implemented the MathForward program. The sample consisted of two…

Using a Teaching Philosophy Statement as a Professional Development Tool for Teacher Candidates

ERIC Educational Resources Information Center

Caukin, Nancy G.; Brinthaupt, Thomas M.

2017-01-01

Most new teachers are expected to develop a teaching philosophy statement (TPS). In the present paper, we describe some of the major functions of a TPS and how it can be beneficial to the professional development of teacher candidates. We then describe a case example of a Residency I program and how the features of that program help teacher…

Development and Trialling of a Graduated Descriptors Tool for Australian Pharmacy Students

ERIC Educational Resources Information Center

Stupans, Ieva; Owen, Susanne; McKauge, Leigh; Pont, Lisa; Ryan, Greg; Woulfe, Jim

2012-01-01

Profession-derived competency standards are key determinants for curriculum and assessment in many professional university programmes. An Australian Learning and Teaching Council funded project used a participatory action research approach to enable the collaborative development of a graduated (or incremental) descriptors tool related to…

Mentorship, learning curves, and balance.

PubMed

Cohen, Meryl S; Jacobs, Jeffrey P; Quintessenza, James A; Chai, Paul J; Lindberg, Harald L; Dickey, Jamie; Ungerleider, Ross M

2007-09-01

Professionals working in the arena of health care face a variety of challenges as their careers evolve and develop. In this review, we analyze the role of mentorship, learning curves, and balance in overcoming challenges that all such professionals are likely to encounter. These challenges can exist both in professional and personal life. As any professional involved in health care matures, complex professional skills must be mastered, and new professional skills must be acquired. These skills are both technical and judgmental. In most circumstances, these skills must be learned. In 2007, despite the continued need for obtaining new knowledge and learning new skills, the professional and public tolerance for a "learning curve" is much less than in previous decades. Mentorship is the key to success in these endeavours. The success of mentorship is two-sided, with responsibilities for both the mentor and the mentee. The benefits of this relationship must be bidirectional. It is the responsibility of both the student and the mentor to assure this bidirectional exchange of benefit. This relationship requires time, patience, dedication, and to some degree selflessness. This mentorship will ultimately be the best tool for mastering complex professional skills and maturing through various learning curves. Professional mentorship also requires that mentors identify and explicitly teach their mentees the relational skills and abilities inherent in learning the management of the triad of self, relationships with others, and professional responsibilities.Up to two decades ago, a learning curve was tolerated, and even expected, while professionals involved in healthcare developed the techniques that allowed for the treatment of previously untreatable diseases. Outcomes have now improved to the point that this type of learning curve is no longer acceptable to the public. Still, professionals must learn to perform and develop independence and confidence. The responsibility to meet this challenge without a painful learning curve belongs to both the younger professionals, who must progress through the learning curve, and the more mature professionals who must create an appropriate environment for learning. In addition to mentorship, the detailed tracking of outcomes is an essential tool for mastering any learning curve. It is crucial to utilize a detailed database to track outcomes, to learn, and to protect both yourself and your patients. It is our professional responsibility to engage in self-evaluation, in part employing voluntary sharing of data. For cardiac surgical subspecialties, the databases now existing for The European Association for CardioThoracic Surgery and The Society of Thoracic Surgeons represent the ideal tool for monitoring outcomes. Evolving initiatives in the fields of paediatric cardiology, paediatric critical care, and paediatric cardiac anaesthesia will play similar roles.A variety of professional and personal challenges must be met by all those working in health care. The acquisition of learned skills, and the use of special tools, will facilitate the process of conquering these challenges. Choosing appropriate role models and mentors can help progression through any learning curve in a controlled and protected fashion. Professional and personal satisfaction are both necessities. Finding the satisfactory balance between work and home life is difficult, but possible with the right tools, organization skills, and support system at work and at home. The concepts of mentorship, learning curves and balance cannot be underappreciated.

Wireless Communications Infrastructure for Collaboration in Common Space

DTIC Science & Technology

2004-03-01

creation tools accessible to a broad range of computer graphics professionals in the film, broadcast, industrial design, visualization, game ... development and web design industries. It is one of the leading full 3D production solutions. Maya Complete is available for Windows 2000 Professional

Coproducing Aboriginal patient journey mapping tools for improved quality and coordination of care.

PubMed

Kelly, Janet; Dwyer, Judith; Mackean, Tamara; O'Donnell, Kim; Willis, Eileen

2016-12-08

This paper describes the rationale and process for developing a set of Aboriginal patient journey mapping tools with Aboriginal patients, health professionals, support workers, educators and researchers in the Managing Two Worlds Together project between 2008 and 2015. Aboriginal patients and their families from rural and remote areas, and healthcare providers in urban, rural and remote settings, shared their perceptions of the barriers and enablers to quality care in interviews and focus groups, and individual patient journey case studies were documented. Data were thematically analysed. In the absence of suitable existing tools, a new analytical framework and mapping approach was developed. The utility of the tools in other settings was then tested with health professionals, and the tools were further modified for use in quality improvement in health and education settings in South Australia and the Northern Territory. A central set of patient journey mapping tools with flexible adaptations, a workbook, and five sets of case studies describing how staff adapted and used the tools at different sites are available for wider use.

Instruction Guide and Macro Analysis Tool for Community-led Air Monitoring

EPA Pesticide Factsheets

EPA has developed two tools for evaluating the performance of low-cost sensors and interpreting the data they collect to help citizen scientists, communities, and professionals interested in learning about local air quality.

The MCH navigator: tools for MCH workforce development and lifelong learning.

PubMed

Grason, Holly; Huebner, Colleen; Crawford, Alyssa Kim; Ruderman, Marjory; Taylor, Cathy R; Kavanagh, Laura; Farel, Anita; Wightkin, Joan; Long-White, Deneen; Ramirez, Shokufeh M; Preskitt, Julie; Morrissette, Meredith; Handler, Arden

2015-02-01

Maternal and child health (MCH) leadership requires an understanding of MCH populations and systems as well as continuous pursuit of new knowledge and skills. This paper describes the development, structure, and implementation of the MCH Navigator, a web-based portal for ongoing education and training for a diverse MCH workforce. Early development of the portal focused on organizing high quality, free, web-based learning opportunities that support established learning competencies without duplicating existing resources. An academic-practice workgroup developed a conceptual model based on the MCH Leadership Competencies, the Core Competencies for Public Health Professionals, and a structured review of MCH job responsibilities. The workgroup used a multi-step process to cull the hundreds of relevant, but widely scattered, trainings and select those most valuable for the primary target audiences of state and local MCH professionals and programs. The MCH Navigator now features 248 learning opportunities, with additional tools to support their use. Formative assessment findings indicate that the portal is widely used and valued by its primary audiences, and promotes both an individual's professional development and an organizational culture of continuous learning. Professionals in practice and academic settings are using the MCH Navigator for orientation of new staff and advisors, "just in time" training for specific job functions, creating individualized professional development plans, and supplementing course content. To achieve its intended impact and ensure the timeliness and quality of the Navigator's content and functions, the MCH Navigator will need to be sustained through ongoing partnership with state and local MCH professionals and the MCH academic community.

Implementation of a professional portfolio: a tool to demonstrate professional development for advanced practice.

PubMed

Chamblee, Tracy B; Dale, Juanita Conkin; Drews, Barbie; Spahis, Joanna; Hardin, Teri

2015-01-01

The literature has a gap related to professional development for APRNs. In the United States, many health care organizations use clinical advancement programs for registered nurses, but APRNs are not often included in these programs. If APRNs are included, advancement opportunities are very limited. At CMC, implementation of a professional portfolio resulted in increased satisfaction among APPs regarding their ability to showcase professional growth and expertise, as well as the uniqueness of their advanced practice. Use of the professional portfolio led to improved recognition by APS and organizational leaders of APP performance excellence during the annual performance evaluation, as well as improved recognition among APP colleagues in terms of nominations for honors and awards.

Creating and Sustaining Online Professional Learning Communities. Technology, Education--Connections

ERIC Educational Resources Information Center

Falk, Joni K., Ed.; Drayton, Brian, Ed.

2009-01-01

This volume presents the work of trailblazing researchers and developers of electronic communities for professional learning. It illuminates the essential work behind the scenes in building successful online communities and scaffolding site interactions, including content selection, creation and management, administrative structures, tools and…

Portfolios for Majors in Professional Communication.

ERIC Educational Resources Information Center

Killingsworth, M. Jimmie; Sanders, Scott P.

1987-01-01

Suggests general principles for developing assignments where students prepare portfolios that reveal their overall communication skills in addition to the usual job search tools. Emphasizes that students should concentrate on including works in the portfolio with the criteria of quality, variety, professionalism, and maturity in mind. (SKC)

A Model for Using a Concept Inventory as a Tool for Students' Assessment and Faculty Professional Development

ERIC Educational Resources Information Center

Marbach-Ad, Gili; McAdams, Katherine C.; Benson, Spencer; Briken, Volker; Cathcart, Laura; Chase, Michael; El-Sayed, Najib M.; Frauwirth, Kenneth; Fredericksen, Brenda; Joseph, Sam W.; Lee, Vincent; McIver, Kevin S.; Mosser, David; Quimby, B. Booth; Shields, Patricia; Song, Wenxia; Stein, Daniel C.; Stewart, Richard; Thompson, Katerina V.; Smith, Ann C.

2010-01-01

This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in…

#TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K-12 Teachers

ERIC Educational Resources Information Center

Visser, Ryan D.; Evering, Lea Calvert; Barrett, David E.

2014-01-01

This mixed-methods study explores how K-12 teachers use Twitter. An online survey was disseminated via Twitter to gauge their usage of, access to, and perceptions of Twitter. The results indicated that teachers highly value Twitter as a means of self-directed professional development. Respondents who reported using Twitter multiple times a day…

Using Video in Urban Elementary Professional Development to Support Digital Media Arts Integration

ERIC Educational Resources Information Center

Woodard, Rebecca; Machado, Emily

2017-01-01

Using ethnographic methods, this article looks closely at how a team of first-grade teachers and digital media artists in an urban elementary school used video in innovative ways during professional development over the course of one year. Extending a body of literature that primarily documents how video can be used as a tool in professional…

Practical Tips and Tools--Using Stories from the Field for Professional Development: "How-To" Guidelines from Reading to Reflection and Practice Integration

ERIC Educational Resources Information Center

Talmi, Ayelet

2013-01-01

Case studies provide numerous opportunities for professional development and can be particularly helpful in transdiciplinary training. This article offers suggestions for how to use the "Zero to Three" Journal's "Stories From the Field" series of articles across a variety of settings and roles such as clinical practice, program…

YouTube as a Teacher Training Tool: Information and Communication Technology as a Delivery Instrument for Professional Development

ERIC Educational Resources Information Center

Copper, Jenna; Semich, George

2014-01-01

High-stakes student testing, accountability for students' outcomes, new educational trends, and revised curricula and standards are only a few of the reasons that teachers must learn to teach complex material with skilled and intentional practices. As a result, professional development for educators is in critical demand. Nevertheless, research in…

Professional Development: What Works? Q&A with Dr. Hilda Borko. REL Mid-Atlantic Teacher Effectiveness Webinar Series

ERIC Educational Resources Information Center

Regional Educational Laboratory Mid-Atlantic, 2013

2013-01-01

In this webinar, Dr. Hilda Borko, professor, Stanford University Graduate School of Education, presented examples of promising models of professional development, including the Problem-Solving Cycle, Learning and Teaching Geometry, and the use of videos as tools for teacher learning. This Q&A addressed the questions participants had for Dr.…

Pedagogical Support of Non-Language High School Students' Capacity for Creative Self-Realization in Foreign Language Classroom Development

ERIC Educational Resources Information Center

Kadyrova, Alina A.; Valeev, Agzam A.

2016-01-01

There is a determined number of trends in the process of intensification of high school training, including the integration of professional, linguistic and cultural training of professionals in the unity with the development of their personal qualities;. For this reason, modern educational technologies serve as a tool for practical implementation…

Using Computer-Based Continuing Professional Education of Training Staff to Develop Small- and Medium-Sized Enterprises in Thailand

ERIC Educational Resources Information Center

Sooraksa, Nanta

2012-01-01

This paper describes a career development program for staff involved in providing training for small- and medium-sized enterprises (SMEs) in Thailand. Most of these staff were professional vocational teachers in schools. The program uses information communication technology (ICT), and its main objective is to teach Moodle software as a tool for…

Teaching professionalism through virtual means.

PubMed

McEvoy, Michelle; Butler, Bryan; MacCarrick, Geraldine

2012-02-01

Virtual patients are used across a variety of clinical disciplines for both teaching and assessment, but are they an appropriate environment in which to develop professional skills? This study aimed to evaluate students' perceived effectiveness of an online interactive virtual patient developed to augment a personal professional development curriculum, and to identify factors that would maximise the associated educational benefits. Student focus group discussions were conducted to explore students' views on the usefulness and acceptability of the virtual patient as an educational tool to teach professionalism, and to identify factors for improvement. A thematic content analysis was used to capture content and synthesise the range of opinions expressed. Overall there was a positive response to the virtual patient. The students recognised the need to teach and assess professionalism throughout their curriculum, and viewed the virtual patient as a potentially engaging and valuable addition to their curriculum. We identified factors for improvement to guide the development of future virtual patients. It is possible to improve approaches to teaching and learning professionalism by exploring students' views on innovative teaching developments designed to augment personal professional development curricula. © Blackwell Publishing Ltd 2012.

Measurement Learning Trajectories: A Tool for Professional Development

ERIC Educational Resources Information Center

McCool, Jenni K.

2009-01-01

This study investigated the ways in which a teacher developed conceptions of measurement teaching and learning as she collaborated with a researcher to learn and implement a measurement learning trajectory with two of her students. Teachers need tools that effectively address the content area of measurement and can be used to improve their…

Communication in Health Professions: A European consensus on inter- and multi-professional learning objectives in German.

PubMed

Bachmann, Cadja; Kiessling, Claudia; Härtl, Anja; Haak, Rainer

2016-01-01

Communication is object of increasing attention in the health professions. Teaching communication competencies should already begin in undergraduate education or pre-registration training. The aim of this project was to translate the Health Professions Core Communication Curriculum (HPCCC), an English catalogue of learning objectives, into German to make its content widely accessible in the German-speaking countries. This catalogue lists 61 educational objectives and was agreed on by 121 international communication experts. A European reference framework for inter- and multi-professional curriculum development for communication in the health professions in German-speaking countries should be provided. The German version of the HPCCC was drafted by six academics and went through multiple revisions until consensus was reached. The learning objectives were paired with appropriate teaching and assessment tools drawn from the database of the teaching Committee of the European Association for Communication Health Care (tEACH). The HPCCC learning objectives are now available in German and can be applied for curriculum planning and development in the different German-speaking health professions, the educational objectives can also be used for inter-professional purposes. Examples for teaching methods and assessment tools are given for using and implementing the objectives. The German version of the HPCCC with learning objectives for communication in health professions can contribute significantly to inter- and multi-professional curriculum development in the health care professions in the German-speaking countries. Examples for teaching methods and assessment tools from the materials compiled by tEACH supplement the curricular content and provide suggestions for practical implementation of the learning objectives in teaching and assessment. The relevance of the German HPCCC to the processes of curriculum development for the various health professions and inter-professional approaches should be the subject of further evaluation.

Validation of the first peoples cultural capability measurement tool with undergraduate health students: A descriptive cohort study.

PubMed

West, Roianne; Mills, Kyly; Rowland, Dale; Creedy, Debra K

2018-05-01

Health professional graduates require the capacity to work safely, both clinically and culturally, when delivering care to Indigenous peoples worldwide. In the Australian context, the Aboriginal and Torres Strait Islander Health Curriculum Framework (The Framework) provides guidance for health professional programs to integrate, teach and assess Aboriginal and Torres Strait Islander peoples' (First Peoples) health content. There is, however, a lack of validated tools that measure the development of students' cultural capabilities. To validate the Cultural Capability Measurement Tool with a cohort of health professional students. A descriptive cohort design was used. All students (N = 753) enrolled in a discrete First Peoples Health course at an Australian university were invited to complete the Cultural Capability Measurement Tool. The tool was tested for reliability, content and construct validity using confirmatory factor analysis; and concurrent validity using and the Cultural Understanding Self-Assessment Tool. A sample of 418 (73% response rate) was recruited. Most participants were enrolled in the Bachelor of Nursing program (n = 369, 82%). The Cultural Capability Measurement Tool had a Cronbach's alpha coefficient of 0.86. A five-factor solution was confirmed which reflected the cultural capability domains and accounted for 51% of the variance. Scores correlated with students' cultural understanding (r = 0.28, p < 0.001). Successful implementation of The Framework requires instruments to measure changes in students' cultural capabilities. Measuring nursing students' cultural capabilities can inform their development, identify areas of strengths and deficits for educators, and will ultimately contribute to the development of a culturally safe nursing workforce. Copyright © 2018 Elsevier Ltd. All rights reserved.

Chronic condition self-management support for Aboriginal people: Adapting tools and training.

PubMed

Battersby, Malcolm; Lawn, Sharon; Kowanko, Inge; Bertossa, Sue; Trowbridge, Coral; Liddicoat, Raylene

2018-04-22

Chronic conditions are major health problems for Australian Aboriginal people. Self-management programs can improve health outcomes. However, few health workers are skilled in self-management support and existing programs are not always appropriate in Australian Aboriginal contexts. The goal was to increase the capacity of the Australian health workforce to support Australian Aboriginal people to self-manage their chronic conditions by adapting the Flinders Program of chronic condition self-management support for Australian Aboriginal clients and develop and deliver training for health professionals to implement the program. Feedback from health professionals highlighted that the Flinders Program assessment and care planning tools needed to be adapted to suit Australian Aboriginal contexts. Through consultation with Australian Aboriginal Elders and other experts, the tools were condensed into an illustrated booklet called 'My Health Story'. Associated training courses and resources focusing on cultural safety and effective engagement were developed. A total of 825 health professionals  across Australia was trained and 61 people qualified as accredited trainers in the program, ensuring sustainability. The capacity and skills of the Australian health workforce to engage with and support Australian Aboriginal people to self-manage their chronic health problems significantly increased as a result of this project. The adapted tools and training were popular and appreciated by the health care organisations, health professionals and clients involved. The adapted tools have widespread appeal for cultures that do not have Western models of health care and where there are health literacy challenges. My Health Story has already been used internationally. © 2018 National Rural Health Alliance Ltd.

School nurse summer institute: a model for professional development.

PubMed

Neighbors, Marianne; Barta, Kathleen

2004-06-01

The components of a professional development model designed to empower school nurses to become leaders in school health services is described. The model was implemented during a 3-day professional development institute that included clinical and leadership components, especially coalition building, with two follow-up sessions in the fall and spring. Coalition building is an important tool to enhance the influence of the school nurse in improving the health of individuals, families, and communities. School nurses and nursing educators with expertise in the specialty of school nursing could replicate this model in their own regions.

Depression Awareness and Self-Management Through the Internet: Protocol for an Internationally Standardized Approach

PubMed Central

Koburger, Nicole; Larkin, Celine; Karwig, Gillian; Coffey, Claire; Maxwell, Margaret; Harris, Fiona; Rummel-Kluge, Christine; van Audenhove, Chantal; Sisask, Merike; Alexandrova-Karamanova, Anna; Perez, Victor; Purebl, György; Cebria, Annabel; Palao, Diego; Costa, Susana; Mark, Lauraliisa; Tóth, Mónika Ditta; Gecheva, Marieta; Ibelshäuser, Angela; Gusmão, Ricardo; Hegerl, Ulrich

2015-01-01

Background Depression incurs significant morbidity and confers increased risk of suicide. Many individuals experiencing depression remain untreated due to systemic and personal barriers to care. Guided Internet-based psychotherapeutic programs represent a promising means of overcoming such barriers and increasing the capacity for self-management of depression. However, existing programs tend to be available only in English and can be expensive to access. Furthermore, despite evidence of the effectiveness of a number of Internet-based programs, there is limited evidence regarding both the acceptability of such programs and feasibility of their use, for users and health care professionals. Objective This paper will present the protocol for the development, implementation, and evaluation of the iFightDepression tool, an Internet-based self-management tool. This is a cost-free, multilingual, guided, self-management program for mild to moderate depression cases. Methods The Preventing Depression and Improving Awareness through Networking in the European Union consortium undertook a comprehensive systematic review of the available evidence regarding computerized cognitive behavior therapy in addition to a consensus process involving mental health experts and service users to inform the development of the iFightDepression tool. The tool was implemented and evaluated for acceptability and feasibility of its use in a pilot phase in 5 European regions, with recruitment of users occurring through general practitioners and health care professionals who participated in a standardized training program. Results Targeting mild to moderate depression, the iFightDepression tool is based on cognitive behavioral therapy and addresses behavioral activation (monitoring and planning daily activities), cognitive restructuring (identifying and challenging unhelpful thoughts), sleep regulation, mood monitoring, and healthy lifestyle habits. There is also a tailored version of the tool for young people, incorporating less formal language and additional age-appropriate modules on relationships and social anxiety. The tool is accompanied by a 3-hour training intervention for health care professionals. Conclusions It is intended that the iFightDepression tool and associated training for health care professionals will represent a valuable resource for the management of depression that will complement existing resources for health care professionals. It is also intended that the iFightDepression tool and training will represent an additional resource within a multifaceted approach to improving the care of depression and preventing suicidal behavior in Europe. PMID:26251104

The challenge of raising ethical awareness: a case-based aiding system for use by computing and ICT students.

PubMed

Sherratt, Don; Rogerson, Simon; Ben Fairweather, N

2005-04-01

Students, the future Information and Communication Technology (ICT) professionals, are often perceived to have little understanding of the ethical issues associated with the use of ICTs. There is a growing recognition that the moral issues associated with the use of the new technologies should be brought to the attention of students. Furthermore, they should be encouraged to explore and think more deeply about the social and legal consequences of the use of ICTs. This paper describes the development of a tool designed to raise students' awareness of the social impact of ICTs. The tool offers guidance to students undertaking computing and computer-related courses when considering the social, legal and professional implications of the actions of participants in situations of ethical conflict. However, unlike previous work in this field, this tool is not based on an artificial intelligence paradigm. Aspects of the theoretical basis for the design of the tool and the tool's practical development are discussed. Preliminary results from the testing of the tool are also discussed.

Use of Social Media for Professional Development by Health Care Professionals: A Cross-Sectional Web-Based Survey

PubMed Central

2016-01-01

Background Social media can be used in health care settings to enhance professional networking and education; patient communication, care, and education; public health programs; organizational promotion; and research. Objective The aim of this study was to explore the use of social media networks for the purpose of professional development among health care professionals in Saudi Arabia using a purpose-designed Web-based survey. Methods A cross-sectional web-based survey was undertaken. A link to the survey was posted on the investigator’s personal social media accounts including Twitter, LinkedIn, and WhatsApp. Results A total of 231 health care professionals, who are generally social media users, participated in the study. Of these professionals, 70.6% (163/231) use social media for their professional development. The social media applications most frequently used, in the descending order, for professional development were Twitter, YouTube, Instagram, Facebook, Snapchat, and LinkedIn. The majority of respondents used social media for professional development irrespective of their age group, with the highest proportion seen in those aged 20-30 years. Social media were perceived as being most beneficial for professional development in terms of their impact on the domains of knowledge and problem solving and least helpful for enhancing clinical skills. Twitter was perceived as the most helpful type of social media for all domains listed. Respondents most frequently reported that social media were useful for professional development for the reasons of knowledge exchange and networking. Conclusions Social media are frequently used by health care professionals in Saudi Arabia for the purposes of professional development, with Twitter most frequently used for this purpose. These findings suggest that social media networks can be powerful tools for engaging health care professionals in their professional development. PMID:27731855

Use of Social Media for Professional Development by Health Care Professionals: A Cross-Sectional Web-Based Survey.

PubMed

Alsobayel, Hana

2016-09-12

Social media can be used in health care settings to enhance professional networking and education; patient communication, care, and education; public health programs; organizational promotion; and research. The aim of this study was to explore the use of social media networks for the purpose of professional development among health care professionals in Saudi Arabia using a purpose-designed Web-based survey. A cross-sectional web-based survey was undertaken. A link to the survey was posted on the investigator's personal social media accounts including Twitter, LinkedIn, and WhatsApp. A total of 231 health care professionals, who are generally social media users, participated in the study. Of these professionals, 70.6% (163/231) use social media for their professional development. The social media applications most frequently used, in the descending order, for professional development were Twitter, YouTube, Instagram, Facebook, Snapchat, and LinkedIn. The majority of respondents used social media for professional development irrespective of their age group, with the highest proportion seen in those aged 20-30 years. Social media were perceived as being most beneficial for professional development in terms of their impact on the domains of knowledge and problem solving and least helpful for enhancing clinical skills. Twitter was perceived as the most helpful type of social media for all domains listed. Respondents most frequently reported that social media were useful for professional development for the reasons of knowledge exchange and networking. Social media are frequently used by health care professionals in Saudi Arabia for the purposes of professional development, with Twitter most frequently used for this purpose. These findings suggest that social media networks can be powerful tools for engaging health care professionals in their professional development.

A health app developer's guide to law and policy: a multi-sector policy analysis.

PubMed

Parker, Lisa; Karliychuk, Tanya; Gillies, Donna; Mintzes, Barbara; Raven, Melissa; Grundy, Quinn

2017-10-02

Apps targeted at health and wellbeing sit in a rapidly growing industry associated with widespread optimism about their potential to deliver accessible and cost-effective healthcare. App developers might not be aware of all the regulatory requirements and best practice principles are emergent. Health apps are regulated in order to minimise their potential for harm due to, for example, loss of personal health privacy, financial costs, and health harms from delayed or unnecessary diagnosis, monitoring and treatment. We aimed to produce a comprehensive guide to assist app developers in producing health apps that are legally compliant and in keeping with high professional standards of user protection. We conducted a case study analysis of the Australian and related international policy environment for mental health apps to identify relevant sectors, policy actors, and policy solutions. We identified 29 policies produced by governments and non-government organisations that provide oversight of health apps. In consultation with stakeholders, we developed an interactive tool targeted at app developers, summarising key features of the policy environment and highlighting legislative, industry and professional standards around seven relevant domains: privacy, security, content, promotion and advertising, consumer finances, medical device efficacy and safety, and professional ethics. We annotated this developer guidance tool with information about: the relevance of each domain; existing legislative and non-legislative guidance; critiques of existing policy; recommendations for developers; and suggestions for other key stakeholders. We anticipate that mental health apps developed in accordance with this tool will be more likely to conform to regulatory requirements, protect consumer privacy, protect consumer finances, and deliver health benefit; and less likely to attract regulatory penalties, offend consumers and communities, mislead consumers, or deliver health harms. We encourage government, industry and consumer organisations to use and publicise the tool.

Early wound infection identification using the WIRE tool in community health care settings: An audit report.

PubMed

Siaw-Sakyi, Vincent

2017-12-01

Wound infection is proving to be a challenge for health care professionals. The associated complications and cost of wound infection is immense and can lead to death in extreme cases. Current management of wound infection is largely subjective and relies on the knowledge of the health care professional to identify and initiate treatment. In response, we have developed an infection prediction and assessment tool. The Wound Infection Risk-Assessment and Evaluation tool (WIRE) and its management strategy is a tool with the aim to bring objectivity to infection prediction, assessment and management. A local audit carried out indicated a high infection prediction rate. More work is being done to improve its effectiveness.

Academic perceptions amongst educators towards eLearning tools in dental education.

PubMed

Handal, Boris; Groenlund, Catherine; Gerzina, Tania

2011-04-01

This paper reports an explorative study about academic educators' perceptions towards learning management systems (LMS) and eLearning tools as used in dental education. Fifty-five educators participated in an online survey which explored their views on eLearning tools within the context of their own professional training background and teaching needs. In general, educators felt that the eLearning LMS (also known as WebCT/Blackboard) was a tool that suited their teaching and learning needs in terms of flexibility, interactivity and accessibility despite a significant level of self-reported lack of competence in the technology. The paper describes current eLearning professional development initiatives in light of these findings. © 2011 FDI World Dental Federation.

SPECIATE and using the Speciation Tool to prepare VOC and PM chemical speciation profiles for air quality modeling

EPA Science Inventory

This product provides training to air pollution inventory and modeling professionals to understand the US EPA's SPECIATE database base and Speciation Tool and their use to develop speciated emission inventories.

AN EVALUATION AND COST-OPTIMIZATION TOOL FOR PLACEMENT OF BMPS

EPA Science Inventory

To assist stormwater management professionals in planning for best management practices (BMPs) implementation, the U.S. Environmental Protection Agency (USEPA) is developing a decision-support system for placement of BMPs at strategic locations in urban watersheds. This tool wil...

The DataTools Professional Development Program: Sustainability via a University Partnership

NASA Astrophysics Data System (ADS)

Haddad, N.; Ledley, T. S.; McAuliffe, C. A.; Reider, D.

2009-12-01

The DataTools professional development program (http://serc.carleton.edu/eet/msdatatools), offered by TERC, helps teachers integrate technology, scientific data, and inquiry into their middle and high school curricula. It leverages the resources and techniques of the Earth Exploration Toolbook (http://serc.carleton.edu/eet), an online collection of investigations that promotes the use of technology and scientific data in the context of studying the earth system. Over the course of the year-long program, teachers develop skills and a pedagogy of inquiry through a combination of on-line and face-to-face professional development and a significant amount of peer support. They learn to use information technologies that support the visualization and analysis of numerical, geospatial, and image data. DataTools was funded by NSF’s ITEST program to operate for three years. During year two we started to investigate the possibility of transforming the program into a graduate-level course at the University of Massachusetts, Dartmouth (UMD). The first step in that process was partnering with UMD to offer the third year of the NSF-funded program as a 3-credit graduate course on a 1-year trial basis. Our UMD partner participated in advertising the program to teachers in its network, provided classroom space at UMD for the face-to-face meetings and summer workshop, and offered three graduate credits to teachers who successfully completed the program. TERC staff continued to provide the professional development. The formation of the School for Education, Public Policy, and Civic Engagement at UMD, and the new STEM Department within that school appear to be favoring the transformation of this NSF-funded program into a sustainable graduate level course for in-service teachers. A key element to developing a sustainable course at a large university is to position it in a way that can service the largest number of students. In addition to the tremendous need of science professional development for teachers in the geographic region of UMD, the course can also serve as a science course for undergraduate students to fulfill general education requirements. This tremendously enlarges the number of students potentially served by the course. Nevertheless, after almost two years and a trial program that was hailed as a success by the participants, the work of transforming the DataTools program into a standard course is ongoing. In this session we will share details of our efforts, past and present, to sustain the operation of the DataTools program.

Teaching Energy Science as Inquiry: Reflections on Professional Development as a Tool to Build Inquiry Teaching Skills for Middle and High School Teachers

ERIC Educational Resources Information Center

Seraphin, Kanesa Duncan; Philippoff, Joanna; Parisky, Alex; Degnan, Katherine; Warren, Diana Papini

2013-01-01

A hybrid (face-to-face and online) professional development (PD) course focused on energy science for middle and high school teachers (N = 47) was conducted using the teaching science as inquiry (TSI) framework. Data from the PD indicates that online opportunities enhanced participation and that the TSI structure improved teachers' inquiry…

Multicomponent Musculoskeletal Movement Assessment Tools: A Systematic Review and Critical Appraisal of Their Development and Applicability to Professional Practice.

PubMed

Bennett, Hunter; Davison, Kade; Arnold, John; Slattery, Flynn; Martin, Max; Norton, Kevin

2017-10-01

Multicomponent movement assessment tools have become commonplace to measure movement quality, proposing to indicate injury risk and performance capabilities. Despite popular use, there has been no attempt to compare the components of each tool reported in the literature, the processes in which they were developed, or the underpinning rationale for their included content. As such, the objective of this systematic review was to provide a comprehensive summary of current movement assessment tools and appraise the evidence supporting their development. A systematic literature search was performed using PRISMA guidelines to identify multicomponent movement assessment tools. Commonalities between tools and the evidence provided to support the content of each tool was identified. Each tool underwent critical appraisal to identify the rigor in which it was developed, and its applicability to professional practice. Eleven tools were identified, of which 5 provided evidence to support their content as assessments of movement quality. One assessment tool (Soccer Injury Movement Screen [SIMS]) received an overall score of above 65% on critical appraisal, with a further 2 tools (Movement Competency Screen [MCS] and modified 4 movement screen [M4-MS]) scoring above 60%. Only the MCS provided clear justification for its developmental process. The remaining 8 tools scored between 40 and 60%. On appraisal, the MCS, M4-MS, and SIMS seem to provide the most practical value for assessing movement quality as they provide the strongest reports of developmental rigor and an identifiable evidence base. In addition, considering the evidence provided, these tools may have the strongest potential for identifying performance capabilities and guiding exercise prescription in athletic and sport-specific populations.

How we developed a role-based portfolio for teachers' professional development.

PubMed

Pyörälä, Eeva

2014-09-01

Faculty development requires practical tools for supporting teachers' professional development. In a modern medical education context, teachers need to adapt to various educational roles. This article describes how a role-based portfolio with a qualitative self-assessment scale was developed. It strives to encourage and support teachers' growth in different educational roles. The portfolio was developed between 2009 and 2012 at the University of Helsinki in dialogue with teachers involved in faculty development. It is based on the role framework presented by Harden and Crosby. Today, it also involves the educational premises of constructive alignment, reflection and a scholarly approach to teaching. The role-based portfolio has led the teachers to discover new educational roles and set goals in their professional development.

Entrustable professional activity (EPA) reshapes the practice of specialist training.

PubMed

Niemi-Murola, Leila

In addition to medical expertise, competence-based medical training comprises communication and collaboration skills, professionalism, and leadership skills. Continuous feedback is essential for learning and development, and feedback only from the medical specialist examination taken in the end of training does not ensure thorough specialist training. Entrustable professional activity (EPA) is a unit of professional practice, defined as tasks or responsibilities typical of the specialty. EPA translates competence-based training into manageable and meaningful entities and provides tools for the evaluation of medical competence.

Tools developed and disseminated by guideline producers to promote the uptake of their guidelines.

PubMed

Flodgren, Gerd; Hall, Amanda M; Goulding, Lucy; Eccles, Martin P; Grimshaw, Jeremy M; Leng, Gillian C; Shepperd, Sasha

2016-08-22

The uptake of clinical practice guidelines (CPGs) is inconsistent, despite their potential to improve the quality of health care and patient outcomes. Some guideline producers have addressed this problem by developing tools to encourage faster adoption of new guidelines. This review focuses on the effectiveness of tools developed and disseminated by guideline producers to improve the uptake of their CPGs. To evaluate the effectiveness of implementation tools developed and disseminated by guideline producers, which accompany or follow the publication of a CPG, to promote uptake. A secondary objective is to determine which approaches to guideline implementation are most effective. We searched the Cochrane Effective Practice and Organisation of Care (EPOC) Group Specialised Register, Cochrane Central Register of Controlled Trials (CENTRAL); NHS Economic Evaluation Database, HTA Database; MEDLINE and MEDLINE In-Process and other non-indexed citations; Embase; PsycINFO; CINAHL; Dissertations and Theses, ProQuest; Index to Theses; Science Citation Index Expanded, ISI Web of Knowledge; Conference Proceedings Citation Index - Science, ISI Web of Knowledge; Health Management Information Consortium (HMIC), and NHS Evidence up to February 2016. We also searched trials registers, reference lists of included studies and relevant websites. We included randomised controlled trials (RCTs) and cluster-RCTs, controlled before-and-after studies (CBAs) and interrupted time series (ITS) studies evaluating the effects of guideline implementation tools developed by recognised guideline producers to improve the uptake of their own guidelines. The guideline could target any clinical area. Two review authors independently extracted data and assessed the risk of bias of each included study using the Cochrane 'Risk of bias' criteria. We graded our confidence in the evidence using the approach recommended by the GRADE working group. The clinical conditions targeted and the implementation tools used were too heterogenous to combine data for meta-analysis. We report the median absolute risk difference (ARD) and interquartile range (IQR) for the main outcome of adherence to guidelines. We included four cluster-RCTs that were conducted in the Netherlands, France, the USA and Canada. These studies evaluated the effects of tools developed by national guideline producers to implement their CPGs. The implementation tools evaluated targeted healthcare professionals; none targeted healthcare organisations or patients.One study used two short educational workshops tailored to barriers. In three studies the intervention consisted of the provision of paper-based educational materials, order forms or reminders, or both. The clinical condition, type of healthcare professional, and behaviour targeted by the CPG varied across studies.Two of the four included studies reported data on healthcare professionals' adherence to guidelines. A guideline tool developed by the producers of a guideline probably leads to increased adherence to the guidelines; median ARD (IQR) was 0.135 (0.115 and 0.159 for the two studies respectively) at an average four-week follow-up (moderate certainty evidence), which indicates a median 13.5% greater adherence to guidelines in the intervention group. Providing healthcare professionals with a tool to improve implementation of a guideline may lead to little or no difference in costs to the health service. Implementation tools developed by recognised guideline producers probably lead to improved healthcare professionals' adherence to guidelines in the management of non-specific low back pain and ordering thyroid-function tests. There are limited data on the relative costs of implementing these interventions.There are no studies evaluating the effectiveness of interventions targeting the organisation of care (e.g. benchmarking tools, costing templates, etc.), or for mass media interventions. We could not draw any conclusions about our second objective, the comparative effectiveness of implementation tools, due to the small number of studies, the heterogeneity between interventions, and the clinical conditions that were targeted.

Beyond "What Works": Understanding Teacher Identity as a Practical and Political Tool

ERIC Educational Resources Information Center

Mockler, Nicole

2011-01-01

Drawing on previous research that focused upon the formation and mediation of teacher professional identity, this paper develops a model for conceptualising teacher professional identity. Increasingly, technical-rational understandings of teachers' work and "role" are privileged in policy and public discourse over more nuanced and holistic…

Students' Construction of External Representations in Design-Based Learning Situations

ERIC Educational Resources Information Center

de Vries, Erica

2006-01-01

This article develops a theoretical framework for the study of students' construction of mixed multiple external representations in design-based learning situations involving an adaptation of professional tasks and tools to a classroom setting. The framework draws on research on professional design processes and on learning with multiple external…

Scaffolding Collaborative Reflective Writing in a VET Curriculum

ERIC Educational Resources Information Center

Boldrini, Elena; Cattaneo, Alberto

2014-01-01

Learning journal writing is an effective tool to foster the development of reflective capacity in the context of Vocational Education and Training (VET) if conceived as a collection of descriptions and reflections on real professional experiences. Reporting professional situations in a learning journal outside the workplace in turn fosters the…

Preparing Professional School Counselors as Collaborators in Culturally Competent School Administration

ERIC Educational Resources Information Center

Nelson, Judith; Bustamante, Rebecca M.

2009-01-01

In collaboration with principals and other leadership team members, professional school counselors have ethical responsibilities in promoting culturally competent school environments. Pre-service training is the ideal time for school counselors and principals to develop the necessary background information, tools, and assessment skills to assist…

Faculty Professional Development Focused on Identifying Funding Opportunities: An Interactive Tool

ERIC Educational Resources Information Center

Moore, Alison L.; Reiser, Robert A.; Bradley, Terra W.; Zhao, Weinan

2016-01-01

In an effort to help faculty members learn about and obtain external funding for their research, a team of scholar-practitioners within a College of Education at a large southeastern university developed a database tool that enables faculty to identify grant opportunities aligned with their research interests and provides faculty with easy access…

Writing for Publication as a Tool in Teacher Development

ERIC Educational Resources Information Center

Rathert, Stefan; Okan, Zühal

2015-01-01

Writing is widely accepted as a tool in the personal and professional development of teachers. Among other forms of teacher writing, writing for publication is rather unusual as it requires courage to share ideas and unfavourable working conditions prevent teachers from finding time and space to write for publication in the first place. In this…

Innovation Configuration Mapping as a Professional Development Tool: The Case of One-to-One Laptop Computing

ERIC Educational Resources Information Center

Towndrow, Phillip A.; Fareed, Wan

2015-01-01

This article illustrates how findings from a study of teachers' and students' uses of laptop computers in a secondary school in Singapore informed the development of an Innovation Configuration (IC) Map--a tool for identifying and describing alternative ways of implementing innovations based on teachers' unique feelings, preoccupations, thoughts…

Practical Recommendations for the Development and Implementation of Youth Policy in the University as a Tool for Development of Student Public Associations

ERIC Educational Resources Information Center

Ezhov, Sergey G.; Komarova, Nataliya M.; Khairullina, Elmira R.; Rapatskaia, Liudmila, A.; Miftakhov, Radik R.; Khusainova, Liana R.

2016-01-01

The research urgency is caused by the increase of social responsibility of universities for improvement of the quality of higher education and development of students' socio-professional values. In terms of the conflicting realities of modern society the youth policy at the University is the most important tool to form students' commitment to…

Assessing the IRIS Professional Development Model: Impact Beyond the Workshops

NASA Astrophysics Data System (ADS)

Hubenthal, M.; Braile, L. W.; Taber, J. J.

2003-12-01

The IRIS Education and Outreach (E&O) Program has developed a highly effective, one-day professional development experience for formal educators. Leveraging the expertise of its consortium, IRIS delivers content including: plate tectonics, propagation of seismic waves, seismographs, Earth's interior structure. At the core of the IRIS professional development model is the philosophy that changes in teacher behavior can be affected by increasing teacher comfort in the classroom. Science and research organizations such as IRIS are able to increase teachers' comfort in the classroom by providing professional development which: increases an educator's knowledge of scientific content, provides educators with a variety of high-quality, scientifically accurate activities to deliver content to students, and provides educators with experiences involving both the content and the educational activities as the primary means of knowledge transfer. As reflected in a 2002-2003 academic year assessment program, this model has proven to be effective at reaching beyond participants and extending into the educators' classrooms. 76% of respondents report increasing the amount of time they spend teaching seismology or related topics in their classroom as a result of participating in IRIS professional development experience. This increase can be directly attributed to the workshop as 90% of participants report using at least one activity modeled during the workshop upon returning to their classrooms. The reported mean activity usage by teachers upon was 4.5 activities per teacher. Since the inception of the professional development model in 1999, IRIS E&O has been committed to evaluation. Data derived from assessment is utilized as a key decision making tool, driving a continuous improvement process. As a result, both the model and the assessment methods have become increasingly refined and sophisticated. The alignment of the professional development model within the IRIS E&O Program framework has resulted in a clarified a definition of success and an increased demand for the collection of new data. Currently, the assessment program is testing tools to examine participant learning, measure the transfer of knowledge and resources from professional development into in classrooms, and measure the use of individual activities.

Clinical Decision-Making Tool for Safe and Effective Prescription of Exercise in Acute Exacerbations of Chronic Obstructive Pulmonary Disease: Results From an Interdisciplinary Delphi Survey and Focus Groups.

PubMed

Camp, Pat G; Reid, W Darlene; Chung, Frank; Kirkham, Ashley; Brooks, Dina; Goodridge, Donna; Marciniuk, Darcy D; Hoens, Alison M

2015-10-01

Exercise is recommended for people with an acute exacerbation of chronic obstructive pulmonary disease (AECOPD), yet there is little information to guide safe and effective mobilization and exercise for these patients. The purpose of this study was to develop a clinical decision-making tool to guide health care professionals in the assessment, prescription, monitoring, and progression of mobilization and therapeutic exercise for patients with AECOPD. A 3-round interdisciplinary Delphi panel identified and selected items based on a preselected consensus of 80%. These items were summarized in a paper-based tool titled Mobilization in Acute Exacerbations of Chronic Obstructive Pulmonary Disease (AECOPD-Mob). Focus groups and questionnaires were subsequently used to conduct a sensibility evaluation of the tool. Nine researchers, 13 clinicians, and 7 individuals with COPD identified and approved 110 parameters for safe and effective exercise in AECOPD. These parameters were grouped into 5 categories: (1) "What to Assess Prior to Mobilization," (2) "When to Consider Not Mobilizing or to Discontinue Mobilization," (3) "What to Monitor During Mobilization for Patient Safety," (4) "How to Progress Mobilization to Enhance Effectiveness," and (5) "What to Confirm Prior to Discharge." The tool was evaluated in 4 focus groups of 18 health care professionals, 90% of whom reported the tool was easy to use, was concise, and would guide a health care professional who is new to the acute care setting and working with patients with AECOPD. The tool was developed based on published evidence and expert opinion, so the applicability of the items to patients in all settings cannot be guaranteed. The Delphi panel consisted of health care professionals from Canada, so items may not be generalizable to other jurisdictions. The AECOPD-Mob provides practical and concise information on safe and effective exercise for the AECOPD population for use by the new graduate or novice acute care practitioner. © 2015 American Physical Therapy Association.

Operationalization Of The Professional Risks Assessment Activity

NASA Astrophysics Data System (ADS)

Ivascu, Victoria Larisa; Cirjaliu, Bianca; Draghici, Anca

2015-07-01

Professional risks assessment approach (integration of analysis and evaluation processes) is linked with the general concerns of nowadays companies for their employees' health and safety assurances, in the context of organizations sustainable development. The paper presents an approach for the operationalization of the professional risk assessment activity in companies through the implementation and use of the OnRisk platform (this have been tested in some industrial companies). The short presentation of the relevant technical reports and statistics on OSH management at the European Union level underlines the need for the development of a professional risks assessment. Finally, there have been described the designed and developed OnRisk platform as a web platform together with some case studies that have validate the created tool.

Benefits and Pitfalls: Simple Guidelines for the Use of Social Networking Tools in K-12 Education

ERIC Educational Resources Information Center

Huffman, Stephanie

2013-01-01

The article will outline a framework for the use of social networking tools in K-12 education framed around four thought provoking questions: 1) what are the benefits and pitfalls of using social networking tools in P-12 education, 2) how do we plan effectively for the use of social networking tool, 3) what role does professional development play…

Development of a validated questionnaire to measure the self-perceived competence of primary health professionals in providing nutrition care to patients with chronic disease.

PubMed

Ball, Lauren E; Leveritt, Michael D

2015-12-01

Nutrition is an important aspect of chronic disease prevention and management by primary health professionals, including GPs, dietitians, practice nurses, diabetes educators and exercise professionals. In order to better understand how to improve the delivery of nutrition care, it is important to have valid and reliable tools to measure self-perceived competence. This study aimed to develop a valid, structured, questionnaire that measures the self-perceived competence of primary health professionals to provide nutrition care to patients with chronic disease. The development of the questionnaire was carried out in four stages (1): preparation of scope and structure, through a literature review and consultation with an expert reference group (2); development of questionnaire items, which were refined through feedback from the reference group and 18 primary health professionals (3); investigation of internal consistency and concurrent validity through a pilot study on 118 primary health professionals (4) and investigation of test-retest reliability through a pilot study on 33 primary health professionals who completed the questionnaire twice, 2-3 weeks apart. Stages 1 and 2 resulted in four constructs and 35 questions in the questionnaire. Stage 3 confirmed internal consistency, with Cronbach's α ranging from 0.88 to 0.98 for each construct and 0.98 for all items combined. Dietitians scored significantly higher than speech pathologists (P < 0.05) in each construct, confirming concurrent validity. Stage 4 confirmed test-retest reliability, with correlation coefficients ranging from 0.89 to 0.94 for each construct and 0.95 for all items combined. The NUTrition COMPetence (NUTCOMP) questionnaire is a valid, reliable and suitable tool that can be used to directly inform professional development and identify opportunities to support safe and effective practice. © The Author 2015. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Learning from First Time eLearning Experiences for Continuous Professional Development of School Leaders in the Maldives: A Case Study

ERIC Educational Resources Information Center

Saeed, Sheema; Moreira, Maria Alfredo

2010-01-01

In Maldives, educational policy makers are beginning to explore the value of ICT and web tools as a medium of continuous professional development for school leaders and teachers. This paper reports on insights and responses of a group of five school leaders who participated in a web based distance education course. For most of them, this was their…

Scaffolding student learning in clinical practice.

PubMed

Spouse, J

1998-05-01

For many years the profession has acknowledged a schism between theories taught in the classroom and the practice of clinicians. This tends to arise from beliefs that knowledge which has been generalized (formalized) can be readily transferred to informal settings (practice). Whilst apprehension of formalized knowledge is crucial to professional development, a mediator is necessary to demonstrate its relevance to practice. A variety of solutions have been offered which all have value but without effective social support fail to resolve the problem. Findings from a longitudinal study investigating the professional development of pre-registration nursing students indicate the importance of sponsorship by a member of clinical staff and participation in legitimate peripheral activities. In the absence of effective sponsorship, students found it difficult to participate in clinical activities or to learn. As a result, their professional development during placements became stunted with subsequent implications for their professional future. Questions concerned with this phenomena were explored using documentary evidence supplied by research participants, observations of their practice and focused interviews throughout their programme. Sociocultural or activity theories of human learning offer some attractive explanations. One strategy is scaffolding which takes place within sponsored nursing activities and builds on the important concept of the Zone of Proximal Development (ZPD), where speech becomes a tool to mediate learning and development. As a diagnostic tool, scaffolding enables both supervisor and learner to recognize knowledge-in-waiting and knowledge-in-use and hence learning need, thus stimulating opportunities for further learning and professional development beneficial to both learner and supervisor. It provides a means for theory and practice to become integrated.

Adoption, adaptation, and abandonment: Appropriation of science education professional development learning

NASA Astrophysics Data System (ADS)

Longhurst, Max L.

Understanding factors that impact teacher utilization of learning from professional development is critical in order maximize the educational and financial investment in teacher professional learning. This study used a multicase mixed quantitative and qualitative methodology to investigate the factors that influence teacher adoption, adaption, or abandonment of learning from science teacher professional development. The theoretical framework of activity theory was identified as a useful way to investigate the phenomenon of teacher appropriation of pedagogical practices from professional development. This framework has the capacity to account for a multitude of elements in the context of a learning experience. In this study educational appropriation is understood through a continuum of how an educator acquires and implements both practical and conceptual aspects of learning from professional development within localized context. The variability associated with instructional changes made from professional development drives this inquiry to search for better understandings of the appropriation of pedagogical practices. Purposeful sampling was used to identify two participants from a group of eighth-grade science teachers engaged in professional development designed to investigate how cyber-enabled technologies might enhance instruction and learning in integrated science classrooms. The data from this investigation add to the literature of appropriation of instructional practices by connecting eight factors that influence conceptual and practical tools with the development of ownership of pedagogical practices in the appropriation hierarchy. Recommendations are shared with professional development developers, providers, and participants in anticipation that future science teaching experiences might be informed by findings from this study.

Driven by Data: How Three Districts Are Successfully Using Data, Rather than Gut Feelings, to Align Staff Development with School Needs

ERIC Educational Resources Information Center

Gold, Stephanie

2005-01-01

The concept of data-driven professional development is both straight-forward and sensible. Implementing this approach is another story, which is why many administrators are turning to sophisticated tools to help manage data collection and analysis. These tools allow educators to assess and correlate student outcomes, instructional methods, and…

Development of a Self-Assessment Tool to Facilitate Decision-Making in Choosing a Long Term Care Administration Major

ERIC Educational Resources Information Center

Johs-Artisensi, Jennifer L.; Olson, Douglas M.; Nahm, Abraham Y.

2016-01-01

Long term care administrators need a broad base of knowledge, skills, and interests to provide leadership and be successful in managing a fiscally responsible, quality long term care organization. Researchers developed a tool to help students assess whether a long term care administration major is a compatible fit. With input from professionals in…

School Librarians Fully Online: Preparing the Twenty-First Century Professional

ERIC Educational Resources Information Center

Santos Green, Lucy; Jones, Stephanie A.; Burke, Panne Andrea

2017-01-01

Online learning, already an essential component of the higher-education and professional landscape, has now developed a more ubiquitous presence in K-12 learning due to educational trends such as flipped education and use of tools such as Google Classroom. Despite the increasingly important role of online learning in K-12 education, little…

Teachers Teaching Teachers (T3)[TM]. Volume 4, Number 7

ERIC Educational Resources Information Center

von Frank, Valerie, Ed.

2009-01-01

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Learning Cycle Spins Individuals into a Team (Valerie von Frank); (2) NSDC Tool: The Professional Teaching and Learning Cycle; (3)…

Organizational Potential of Scientific Work in the System of Neuromanagement by the Example of Higher Education

ERIC Educational Resources Information Center

Nikolaevskaya, Olga

2015-01-01

Neuromanagement of higher education is an effective tool for the development of higher education, professional identification of specialist, increase of the professional authority and prestige of modern scientific and research work. The target point of neuromanagement system is competitiveness of the modern university graduate whose competence…

Bases of Competence: A Framework for Facilitating Reflective Learner-Centered Educational Environments

ERIC Educational Resources Information Center

Berdrow, Iris; Evers, Frederick T.

2011-01-01

As the business world becomes more complex, the role of professional higher education in the development of "reflective practitioners" becomes more cogent. In this article, the authors argue for the Bases of Competence model, which articulates base competencies required of today's higher education professional graduates, as a tool in…

Educators' Perceptions and Reported Behaviors Associated with Participation in Informal, Online Professional Development Networks

ERIC Educational Resources Information Center

Fucoloro, Deborah J.

2012-01-01

Few comprehensive, descriptive studies regarding educator use of social media for informal professional learning have been conducted. The purpose of this study was to examine, through a survey tool with both qualitative and quantitative components, educators' perceptions and reported behaviors associated with participation in informal, online…

Fostering Critical Teacher Agency: The Impact of a Science Capital Pedagogical Approach

ERIC Educational Resources Information Center

King, Heather; Nomikou, Effrosyni

2018-01-01

Teacher agency is considered key in shaping teachers' professional identities and decision-making capabilities. We suggest that the concept of agency also constitutes a useful tool for evaluating the successful implementation of new teaching approaches. In this paper we discuss findings from a teacher professional development programme aimed at…

Perspectives and Practices of Elementary Teachers Using an Internet-Based Formative Assessment Tool: The Case of "Assessing Mathematics Concepts"

ERIC Educational Resources Information Center

Martin, Christie S.; Polly, Drew; Wang, Chuang; Lambert, Richard G.; Pugalee, David K.

2016-01-01

This study examined the influence of professional development on elementary school teachers' perceptions of and use of an internet-based formative assessment tool focused on students' number sense skills. Data sources include teacher-participants' pre and post survey, open ended response on post survey, use of the assessment tool and their written…

Teacher Professional Development that Makes an Impact

NASA Astrophysics Data System (ADS)

Borrego, H.; Ellins, K. K.

2012-12-01

Through four years of participation in the TeXas Earth and Space Science (TXESS) Revolution, an NSF-sponsored teacher professional development project, my knowledge of earth science and new pedagogical approaches has improved dramatically. In addition, I have received instructional materials, and learned how to access high quality online resources and use a variety of web-based tools. As a consequence, I have developed the confidence to use the TXESS model to deliver earth science professional development that makes an impact to other teachers in the Rio Grande Valley region of South Texas. In this session, I will share my experiences as an earth science professional development provider and describe how I have used my own learning to help both teachers and students become more earth science literate. Earth science test scores at the elementary and secondary level throughout South Texas are consistently low in comparison to other regional areas in the state. The majority of the teachers lack the content-knowledge, confidence, or experience to teach earth science. My background as teacher combined with the TXESS Revolution experience helped me to understand the needs of these teachers and to identify teaching resources that would be useful to them. Using educational resources provided by the TXESS Revolution I have offered professional development topics such as Energy, Geologic Time and Stratigraphy, Water and the Cryosphere, Plate Tectonics, and Climate to about 125 South Texas elementary and middle school teachers. These trainings have helped improve the content knowledge of South Texas teachers and given them tools that they can use to guide student learning through authentic scientific research. In addition to providing professional development to teachers, I have been recruited to serve as the representative of the Offshore Energy Center for South Texas. This curriculum complements the TXESS Revolution educational resources by expanding the Energy education. The partnership with Offshore Energy is financing the framework for developing more training. More than 15 school districts in South Texas will have the opportunity to participate in this program

Healthcare professionals' self-reported experiences and preferences related to direct healthcare professional communications: a survey conducted in the Netherlands.

PubMed

Piening, Sigrid; Haaijer-Ruskamp, Flora M; de Graeff, Pieter A; Straus, Sabine M J M; Mol, Peter G M

2012-11-01

In Europe, Direct Healthcare Professional Communications (DHPCs) are important tools to inform healthcare professionals of serious, new drug safety issues. However, this tool has not always been successful in effectively communicating the desired actions to healthcare professionals. The aim of this study was to explore healthcare providers' experiences and their preferences for improvement of risk communication, comparing views of general practitioners (GPs), internists, community pharmacists and hospital pharmacists. A questionnaire was developed and pilot tested to assess experiences and preferences of Dutch healthcare professionals with DHPCs. The questionnaire and two reminders were sent to a random sample of 3488 GPs, internists and community and hospital pharmacists in the Netherlands. Descriptive statistics were used to describe demographic characteristics of the respondents. Chi squares, ANOVAs and the Wilcoxon signed rank test were used, when appropriate, to compare healthcare professional groups. The overall response rate was 34% (N = 1141, ranging from 24% for internists to 46% for community pharmacists). Healthcare providers trusted safety information more when provided by the Dutch Medicines Evaluation Board (MEB) than by the pharmaceutical industry. This was more the case for GPs than for the other healthcare professionals. Respondents preferred safety information to be issued by the MEB, the Dutch Pharmacovigilance Center or their own professional associations. The preferred alternative channels of drug safety information were e-mail, medical journals and electronic prescribing systems. Safety information of drugs does not always reach healthcare professionals through DHPCs. To improve current risk communication of drug safety issues, alternative and/or additional methods of risk communication should be developed using electronic methods and medical journals. Moreover, (additional) risk communication coming from an independent source such as the MEB should be considered. Special effort is needed to reach GPs.

An Intelligent Agent for the K-12 Educational Community

NASA Technical Reports Server (NTRS)

Rorvig, Mark E.; Hutchison, Mark W.; Shelton, Robert O.; Smith, Stephanie L.; Yazbeck, Marwan E.

1995-01-01

Nearly every professional would like to have a personal assistant to perform the physical and mental work of searching libraries for needed information. This paper describes a tool which performs this function using commonly available Internet services. The promises and difficulties of developing such a tool are described.

A Teacher's Utilization of Information and Communication Technology as a Pedagogical Tool

ERIC Educational Resources Information Center

Golas, Jennifer Lynn

2013-01-01

This research study investigated the factors that either contribute or inhibit a teacher from using information and communication technology as an educational tool in the classroom. Factors as teachers' perceived level of proficiency with technology, technology-related professional development, planning time, and the technology resources available…

Developing Practices in Teachers' Professional Dialogue in England: Using Coaching Dimensions as an Epistemic Tool

ERIC Educational Resources Information Center

Lofthouse, Rachel; Hall, Elaine

2014-01-01

This paper demonstrates how teachers who were working in a range of developmental relationships with researchers used Coaching Dimensions to understand, describe, analyse and improve the quality of their coaching and mentoring conversations. The findings are based on analysis of transcriptions of case studies of one-to-one professional dialogue…

Carbon dioxide reduction through urban forestry: guidelines for professional and volunteer tree planters

Treesearch

E. Gregory McPherson; James R. Simpson

1999-01-01

Carbon dioxide reduction through urban forestry—Guidelines for professional and volunteer tree planters has been developed by the Pacific Southwest Research Station’s Western Center for Urban Forest Research and Education as a tool for utilities, urban foresters and arborists, municipalities, consultants, non-profit organizations and others to...

Giving Our Students Professional Voice: Development and Implementation of a BSW Course on Writing for Agency Practice

ERIC Educational Resources Information Center

Thomas, Jeanne L.; Schuster, Elizabeth O.; Fuller, Alison R.

2016-01-01

In social work practice, writing is a tool for advocacy, communication with clients, and other professionals, and accountability. In virtually all practice settings, workers at every organizational level invest significant time and effort in writing. However, the social work education literature reveals little attention to teaching BSW students to…

Pediatric Healthcare Professionals' Views on Autism Spectrum Disorder Screening at 12-18 Months

ERIC Educational Resources Information Center

Crais, Elizabeth R.; McComish, Cara S.; Humphreys, Betsy P.; Watson, Linda R.; Baranek, Grace T.; Reznick, J. Steven; Christian, Rob B.; Earls, Marian

2014-01-01

This study explored North Carolina pediatric healthcare professional's (PHP) perceptions of screening 12-18 month old infants for Autism Spectrum Disorder (ASD). Eight focus groups (66 PHPs) were conducted across practice settings. The purpose was to explore PHP's perspectives to: inform development of ASD screening tools and ultimately impact…

Another Tool in the Belt: Self-Directed Professional Learning for Teachers of Students with Moderate and Severe Disabiliites

ERIC Educational Resources Information Center

Shurr, Jordan; Hirth, Marilyn; Jasper, Andrea; McCollow, Meaghan; Heroux, JoDell

2014-01-01

Chronic shortages, high attrition rates, the unique demands of the job, and geographic isolation from colleagues have been identified as unique challenges within the profession for teachers of students with moderate and severe disabilities. Many different forms of professional development exist for educators; however, these experiences do not…

Connected Language Learning: A Tutor's Perspective

ERIC Educational Resources Information Center

Guilbaud, Benoît

2015-01-01

In this article, the author reflects upon the impact that networked technologies has had on his professional life and teaching practice. Using these tools has undoubtedly helped shape the way he looks at his own professional development and they have certainly contributed to the fact that he views himself as a life-long learner. The author's…

Schools as Artifacts: Critical Autoethnography and Teacher Renewal

ERIC Educational Resources Information Center

Benoit, Brian Andrew

2016-01-01

This article examines how past memories can shape how we see the present and future in the context of teacher education and professional development. Using qualitative inquiry, drawing in particular on self-study and memory-work, I explore the ways in which critical autoethnography can serve as a tool for personal and professional growth in the…

The Osler Student Societies of the University of Texas medical branch: a medical professionalism translational tool.

PubMed

Malloy, Michael H

2012-12-01

This essay reviews some of the issues associated with the challenge of integrating the concepts of medical professionalism into the socialization and identity formation of the undergraduate medical student. A narrative-based approach to the integration of professionalism in medical education proposed by Coulehan (Acad Med 80(10):892-898, 2005) offers an appealing method to accomplish the task in a less didactic format and in a way that promotes more personal growth. In this essay, I review how the Osler Student Societies of the University of Texas Medical Branch developed and how they offer a convenient vehicle to carry out this narrative-based approach to professionalism. Through mentor-modeled professional behavior, opportunities for student self-reflection, the development of narrative skills through reflection on great literature, and opportunities for community service, the Osler Student Societies provide a ready-made narrative-based approach to medical professionalism education.

Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum

NASA Astrophysics Data System (ADS)

Sánchez Carracedo, Fermín; Soler, Antonia; Martín, Carme; López, David; Ageno, Alicia; Cabré, Jose; Garcia, Jordi; Aranda, Joan; Gibert, Karina

2018-05-01

Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students' domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM (science, technology, engineering, and mathematics) degree program, and assesses the results of its implementation after 4 years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by a set of expected learning outcomes at three domain levels. This model allows careful analysis, revision, and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: (1) students' grades (classes graduated from 2013 to 2016, the first 4 years of the new Bachelor's Degree in Informatics Engineering at the Barcelona School of Informatics); (2) students' surveys (answered by students when they finished the degree); (3) the government employment survey, where former students evaluate their satisfaction of the received training in the light of their work experience; and (4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees' university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree.

Integrating Cloud-Based Strategies and Tools in Face-to-Face Training Sessions to Increase the Impact of Professional Development

ERIC Educational Resources Information Center

Gradel, Kathleen; Edson, Alden J.

2012-01-01

This article is based on the premise that face-to-face training can be augmented with cloud-based technology tools, to potentially extend viable training supports as higher education staff and faculty implement new content/skills in their jobs and classrooms. There are significant benefits to harnessing cloud-based tools that can facilitate both…

Institutional Dashboards: Navigational Tool for Colleges and Universities. Professional File. Number 123, Winter 2012

ERIC Educational Resources Information Center

Terkla, Dawn Geronimo; Sharkness, Jessica; Cohen, Margaret; Roscoe, Heather S.; Wiseman, Marjorie

2012-01-01

In an age in which information and data are more readily available than ever, it is critical for higher education institutions to develop tools that can communicate essential information to those who make decisions in an easy-to-understand format. One of the tools available for this purpose is a dashboard, a one- to two-page document that presents…

GIS tools, courses, and learning pathways offered by The National Interagency Fuels, Fire, and Vegetation Technology Transfer (NIFTT)

Treesearch

Heather Heward; Kathy H. Schon

2009-01-01

As technology continues to evolve in the area of fuel and wildland fire management so does the need to have effective tools and training on these technologies. The National Interagency Fuels Coordination Group has chartered a team of professionals to coordinate, develop, and transfer consistent, efficient, science-based fuel and fire ecology assessment GIS tools and...

Management simulations for Lean healthcare: exploiting the potentials of role-playing.

PubMed

Barnabè, Federico; Giorgino, Maria Cleofe; Guercini, Jacopo; Bianciardi, Caterina; Mezzatesta, Vincenzo

2018-04-09

Purpose The purpose of this paper is to investigate the potentials of role-playing (RP) both in training healthcare (HC) professionals to implement tools and improvement actions based on Lean principles, and in supporting group discussion and the sharing of different competencies for the development of Lean HC. Design/methodology/approach The paper presents the case study of an RP simulation called LEAN HEALTHCARE LAB, which is used to train HC professionals at Siena University Hospital. The paper reports and discusses the results of a specific two-day simulation session and of a questionnaire that was distributed to gather feedback from the participants. Findings The paper verifies the potentials of RP to be a powerful educational and training tool that is able to stimulate the HC participants to apply Lean thinking principles and share their competencies in collaborative decision-making processes. Research limitations/implications The study provides data in reference to one single simulation session, although the game has already been applied several times in different HC organizations with very similar outcomes. Moreover, a more in-depth analysis of players' perceptions and decisions could be performed using different tools in addition to the adopted questionnaire. Practical implications RP games (RPGs) are effective training and educational tools for HC professionals. They offer benefits and learning conditions which are definitely different if compared with more conventional education programs for HC professionals. Originality/value While previous studies have extensively discussed the potentialities of RPG and simulations in training programs, only a few articles have discussed the RP adoption for Lean thinking and even less to educate HC professionals on Lean principles and tools.

Creation of a competency-based professional development program for infection preventionists guided by the APIC Competency Model: steps in the process.

PubMed

Bernard, Heather; Hackbarth, Diana; Olmsted, Russell N; Murphy, Denise

2018-06-07

Infection Preventionists have varying levels of educational preparation. Many have no prior experience in IP. The diversity makes design of professional development programs challenging. Recent surveys suggest that only about half of practicing IPs are board certified. There is an urgent need to employ competent IP's to drive improvement in patient outcomes. This is a project that utilized the APIC Competency Model to create a professional development program characterizing three career stages. Methods included a review of literature on professional development; a survey of IP competence; an assessment of job descriptions and performance evaluations; and a crosswalk of IP competencies. The professional development program includes competency - based IP job descriptions and performance evaluations for each career stage; a professional portfolio; and a toolkit for supervisors. Participants agreed that application of the model resulted in tools which are more closely aligned with current roles for IPs; and increased satisfaction and motivation with the new program. Competent and knowledgeable IP's are crucial to optimizing efficacy of IPC programs. A professional development program has the potential to guide staff orientation, improve satisfaction and retention, improve patient outcomes and promote a positive trajectory in advancing practice. Copyright © 2018 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.

Developing an online professional network for veterinary education: the NOVICE project.

PubMed

Baillie, Sarah; Kinnison, Tierney; Forrest, Neil; Dale, Vicki H M; Ehlers, Jan P; Koch, Michael; Mándoki, Mira; Ciobotaru, Emilia; de Groot, Esther; Boerboom, Tobias B B; van Beukelen, Peter

2011-01-01

An online professional network for veterinarians, veterinary students, veterinary educationalists, and ICT (Information and Communication Technology) educationalists is being developed under the EU (European Union) Lifelong Learning Programme. The network uses Web 2.0, a term used to describe the new, more interactive version of the Internet, and includes tools such as wikis, blogs, and discussion boards. Focus groups conducted with qualified and student veterinarians within the project's five founding countries (The Netherlands, Germany, United Kingdom, Hungary, Romania) demonstrated that online professional communities can be valuable for accessing information and establishing contacts. Online networks have the potential to overcome common challenges to face-to-face communities-such as distance, cost, and timing-but they have their own drawbacks, such as security and professionalism issues. The Network Of Veterinary ICt in Education (NOVICE) was developed using Elgg, an open-source, free social networking platform, after several software options had been considered. NOVICE aims to promote the understanding of Web 2.0, confidence to use social software tools, and participation in an online community. Therefore, the Web site contains help sections, Frequently Asked Questions, and access to support from ICT experts. Five months after the network's launch (and just over one year into the project) 515 members from 28 countries had registered. Further research will include analysis of a core group's activities, which will inform ongoing support for and development of informal, lifelong learning in a veterinary context.

Entrustable Professional Activities for Pathology

PubMed Central

Domen, Ronald E.; Conran, Richard M.; Hoffman, Robert D.; Post, Miriam D.; Brissette, Mark D.; Raciti, Patricia M.; Cohen, David A.; Roberts, Cory A.; Rojiani, Amyn M.; Kong, Christina S.; Peterson, Jo Elle G.; Johnson, Kristen; Plath, Sue; Powell, Suzanne Zein-Eldin

2017-01-01

Competency-based medical education has evolved over the past decades to include the Accreditation Council for Graduate Medical Education Accreditation System of resident evaluation based on the Milestones project. Entrustable professional activities represent another means to determine learner proficiency and evaluate educational outcomes in the workplace and training environment. The objective of this project was to develop entrustable professional activities for pathology graduate medical education encompassing primary anatomic and clinical pathology residency training. The Graduate Medical Education Committee of the College of American Pathologists met over the course of 2 years to identify and define entrustable professional activities for pathology graduate medical education. Nineteen entrustable professional activities were developed, including 7 for anatomic pathology, 4 for clinical pathology, and 8 that apply to both disciplines with 5 of these concerning laboratory management. The content defined for each entrustable professional activity includes the entrustable professional activity title, a description of the knowledge and skills required for competent performance, mapping to relevant Accreditation Council for Graduate Medical Education Milestone subcompetencies, and general assessment methods. Many critical activities that define the practice of pathology fit well within the entrustable professional activity model. The entrustable professional activities outlined by the Graduate Medical Education Committee are meant to provide an initial framework for the development of entrustable professional activity–related assessment and curricular tools for pathology residency training. PMID:28725792

Thou shalt not tweet unprofessionally: an appreciative inquiry into the professional use of social media

PubMed Central

Pereira, Ian; Cunningham, Anne Marie; Moreau, Katherine; Sherbino, Jonathan; Jalali, Alireza

2015-01-01

Background Social media may blur the line between socialisation and professional use. Traditional views on medical professionalism focus on limiting motives and behaviours to avoid situations that may compromise care. It is not surprising that social media are perceived as a threat to professionalism. Objective To develop evidence for the professional use of social media in medicine. Methods A qualitative framework was used based on an appreciative inquiry approach to gather perceptions and experiences of 31 participants at the 2014 Social Media Summit. Results The main benefits of social media were the widening of networks, access to expertise from peers and other health professionals, the provision of emotional support and the ability to combat feelings of isolation. Conclusions Appreciative inquiry is a tool that can develop the positive practices of organisations and individuals. Our results provide evidence for the professional use of social media that may contribute to guidelines to help individuals realise benefits and avoid harms. PMID:26294333

The Desired Concept Maps and Goal Setting for Assessing Professionalism in Medicine.

PubMed

Guraya, Salman Y; Guraya, Shaista S; Mahabbat, Nehal Anam; Fallatah, Khulood Yahya; Al-Ahmadi, Bashaer Ahmad; Alalawi, Hadeel Hadi

2016-05-01

Due to the multi-dimensional characteristics of professionalism, no single assessment modality has shown to reliably assess professionalism. This review aims to describe some of the popular assessment tools that are being used to assess professionalism with a view to formulate a framework of assessment of professionalism in medicine. In December 2015, the online research databases of MEDLINE, the Educational Resources Information Center (ERIC), Elton Bryson Stephens Company (EBSCO), SCOPUS, OVID and PsychINFO were searched for full-text English language articles published during 2000 to 2015. MeSH terms "professionalism" AND "duty" AND "assessment" OR "professionalism behavioural" AND "professionalism-cognitive" were used. The research articles that assessed professionalism across medical fields along with other areas of competencies were included. A final list of 35 articles were selected for this review. Several assessment tools are available for assessing professionalism that includes, but not limited to, mini clinical evaluation exercise, standardised direct observation of procedural skills, professionalism mini-evaluation exercise, multi-source feedback and 360 degree evaluation, and case based discussions. Because professionalism is a complex construct, it is less likely that a single assessment strategy will adequately measure it. Since every single assessment tool has its own weaknesses, triangulation involving multiple tools can compensate the shortcomings associated with any single approach. Assessment of professionalism necessitates a combination of modalities at individual, interpersonal, societal, and institutional levels and should be accompanied by feedback and motivational reflection that will, in turn, lead to behaviour and identity formation. The assessment of professionalism in medicine should meet the criteria of validity, reliability, feasibility and acceptability. Educators are urged to enhance the depth and quality of assessment instruments in the existing medical curricula for ensuring validity and reliability of assessment tools for professionalism.

A mobile clinical e-portfolio for nursing and medical students, using wireless personal digital assistants (PDAs).

PubMed

Garrett, Bernard Mark; Jackson, Cathryn

2006-12-01

This paper outlines the development and evaluation of a wireless personal digital assistant (PDA) based clinical learning tool designed to promote professional reflection for health professionals. The "Clinical e-portfolio" was developed at the University of British Columbia School of Nursing to enable students immediately to access clinical expertise and resources remotely, and record their clinical experiences in a variety of media (text, audio and images). The PDA e-portfolio tool was developed to demonstrate the potential use of mobile networked technologies to support and improve clinical learning; promote reflective learning in practice; engage students in the process of knowledge translation; help contextualize and embed clinical knowledge whilst in the workplace; and to help prevent the isolation of students whilst engaged in supervised clinical practice. The mobile e-portfolio was developed to synchronise wirelessly with a user's personal Web based portfolio from any remote location where a cellular telephone signal or wireless (Wi-Fi) connection could be obtained. An evaluation of the tool was undertaken with nurse practitioner and medical students, revealing positive attitudes to the use of PDA based tools and portfolios, but limits to the use of the PDA portfolio due to the inherent interface restrictions of the PDA.

SUSTAIN - A BMP Process and Placement Tool for Urban Watersheds (Poster)

EPA Science Inventory

To assist stormwater management professionals in planning for best management practices (BMPs) and low-impact developments (LIDs) implementation, USEPA is developing a decision support system, called the System for Urban Stormwater Treatment and Analysis INtegration (SUSTAIN). ...

Evaluating Academic Workplaces: The Hyper-Expansive Environment Experienced by University Lecturers in Professional Fields

ERIC Educational Resources Information Center

Boyd, Pete; Smith, Caroline; Ilhan Beyaztas, Dilek

2015-01-01

Academic developers need to understand the situated workplaces of the academic tribes they are supporting. This study proposes the use of the expansive--restrictive workplace learning environment continuum as a tool for evaluation of academic workplaces. The tool is critically appraised through its application to the analysis of workplace…

What Are the Influences on Teacher Mobile Technology Self-Efficacy in Secondary School Classrooms?

ERIC Educational Resources Information Center

Tilton, Jo; Hartnett, Maggie

2016-01-01

As digital technologies develop and change, so do the ways these tools are integrated into classrooms. In particular, as mobile digital technologies become ubiquitous there is a need to investigate how teachers engage with these tools--both personally and professionally. Research has consistently shown that teachers' underlying beliefs and…

Education Faculty Students' Views about Use of E-Books

ERIC Educational Resources Information Center

Yalman, Murat

2015-01-01

Parallel to technological developments, numerous new tools are now available for people's use. Societies adapt these tools to their professional lives by learning how to use them. In this way, they try to establish more comfortable working environments. Universities giving vocational education are supposed to teach these new technologies to their…

Teacher Perceptions of Technology Integration Professional Development an a 1:1 Chromebook Environment

ERIC Educational Resources Information Center

Yankelevich, Eleonora

2017-01-01

A variety of computing devices are available in today's classrooms, but they have not guaranteed the effective integration of technology. Nationally, teachers have ample devices, applications, productivity software, and digital audio and video tools. Despite all this, the literature suggests these tools are not employed to enhance student learning…

Science Teaching Orientations and Technology-Enhanced Tools for Student Learning

ERIC Educational Resources Information Center

Campbell, Todd; Longhurst, Max; Duffy, Aaron M.; Wolf, Paul G.; Shelton, Brett E.

2013-01-01

This qualitative study examines teacher orientations and technology-enhanced tools for student learning within a science literacy framework. Data for this study came from a group of 10 eighth grade science teachers. Each of these teachers was a participant in a professional development (PD) project focused on reformed and technology-enhanced…

How Social Bookmarking Can Help the 21st Century Teacher

ERIC Educational Resources Information Center

Gormley, Kathleen A.; McDermott, Peter

2010-01-01

Social bookmarking, as an important tool for connecting, organizing and retaining online information, is presented in this article. The authors demonstrate how they use diigo to communicate with others in their professional communities and groups as well as how they use this tool for developing their online libraries. Suggestions are offered for…

Demographic Differences and Attitudes toward Computers among Healthcare Professionals Earning Continuing Education Credits On-Line

ERIC Educational Resources Information Center

Mitra, Ananda; Joshi, Suchi; Kemper, Kathi J.; Woods, Charles; Gobble, Jessica

2006-01-01

The use of technology, such as the Web, has become an increasingly popular means for disseminating professional development and continuing education. Often, these methods assume a set of attitudes and skills related to the computer as a pedagogic and communication tool. We argue that it is, however, important to measure the actual attitudes of…

Building Personal Learning Environments by Using and Mixing ICT Tools in a Professional Way

ERIC Educational Resources Information Center

Castaneda, Linda; Soto, Javier

2010-01-01

This paper reports on a teaching experience of the introduction of ICT to higher education students in a complementary professional approach and a Personal Learning Environment (PLE) development approach, as well as a naturalistic study based on this experience. The central focus of this methodology was the use of hands-on sessions to introduce…

Clinical Transition Framework: Integrating Coaching Plans, Sampling, and Accountability in Clinical Practice Development.

PubMed

Boyer, Susan A; Mann-Salinas, Elizabeth A; Valdez-Delgado, Krystal K

The clinical transition framework (CTF) is a competency-based practice development system used by nursing professional development practitioners to support nurses' initial orientation or transition to a new specialty. The CTF is applicable for both new graduate and proficient nurses. The current framework and tools evolved from 18 years of performance improvement and research projects engaged in both acute and community care environments in urban and rural settings. This article shares core CTF concepts, a description of coaching plans, and a professional accountability statement as experienced within the framework.

Using focus groups to guide development of a public health Web site.

PubMed

Henner, Terry A; Charles, Patricia

2002-01-01

This paper explores a project funded through the National Network of Libraries of Medicine to enhance effective use of the Internet by public health professionals. The processes and outcome of an effort to develop a statewide Web site for public health professionals are described. A series of focus groups was conducted as a preliminary data-gathering tool to evaluate the information needs of the target population. Results of the focus group provided a valuable framework upon which to build a successful schema for Web site development.

Expert Consensus Survey on Digital Health Tools for Patients With Serious Mental Illness: Optimizing for User Characteristics and User Support.

PubMed

Hatch, Ainslie; Hoffman, Julia E; Ross, Ruth; Docherty, John P

2018-06-12

Digital technology is increasingly being used to enhance health care in various areas of medicine. In the area of serious mental illness, it is important to understand the special characteristics of target users that may influence motivation and competence to use digital health tools, as well as the resources and training necessary for these patients to facilitate the use of this technology. The aim of this study was to conduct a quantitative expert consensus survey to identify key characteristics of target users (patients and health care professionals), barriers and facilitators for appropriate use, and resources needed to optimize the use of digital health tools in patients with serious mental illness. A panel of 40 experts in digital behavioral health who met the participation criteria completed a 19-question survey, rating predefined responses on a 9-point Likert scale. Consensus was determined using a chi-square test of score distributions across three ranges (1-3, 4-6, 7-9). Categorical ratings of first, second, or third line were designated based on the lowest category into which the CI of the mean ratings fell, with a boundary >6.5 for first line. Here, we report experts' responses to nine questions (265 options) that focused on (1) user characteristics that would promote or hinder the use of digital health tools, (2) potential benefits or motivators and barriers or unintended consequences of digital health tool use, and (3) support and training for patients and health care professionals. Among patient characteristics most likely to promote use of digital health tools, experts endorsed interest in using state-of-the-art technology, availability of necessary resources, good occupational functioning, and perception of the tool as beneficial. Certain disease-associated signs and symptoms (eg, more severe symptoms, substance abuse problems, and a chaotic living situation) were considered likely to make it difficult for patients to use digital health tools. Enthusiasm among health care professionals for digital health tools and availability of staff and equipment to support their use were identified as variables to enable health care professionals to successfully incorporate digital health tools into their practices. The experts identified a number of potential benefits of and barriers to use of digital health tools by patients and health care professionals. Experts agreed that both health care professionals and patients would need to be trained in the use of these new technologies. These results provide guidance to the mental health field on how to optimize the development and deployment of digital health tools for patients with serious mental illness. ©Ainslie Hatch, Julia E Hoffman, Ruth Ross, John P Docherty. Originally published in JMIR Mental Health (http://mental.jmir.org), 12.06.2018.

Achieving change through mutual development: supported online learning and the evolving roles of health and information professionals.

PubMed

Bury, Rachel; Martin, Lindsey; Roberts, Sue

2006-12-01

Major changes in health care, within an information- and technology-rich age, are impacting significantly on health professionals and upon their education and training. Health information professionals-in both the National Health Service (NHS) and higher education (HE) contexts-are consequently developing their roles, skills and partnerships to meet the needs of flexible education and training. This article explores one facet of this-supported online learning and its impact on role development. A case study approach was taken, aiming to explore how academics, health information professionals and learning technologists are developing supported online learning to explicitly address the e-literacy and information needs of health students within the context of NHS frameworks for education. This was contextualized by a literature review. The case study explores and discusses three dynamics--(i) The use of supported online learning tools by future health-care professionals throughout their professional training to ensure they have the appropriate e-literacy skills; (ii) the use of supported online learning by current health professionals to enable them to adapt to the changing environment; (iii) the development of the health information professional, and particularly their role within multi-disciplinary teams working with learning technologists and health professionals, to enable them to design and deliver supported online learning. The authors argue that, in this specific case study, health information professionals are key to the development of supported online learning. They are working successfully in collaboration and their roles are evolving to encompass learning and teaching activities in a wider context. There are consequently several lessons to be drawn in relation to professional education and role development.

[Alcohol and pregnancy in Lorraine: Study of professional practice and aid to detection].

PubMed

Leroy-Creutz, Margaux; Fresson, Jeanne; Bedel, Sophie; Miton, Alain

2015-01-01

Foetal alcohol spectrum disorder (FASD) is the main non-genetic cause of mental disability in children. "The zero alcohol rule" during pregnancy is recommended but no tracking tool is available to perinatal professionals. In order to improve prevention of FASD in Lorraine, the Lorraine Perinatal Network conducted an assessment of current practices by perinatal professionals and proposed a tool to facilitation detection of FASD. The proposed tool is a self-assessment questionnaire combining the AUDIT-C and T-ACE procedures. One hundred randomly selected professionals and all midwives of the Department of Maternal and Child Health (Meurthe-et-Moselle) were asked about their practices before filling in the self-assessment questionnaire. Midwives (98%) were significantly more involved than doctors (53%) (p < 0.0001). 32% of the professionals interviewed encountered difficulties talking about alcohol and 30% were willing to be trained in this issue. The majority of professionals who tested the tool found it to be appropriate. Pregnant women easily answered the questionnaire. Only 15 women reported drinking alcohol during pregnancy, while the self-administered survey revealed that 38 women required specific monitoring. It remains difficult to encourage active participation of professionals, especially doctors, in this field. Professionals expressed the need for an aid to detection of high-risk behaviours. The proposed tool facilitates detection, but there is still room for improvement. The Perinatal Network must find new means to mobilize professionals, organize training programmes and improve the tool so that drinking can be systematically discussed during prenatal visits.

Quality Assessment of Clinical Practice Guidelines Developed by Professional Societies in Turkey.

PubMed

Yaşar, Ilknur; Kahveci, Rabia; Baydar Artantaş, Aylin; Ayhan Başer, Duygu; Gökşin Cihan, Fatma; Şencan, Irfan; Koç, Esra Meltem; Özkara, Adem

2016-01-01

Clinical practice guidelines (CPGs) are systematically developed statements to assist practitioner and patient decisions about appropriate healthcare for specific clinical circumstances. There is a limited number of studies on guidelines in Turkey. The quality of Ministry of Health guidelines have formerly been assessed whereas there is no information on the other guidelines developed in the country. This study aims to assess the quality of CPGs that are developed by professional societies that work for the health sector in Turkey, and compare the findings with international guidelines. Professional societies that work for the health sector were determined by using the data obtained from the Ministry of Internal Affairs. Inclusion and exclusion criteria were defined for selecting the CPGs. Guidelines containing recommendations about disease management to the doctors, accessible online, developed within the past 5 years, citing references for recommendations, about the diseases over 1% prevalence according to the "Statistical Yearbook of Turkey 2012" were included in the study. The quality of CPGs were assessed with the AGREE II instrument, which is an internationally recognized tool for this purpose. Four independent reviewers, who did not participate in the development of the selected guidelines and were trained in CPG appraisal, used the AGREE instrument for assessment of the selected guidelines. 47 professional societies were defined which provided access to CPGs in their websites; 3 of them were only open to members so these could not be reached. 8 CPGs from 7 societies were selected from a total of 401 CPGs from 44 societies. The mean scores of the domains of the guidelines which were assessed by the AGREE II tool were; 64%, stakeholder involvement: 37.9%, rigour of development: 35.3%, clarity and presentation: 77.9%, applicability: 49.0% and editorial independence: 46.0%. This is the first study in Turkey regarding quality appraisal of guidelines developed by the local professional societies. It adds to the limited amount of information in the literature that comes from Turkey as well as other developing countries.

NMC code advice on digital communications.

PubMed

Moorley, Calvin; Watson, Roger

Nurses and midwives are increasingly using social media as a professional tool. This is reflected in the Nursing and Midwifery Council's (NMC) new professional code, which says nurses must use social media and other communication responsibly, respecting the right to privacy of others at all times. A growing body of literature documents the positive influence social media, when used appropriately, can have on nurses' practice and the care they deliver to patients. However, nurses need more guidance and training to ensure online professionalism and appropriate behaviour online. Requiring nurses and midwives to complete an online continuous professional development course on social networking at the point of revalidation could keep them up to date and promote online professionalism.

Translating statistical species-habitat models to interactive decision support tools

USGS Publications Warehouse

Wszola, Lyndsie S.; Simonsen, Victoria L.; Stuber, Erica F.; Gillespie, Caitlyn R.; Messinger, Lindsey N.; Decker, Karie L.; Lusk, Jeffrey J.; Jorgensen, Christopher F.; Bishop, Andrew A.; Fontaine, Joseph J.

2017-01-01

Understanding species-habitat relationships is vital to successful conservation, but the tools used to communicate species-habitat relationships are often poorly suited to the information needs of conservation practitioners. Here we present a novel method for translating a statistical species-habitat model, a regression analysis relating ring-necked pheasant abundance to landcover, into an interactive online tool. The Pheasant Habitat Simulator combines the analytical power of the R programming environment with the user-friendly Shiny web interface to create an online platform in which wildlife professionals can explore the effects of variation in local landcover on relative pheasant habitat suitability within spatial scales relevant to individual wildlife managers. Our tool allows users to virtually manipulate the landcover composition of a simulated space to explore how changes in landcover may affect pheasant relative habitat suitability, and guides users through the economic tradeoffs of landscape changes. We offer suggestions for development of similar interactive applications and demonstrate their potential as innovative science delivery tools for diverse professional and public audiences.

Translating statistical species-habitat models to interactive decision support tools.

PubMed

Wszola, Lyndsie S; Simonsen, Victoria L; Stuber, Erica F; Gillespie, Caitlyn R; Messinger, Lindsey N; Decker, Karie L; Lusk, Jeffrey J; Jorgensen, Christopher F; Bishop, Andrew A; Fontaine, Joseph J

2017-01-01

Understanding species-habitat relationships is vital to successful conservation, but the tools used to communicate species-habitat relationships are often poorly suited to the information needs of conservation practitioners. Here we present a novel method for translating a statistical species-habitat model, a regression analysis relating ring-necked pheasant abundance to landcover, into an interactive online tool. The Pheasant Habitat Simulator combines the analytical power of the R programming environment with the user-friendly Shiny web interface to create an online platform in which wildlife professionals can explore the effects of variation in local landcover on relative pheasant habitat suitability within spatial scales relevant to individual wildlife managers. Our tool allows users to virtually manipulate the landcover composition of a simulated space to explore how changes in landcover may affect pheasant relative habitat suitability, and guides users through the economic tradeoffs of landscape changes. We offer suggestions for development of similar interactive applications and demonstrate their potential as innovative science delivery tools for diverse professional and public audiences.

Translating statistical species-habitat models to interactive decision support tools

PubMed Central

Simonsen, Victoria L.; Stuber, Erica F.; Gillespie, Caitlyn R.; Messinger, Lindsey N.; Decker, Karie L.; Lusk, Jeffrey J.; Jorgensen, Christopher F.; Bishop, Andrew A.; Fontaine, Joseph J.

2017-01-01

Understanding species-habitat relationships is vital to successful conservation, but the tools used to communicate species-habitat relationships are often poorly suited to the information needs of conservation practitioners. Here we present a novel method for translating a statistical species-habitat model, a regression analysis relating ring-necked pheasant abundance to landcover, into an interactive online tool. The Pheasant Habitat Simulator combines the analytical power of the R programming environment with the user-friendly Shiny web interface to create an online platform in which wildlife professionals can explore the effects of variation in local landcover on relative pheasant habitat suitability within spatial scales relevant to individual wildlife managers. Our tool allows users to virtually manipulate the landcover composition of a simulated space to explore how changes in landcover may affect pheasant relative habitat suitability, and guides users through the economic tradeoffs of landscape changes. We offer suggestions for development of similar interactive applications and demonstrate their potential as innovative science delivery tools for diverse professional and public audiences. PMID:29236707

[A study of work stress and professional commitment in outpatient department nurses].

PubMed

Tsai, Ming-Hsiu; Liu, Meng-Fen; Chen, Yu-Ju; Liu, Cheng-Ching

2012-06-01

Nurses working in outpatient departments face tremendous pressure from multiple sources. The effect of nurse professional commitment on continued professional development is an issue worth exploring further. This study explored relationships among nurses' personal attributes, work stress and professional commitment. The Lazarus cognitive appraisal model framed the research plan design. Tools used included stress level and professional commitment scales for healthcare professionals. Of 180 questionnaires sent to outpatient department nurses nurses, 171 (95%) were returned and used in analysis. SPSS 12.0 for windows software was used for statistical analysis. We found a significant negative correlation between work stress and professional commitment and no significant relationship between level of education and either ability to handle work stress or professional commitment. Years of work experience, age and position all correlated positively with ability to handle work stress. Years of work experience correlated positively with professional commitment. This study suggests that nurses experience the highest work stress levels during their first five years of work. Findings show that providing nurses a clear career development path, in addition to attractive incentives and a reasonable workload, is essential to reducing work stress, bolstering professional commitment and increasing retention.

The Desired Concept Maps and Goal Setting for Assessing Professionalism in Medicine

PubMed Central

Guraya, Shaista S.; Mahabbat, Nehal Anam; Fallatah, Khulood Yahya; Al-Ahmadi, Bashaer Ahmad; Alalawi, Hadeel Hadi

2016-01-01

Due to the multi-dimensional characteristics of professionalism, no single assessment modality has shown to reliably assess professionalism. This review aims to describe some of the popular assessment tools that are being used to assess professionalism with a view to formulate a framework of assessment of professionalism in medicine. In December 2015, the online research databases of MEDLINE, the Educational Resources Information Center (ERIC), Elton Bryson Stephens Company (EBSCO), SCOPUS, OVID and PsychINFO were searched for full-text English language articles published during 2000 to 2015. MeSH terms “professionalism” AND “duty” AND “assessment” OR “professionalism behavioural” AND “professionalism–cognitive” were used. The research articles that assessed professionalism across medical fields along with other areas of competencies were included. A final list of 35 articles were selected for this review. Several assessment tools are available for assessing professionalism that includes, but not limited to, mini clinical evaluation exercise, standardised direct observation of procedural skills, professionalism mini-evaluation exercise, multi-source feedback and 360 degree evaluation, and case based discussions. Because professionalism is a complex construct, it is less likely that a single assessment strategy will adequately measure it. Since every single assessment tool has its own weaknesses, triangulation involving multiple tools can compensate the shortcomings associated with any single approach. Assessment of professionalism necessitates a combination of modalities at individual, interpersonal, societal, and institutional levels and should be accompanied by feedback and motivational reflection that will, in turn, lead to behaviour and identity formation. The assessment of professionalism in medicine should meet the criteria of validity, reliability, feasibility and acceptability. Educators are urged to enhance the depth and quality of assessment instruments in the existing medical curricula for ensuring validity and reliability of assessment tools for professionalism. PMID:27437247

The use of the Dutch Self-Sufficiency Matrix (SSM-D) to inform allocation decisions to public mental health care for homeless people.

PubMed

Lauriks, Steve; de Wit, Matty A S; Buster, Marcel C A; Fassaert, Thijs J L; van Wifferen, Ron; Klazinga, Niek S

2014-10-01

The current study set out to develop a decision support tool based on the Self-Sufficiency Matrix (Dutch version; SSM-D) for the clinical decision to allocate homeless people to the public mental health care system at the central access point of public mental health care in Amsterdam, The Netherlands. Logistic regression and receiver operating characteristic-curve analyses were used to model professional decisions and establish four decision categories based on SSM-D scores from half of the research population (Total n = 612). The model and decision categories were found to be accurate and reliable in predicting professional decisions in the second half of the population. Results indicate that the decision support tool based on the SSM-D is useful and feasible. The method to develop the SSM-D as a decision support tool could be applied to decision-making processes in other systems and services where the SSM-D has been implemented, to further increase the utility of the instrument.

The Social Media Revolution in Nephrology Education.

PubMed

Colbert, Gates B; Topf, Joel; Jhaveri, Kenar D; Oates, Tom; Rheault, Michelle N; Shah, Silvi; Hiremath, Swapnil; Sparks, Matthew A

2018-05-01

The past decade has been marked by the increasing use of social media platforms, often on mobile devices. In the nephrology community, this has resulted in the organic and continued growth of individuals interested in using these platforms for education and professional development. Here, we review several social media educational resources used in nephrology education and tools including Twitter, videos, blogs, and visual abstracts. We will also review how these tools are used together in the form of games (NephMadness), online journal clubs (NephJC), interactive learning (GlomCon), and digital mentorship (Nephrology Social Media Collective [NSMC] Internship) to build unique educational experiences that are available globally 24 hours per day. Throughout this discussion, we focus on specific examples of free open-access medical education (FOAMed) tools that provide education and professional growth at minimal or no cost to the user. In addition, we discuss inclusion of FOAMed resource development in the promotion and tenure process, along with potential pitfalls and future directions.

Using Developmental Evaluation as a Design Thinking Tool for Curriculum Innovation in Professional Higher Education

ERIC Educational Resources Information Center

Leonard, Simon N.; Fitzgerald, Robert N.; Riordan, Geoffrey

2016-01-01

This paper argues for the use of "developmental" evaluation as a design-based research tool for sustainable curriculum innovation in professional higher education. Professional education is multi-faceted and complex with diverse views from researchers, professional practitioners, employers and the world of politics leaving little…

Content and Language Integrated Learning in Higher Technical Education Using the "InGenio" Online Multimedia Authoring Tool

ERIC Educational Resources Information Center

Gimeno, Ana; Seiz, Rafael; de Siqueira, Jose Macario; Martinez, Antonio

2010-01-01

The future professional world of today's students is becoming a life-long learning process where they have to adapt to a changing market and an environment full of new opportunities and challenges. Thus, the development of a number of personal and professional skills, in addition to technical content and knowledge, is a crucial part of their…

Thinking Tools for Young Readers and Writers: Strategies to Promote Higher Literacy in Grades 2-8

ERIC Educational Resources Information Center

Olson, Carol Booth; Balius, Angie; McCourtney, Emily; Widtmann, Mary

2018-01-01

In her new book, bestselling author and professional developer Carol Booth Olson and colleagues show teachers how to help young readers and writers construct meaning from and with texts. This practical resource offers a rich array of research-based teaching strategies, activities, and extended lessons focused on the "thinking tools"…

The Influence of an Internet-Based Formative Assessment Tool on Primary Grades Students' Number Sense Achievement

ERIC Educational Resources Information Center

Polly, Drew; Wang, Chuang; Martin, Christie; Lambert, Richard G.; Pugalee, David K.; Middleton, Catharina Win

2017-01-01

This study examined primary grades students' achievement on number sense tasks administered through an Internet-based formative assessment tool, Assessing Math Concepts Anywhere. Data were analyzed from 2,357 students in teachers' classrooms who had participated in a year-long professional development program on mathematics formative assessment,…

Digital Pedagogies for Teachers' CPD

ERIC Educational Resources Information Center

Montebello, Matthew

2017-01-01

The continuous professional development of educators is not only essential to highly maintain their expertise levels and ensure that their knowledge is up to scratch, but also to catch up and adopt new pedagogical tools, skills and techniques. The advent of the Web 2.0 brought about a plethora of digital tools that teachers have not only struggled…

The Integration of Digital Tools during Strategic and Interactive Writing Instruction

ERIC Educational Resources Information Center

Kilpatrick, Jennifer Renée; Saulsburry, Rachel; Dostal, Hannah M.; Wolbers, Kimberly A.; Graham, Steve

2014-01-01

The purpose of this chapter is to gain insight from the ways a group of elementary teachers of the deaf and hard of hearing chose to integrate digital tools into evidence-based writing instruction and the ways these technologies were used to support student learning. After professional development that exposed these teachers to twelve new digital…

The Virtual Data Center Tagged-Format Tool - Introduction and Executive Summary

USGS Publications Warehouse

Evans, John R.; Squibb, Melinda; Stephens, Christopher D.; Savage, W.U.; Haddadi, Hamid; Kircher, Charles A.; Hachem, Mahmoud M.

2008-01-01

This Report introduces and summarizes the new Virtual Data Center (VDC) Tagged Format (VTF) Tool, which was developed by a diverse group of seismologists, earthquake engineers, and information technology professionals for internal use by the COSMOS VDC and other interested parties for the exchange, archiving, and analysis of earthquake strong-ground-motion data.

Video as a Professional Development Tool to Support Novice Teachers as They Learn to Teach English Language Learners

ERIC Educational Resources Information Center

Estapa, Anne; Pinnow, Rachel J.; Chval, Kathryn B.

2016-01-01

This two-year study investigated how an innovative video tool enhanced novice-teacher noticing abilities and instructional practice in relation to teaching mathematics to English language learners in third grade classrooms. Specifically, teachers viewed videos of their mathematics lessons that were filmed by Latino English language learners who…

Novice and Experienced Instructional Software Developers: Effects on Materials Created with Instructional Software Templates

ERIC Educational Resources Information Center

Boot, Eddy W.; van Merrienboer, Jeroen J. G.; Veerman, Arja L.

2007-01-01

The development of instructional software is a complex process, posing high demands to the technical and didactical expertise of developers. Domain specialists rather than professional developers are often responsible for it, but authoring tools with pre-structured templates claim to compensate for this limited experience. This study compares…

Facilities as teaching tools: A transformative participatory professional development experience

NASA Astrophysics Data System (ADS)

Wilson, Eric A.

Resource consumption continues to increase as the population grows. In order to secure a sustainable future, society must educate the next generation to become "sustainability natives." Schools play a pivotal role in educating a sustainability-literate society. However, a disconnect exists between the hidden curriculum of the built environment and the enacted curriculum. This study employs a transformative participatory professional development model to instruct teachers on how to use their school grounds as teaching tools for the purpose of helping students make explicit choices in energy consumption, materials use, and sustainable living. Incorporating a phenomenological perspective, this study considers the lived experience of two sustainability coordinators. Grounded theory provides an interpretational context for the participants' interactions with each other and the professional development process. Through a year long professional development experience - commencing with an intense, participatory two-day workshop -the participants discussed challenges they faced with integrating facilities into school curriculum and institutionalizing a culture of sustainability. Two major needs were identified in this study. For successful sustainability initiatives, a hybrid model that melds top-down and bottom-up approaches offers the requisite mix of administrative support, ground level buy-in, and excitement vis-a-vis sustainability. Second, related to this hybrid approach, K-12 sustainability coordinators ideally need administrative capabilities with access to decision making, while remaining connected to students in a meaningful way, either directly in the classroom, as a mentor, or through work with student groups and projects.

Development of a Web-Based Health Care Intervention for Patients With Heart Disease: Lessons Learned From a Participatory Design Study

PubMed Central

2017-01-01

Background The use of telemedicine technologies in health care has increased substantially, together with a growing interest in participatory design methods when developing telemedicine approaches. Objective We present lessons learned from a case study involving patients with heart disease and health care professionals in the development of a personalized Web-based health care intervention. Methods We used a participatory design approach inspired by the method for feasibility studies in software development. We collected qualitative data using multiple methods in 3 workshops and analyzed the data using thematic analysis. Participants were 7 patients with diagnosis of heart disease, 2 nurses, 1 physician, 2 systems architects, 3 moderators, and 3 observers. Results We present findings in 2 parts. (1) Outcomes of the participatory design process: users gave valuable feedback on ease of use of the platforms’ tracking tools, platform design, terminology, and insights into patients’ monitoring needs, information and communication technologies skills, and preferences for self-management tools. (2) Experiences from the participatory design process: patients and health care professionals contributed different perspectives, with the patients using an experience-based approach and the health care professionals using a more attitude-based approach. Conclusions The essential lessons learned concern planning and organization of workshops, including the finding that patients engaged actively and willingly in a participatory design process, whereas it was more challenging to include and engage health care professionals. PMID:28526674

Entrustable Professional Activities for Pathology: Recommendations From the College of American Pathologists Graduate Medical Education Committee.

PubMed

McCloskey, Cindy B; Domen, Ronald E; Conran, Richard M; Hoffman, Robert D; Post, Miriam D; Brissette, Mark D; Gratzinger, Dita A; Raciti, Patricia M; Cohen, David A; Roberts, Cory A; Rojiani, Amyn M; Kong, Christina S; Peterson, Jo Elle G; Johnson, Kristen; Plath, Sue; Powell, Suzanne Zein-Eldin

2017-01-01

Competency-based medical education has evolved over the past decades to include the Accreditation Council for Graduate Medical Education Accreditation System of resident evaluation based on the Milestones project. Entrustable professional activities represent another means to determine learner proficiency and evaluate educational outcomes in the workplace and training environment. The objective of this project was to develop entrustable professional activities for pathology graduate medical education encompassing primary anatomic and clinical pathology residency training. The Graduate Medical Education Committee of the College of American Pathologists met over the course of 2 years to identify and define entrustable professional activities for pathology graduate medical education. Nineteen entrustable professional activities were developed, including 7 for anatomic pathology, 4 for clinical pathology, and 8 that apply to both disciplines with 5 of these concerning laboratory management. The content defined for each entrustable professional activity includes the entrustable professional activity title, a description of the knowledge and skills required for competent performance, mapping to relevant Accreditation Council for Graduate Medical Education Milestone subcompetencies, and general assessment methods. Many critical activities that define the practice of pathology fit well within the entrustable professional activity model. The entrustable professional activities outlined by the Graduate Medical Education Committee are meant to provide an initial framework for the development of entrustable professional activity-related assessment and curricular tools for pathology residency training.

Closing the gap between science and practice: the need for professional leadership.

PubMed

Eagle, Kim A; Garson, Arthur J; Beller, George A; Sennett, Cary

2003-01-01

Major opportunity exists to better align clinical science and clinical practice. To do so will require efforts not only to develop clinical practice guidelines, but to facilitate their application in practice. The American College of Cardiology operates a program to develop and assess the effectiveness of tools that facilitate the application of guidelines in practice. Here we review what we have learned about the process of guideline implementation, lay out the major research questions that need to be addressed, and argue that professional societies play a critical role in moving from guideline development to application.

Combining conceptual graphs and argumentation for aiding in the teleexpertise.

PubMed

Doumbouya, Mamadou Bilo; Kamsu-Foguem, Bernard; Kenfack, Hugues; Foguem, Clovis

2015-08-01

Current medical information systems are too complex to be meaningfully exploited. Hence there is a need to develop new strategies for maximising the exploitation of medical data to the benefit of medical professionals. It is against this backdrop that we want to propose a tangible contribution by providing a tool which combines conceptual graphs and Dung׳s argumentation system in order to assist medical professionals in their decision making process. The proposed tool allows medical professionals to easily manipulate and visualise queries and answers for making decisions during the practice of teleexpertise. The knowledge modelling is made using an open application programming interface (API) called CoGui, which offers the means for building structured knowledge bases with the dedicated functionalities of graph-based reasoning via retrieved data from different institutions (hospitals, national security centre, and nursing homes). The tool that we have described in this study supports a formal traceable structure of the reasoning with acceptable arguments to elucidate some ethical problems that occur very often in the telemedicine domain. Copyright © 2015 Elsevier Ltd. All rights reserved.

Leadership Development

ERIC Educational Resources Information Center

Mallon, Melissa

2017-01-01

This issue's column focuses on online tools and resources available for leadership development of academic, public services staff. The resources are not targeted solely to professional librarians, but rather to all levels of library staff engaged with the public. In addition to inspirational and coaching videos, reviewers recommend resource guides…

Thou shalt not tweet unprofessionally: an appreciative inquiry into the professional use of social media.

PubMed

Pereira, Ian; Cunningham, Anne Marie; Moreau, Katherine; Sherbino, Jonathan; Jalali, Alireza

2015-10-01

Social media may blur the line between socialisation and professional use. Traditional views on medical professionalism focus on limiting motives and behaviours to avoid situations that may compromise care. It is not surprising that social media are perceived as a threat to professionalism. To develop evidence for the professional use of social media in medicine. A qualitative framework was used based on an appreciative inquiry approach to gather perceptions and experiences of 31 participants at the 2014 Social Media Summit. The main benefits of social media were the widening of networks, access to expertise from peers and other health professionals, the provision of emotional support and the ability to combat feelings of isolation. Appreciative inquiry is a tool that can develop the positive practices of organisations and individuals. Our results provide evidence for the professional use of social media that may contribute to guidelines to help individuals realise benefits and avoid harms. 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.

Developing an undue influence screening tool for Adult Protective Services.

PubMed

Quinn, Mary Joy; Nerenberg, Lisa; Navarro, Adria E; Wilber, Kathleen H

2017-03-01

The study purpose was to develop and pilot an undue influence screening tool for California's Adult Protective Services (APS) personnel based on the definition of undue influence enacted into California law January 1, 2014. Methods included four focus groups with APS providers (n = 33), piloting the preliminary tool by APS personnel (n = 15), and interviews with four elder abuse experts and two APS administrators. Social service literature-including existing undue influence models-was reviewed, as were existing screening and assessment tools. Using the information from these various sources, the California Undue Influence Screening Tool (CUIST) was developed. It can be applied to APS cases and potentially adapted for use by other professionals and for use in other states. Implementation of the tool into APS practice, policy, procedures, and training of personnel will depend on the initiative of APS management. Future work will need to address the reliability and validity of CUIST.

Complementary expertise in a zoo educator professional development event contributes to the construction of understandings of affective transformation

NASA Astrophysics Data System (ADS)

Kelly, Lisa-Anne DeGregoria; Kassing, Sharon

2013-09-01

Cultural Historical Activity Theory served as the analytical framework for the study of a professional development event for a zoo's education department, specifically designed to build understandings of "Affective Transformation," an element pertinent to the organization's strategic plan. Three key products—an Affective Transformation model, scaffolding schematic, and definition, "providing emotional experiences for visitors which increase caring for animals and nature that may lead to zoo-related nature-protective behaviors"—emerged as a result of ongoing deliberation among professional development community members over two days. Participants, including both management- and non-management-level staff, as well as an expert facilitator, contributed complementary expertise to the process. The discussions, therefore, crossed both vertical and horizontal layers of authority. Moreover, leadership was distributed across these levels in the development of these products. Members used pre-existing resources, as well as tools created in the course of the professional development event. Interactions among participants and resources were instrumental in Affective Transformation product development. Examination of one zoo's construction of understanding of affective goals, therefore, may offer insights to other organizations with similar aspirations.

Explore-create-share study: An evaluation of teachers as curriculum innovators in engineering education

NASA Astrophysics Data System (ADS)

Berry, Ayora

The purpose of this study was to investigate the effects of a curriculum design-based (CDB) professional development model on K-12 teachers' capacity to integrate engineering education in the classroom. This teacher professional development approach differs from other training programs where teachers learn how to use a standard curriculum and adopt it in their classrooms. In a CDB professional development model teachers actively design lessons, student resources, and assessments for their classroom instruction. In other science, technology, engineering and mathematics (STEM) disciplines, CDB professional development has been reported to (a) position teachers as architects of change, (b) provide a professional learning vehicle for educators to reflect on instructional practices and develop content knowledge, (c) inspire a sense of ownership in curriculum decision-making among teachers, and (d) use an instructional approach that is coherent with teachers' interests and professional goals. The CDB professional development program in this study used the Explore-Create-Share (ECS) framework as an instructional model to support teacher-led curriculum design and implementation. To evaluate the impact of the CDB professional development and associated ECS instructional model, three research studies were conducted. In each study, the participants completed a six-month CDB professional development program, the PTC STEM Certificate Program, that included sixty-two instructional contact hours. Participants learned about industry and education engineering concepts, tested engineering curricula, collaborated with K-12 educators and industry professionals, and developed project-based engineering curricula using the ECS framework. The first study evaluated the impact of the CDB professional development program on teachers' engineering knowledge, self-efficacy in designing engineering curriculum, and instructional practice in developing project-based engineering units. The study included twenty-six teachers and data was collected pre-, mid-, and post-program using teacher surveys and a curriculum analysis instrument. The second study evaluated teachers' perceptions of the ECS model as a curriculum authoring tool and the quality of the curriculum units they developed. The study included sixty-two participants and data was collected post-program using teacher surveys and a curriculum analysis instrument. The third study evaluated teachers' experiences implementing ECS units in the classroom with a focus on identifying the benefits, challenges and solutions associated with project-based engineering in the classroom. The study included thirty-one participants and data was collected using an open-ended survey instrument after teachers completed implementation of the ECS curriculum unit. Results of these three studies indicate that teachers can be prepared to integrate engineering in the classroom using a CDB professional development model. Teachers reported an increase in engineering content knowledge, improved their self-efficacy in curriculum planning, and developed high quality instructional units that were aligned to engineering design practices and STEM educational standards. The ECS instructional model was acknowledged as a valuable tool for developing and implementing engineering education in the classroom. Teachers reported that ECS curriculum design aligned with their teaching goals, provided a framework to integrate engineering with other subject-area concepts, and incorporated innovative teaching strategies. After implementing ECS units in the classroom, teachers reported that the ECS model engaged students in engineering design challenges that were situated in a real world context and required the application of interdisciplinary content knowledge and skills. Teachers also reported a number of challenges related to scheduling, content alignment, and access to resources. In the face of these obstacles, teachers presented a number of solutions that included optimization of one's teaching practice, being resource savvy, and adopting a growth mindset.

The development of an observational screening tool to assess safe, effective and appropriate walking aid use in people with multiple sclerosis.

PubMed

Eitzen, Abby; Finlayson, Marcia; Carolan-Laing, Leanne; Nacionales, Arthur Junn; Walker, Christie; O'Connor, Josephine; Asano, Miho; Coote, Susan

2017-08-01

The purpose of this study was to identify potential items for an observational screening tool to assess safe, effective and appropriate walking aid use among people with multiple sclerosis (MS). Such a tool is needed because of the association between fall risk and mobility aid use in this population. Four individuals with MS were videotaped using a one or two straight canes, crutches or a rollator in different settings. Seventeen health care professionals from Canada, Ireland and the United States were recruited, and viewed the videos, and were then interviewed about the use of the devices by the individuals in the videos. Interview questions addressed safety, effectiveness and appropriateness of the device in the setting. Data were analyzed qualitatively. Coding consistency across raters was evaluated and confirmed. Nineteen codes were identified as possible items for the screening tool. The most frequent issues raised regardless of setting and device were "device used for duration/abandoned", "appropriate device", "balance and stability", "device technique", "environmental modification" and "hands free." With the identification of a number of potential tool items, researchers can now move forward with the development of the tool. This will involve consultation with both healthcare professionals and people with MS. Implications for rehabilitation Falls among people with multiple sclerosis are associated with mobility device use and use of multiple devices is associated with greater falls risk. The ability to assess for safe, effective and efficient use of walking aids is therefore important, no tools currently exist for this purpose. The codes arising from this study will be used to develop a screening tool for safe, effective and efficient walking aid use with the aim of reducing falls risk.

[Proposals for the study of the second victim phenomenon in Spanish Primary Care Centres and Hospitals].

PubMed

Carrillo, I; Ferrús, L; Silvestre, C; Pérez-Pérez, P; Torijano, M L; Iglesias-Alonso, F; Astier, P; Olivera, G; Maderuelo-Fernández, J A

2016-07-01

To identify the Spanish studies conducted since 2014 on second victims. Its main objective was to identify a global response to the second victim problem, assessing the impact of adverse events (AE) on caregivers and developing of a set of tools to reduce their impact. Descriptive studies in which a sample of managers and safety coordinators from Hospitals and Primary Care were surveyed to determine the activities being carried out as regards second victims, as well as a sample of health professionals to describe their experience as a second victims. Qualitative studies are included to design a guide of recommended actions following an AE, an online awareness program on this phenomenon, an application (app) with activities on safety that are the responsibility of the managers, and a web tool for the analysis of AEs. A total of 1,493 professionals (managers, safety coordinators and caregivers) from eight Spanish regions participated. The guide of recommendations, the online program, and the developed applications are accessible on the website: www.segundasvictimas.es, which has received more than 2,500 visits in one year. Study results represent a starting point in the study of the second victim phenomenon in Spain. The tools developed raise the awareness of the medical healthcare community about this problem, and provide professionals with basic skills to manage the impact of AEs. Copyright © 2016 SECA. Publicado por Elsevier España, S.L.U. All rights reserved.

Can 3D Gamified Simulations Be Valid Vocational Training Tools for Persons with Intellectual Disability? An Experiment Based on a Real-life Situation.

PubMed

von Barnekow, Ariel; Bonet-Codina, Núria; Tost, Dani

2017-03-23

To investigate if 3D gamified simulations can be valid vocational training tools for persons with intellectual disability. A 3D gamified simulation composed by a set of training tasks for cleaning in hostelry was developed in collaboration with professionals of a real hostel and pedagogues of a special needs school. The learning objectives focus on the acquisition of vocabulary skills, work procedures, social abilities and risk prevention. Several accessibility features were developed to make the tasks easy to do from a technological point-of-view. A pilot experiment was conducted to test the pedagogical efficacy of this tool on intellectually disabled workers and students. User scores in the gamified simulation follow a curve of increasing progression. When confronted with reality, they recognized the scenario and tried to reproduce what they had learned in the simulation. Finally, they were interested in the tool, they showed a strong feeling of immersion and engagement, and they reported having fun. On the basis of this experiment we believe that 3D gamified simulations can be efficient tools to train social and professional skills of persons with intellectual disabilities contributing thus to foster their social inclusion through work.

Recruitment of general practices: Is a standardised approach helpful in the involvement of healthcare professionals in research?

PubMed

Riis, Allan; Jensen, Cathrine E; Maindal, Helle T; Bro, Flemming; Jensen, Martin B

2016-01-01

Health service research often involves the active participation of healthcare professionals. However, their ability and commitment to research varies. This can cause recruitment difficulties and thereby prolong the study period and inflate budgets. Solberg has identified seven R-factors as determinants for successfully recruiting healthcare professionals: relationships, reputation, requirements, rewards, reciprocity, resolution, and respect. This is a process evaluation of the seven R-factors. We applied these factors to guide the design of our recruitment strategy as well as to make adjustments when recruiting general practices in a guideline implementation study. In the guideline implementation study, we studied the effect of outreach visits, quality reports, and new patient stratification tools for low back pain patients. During a period of 15 months, we recruited 60 practices, which was fewer than planned (100 practices). In this evaluation, five of Solberg's seven R-factors were successfully addressed and two factors were not. The need to involve (reciprocity) end users in the development of new software and the amount of time needed to conduct recruitment (resolution) were underestimated. The framework of the seven R-factors was a feasible tool in our recruitment process. However, we suggest further investigation in developing systematic approaches to support the recruitment of healthcare professionals to research.

Adaptation of non-technical skills behavioural markers for delivery room simulation.

PubMed

Bracco, Fabrizio; Masini, Michele; De Tonetti, Gabriele; Brogioni, Francesca; Amidani, Arianna; Monichino, Sara; Maltoni, Alessandra; Dato, Andrea; Grattarola, Claudia; Cordone, Massimo; Torre, Giancarlo; Launo, Claudio; Chiorri, Carlo; Celleno, Danilo

2017-03-17

Simulation in healthcare has proved to be a useful method in improving skills and increasing the safety of clinical operations. The debriefing session, after the simulated scenario, is the core of the simulation, since it allows participants to integrate the experience with the theoretical frameworks and the procedural guidelines. There is consistent evidence for the relevance of non-technical skills (NTS) for the safe and efficient accomplishment of operations. However, the observation, assessment and feedback on these skills is particularly complex, because the process needs expert observers and the feedback is often provided in judgmental and ineffective ways. The aim of this study was therefore to develop and test a set of observation and rating forms for the NTS behavioural markers of multi-professional teams involved in delivery room emergency simulations (MINTS-DR, Multi-professional Inventory for Non-Technical Skills in the Delivery Room). The MINTS-DR was developed by adapting the existing tools and, when needed, by designing new tools according to the literature. We followed a bottom-up process accompanied by interviews and co-design between practitioners and psychology experts. The forms were specific for anaesthetists, gynaecologists, nurses/midwives, assistants, plus a global team assessment tool. We administered the tools in five editions of a simulation training course that involved 48 practitioners. Ratings on usability and usefulness were collected. The mean ratings of the usability and usefulness of the tools were not statistically different to or higher than 4 on a 5-point rating scale. In either case no significant differences were found across professional categories. The MINTS-DR is quick and easy to administer. It is judged to be a useful asset in maximising the learning experience that is provided by the simulation.

A Digital Ethnography of Medical Students who Use Twitter for Professional Development.

PubMed

Chretien, Katherine C; Tuck, Matthew G; Simon, Michael; Singh, Lisa O; Kind, Terry

2015-11-01

While researchers have studied negative professional consequences of medical trainee social media use, little is known about how medical students informally use social media for education and career development. This knowledge may help future and current physicians succeed in the digital age. We aimed to explore how and why medical students use Twitter for professional development. This was a digital ethnography. Medical student "superusers" of Twitter participated in the study The postings ("tweets") of 31 medical student superusers were observed for 8 months (May-December 2013), and structured field notes recorded. Through purposive sampling, individual key informant interviews were conducted to explore Twitter use and values until thematic saturation was reached (ten students). Three faculty key informant interviews were also conducted. Ego network and subnetwork analysis of student key informants was performed. Qualitative analysis included inductive coding of field notes and interviews, triangulation of data, and analytic memos in an iterative process. Twitter served as a professional tool that supplemented the traditional medical school experience. Superusers approached their use of Twitter with purpose and were mindful of online professionalism as well as of being good Twitter citizens. Their tweets reflected a mix of personal and professional content. Student key informants had a high number of followers. The subnetwork of key informants was well-connected, showing evidence of a social network versus information network. Twitter provided value in two major domains: access and voice. Students gained access to information, to experts, to a variety of perspectives including patient and public perspectives, and to communities of support. They also gained a platform for advocacy, control of their digital footprint, and a sense of equalization within the medical hierarchy. Twitter can serve as a professional tool that supplements traditional education. Students' practices and guiding principles can serve as best practices for other students as well as faculty.

Responsiveness of a simple tool for assessing change in behavioral intention after continuing professional development activities.

PubMed

Légaré, France; Freitas, Adriana; Turcotte, Stéphane; Borduas, Francine; Jacques, André; Luconi, Francesca; Godin, Gaston; Boucher, Andrée; Sargeant, Joan; Labrecque, Michel

2017-01-01

Continuing professional development (CPD) activities are one way that new knowledge can be translated into changes in practice. However, few tools are available for evaluating the extent to which these activities change health professionals' behavior. We developed a questionnaire called CPD-Reaction for assessing the impact of CPD activities on health professionals' clinical behavioral intentions. We evaluated its responsiveness to change in behavioral intention and verified its acceptability among stakeholders. We enrolled 376 health professionals who completed CPD-Reaction before and immediately after attending a CPD activity. We contacted them three months later and asked them to self-report on any behavior change. We compared the mean rankings on each CPD-Reaction construct before and immediately after CPD activities. To estimate its predictive validity, we compared the median behavioral intention score (post-activity) of health professionals reporting a behavior change three months later with the median behavioral intention score of physicians who reported no change. We explored stakeholders' views on CPD-Reaction in semi-structured interviews. Participants were mostly family physicians (62.2%), with an average of 19 years of clinical practice. Post-activity, we observed an increase in intention-related scores for all constructs (P < 0.001) with the most appreciable for the construct beliefs about capabilities. A total of 313 participants agreed to be contacted at follow up, and of these only 69 (22%) reported back. Of these, 43 (62%) self-reported a behavior change. We observed no statistically significant difference in intention between health professionals who later reported a behavior change and those who reported no change (P = 0.30). Overall, CPD stakeholders found the CPD-Reaction questionnaire of interest and suggested potential solutions to perceived barriers to its implementation. The CPD-Reaction questionnaire seems responsive to change in behavioral intention. Although CPD stakeholders found it interesting, future implementation will require addressing barriers they identified.

A Comparison of Web 2.0 Tools in a Doctoral Course

ERIC Educational Resources Information Center

Meyer, Katrina A.

2010-01-01

Adult, professional students in a doctoral-level course used Web 2.0 tools such as wikis, blogs, and online discussions to develop answers to six "Big Questions" related to higher education finance and also produced a research paper that used original data or the research literature to improve understanding of a specific topic. At the close of the…

Patient classification tool in home health care.

PubMed

Pavasaris, B

1989-01-01

Medicare's system of diagnosis related groups for health care cost reimbursements is inadequate for the special requirements of home health care. A visiting nurses association's patient classification tool correlates a meticulous record of professional time spent per patient with patient diagnosis and level of care, aimed at helping policymakers develop a more equitable DRG-based prospective payment formula for home care costs.

Motivators of Classroom Technology Use and Types of Technology Being Used in Public Elementary Schools in an Urban School District

ERIC Educational Resources Information Center

Heffernan, Ruth M.

2012-01-01

Although the public school district under study values technology, the district did not have a measurement tool specifically designed to determine motivators of teacher usage of technology and what technology is being used. Such a tool could be used to make informed decisions about technology purchases and professional development opportunities.…

Development of the Environmental Observation scale for the Visual Impaired.

PubMed

Sinoo, Marianne; Kort, Helianthe

2015-01-01

In order to raise awareness of professional care, an Environmental Observation scale for the Visual Impaired (EOVI) was developed. It is the purpose of this tool that professional caregivers learn to observe the nursing home environment and consequently propose and discuss potential changes in the short and long term. The mean time of filling out the EOVI in eight wards of a nursing home by two student researchers was 17 minutes (min mean 12, max mean 22,5). All of 10 optometry students reported that the EOVI changed their awareness.

Design and Testing of BACRA, a Web-Based Tool for Middle Managers at Health Care Facilities to Lead the Search for Solutions to Patient Safety Incidents

PubMed Central

Mira, José Joaquín; Vicente, Maria Asuncion; Fernandez, Cesar; Guilabert, Mercedes; Ferrús, Lena; Zavala, Elena; Silvestre, Carmen; Pérez-Pérez, Pastora

2016-01-01

Background Lack of time, lack of familiarity with root cause analysis, or suspicion that the reporting may result in negative consequences hinder involvement in the analysis of safety incidents and the search for preventive actions that can improve patient safety. Objective The aim was develop a tool that enables hospitals and primary care professionals to immediately analyze the causes of incidents and to propose and implement measures intended to prevent their recurrence. Methods The design of the Web-based tool (BACRA) considered research on the barriers for reporting, review of incident analysis tools, and the experience of eight managers from the field of patient safety. BACRA’s design was improved in successive versions (BACRA v1.1 and BACRA v1.2) based on feedback from 86 middle managers. BACRA v1.1 was used by 13 frontline professionals to analyze incidents of safety; 59 professionals used BACRA v1.2 and assessed the respective usefulness and ease of use of both versions. Results BACRA contains seven tabs that guide the user through the process of analyzing a safety incident and proposing preventive actions for similar future incidents. BACRA does not identify the person completing each analysis since the password introduced to hide said analysis only is linked to the information concerning the incident and not to any personal data. The tool was used by 72 professionals from hospitals and primary care centers. BACRA v1.2 was assessed more favorably than BACRA v1.1, both in terms of its usefulness (z=2.2, P=.03) and its ease of use (z=3.0, P=.003). Conclusions BACRA helps to analyze incidents of safety and to propose preventive actions. BACRA guarantees anonymity of the analysis and reduces the reluctance of professionals to carry out this task. BACRA is useful and easy to use. PMID:27678308

Design and Testing of BACRA, a Web-Based Tool for Middle Managers at Health Care Facilities to Lead the Search for Solutions to Patient Safety Incidents.

PubMed

Carrillo, Irene; Mira, José Joaquín; Vicente, Maria Asuncion; Fernandez, Cesar; Guilabert, Mercedes; Ferrús, Lena; Zavala, Elena; Silvestre, Carmen; Pérez-Pérez, Pastora

2016-09-27

Lack of time, lack of familiarity with root cause analysis, or suspicion that the reporting may result in negative consequences hinder involvement in the analysis of safety incidents and the search for preventive actions that can improve patient safety. The aim was develop a tool that enables hospitals and primary care professionals to immediately analyze the causes of incidents and to propose and implement measures intended to prevent their recurrence. The design of the Web-based tool (BACRA) considered research on the barriers for reporting, review of incident analysis tools, and the experience of eight managers from the field of patient safety. BACRA's design was improved in successive versions (BACRA v1.1 and BACRA v1.2) based on feedback from 86 middle managers. BACRA v1.1 was used by 13 frontline professionals to analyze incidents of safety; 59 professionals used BACRA v1.2 and assessed the respective usefulness and ease of use of both versions. BACRA contains seven tabs that guide the user through the process of analyzing a safety incident and proposing preventive actions for similar future incidents. BACRA does not identify the person completing each analysis since the password introduced to hide said analysis only is linked to the information concerning the incident and not to any personal data. The tool was used by 72 professionals from hospitals and primary care centers. BACRA v1.2 was assessed more favorably than BACRA v1.1, both in terms of its usefulness (z=2.2, P=.03) and its ease of use (z=3.0, P=.003). BACRA helps to analyze incidents of safety and to propose preventive actions. BACRA guarantees anonymity of the analysis and reduces the reluctance of professionals to carry out this task. BACRA is useful and easy to use.

Teaching and evaluation of ethics and professionalism

PubMed Central

Pauls, Merril A.

2012-01-01

Abstract Objective To document the scope of the teaching and evaluation of ethics and professionalism in Canadian family medicine postgraduate training programs, and to identify barriers to the teaching and evaluation of ethics and professionalism. Design A survey was developed in collaboration with the Committee on Ethics of the College of Family Physicians of Canada. The data are reported descriptively and in aggregate. Setting Canadian postgraduate family medicine training programs. Participants Between June and December of 2008, all 17 Canadian postgraduate family medicine training programs were invited to participate. Main outcome measures The first part of the survey explored the structure, resources, methods, scheduled hours, and barriers to teaching ethics and professionalism. The second section focused on end-of-rotation evaluations, other evaluation strategies, and barriers related to the evaluation of ethics and professionalism. Results Eighty-eight percent of programs completed the survey. Most respondents (87%) had learning objectives specifically for ethics and professionalism, and 87% had family doctors with training or interest in the area leading their efforts. Two-thirds of responding programs had less than 10 hours of scheduled instruction per year, and the most common barriers to effective teaching were the need for faculty development, competing learning needs, and lack of resident interest. Ninety-three percent of respondents assessed ethics and professionalism on their end-of-rotation evaluations, with 86% assessing specific domains. The most common barriers to evaluation were a lack of suitable tools and a lack of faculty comfort and interest. Conclusion By far most Canadian family medicine postgraduate training programs had learning objectives and designated faculty leads in ethics and professionalism, yet there was little curricular time dedicated to these areas and a perceived lack of resident interest and faculty expertise. Most programs evaluated ethics and professionalism as part of their end-of-rotation evaluations, but only a small number used novel means of evaluation, and most cited a lack of suitable assessment tools as an important barrier. PMID:23242906

Professional development programs in health promotion: tools and processes to favor new practices.

PubMed

Torres, Sara; Richard, Lucie; Guichard, Anne; Chiocchio, François; Litvak, Eric; Beaudet, Nicole

2017-06-01

Developing innovative interventions that are in sync with a health promotion paradigm often represents a challenge for professionals working in local public health organizations. Thus, it is critical to have both professional development programs that favor new practices and tools to examine these practices. In this case study, we analyze the health promotion approach used in a pilot intervention addressing children's vulnerability that was developed and carried out by participants enrolled in a public health professional development program. More specifically, we use a modified version of Guichard and Ridde's (Une grille d'analyse des actions pour lutter contre les inégalités sociales de santé. In Potvin, L., Moquet, M.-J. and Jones, C. M. (eds), Réduire les Inégalités Sociales en Santé. INPES, Saint-Denis Cedex, pp. 297-312, 2010) analytical grid to assess deductively the program participants' use of health promotion practices in the analysis and planning, implementation, evaluation, sustainability and empowerment phases of the pilot intervention. We also seek evidence of practices involving (empowerment, participation, equity, holism, an ecological approach, intersectorality and sustainability) in the intervention. The results are mixed: our findings reveal evidence of the application of several dimensions of health promotion (equity, holism, an ecological approach, intersectorality and sustainability), but also a lack of integration of two key dimensions; that is, empowerment and participation, during various phases of the pilot intervention. These results show that the professional development program is associated with the adoption of a pilot intervention integrating multiple but not all dimensions of health promotion. We make recommendations to facilitate a more complete integration. This research also shows that the Guichard and Ridde grid proves to be a thorough instrument to document the practices of participants. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Professional Practice in Strategic Leadership and Societal Development

ERIC Educational Resources Information Center

Gordon, Vincent Hoover Adams, Jr.

2016-01-01

A demonstration in the research focuses on the development of a syllabus for high school assemblies. The Peaceful Solution Character Education Incorporated (PSCEI) is a non-profit organization committed to "promoting character education as its main tool for positive character development with a variety of courses designed to reach all ages so…

Using Pinterest in Undergraduate Social Work Education: Assignment Development and Pilot Survey Results

ERIC Educational Resources Information Center

Baker, Lisa R.; Hitchcock, Laurel Iverson

2017-01-01

This article describes the development, implementation, and assessment of a social media assignment using Pinterest as a tool for student engagement and professional development in two undergraduate social work courses. Twenty-one undergraduate students enrolled in Human Behavior and the Social Environment (HBSE) courses completed the assignment…

The "Starving Time" Wikinquiry: Using a Wiki to Foster Historical Inquiry

ERIC Educational Resources Information Center

Stoddard, Jeremy D.; Hofer, Mark J.; Buchanan, Molly G.

2008-01-01

During our careers as teachers, professional development specialists, and teacher educators, we have made perpetual attempts to develop instructional strategies and tools for engaging students in historical inquiry. Emphasis in recent years in the field of social studies education has been on the development and use of digitized historical…

Education in care and technology, a facilitator of interdisciplinary research and development.

PubMed

Willems, Charles G; Sponselee, Anne-Mie; Verkerke, Margreet Michel; Sirkka, Andrew; Saarni, Lea; Castello Branco, Miguel; de Witte, Luc

2015-01-01

Application of technology in care is hindered by two factors; a critical attitude of care professionals towards the use of technology as part of care delivery and a lack of knowledge of care practice by technology developers. Technological developments may provide adequate solutions to support care provision. The principles of user centred design and development, traditionally used in the development of assistive technology, may provide powerful tools to support care provision. Interdisciplinary research will be needed to take full benefit. Educational programs to support this development are lacking. Main content of this paper: Six organisations of higher education have taken the initiative to organize a training program to support professionals active in the care or in the technology domain that enables them to become involved in interdisciplinary research and development. a European program to educate a professional master in Care and Technology has been developed and is described in this paper. Accreditation of the program is initiated. Alumni of such a program may form a European network of professionals that are active in developing new solutions to support people with special needs and contribute to the generation of new business.

Use of standardized multidimensional evaluation tools and the emergence of the case manager's professional identity in France.

PubMed

Nugue, Mathilde; De Stampa, Matthieu; Couturier, Yves; Somme, Dominique

2012-01-01

In France, the national public health plan proposes a group of innovations including the initiation of case management for older adults in complex situations, particularly those with cognitive disorders. In this context, public authorities asked case managers to use a standardized multidimensional evaluation tool. The results of a qualitative study on the pertinence of such a tool relative to the emergence of this new professional field are described. Early use of an evaluation tool seems to be linked to the emergence of a new professional identity for recently recruited case managers. Factors determining the strength of this link are training tool standardization, computerization, and local structure's involvement. Our results contribute to identifying one of the ways by which professional identity can be changed to become a case manager.

The Web Resource Collaboration Center

ERIC Educational Resources Information Center

Dunlap, Joanna C.

2004-01-01

The Web Resource Collaboration Center (WRCC) is a web-based tool developed to help software engineers build their own web-based learning and performance support systems. Designed using various online communication and collaboration technologies, the WRCC enables people to: (1) build a learning and professional development resource that provides…

Building the Reflective Capacity of Practicing Principals

ERIC Educational Resources Information Center

Rich, Robert A.; Jackson, Sherion H.

2006-01-01

Reflection is often used as a professional development tool in coaching and mentoring leaders. Outside of education, research is underway to learn how managers can develop as learning facilitators in the workplace. However, the current focus on learning communities and learning organizations within education makes reflective thinking particularly…

Evaluating the Effect of a Web-Based E-Learning Tool for Health Professional Education on Clinical Vancomycin Use: Comparative Study.

PubMed

Bond, Stuart Evan; Crowther, Shelley P; Adhikari, Suman; Chubaty, Adriana J; Yu, Ping; Borchard, Jay P; Boutlis, Craig Steven; Yeo, Wilfred Winston; Miyakis, Spiros

2018-02-26

Internet-based learning for health professional education is increasing. It offers advantages over traditional learning approaches, as it enables learning to be completed at a time convenient to the user and improves access where facilities are geographically disparate. We developed and implemented the Vancomycin Interactive (VI) e-learning tool to improve knowledge on the clinical use of the antibiotic vancomycin, which is commonly used for treatment of infections caused by methicillin-resistant Staphylococcus aureus (MRSA). The aims of this study were to evaluate the effect of the VI e-learning tool on (1) survey knowledge scores and (2) clinical use of vancomycin among health professionals. We conducted a comparative pre-post intervention study across the 14 hospitals of two health districts in New South Wales, Australia. A knowledge survey was completed by nurses, doctors, and pharmacists before and after release of a Web-based e-learning tool. Survey scores were compared with those obtained following traditional education in the form of an email intervention. Survey questions related to dosing, administration, and monitoring of vancomycin. Outcome measures were survey knowledge scores among the three health professional groups, vancomycin plasma trough levels, and vancomycin approvals recorded on a computerized clinical decision support system. Survey response rates were low at 26.87% (577/2147) preintervention and 8.24% (177/2147) postintervention. The VI was associated with an increase in knowledge scores (maximum score=5) among nurses (median 2, IQR 1-2 to median 2, IQR 1-3; P<.001), but not among other professional groups. The comparator email intervention was associated with an increase in knowledge scores among doctors (median 3, IQR 2-4 to median 4, IQR 2-4; P=.04). Participants who referred to Web-based resources while completing the e-learning tool achieved higher overall scores than those who did not (P<.001). The e-learning tool was not shown to be significantly more effective than the comparator email in the clinical use of vancomycin, as measured by plasma levels within the therapeutic range. The e-learning tool was associated with improved knowledge scores among nurses, whereas the comparator email was associated with improved scores among doctors. This implies that different strategies may be required for optimizing the effectiveness of education among different health professional groups. Low survey response rates limited conclusions regarding the tool's effectiveness. Improvements to design and evaluation methodology may increase the likelihood of a demonstrable effect from e-learning tools in the future. ©Stuart Evan Bond, Shelley P Crowther, Suman Adhikari, Adriana J Chubaty, Ping Yu, Jay P Borchard, Craig Steven Boutlis, Wilfred Winston Yeo, Spiros Miyakis. Originally published in JMIR Medical Education (http://mededu.jmir.org), 26.02.2018.

Faculty professional development in emergent pedagogies for instructional innovation in dental education.

PubMed

Zheng, M; Bender, D; Nadershahi, N

2017-05-01

Innovative pedagogies have significantly impacted health professions' education, dental education included. In this context, faculty, defined in this study as instructor in higher education, has been increasingly required to hone their instructional skills. The purpose of this exploratory study was to share the design, implementation and preliminary outcomes of two programmes to enhance dental faculty's instructional skills, the Teaching and Learning Seminar Series and the Course Director Orientation. Data sources included faculty and student surveys developed and administered by the researchers; data extracted from the learning management system; reports from the learning analytics tool; and classroom observations. Participants' satisfaction, self-reported learning, instructional behavioural change, and impact on student learning behaviours and institutional practice were assessed borrowing from Kirkpatrick's 4-level model of evaluation of professional development effectiveness. Initial findings showed that faculty in both programmes reported positive learning experiences. Participants reported that the programmes motivated them to improve instructional practice and improved their knowledge of instructional innovation. Some faculty reported implementation of new instructional strategies and tools, which helped create an active and interactive learning environment that was welcomed by their students. The study contributes to literature and best practice in health sciences faculty development in pedagogy and may guide other dental schools in designing professional development programmes. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Technology pedagogy: Six teacher candidates' developing pedagogical models for the use of computers in science instruction

NASA Astrophysics Data System (ADS)

Myhre, Oddmund Reidar

1997-12-01

This study investigated how teacher candidates' developing pedagogical beliefs and knowledge of technology influenced their perception of such tools in the teaching of subject matter as they complete the initial course work of their professional program. The purpose of the study was to conceptualize more clearly the relationship between prospective teachers' thinking about computer technology and the content of their professional education. A case study methodology was used to investigate changes in six pre-service secondary science teachers' thinking about technology as a pedagogical tool. Two of the teachers had extensive experience with technology upon entering the teacher preparation course-work, whereas the other four were novice computer users. Data included three semi structured interviews and non-participant observations during the technology course-work. Additional data were collected in the form of interviews with university faculty and cooperating teachers. Analysis of these data indicated that prospective candidates entered teacher education viewing technology as a tool that supports a teacher centered classroom. As the candidates explored more student centered approaches to teaching, they found less room for technology in their images of their future practice. The data also indicated that the technology course-work was isolated from the rest of the teacher education program and many of the misconceptions about technology that the candidates brought to their professional preparation were left unchallenged.

Construct validity test of evaluation tool for professional behaviors of entry-level occupational therapy students in the United States.

PubMed

Yuen, Hon K; Azuero, Andres; Lackey, Kaitlin W; Brown, Nicole S; Shrestha, Sangita

2016-01-01

This study aimed to test the construct validity of an instrument to measure student professional behaviors in entry-level occupational therapy (OT) students in the academic setting. A total of 718 students from 37 OT programs across the United States answered a self-assessment survey of professional behavior that we developed. The survey consisted of ranking 28 attributes, each on a 5-point Likert scale. A split-sample approach was used for exploratory and then confirmatory factor analysis. A three-factor solution with nine items was extracted using exploratory factor analysis [EFA] (n=430, 60%). The factors were 'Commitment to Learning' (2 items), 'Skills for Learning' (4 items), and 'Cultural Competence' (3 items). Confirmatory factor analysis (CFA) on the validation split (n=288, 40%) indicated fair fit for this three-factor model (fit indices: CFI=0.96, RMSEA=0.06, and SRMR=0.05). Internal consistency reliability estimates of each factor and the instrument ranged from 0.63 to 0.79. Results of the CFA in a separate validation dataset provided robust measures of goodness-of-fit for the three-factor solution developed in the EFA, and indicated that the three-factor model fitted the data well enough. Therefore, we can conclude that this student professional behavior evaluation instrument is a structurally validated tool to measure professional behaviors reported by entry-level OT students. The internal consistency reliability of each individual factor and the whole instrument was considered to be adequate to good.

Making practice transparent through e-portfolio.

PubMed

Stewart, Sarah M

2013-12-01

Midwives are required to maintain a professional portfolio as part of their statutory requirements. Some midwives are using open social networking tools and processes to develop an e-portfolio. However, confidentiality of patient and client data and professional reputation have to be taken into consideration when using online public spaces for reflection. There is little evidence about how midwives use social networking tools for ongoing learning. It is uncertain how reflecting in an e-portfolio with an audience impacts on learning outcomes. This paper investigates ways in which reflective midwifery practice be carried out using e-portfolio in open, social networking platforms using collaborative processes. Using an auto-ethnographic approach I explored my e-portfolio and selected posts that had attracted six or more comments. I used thematic analysis to identify themes within the textual conversations in the posts and responses posted by readers. The analysis identified that my collaborative e-portfolio had four themes: to provide commentary and discuss issues; to reflect and process learning; to seek advice, brainstorm and process ideas for practice, projects and research, and provide evidence of professional development. E-portfolio using open social networking tools and processes is a viable option for midwives because it facilitates collaborative reflection and shared learning. However, my experience shows that concerns about what people think, and client confidentiality does impact on the nature of open reflection and learning outcomes. I conclude this paper with a framework for managing midwifery statutory obligations using online public spaces and social networking tools. Copyright © 2013 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

Using mobile phones and social media to facilitate education and support for rural-based midwives in South Africa.

PubMed

Chipps, Jennifer; Pimmer, Christoph; Brysiewicz, Petra; Walters, Fiona; Linxen, Sebastian; Ndebele, Thandi; Gröhbiel, Urs

2015-12-14

Empirical studies show the value of mobile phones as effective educational tools to support learning in the nursing profession, predominantly in high income countries. The rapidly increasing prevalence of mobile phone technology in Africa nourishes hopes that these tools could be equally effective in lowly resourced contexts, specifically in efforts to achieve the health-related Millennium Development goals. The purpose of this study was to investigate the perception and use of mobile phones as educational and professional tools by nurses in lowly resourced settings. A quantitative survey using self-administered questionnaires was conducted of rural advanced midwives. Fifty-six nurses (49.6%) from the 113 rural-based midwives attending an advanced midwifery training programme at the University of KwaZulu-Natal, South Africa, filled in a questionnaire. The results showed that, whilst nurses regarded their technology competences as low and although they received very little official support from their educational and professional institutions, the majority frequently used mobile functions and applications to support their work and learning processes. They perceived mobile devices with their voice, text, and email functions as important tools for the educational and professional activities of searching for information and engaging with facilitators and peers from work and study contexts. To a lesser extent, the use of social networks, such as WhatsApp and Facebook, were also reported. It is concluded that educational institutions should support the appropriate use of mobile phones more systematically; particularly in relation to the development of mobile network literacy skills.

SeCom - Serious Community 2.0 prevent flooding

NASA Astrophysics Data System (ADS)

Komma, Juergen; Breuer, Roman; Sewilam, Hani; Concia, Francesca; Aliprandi, Bruno; Siegmund, Sabine; Goossens, Jannis

2013-04-01

There is a significant need for raising the awareness and building the capacity of water professionals in different water sectors cross Europe. There is also a need for qualified graduates to implement the EU Flood Risk Directive (FRD). The main aim of this work is to prepare and build the capacity of both groups in flood risk management through identifying synergies, sharing knowledge, and strengthen partnerships between universities and different stakeholders(mainly water professionals). The specific objectives are to develop; a) Development of a dynamic and active tool that allows all target-groups/users to assess their knowledge about flood risk management. b) Development of an innovative, active and problem-based learning methodology for flood risk education and training. c)Development of flood related Vocational Education & Training (VET) modules for water professionals (involving the students to gain practical experience). This will include some modules for undergraduate students on flood risk management and protection.

Micronutrient Action Plan Instructional Tool (MAPit): A Training Tool to Support Public Health Professionals' Efforts to Eliminate Micronutrient Malnutrition

ERIC Educational Resources Information Center

Elbon, Suzanne; Nsubuga, Peter; Knowles, Jacky; Bobrow, Emily; Parvanta, Ibrahim; Timmer, Arnold; van der Haar, Frits

2006-01-01

Micronutrient malnutrition (MM) is a global health problem that affects the national socioeconomic stability of an affected country. This article describes a multimedia training tool, the Micronutrient Action Plan instructional tool (MAPit), which has been designed to support public health professionals' efforts to eliminate MM. An overview and…

Peer Observation of Teaching: A Decoupled Process

ERIC Educational Resources Information Center

Chamberlain, John Martyn; D'Artrey, Meriel; Rowe, Deborah-Anne

2011-01-01

This article details the findings of research into the academic teaching staff experience of peer observation of their teaching practice. Peer observation is commonly used as a tool to enhance a teacher's continuing professional development. Research participants acknowledged its ability to help develop their teaching practice, but they also…

Geospatial Data Science Modeling | Geospatial Data Science | NREL

Science.gov Websites

Geospatial Data Science Modeling Geospatial Data Science Modeling NREL uses geospatial data science modeling to develop innovative models and tools for energy professionals, project developers, and consumers . Photo of researchers inspecting maps on a large display. Geospatial modeling at NREL often produces the

Teacher Perceptions towards ICT Integration: Professional Development through Blended Learning

ERIC Educational Resources Information Center

Qasem, Arwa Ahmed Abdo; Viswanathappa, G.

2016-01-01

Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators' attention in recent years. Teachers need to be involved in collaborative projects and development of intervention change strategies, which include teaching partnerships with ICT as a tool. Teacher perceptions…

Forward Thinking. Progress Report, 2010

ERIC Educational Resources Information Center

Colorado Department of Education, 2010

2010-01-01

Since 2007, "Forward Thinking" has provided the roadmap for the department's work. These goals have served the department well in aligning and focusing the work at hand. The goals are: (1) Provide guidance and support to meet school and district needs; (2) Enhance professional development involving best practices; (3) Develop tools to…

Individual Development Plans as Governance Tools--Changed Governance of Teachers' Work

ERIC Educational Resources Information Center

Parding, Karolina; Liljegren, Andreas

2017-01-01

Auditing, accountability, and transparency are concepts that greatly impact the working conditions of today's public sector professionals, including teachers. Documentation requirements have been on the increase for some time, which can be seen in the education sector's Individual Development Plans (IDPs), for example. These IDPs are pedagogical…

Lifelong Learning: Web-Based Information Literacy Module for Merchandisers

ERIC Educational Resources Information Center

Hines, Jean D.; Frey, Diane K.; Swinker, Mary E.

2005-01-01

Universities are strategically positioned to serve as a vital impetus in developing pre-professionals' lifelong learning skills. The development of a Web portal, InfoWIZARD, a tool for integrating information literacy and information technology in problem-based research assignments is described in this article. InfoWIZARD includes 20 modules in…

Media Literacy through Photography and Participation. A Conceptual Approach

ERIC Educational Resources Information Center

Rabadán, Ángel V.

2015-01-01

We are living in social massification processes that oppress our identity and specificity as a human group; however, there are tools increasingly present among researchers, educators and other professionals who help to develop interpretations and create knowledge by developing a participatory communication perspective. This article discusses how…

Tools for Data Analysis in the Middle School Classroom: A Teacher Professional Development Program

NASA Astrophysics Data System (ADS)

Ledley, T. S.; Haddad, N.; McAuliffe, C.; Dahlman, L.

2006-12-01

In order for students to learn how to engage with scientific data to answer questions about the real world, it is imperative that their teachers are 1) comfortable with the data and the tools used to analyze it, and 2) feel prepared to support their students in this complex endeavor. TERC's Tools for Data Analysis in the Middle School Classroom (DataTools) professional development program, funded by NSF's ITEST program, prepares middle school teachers to integrate Web-based scientific data and analysis tools into their existing curricula. This 13-month program supports teachers in using a set of freely or commonly available tools with a wide range of data. It also gives them an opportunity to practice teaching these skills to students before teaching in their own classrooms. The ultimate goal of the program is to increase the number of middle school students who work directly with scientific data, who use the tools of technology to import, manipulate, visualize and analyze the data, who come to understand the power of data-based arguments, and who will consider pursuing a career in technical and scientific fields. In this session, we will describe the elements of the DataTools program and the Earth Exploration Toolbook (EET, http://serc.carleton.edu/eet), a Web-based resource that supports Earth system education for teachers and students in grades 6 through 16. The EET provides essential support to DataTools teachers as they use it to learn to locate and download Web-based data and use data analysis tools. We will also share what we have learned during the first year of this three-year program.

Efficient Windows Collaborative

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

Nils Petermann

2010-02-28

The project goals covered both the residential and commercial windows markets and involved a range of audiences such as window manufacturers, builders, homeowners, design professionals, utilities, and public agencies. Essential goals included: (1) Creation of 'Master Toolkits' of information that integrate diverse tools, rating systems, and incentive programs, customized for key audiences such as window manufacturers, design professionals, and utility programs. (2) Delivery of education and outreach programs to multiple audiences through conference presentations, publication of articles for builders and other industry professionals, and targeted dissemination of efficient window curricula to professionals and students. (3) Design and implementation of mechanismsmore » to encourage and track sales of more efficient products through the existing Window Products Database as an incentive for manufacturers to improve products and participate in programs such as NFRC and ENERGY STAR. (4) Development of utility incentive programs to promote more efficient residential and commercial windows. Partnership with regional and local entities on the development of programs and customized information to move the market toward the highest performing products. An overarching project goal was to ensure that different audiences adopt and use the developed information, design and promotion tools and thus increase the market penetration of energy efficient fenestration products. In particular, a crucial success criterion was to move gas and electric utilities to increase the promotion of energy efficient windows through demand side management programs as an important step toward increasing the market share of energy efficient windows.« less

Developing tools and strategies for communicating climate change

NASA Astrophysics Data System (ADS)

Bader, D.; Yam, E. M.; Perkins, L.

2011-12-01

Research indicates that the public views zoos and aquariums as reliable and trusted sources for information on conservation. Additionally, visiting zoos and aquariums helps people reconsider their connections to conservation issues and solutions. The Aquarium of the Pacific, an AZA-accredited institution that serves the most ethnically diverse population of all aquariums in the nation, is using exhibit space, technology, public programming, and staff professional development to present a model for how aquariums can promote climate literacy. Our newest galleries and programs are designed to immerse our visitors in experiences that connect our live animal collection to larger themes on ocean change. The Aquarium is supporting our new programming with a multifaceted staff professional development that exposes our interpretive staff to current climate science and researchers as well as current social science on public perception of climate science. Our staff also leads workshops for scientists; these sessions allow us to examine learning theory and develop tools to communicate science and controversial subjects effectively. Through our partnerships in the science, social science, and informal science education communities, we are working to innovate and develop best practices in climate communication.

Quality Assessment of Clinical Practice Guidelines Developed by Professional Societies in Turkey

PubMed Central

Yaşar, Ilknur; Kahveci, Rabia; Baydar Artantaş, Aylin; Ayhan Başer, Duygu; Gökşin Cihan, Fatma; Şencan, Irfan; Koç, Esra Meltem; Özkara, Adem

2016-01-01

Background Clinical practice guidelines (CPGs) are systematically developed statements to assist practitioner and patient decisions about appropriate healthcare for specific clinical circumstances. There is a limited number of studies on guidelines in Turkey. The quality of Ministry of Health guidelines have formerly been assessed whereas there is no information on the other guidelines developed in the country. Aim This study aims to assess the quality of CPGs that are developed by professional societies that work for the health sector in Turkey, and compare the findings with international guidelines. Methodology Professional societies that work for the health sector were determined by using the data obtained from the Ministry of Internal Affairs. Inclusion and exclusion criteria were defined for selecting the CPGs. Guidelines containing recommendations about disease management to the doctors, accessible online, developed within the past 5 years, citing references for recommendations, about the diseases over 1% prevalence according to the “Statistical Yearbook of Turkey 2012” were included in the study. The quality of CPGs were assessed with the AGREE II instrument, which is an internationally recognized tool for this purpose. Four independent reviewers, who did not participate in the development of the selected guidelines and were trained in CPG appraisal, used the AGREE instrument for assessment of the selected guidelines. Findings 47 professional societies were defined which provided access to CPGs in their websites; 3 of them were only open to members so these could not be reached. 8 CPGs from 7 societies were selected from a total of 401 CPGs from 44 societies. The mean scores of the domains of the guidelines which were assessed by the AGREE II tool were; Scope and purpose: 64%, stakeholder involvement: 37.9%, rigour of development: 35.3%, clarity and presentation: 77.9%, applicability: 49.0% and editorial independence: 46.0%. Conclusion This is the first study in Turkey regarding quality appraisal of guidelines developed by the local professional societies. It adds to the limited amount of information in the literature that comes from Turkey as well as other developing countries. PMID:27295303

Astronomy on Tap as a Professional Development Tool

NASA Astrophysics Data System (ADS)

Rice, Emily; Burtnyk, Kimberly; Silverman, Jeffrey; Popinchalk, Mark; Constellation of Astronomy On Tap Host Stars

2018-01-01

We lured scientists, educators, and other astronomy enthusiasts into bars around the world with promises of fun public outreach, but we secretly provided them with networking opportunities and taught them how to be better communicators! Astronomy on Tap (AoT) events began in New York City in 2013, and since then nearly 400 events (featuring 1-6 presenters each) have been organized by over 100 people in over 30 locations across the U.S. and around the world. Implicit in the design of typical AoT events are opportunities for professional development in several areas, most prominently in networking and science communication. We surveyed organizers and presenters to assess the extent to which they have benefited from these opportunities. We report results from that survey and present plans for codifying professional development aspects of AoT events for future implementation.

The START Collaboratory: Broadening Participation in Astronomy Research

NASA Astrophysics Data System (ADS)

Pennypacker, C. R.; Raddick, M. J.; Greenberg, G. J.; Hoette, V.; Meredith, K.

2005-12-01

The START Collaboratory is a three-year, NSF-funded project to create a Web-based national astronomy research collaboratory for high school students that will bring authentic scientific research to classrooms across the country. The project brings together the resources and experience of Hands-On Universe at the University of California at Berkeley, the Sloan Digital Sky Survey / National Virtual Observatory at Johns Hopkins University and the Northwestern University Collaboratory Project. START Collaboratory documents enable students to create, share and discuss Web-based astronomy research notebooks and research reports. These documents include seamless access to gigabytes of searchable data from the SDSS and the NVO. The START Collaboratory also supports observation requests to a "Telescope Request Broker" that automatically coordinates access to telescopes around the world, and a Web Visualization Tool for visualization and measurement of FITS files from professional observatories or user observations. The project has developed a set of research scenarios that use real astronomical problems to introduce students to the resources and tools available through the START Collaboratory. These scenarios also introduce a model for network-based collaboration that engages students, teachers and professional scientists. Great attention has been paid to ensuring that the research scenarios result in accurate and authentic research products that are of real interest to working astronomers. With the START Collaboratory, students will study science by doing science, generating useful scientific results just as professional astronomers do. As the third and last year of the project finalizes integrating tools and resources, an NSF-funded two-year CI-TEAM project with the Adler Planetarium will begin to create a professional development program for high school teachers interested in learning how to use the START Collaboratory to engage their students in astrophysical research. Through this program, we will begin to implement the tools and research scenarios that we have designed.

The Challenges of Integrating Mobile Technology in the Classroom Examining an iPad Professional Development Project

ERIC Educational Resources Information Center

Barbour, Michael K.; Grzebyk, Tamme Quinn; Grant, Michael M.; Siko, Jason

2017-01-01

The iPad is a tool that could change the way in which teachers prepare and deliver instruction in the K-12 environment. But, while proponents tout its capabilities, school administrators run the risk of purchasing yet another tool without understanding its potential impacts on the teacher, students, and classroom environment. This study used iPads…

Comparing the Efficacy of an Engineered-Based System (College Livetext) with an Off-the-Shelf General Tool (Hyperstudio) for Developing Electronic Portfolios in Teacher Education

ERIC Educational Resources Information Center

Johnson-Leslie, Natalie A.

2009-01-01

In teacher education, electronic portfolios provide an authentic form of assessment documenting students' personal and professional growth. Using the engineered-based system, College LiveText, and an off-the-shelf general tool, HyperStudio, pre-service teachers constructed e-portfolios as part of their teacher preparation requirements. This case…

Thoughts on Improvable Objects, Contradiction and Object/Tool Reciprocity in a Study of Zoo Educator Professional Development

ERIC Educational Resources Information Center

Ash, Doris B.; Kelly, Lisa-Anne DeGregoria

2013-01-01

In this forum we discuss three aspects designed to clarify and extend Kelly and Kassing's paper. These are the roles of improvable objects, contradiction and object/tool reciprocity. In each case we cite relevant literature and pose questions to the field. Our goal is to seed ideas for future discussions concerning the role of activity theory…

Using Food as a Tool to Teach Science to 3rd Grade Students in Appalachian Ohio

ERIC Educational Resources Information Center

Duffrin, Melani W.; Hovland, Jana; Carraway-Stage, Virginia; McLeod, Sara; Duffrin, Christopher; Phillips, Sharon; Rivera, David; Saum, Diana; Johanson, George; Graham, Annette; Lee, Tammy; Bosse, Michael; Berryman, Darlene

2010-01-01

The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. In 2007 to 2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3rd-grade classrooms in Appalachian Ohio; teachers in these…

Evaluating a standardised tool to explore the nature and extent of foot and ankle injuries in amateur and semi-professional footballers

PubMed Central

Evans, S.; Walker-Bone, K.; Otter, S.

2016-01-01

Introduction Football is a popular sport amongst amateurs as well as professionals. To date, most studies of football injuries have included only professional players and data have been collected in a variety of different ways. There is currently no single validated, standardised tool for the assessment of injures. Therefore, we developed a standardised questionnaire based upon an instrument used in rheumatoid arthritis sufferers and used it in a group of semi-professional and amateur footballers. We quantified the prevalence of foot/ankle injuries and evaluated risk factors for these injuries. Method A trained recorder administered a 33-item questionnaire (recording quantitative and qualitative data) in three football teams, 1 amateur and 2 semi-professional. The questionnaire enquired about demography, football specific information such as footwear and orthoses, and nature & extent of injuries. Results 42/42 eligible footballers completed the questionnaire. 34/42 respondents (81%) reported that they had experienced a total of 273 football-related injuries, 114 of which occurred at the foot or ankle. 70 injuries occurred at the ankle and 44 at the foot and 44% of the footballers had suffered one or more foot/ankle injuries in the past 12 months. Statistically significant relationships were seen between occurrence of lower limb and foot/ankle injuries and age, (p=0.03) weight (p=0.01) height (p=0.01) and shorter duration of warm-up (p). Conclusion The standardised tool performed well with an excellent response rate. Foot and ankle injuries were common in semi-professional and amateur footballers. Amongst this relatively small sample, statistically significant risk factors were identified which may be potential targets for prevention strategies but larger studies will be required. PMID:25605413

Development of a virtual lab for practical eLearning in eHealth.

PubMed

Herzog, Juliane; Forjan, Mathias; Sauermann, Stefan; Mense, Alexander; Urbauer, Philipp

2015-01-01

In recent years an ongoing development in educational offers for professionals working in the field of eHealth has been observed. This education is increasingly offered in the form of eLearning courses. Furthermore, it can be seen that simulations are a valuable part to support the knowledge transfer. Based on the knowledge profiles defined for eHealth courses a virtual lab should be developed. For this purpose, a subset of skills and a use case is determined. After searching and evaluating appropriate simulating and testing tools six tools were chosen to implement the use case practically. Within an UML use case diagram the interaction between the tools and the user is represented. Initially tests have shown good results of the tools' feasibility. After an extensive testing phase the tools should be integrated in the eHealth eLearning courses.

Online Resources to Support Professional Development for Managing and Preserving Geospatial Data

NASA Astrophysics Data System (ADS)

Downs, R. R.; Chen, R. S.

2013-12-01

Improved capabilities of information and communication technologies (ICT) enable the development of new systems and applications for collecting, managing, disseminating, and using scientific data. New knowledge, skills, and techniques are also being developed to leverage these new ICT capabilities and improve scientific data management practices throughout the entire data lifecycle. In light of these developments and in response to increasing recognition of the wider value of scientific data for society, government agencies are requiring plans for the management, stewardship, and public dissemination of data and research products that are created by government-funded studies. Recognizing that data management and dissemination have not been part of traditional science education programs, new educational programs and learning resources are being developed to prepare new and practicing scientists, data scientists, data managers, and other data professionals with skills in data science and data management. Professional development and training programs also are being developed to address the need for scientists and professionals to improve their expertise in using the tools and techniques for managing and preserving scientific data. The Geospatial Data Preservation Resource Center offers an online catalog of various open access publications, open source tools, and freely available information for the management and stewardship of geospatial data and related resources, such as maps, GIS, and remote sensing data. Containing over 500 resources that can be found by type, topic, or search query, the geopreservation.org website enables discovery of various types of resources to improve capabilities for managing and preserving geospatial data. Applications and software tools can be found for use online or for download. Online journal articles, presentations, reports, blogs, and forums are also available through the website. Available education and training materials include tutorials, primers, guides, and online learning modules. The site enables users to find and access standards, real-world examples, and websites of other resources about geospatial data management. Quick links to lists of resources are available for data managers, system developers, and researchers. New resources are featured regularly to highlight current developments in practice and research. A user-centered approach was taken to design and develop the site iteratively, based on a survey of the expectations and needs of community members who have an interest in the management and preservation of geospatial data. Formative and summative evaluation activities have informed design, content, and feature enhancements to enable users to use the website efficiently and effectively. Continuing management and evaluation of the website keeps the content and the infrastructure current with evolving research, practices, and technology. The design, development, evaluation, and use of the website are described along with selected resources and activities that support education and professional development for the management, preservation, and stewardship of geospatial data.

Embedding technology into inter-professional best practices in home safety evaluation.

PubMed

Burns, Suzanne Perea; Pickens, Noralyn Davel

2017-08-01

To explore inter-professional home evaluators' perspectives and needs for building useful and acceptable decision-support tools for the field of home modifications. Twenty semi-structured interviews were conducted with a range of home modification professionals from different regions of the United States. The interview transcripts were analyzed with a qualitative, descriptive, perspective approach. Technology supports current best practice and has potential to inform decision making through features that could enhance home evaluation processes, quality, efficiency and inter-professional communication. Technological advances with app design have created numerous opportunities for the field of home modifications. Integrating technology and inter-professional best practices will improve home safety evaluation and intervention development to meet client-centred and societal needs. Implications for rehabilitation Understanding home evaluators technology needs for home safety evaluations contributes to the development of app-based assessments. Integrating inter-professional perspectives of best practice and technological needs in an app for home assessments improves processes. Novice and expert home evaluators would benefit from decision support systems embedded in app-based assessments. Adoption of app-based assessment would improve efficiency while remaining client-centred.

Point of care information services: a platform for self-directed continuing medical education for front line decision makers

PubMed Central

Moja, Lorenzo; Kwag, Koren Hyogene

2015-01-01

The structure and aim of continuing medical education (CME) is shifting from the passive transmission of knowledge to a competency-based model focused on professional development. Self-directed learning is emerging as the foremost educational method for advancing competency-based CME. In a field marked by the constant expansion of knowledge, self-directed learning allows physicians to tailor their learning strategy to meet the information needs of practice. Point of care information services are innovative tools that provide health professionals with digested evidence at the front line to guide decision making. By mobilising self-directing learning to meet the information needs of clinicians at the bedside, point of care information services represent a promising platform for competency-based CME. Several points, however, must be considered to enhance the accessibility and development of these tools to improve competency-based CME and the quality of care. PMID:25655251

LevRad software as a tool to learn how to proceed with an evaluation of barriers.

PubMed

Ferreira, C C; Souza, S O

2011-05-30

We developed the software LevRad with the objective of teaching how to proceed in an analysis of barriers shielding against x-rays to minimize the contact of the professional or the student with x-rays and also to prevent wearing out of the x-ray equipment. Some tests of the software were made, and preliminary results indicate that LevRad is efficient as a complementary tool for the development of professionals related to diagnostic radiology. In the case of education, an advantage is gained when the beginner uses the software before his or her first contact with x-ray equipment in locu. The software introduces a basic knowledge about evaluation of barriers, prevents wearing out of the x—ray tube, reinforces teaching of evaluation of barriers, and reduces the collective effective dose by avoiding unnecessary exposures when possible.

Development and validation of a Clinical Assessment Tool for Nursing Education (CAT-NE).

PubMed

Skúladóttir, Hafdís; Svavarsdóttir, Margrét Hrönn

2016-09-01

The aim of this study was to develop a valid assessment tool to guide clinical education and evaluate students' performance in clinical nursing education. The development of the Clinical Assessment Tool for Nursing Education (CAT-NE) was based on the theory of nursing as professional caring and the Bologna learning outcomes. Benson and Clark's four steps of instrument development and validation guided the development and assessment of the tool. A mixed-methods approach with individual structured cognitive interviewing and quantitative assessments was used to validate the tool. Supervisory teachers, a pedagogical consultant, clinical expert teachers, clinical teachers, and nursing students at the University of Akureyri in Iceland participated in the process. This assessment tool is valid to assess the clinical performance of nursing students; it consists of rubrics that list the criteria for the students' expected performance. According to the students and their clinical teachers, the assessment tool clarified learning objectives, enhanced the focus of the assessment process, and made evaluation more objective. Training clinical teachers on how to assess students' performances in clinical studies and use the tool enhanced the quality of clinical assessment in nursing education. Copyright © 2016 Elsevier Ltd. All rights reserved.

When to invest in clinical guidelines for children? A practice oriented tool to facilitate decision-making.

PubMed

Schalkers, Inge; Enthoven, Clair; Bunders, Joske; Dedding, Christine

2017-02-01

Children are not just small adults; they need to be diagnosed and treated in the context of their rapid growth and development. However, in guideline development, children's needs and interests are still overlooked. This study aims (1) to develop a tool that could stimulate guideline developers to take children into account on a more structural basis and (2) to explore how to facilitate children's participation in the process of guideline development. The method used was a three-phase multimethod sequential design. Professionals involved in guideline development participated in interviews (n = 12), filled in a questionnaire (n = 60) and/or participated in the focus group meeting (n = 11). This study results in a comprehensive understanding of the considerations that professionals take into account when deciding whether guidelines need to apply to children specifically. This resulted in a tool that assists guideline developers to make this assessment more accurately. It takes the form of a flowchart that guides users through a series of critical questions. The flowchart reminds guideline developers to consider children as a particular patient population when prioritizing and demarcating new guideline topics. It will help to ensure that clinical guidelines address children's unique health care needs and perspectives. Facilitating children's and parents' participation in the process of guideline development is perceived as challenging; nevertheless, it should be the next step in making paediatric guidelines more child-centred and family-centred. © 2016 John Wiley & Sons, Ltd.

Enhancing the prospective biology teachers’ Pedagogical Content Knowledge (PCK) through a peer coaching based model

NASA Astrophysics Data System (ADS)

Anwar, Yenny

2018-05-01

This paper presents the results of implementation Peer Coaching Based Model that was implemented in development and Packaging Learning Tool program aimed at developing a Pedagogical Content Knowledge prospective teachers’ capabilities. Development and Packaging Learning Tool is a training program that applies various knowledge, attitude, and skill of students in order to form professional teacher. A need assessment was conducted to identify prospective teachers’ professional needs, especially PCK ability. Tests, questionnaires, interviews, field notes and video recordings were used in this research. The result indicated that the ability of Prospective teachers’ PCK has increased. This can be shown from the N-Gain that included in the medium category. This increase shows that there is integration of pedagogy and content; they have used varied strategies and can explain the reasons for its used. This means that the pattern belongs to the lower limit of the growing- PCK category. It is recommended to use peer coaching model during peer teaching.

Teaching Science with Technology: Case Studies of Science Teachers' Development of Technology, Pedagogy, and Content Knowledge

ERIC Educational Resources Information Center

Guzey, S. Selcen; Roehrig, Gillian H.

2009-01-01

This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K-12 classrooms to support science as inquiry teaching. In the program, probeware, mind-mapping tools (CMaps),…

Amplify Your Professional Knowledge through RSS

ERIC Educational Resources Information Center

Stephens, Wendy

2012-01-01

In the championship playoffs of professional learning tools, this author contends that there is a clear-cut victor. Customizable, platform-agnostic, able to circumvent filters--both browser and network-imposed--RSS is the best professional learning tool. Reading sites via RSS has appeal for those who want the raw information. With a well-honed…

A Global Oral Health Survey of professional opinion using the International Classification of Functioning, Disability and Health.

PubMed

Dougall, Alison; Molina, Gustavo F; Eschevins, Caroline; Faulks, Denise

2015-06-01

The concept of oral health is frequently reduced to the absence of disease, despite existing conceptual models exploring the wider determinants of oral health and quality of life. The International Classification of Functioning, Disability and Health (ICF) (WHO) is designed to qualify functional, social and environmental aspects of health. This survey aimed to reach a consensual description of adult oral health, derived from the ICF using international professional opinion. The Global Oral Health Survey involved a two-round, online survey concerning factors related to oral health including functioning, participation and social environment. Four hundred eighty-six oral health professionals from 74 countries registered online. Professionals were pooled into 18 groups of six WHO world regions and three professional groups. In a randomised stratification process, eight professionals from each pool (n=144) completed the survey. The first round consisted of eight open-ended questions. Open expression replies were analysed for meaningful concepts and linked using established rules to the ICF. In Round 2, items were rated for their relevance to oral health (88% response rate). Eighty-nine ICF items and 30 other factors were considered relevant by at least 80% of participants. International professionals reached consensus on a holistic description of oral health, which could be qualified and quantified using the ICF. These results represent the first step towards developing an ICF Core Set in Oral Health, which would provide a practical tool for reporting outcome measures in clinical practice, for research and epidemiology, and for the improvement of interdisciplinary communication regarding oral health. Professional consensus reached in this survey is the foundation stone for developing an ICF Core Set in Oral Health, allowing the holistic aspects of oral health to be qualified and quantified. This tool is necessary to widen our approach to clinical decision making, measurement of clinical outcomes, research and epidemiology. Copyright © 2015 Elsevier Ltd. All rights reserved.

Mentoring for NHS doctors: perceived benefits across the personal–professional interface

PubMed Central

Steven, A; Oxley, J; Fleming, WG

2008-01-01

Summary Objective To investigate NHS doctors' perceived benefits of being involved in mentoring schemes and to explore the overlaps and relationships between areas of benefit. Design Extended qualitative analysis of a multi-site interview study following an interpretivist approach. Setting Six NHS mentoring schemes across England. Main outcome measures Perceived benefits. Results While primary analysis resulted in lists of perceived benefits, the extended analysis revealed three overarching areas: professional practice, personal well-being and development. Benefits appear to go beyond a doctor's professional role to cross the personal–professional interface. Problem solving and change management seem to be key processes underpinning the raft of personal and professional benefits reported. A conceptual map was developed to depict these areas and relationships. In addition secondary analysis suggests that in benefitting one area mentoring may lead to consequential benefits in others. Conclusions Prior research into mentoring has mainly taken place in a single health care sector. This multi-site study suggests that the perceived benefits of involvement in mentoring may cross the personal/professional interface and may override organizational differences. Furthermore the map developed highlights the complex relationships which exist between the three areas of professional practice, personal wellbeing and personal and professional development. Given the consistency of findings across several studies it seems probable that organizations would be strengthened by doctors who feel more satisfied and confident in their professional roles as a result of participation in mentoring. Mentoring may have the potential to take us beyond individual limits to greater benefits and the conceptual map may offer a starting point for the development of outcome criteria and evaluation tools for mentoring schemes. PMID:19029356

Quality assurance of nursing web sites: development and implications of the ALEU method.

PubMed

Cambil-Martín, Jacobo; Flynn, Maria; Villaverde-Gutiérrez, Carmen

2011-09-01

This article presents a study that evaluated the physical accessibility, readability, and usability of Spanish nursing Web sites and discusses the quality assurance issues raised, which are relevant to the wider nursing community. The Internet is recognized as an important source of health information for both nurses and the general public. Although it makes health-related information universally available, the wide variation in the overall quality of health Web sites is problematic. This raises many questions for the nursing profession: about what constitutes a good-quality Web site, about the nature of the information that nurses are finding and using to support their professional education, research, and clinical practice, and about the impact that Internet information ultimately has on health interactions and nursing care. The process of completing this small study showed that it is possible to usefully assess dimensions of Web site quality and suggested that it may be feasible to develop tools to help nurses evaluate national and international nursing Web sites. More research is needed to understand how nurses use the Internet to support their everyday professional practices, but the development and application of international Web site quality assurance tools may be important for maintaining professional nursing standards in the Internet age.

Improving health care professionals' feedback on communication skills: development of an on-line resource.

PubMed

Harrison, Gill; Hayden, Sheila; Cook, Viv; Cushing, Annie

2012-09-01

This project aimed to develop an open-access on-line resource to assist health care professionals in providing effective feedback on patient-centered clinical and communication skills. The collaborative nature of the development of this learning resource is outlined and evaluation of its use is discussed. An inter-professional team of teaching staff from two London Universities employed a researcher to interview experienced clinical and academic health care professionals and gather examples of difficult feedback situations. Material was used to develop short video clips illustrating some common challenges in giving feedback on clinical and communication skills. Initial evaluation following use of the scenarios in workshops was undertaken by means of a "talking wall" technique. Evaluation indicated that the resource enhanced the learning experience by providing realistic and challenging scenarios to focus discussion. Inter-professional working and piloting the use of the video scenarios in workshops enabled the improvement and refinement of an on-line staff development resource on feedback. The on-line resource is now available as an open access learning tool, with eight scenarios and guidelines for providing effective feedback in the academic or clinical setting. It can be used for self-study or as part of a group training session. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

A pedagogical framework for developing innovative science teachers with ICT

NASA Astrophysics Data System (ADS)

Rogers, Laurence; Twidle, John

2013-11-01

Background: The authors have conducted a number of research projects into the use of ICT in science teaching and most recently have collaborated with five European partners in teacher education to develop resources to assist teacher trainers in delivering courses for the professional development of science teachers. Purpose: 1. To describe the main aspects of pedagogy which are relevant to the use of ICT tools which serve practical science teaching. 2. To discuss approaches to teacher education which aim to emphasise the pedagogical aspects of using those ICT tools. Sources of evidence: 1. A review of the research literature on the effectiveness of using ICT in education with a particular focus on pedagogical knowledge and its interaction with associated technical knowledge. 2. Authors' experience as teacher trainers and as researchers in methods of employing ICT in science education. 3. Studies conducted by partners in the ICT for Innovative Science Teachers Project and training materials developed by the project. Main argument: Starting from the premise that it is the pedagogical actions of the teacher which determine successful learning outcomes of using ICT in science lessons, the paper describes the main components of pedagogical knowledge and understanding required by teachers. It examines the role of an understanding of affordances in helping teachers to deploy software tools appropriately and defines some of the skills for exploiting them to benefit learning. Innovation is successful when ICT activities are incorporated in ways that complement non-ICT activities and serve science learning objectives. When teachers are alert to adapt their pedagogical skills, they evolve new ways of working and interacting with students. Training courses need to provide means of helping teachers to examine the professional beliefs which underpin their pedagogical approaches. This is most effectively achieved when a course blends personal hands-on experience with discourse with other professionals and when there is iteration between the training experience with activity in the classroom. Conclusions: The most significant products of professional development are the integration of ICT in the curriculum and a change in a teacher's pedagogy towards teaching approaches which empower students to work more independently and reflectively.

Can we replace curation with information extraction software?

PubMed

Karp, Peter D

2016-01-01

Can we use programs for automated or semi-automated information extraction from scientific texts as practical alternatives to professional curation? I show that error rates of current information extraction programs are too high to replace professional curation today. Furthermore, current IEP programs extract single narrow slivers of information, such as individual protein interactions; they cannot extract the large breadth of information extracted by professional curators for databases such as EcoCyc. They also cannot arbitrate among conflicting statements in the literature as curators can. Therefore, funding agencies should not hobble the curation efforts of existing databases on the assumption that a problem that has stymied Artificial Intelligence researchers for more than 60 years will be solved tomorrow. Semi-automated extraction techniques appear to have significantly more potential based on a review of recent tools that enhance curator productivity. But a full cost-benefit analysis for these tools is lacking. Without such analysis it is possible to expend significant effort developing information-extraction tools that automate small parts of the overall curation workflow without achieving a significant decrease in curation costs.Database URL. © The Author(s) 2016. Published by Oxford University Press.

Measuring social accountability in health professional education: development and international pilot testing of an evaluation framework.

PubMed

Larkins, Sarah L; Preston, Robyn; Matte, Marie C; Lindemann, Iris C; Samson, Rex; Tandinco, Filedito D; Buso, David; Ross, Simone J; Pálsdóttir, Björg; Neusy, André-Jacques

2013-01-01

Health professional schools are responsible for producing graduates with competencies and attitudes to address health inequities and respond to priority health needs. Health professional schools striving towards social accountability founded the Training for Health Equity Network (THEnet). This article describes the development of THEnet evaluation framework for socially accountable health professional education, presents the framework to be used as a tool by other schools and discusses the findings of pilot implementation at five schools. The framework was designed collaboratively and built on Boelen and Woollard's conceptualization, production and usability model. It includes key components, linked to aspirational statements, indicators and suggested measurement tools. Five schools completed pilot implementation, involving workshops, document/data review and focus group discussions with faculty, students and community members. Three sections of the framework consider: How does our school work?; What do we do? and What difference do we make? Pilot testing proved that the evaluation framework was acceptable and feasible across contexts and produced findings useful at school level and to compare schools. The framework is designed as a formative exercise to help schools take a critical look at their performance and progress towards social accountability. Initiatives to implement the framework more widely are underway. The framework effectively aids in identifying strengths, weaknesses and gaps, with a view to schools striving for continuous self-improvement. THEnet evaluation framework is applicable and useful across contexts. It is possible and desirable to assess progress towards social accountability in health professional schools and this is an important step in producing health professionals with knowledge, attitudes, and skills to meet the challenges of priority health needs of underserved populations.

Receptive and expressive English language assessments used for young children: a scoping review protocol.

PubMed

McIntyre, Laureen J; Hellsten, Laurie-Ann M; Bidonde, Julia; Boden, Catherine; Doi, Carolyn

2017-04-04

The majority of a child's language development occurs in the first 5 years of life when brain development is most rapid. There are significant long-term benefits to supporting all children's language and literacy development such as maximizing their developmental potential (i.e., cognitive, linguistic, social-emotional), when children are experiencing a critical period of development (i.e., early childhood to 9 years of age). A variety of people play a significant role in supporting children's language development, including parents, guardians, family members, educators, and/or speech-language pathologists. Speech-language pathologists and educators are the professionals who predominantly support children's language development in order for them to become effective communicators and lay the foundation for later developing literacy skills (i.e., reading and writing skills). Therefore, these professionals need formal and informal assessments that provide them information on a child's understanding and/or use of the increasingly complex aspects of language in order to identify and support the receptive and expressive language learning needs of diverse children during their early learning experiences (i.e., aged 1.5 to 9 years). However, evidence on what methods and tools are being used is lacking. The authors will carry out a scoping review of the literature to identify studies and map the receptive and expressive English language assessment methods and tools that have been published and used since 1980. Arksey and O'Malley's (2005) six-stage approach to conducting a scoping review was drawn upon to design the protocol for this investigation: (1) identifying the research question; (2) identifying relevant studies; (3) study selection; (4) charting the data; (5) collating, summarizing, and reporting the results; and (6) consultation. This information will help these professionals identify and select appropriate assessment methods or tools that can be used to support development and/or identify areas of delay or difficulty and plan, implement, and monitor the progress of interventions supporting the development of receptive and expressive language skills in individuals with diverse language needs (e.g., typically developing children, children with language delays and disorders, children learning English as a second or additional language, Indigenous children who may be speaking dialects of English). Researchers plan to evaluate the effectiveness of the assessment methods or tools identified in the scoping review as an extension of this study.

[Professional communication in long term health care quality].

PubMed

Martín Padilla, E; Sarmiento Medina, P; Ramírez Jaramillo, A

2014-01-01

To Identify aspects of professional communication that affect the quality of long-term care for patients with chronic illness or disabilities and their families, in the experience of health professionals, as input for the development of an assessment tool. Descriptive qualitative.The data was processed by performing an interpretative analysis from grounded theory. The participants included 12 health professionals (three doctors, three nurses, three therapists and three psychologists), who work at the Hospital of the Universidad de La Sabana, Chia, and other institutions in Bogota, Colombia,with more than five years experience in programs treating chronic disease or disability in hospital therapeutic contexts. Semi-structured interviews and a Delphi survey were used. Validation strategies included, theoretical sampling, script evaluation by judges, triangulation of data collection techniques, and interviewers. We defined specific aspects of professional communication that could optimize the quality of health care, in information management as well as in the relationships with patients and families. From these aspects, an explanatory matrix was designed with axes, categories, and codes as a support for the construction of tools. Health communication, in order to become a therapeutic support element, requires professional training in communication skills to give information in an understandable way, with emotional support and coping possibilities. It should include and involve the family in decision making. Copyright © 2013 SECA. Published by Elsevier Espana. All rights reserved.

78 FR 46860 - Proposed Waiver and Extension of the Project Period for the Technical Assistance Coordination Center

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-02

... funded centers, professional organizations, and other stakeholders to collaborate, solve problems...; (b) maintaining a Web site that houses tools that TA&D Network projects have developed or can use in...

Results of a pilot cluster randomised trial of the use of a Medication Review Tool for people taking antipsychotic medication.

PubMed

Moncrieff, Joanna; Azam, Kiran; Johnson, Sonia; Marston, Louise; Morant, Nicola; Darton, Katherine; Wood, Neil

2016-07-04

Government policy encourages increasing involvement of patients in their long-term care. This paper describes the development and pilot evaluation of a 'Medication Review Tool' designed to assist people to participate more effectively in discussions about antipsychotic drug treatment. The Medication Review Tool developed consisted of a form to help patients identify pros and cons of their current antipsychotic treatment and any desired changes. It was associated with a website containing information and links about antipsychotics. For the trial, participants diagnosed with psychotic disorders were recruited from community mental health services. Cluster randomisation was used to allocate health professionals (care co-ordinators) and their associated patients to use of the Medication Review Tool or usual care. All participants had a medical consultation scheduled, and those in the intervention group completed the Medication Review Tool, with the help of their health professional prior to this, and took the completed Form into the consultation. Two follow-up interviews were conducted up to three months after the consultation. The principal outcome was the Decision Self Efficacy Scale (DSES). Qualitative feedback was collected from patients in the intervention group. One hundred and thirty patients were screened, sixty patients were randomised, 51 completed the first follow-up assessment and 49 completed the second. Many patients were not randomised due to the timing of their consultation, and involvement of health professionals was inconsistent. There was no difference between the groups on the DSES (-4.16 95 % CI -9.81, 1.49), symptoms, side effects, antipsychotic doses or patient satisfaction. Scores on the Medication Adherence Questionnaire indicated an increase in participants' reported inclination to adherence in the intervention group (coefficient adjusted for baseline values -0.44; 95 % CI -0.76, -0.11), and there was a small increase in positive attitudes to antipsychotic medication (Drug Attitude Inventory, adjusted coefficient 1.65; 95 % CI -0.09, 3.40). Qualitative feedback indicated patients valued the Tool for identifying both positive and negative aspects of drug treatment. The trial demonstrated the design was feasible, although challenges included service re-configurations and maintaining health professional involvement. Results may indicate a more intensive and sustained intervention is required to facilitate participation in decision-making for this group of patients. Current controlled trials ISRCTN12055530 , Retrospectively registered 9/12/2013.

Where midwives are not yet recognised: a feasibility study of professional midwives in Nepal.

PubMed

Bogren, Malin Upper; van Teijlingen, Edwin; Berg, Marie

2013-10-01

the professional midwife is a key person for promoting maternal and family health. Not all countries have yet reached the professional standard for midwives set by the International Confederation of Midwives (ICM) and Nepal is one of these countries. This study explores the feasibility to establish a professional midwifery cadre in Nepal that meets the global standards of competencies, and to define a strategy to reach this. a mixed-methods study comprised (1) policy-review (2) interviews and (3) observations. An assessment tool was designed for data collection and analysis using variables from three sources: ICM's Global Standards, the skilled birth attendant programme in Nepal, and JHPIEGO's site assessment tool for maternal health and new-born programmes. Data were collected in a desk review of education and policy documents, interviews with stakeholders, and site assessment of five higher education institutions and their hospital-based maternity departments. The analysis resulted in a recommended strategy. six levels of education of nurse staff providing midwifery care were identified; all regulated under the Nepal Nursing Council. No legislation was in place authorising midwifery as an autonomous profession. A post-basic midwifery programme on first cycle-bachelor level was under development. A well-organised midwifery association was established consisting of nurses providing maternal health care. Four university colleges offering higher education for nurses and clinicians had a capability to run a midwifery programme and the fifth had a genuine interest in starting a midwifery programme at bachelor level. The proposed strategy includes four strategic objectives and interventions in relation to four components identified by UNFPA: Legislation and regulation; Training and education; Deployment and utilisation; and Professional associations. the study has delivered a proposed strategy for the Government of Nepal for effective management of the midwifery workforce in order to enhance midwives' contribution in maternity care and thus promoting improved maternal and new-born health. The developed analytical framework could be used as an assessment tool also in other countries to establish professional midwifery cadres that meets the global standards of competencies. © 2013 Elsevier Ltd. All rights reserved.

[Enriching the diagnosis announcement system with the coordination passport].

PubMed

Bertrand, Nathalie

2016-05-01

The personalised care plan of a person with cancer requires proper coordination between the various professionals involved in their care at the different stages of their illness. In order to organise this coordination efficiently, for the patient as well as for the health professionals, an oncology hospital team has developed a practical and modular tool. The coordination passport enriches the diagnosis announcement system used in the hospital. Copyright © 2016 Elsevier Masson SAS. All rights reserved.

Iranian Expert Opinion about Necessary Criteria for Hospitals Management Performance Assessments

PubMed Central

Dadgar, Elham; Janati, Ali; Tabrizi, Jafar Sadegh; Asghari-Jafarabadi, Mohammad; Barati, Omid

2012-01-01

Background: Managers in the hospital should have enough managerial skill to be coordinated with the complex environment. Defining a competency framework assessment for hospital man-agement will help to establish core competencies for hospital managers. The aim of this study was to develop concrete and suitable performance assessment criteria using expert's view. Methods: In this qualitative study in total, 20 professionals participated in the interview and Fo¬cus Group Discussions (FGD). Two of informants were interviewed and 18 professionals par¬ticipants in three focus group discussions. Discussions and interviews were well planned, the FGD environments were suitable and after interviews completion the notes were checked with participant for completeness. Thematic analysis method was used for the analysis of qualitative data. Results: Findings from 3 FGDs and 2 semi structured interviews done with 20 professionals were categorized accordance to themes. The findings were classified in 7 major and 41 sub themes. The major themes include competency related to planning, organization and staff per-formance management, leadership, information management, and clinical governance and per-formance indicators. Conclusion: All participants had hospital administration experience; so their explanation impor¬tant in identifying the criteria and developing hospital managers’ performance assessment tool. In addition to professional perspectives and studies done in other countries, in order to design this kind of tools, it is necessary to adopt the obtained findings to the local hospital conditions. PMID:24688938

Managing cancer care through service delivery networks: The role of professional collaboration in two European cancer networks.

PubMed

Prades, Joan; Morando, Verdiana; Tozzi, Valeria D; Verhoeven, Didier; Germà, Jose R; Borras, Josep M

2017-01-01

Background The study examines two meso-strategic cancer networks, exploring to what extent collaboration can strengthen or hamper network effectiveness. Unlike macro-strategic networks, meso-strategic networks have no hierarchical governance structures nor are they institutionalised within healthcare services' delivery systems. This study aims to analyse the models of professional cooperation and the tools developed for managing clinical practice within two meso-strategic, European cancer networks. Methods Multiple case study design based on the comparative analysis of two cancer networks: Iridium, in Antwerp, Belgium and the Institut Català d'Oncologia in Catalonia, Spain. The case studies applied mixed methods, with qualitative research based on semi-structured interviews ( n = 35) together with case-site observation and material collection. Results The analysis identified four levels of collaborative intensity within medical specialties as well as in multidisciplinary settings, which became both platforms for crosscutting clinical work between hubs' experts and local care teams and the levers for network-based tools development. The organisation of clinical practice relied on professional-based cooperative processes and tiers, lacking vertical integration mechanisms. Conclusions The intensity of professional linkages largely shaped the potential of meso-strategic cancer networks to influence clinical practice organisation. Conversely, the introduction of managerial techniques or network governance structures, without introducing vertical hierarchies, was found to be critical solutions.

Design and Implementation of a Novel Web-Based E-Learning Tool for Education of Health Professionals on the Antibiotic Vancomycin.

PubMed

Bond, Stuart Evan; Crowther, Shelley P; Adhikari, Suman; Chubaty, Adriana J; Yu, Ping; Borchard, Jay P; Boutlis, Craig Steven; Yeo, Wilfred Winston; Miyakis, Spiros

2017-03-30

Traditional approaches to health professional education are being challenged by increased clinical demands and decreased available time. Web-based e-learning tools offer a convenient and effective method of delivering education, particularly across multiple health care facilities. The effectiveness of this model for health professional education needs to be explored in context. The study aimed to (1) determine health professionals' experience and knowledge of clinical use of vancomycin, an antibiotic used for treatment of serious infections caused by methicillin-resistant Staphylococcus aureus (MRSA) and (2) describe the design and implementation of a Web-based e-learning tool created to improve knowledge in this area. We conducted a study on the design and implementation of a video-enhanced, Web-based e-learning tool between April 2014 and January 2016. A Web-based survey was developed to determine prior experience and knowledge of vancomycin use among nurses, doctors, and pharmacists. The Vancomycin Interactive (VI) involved a series of video clips interspersed with question and answer scenarios, where a correct response allowed for progression. Dramatic tension and humor were used as tools to engage users. Health professionals' knowledge of clinical vancomycin use was obtained from website data; qualitative participant feedback was also collected. From the 577 knowledge survey responses, pharmacists (n=70) answered the greatest number of questions correctly (median score 4/5), followed by doctors (n=271; 3/5) and nurses (n=236; 2/5; P<.001). Survey questions on target trough concentration (75.0%, 433/577) and rate of administration (64.9%, 375/577) were answered most correctly, followed by timing of first level (49%, 283/577), maintenance dose (41.9%, 242/577), and loading dose (38.0%, 219/577). Self-reported "very" and "reasonably" experienced health professionals were also more likely to achieve correct responses. The VI was completed by 163 participants during the study period. The rate of correctly answered VI questions on first attempt was 65% for nurses (n=63), 68% for doctors (n=86), and 82% for pharmacists (n=14; P<.001), reflecting a similar pattern to the knowledge survey. Knowledge gaps were identified for loading dose (39.2% correct on first attempt; 64/163), timing of first trough level (50.3%, 82/163), and subsequent trough levels (47.9%, 78/163). Of the 163 participants, we received qualitative user feedback from 51 participants following completion of the VI. Feedback was predominantly positive with themes of "entertaining," "engaging," and "fun" identified; however, there were some technical issues identified relating to accessibility from different operating systems and browsers. A novel Web-based e-learning tool was successfully developed combining game design principles and humor to improve user engagement. Knowledge gaps were identified that allowed for targeting of future education strategies. The VI provides an innovative model for delivering Web-based education to busy health professionals in different locations. ©Stuart Evan Bond, Shelley P Crowther, Suman Adhikari, Adriana J Chubaty, Ping Yu, Jay P Borchard, Craig Steven Boutlis, Wilfred Winston Yeo, Spiros Miyakis. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 30.03.2017.

Peer-Group Mentoring as a Tool for Teacher Development

ERIC Educational Resources Information Center

Geeraerts, Kendra; Tynjälä, Päivi; Heikkinen, Hannu L. T.; Markkanen, Ilona; Pennanen, Matti; Gijbels, David

2015-01-01

Peer-group mentoring (PGM) is a new model designed to support the professional development of teachers in Finland. This study examines the experiences of mentees participating in PGM and potential differences in the experiences of teachers in general education and vocational education. It also addresses the mentees' perceptions of the results of…

Tool Trouble: Challenges with Using Self-Report Data to Evaluate Long-Term Chemistry Teacher Professional Development

ERIC Educational Resources Information Center

Herrington, Deborah G.; Yezierski, Ellen J.; Bancroft, Senetta F.

2016-01-01

The purpose of this study was to compare the ability of different instruments, independently developed and traditionally used for measuring science teachers' beliefs in short-term interventions, to longitudinally measure teachers' changing beliefs. We compared the ability of three self-report instruments (Science Teaching Efficacy Belief…

"Key to Freshwater Algae": A Web-Based Tool to Enhance Understanding of Microscopic Biodiversity

ERIC Educational Resources Information Center

Shayler, Hannah A.; Siver, Peter A.

2006-01-01

The Freshwater Ecology Laboratory at Connecticut College has developed an interactive, Web-based identification key to freshwater algal genera using the Lucid Professional and Lucid 3 software developed by the Centre for Biological Information Technology at the University of Queensland, Brisbane, Australia. The "Key to Freshwater Algae"…

The coaching process: an effective tool for professional development.

PubMed

Kowalski, Karren; Casper, Colleen

2007-01-01

A model for coaching in nursing is described. Criteria for selecting a coach are discussed. Competencies for a coach are recommended. In addition, guidelines for caching sessions are provided as well as an example of an action plan outline to help the coachee identify areas of desired growth and options for developing these areas.

Will School-Based Online Faculty Development Be an Effective Tool for Their Professional Growth?

ERIC Educational Resources Information Center

Philadelphia, Marion

2013-01-01

This case study was built on the premise that faculty in higher education, in order to be effective core facilitators of student learning, need additional development beyond their fields of expertise--specifically, in areas relevant to teaching such as pedagogy, creativity and innovation, multiple means of instruction, and instructional…

[Training can be fun!].

PubMed

Piano, Julie; Robert, Philippe; Foulon, Pierre

2015-05-01

Serious games are becoming ever more innovative and increasingly popular within the healthcare profession. Developed as a remote training tool, they support health professionals in a fun way, enabling them to update their knowledge and aptitude. This article looks at a serious game developed for nursing homes. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

Managing Dynamics of Power and Learning in Community Development: A Case Study of Iowan Farmers in Uganda

ERIC Educational Resources Information Center

Stephen, Lauer; Owusu, Francis Y.

2015-01-01

Extension professionals facilitate community development through the strategic manipulation of learning and power in peer-to-peer learning partnerships. We discuss the relationship between empowerment and power, highlight relevant literature on the difficulties power presents to learning and the efficacy of service learning tools to facilitate…

Pre-Service Teachers' Questions about the Profession during Mentoring Group Conversations

ERIC Educational Resources Information Center

Eriksson, Anita

2017-01-01

The use of mentoring group conversations as a tool to support pre-service teachers' professional development has become more common. However, there is still a lack of research that shows how conversations are used to develop knowledge. The present paper is based on ethnographical observations of mentoring group conversations, and describes how…

Developing a Web-Based Mechanism for Assessing Teacher Science Content Knowledge

ERIC Educational Resources Information Center

Byers, Al; Koba, Susan; Sherman, Greg; Scheppke, Joan; Bolus, Roger

2011-01-01

The National Science Teachers Association (NSTA) recently launched a comprehensive electronic professional development (e-PD) online portal, the NSTA Learning Center. This support site for educators currently includes over 6,000 e-PD resources and opportunities available on-demand, as well as various tools designed to help educators maximize the…

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…

A Comprehensive Competence-Based Approach in Curriculum Development: Experiences from African and European Contexts

ERIC Educational Resources Information Center

Parent, F.; Baulana, R.; Kahombo, G.; Coppieters, Y.; Garant, M.; De Ketele, J.-M.

2011-01-01

Objective: To describe the methodological steps of developing an integrated reference guide for competences according to the profile of the healthcare professionals concerned. Design: Human resources in healthcare represent a complex issue, which needs conceptual and methodological frameworks and tools to help one understand reality and the limits…

Galen: a third generation terminology tool to support a multipurpose national coding system for surgical procedures.

PubMed

Trombert-Paviot, B; Rodrigues, J M; Rogers, J E; Baud, R; van der Haring, E; Rassinoux, A M; Abrial, V; Clavel, L; Idir, H

1999-01-01

GALEN has developed a new generation of terminology tools based on a language independent concept reference model using a compositional formalism allowing computer processing and multiple reuses. During the 4th framework program project Galen-In-Use we applied the modelling and the tools to the development of a new multipurpose coding system for surgical procedures (CCAM) in France. On one hand we contributed to a language independent knowledge repository for multicultural Europe. On the other hand we support the traditional process for creating a new coding system in medicine which is very much labour consuming by artificial intelligence tools using a medically oriented recursive ontology and natural language processing. We used an integrated software named CLAW to process French professional medical language rubrics produced by the national colleges of surgeons into intermediate dissections and to the Grail reference ontology model representation. From this language independent concept model representation on one hand we generate controlled French natural language to support the finalization of the linguistic labels in relation with the meanings of the conceptual system structure. On the other hand the classification manager of third generation proves to be very powerful to retrieve the initial professional rubrics with different categories of concepts within a semantic network.

Landscape Water Budget Tool

EPA Pesticide Factsheets

WaterSense created the Water Budget Tool as one option to help builders, landscape professionals, and irrigation professionals certified by a WaterSense labeled program meet the criteria specified in the WaterSense New Home Specification.

The breast cancer patient navigation kit: development and user feedback.

PubMed

Skrutkowski, Myriam; Saucier, Andréanne; Meterissian, Sarkis

2011-12-01

Our interdisciplinary team developed a written cancer patient education tool, the Breast Cancer Navigation Kit, to respond to the information needs of patients and family members and that meet patient literacy levels. A literature review and a focus group provided content development for four modules: "About Breast Cancer," "Body-Mind-Spirit," "After Treatment Ends," and "Practical Information." An evaluation by 31 women showed the kit to be easy to understand, very useful, and informative. However, all agreed that it could not replace the dialogue with health care professionals. An interdisciplinary approach involving patient feedback is key to develop appropriate patient education tools.

Establishment of a Multi-State Experiential Pharmacy Program Consortium

PubMed Central

Unterwagner, Whitney L.; Byrd, Debbie C.

2008-01-01

In 2002, a regional consortium was created for schools and colleges of pharmacy in Georgia and Alabama to assist experiential education faculty and staff members in streamlining administrative processes, providing required preceptor development, establishing a professional network, and conducting scholarly endeavors. Five schools and colleges of pharmacy with many shared experiential practice sites formed a consortium to help experiential faculty and staff members identify, discuss, and solve common experience program issues and challenges. During its 5 years in existence, the Southeastern Pharmacy Experiential Education Consortium has coordinated experiential schedules, developed and implemented uniform evaluation tools, coordinated site and preceptor development activities, established a work group for educational research and scholarship, and provided opportunities for networking and professional development. Several consortium members have received national recognition for their individual experiential education accomplishments. Through the activities of a regional consortium, members have successfully developed programs and initiatives that have streamlined administrative processes and have the potential to improve overall quality of experiential education programs. Professionally, consortium activities have resulted in 5 national presentations. PMID:18698386

75 FR 11914 - Chrysler, LLC, Mount Elliott Tool and Die, Including On-Site Leased Workers From Modern...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-12

... Elliott Tool and Die, Including On-Site Leased Workers From Modern Professional Services, TAC Automotive... on-site leased workers from Modern Professional Services, TAC Automotive, Syncreon, CSC, and Resource... subject firm. The workers are engaged in the production of automotive dies and tooling. New information...

Tool to assess causality of direct and indirect adverse events associated with therapeutic interventions.

PubMed

Zorzela, Liliane; Mior, Silvano; Boon, Heather; Gross, Anita; Yager, Jeromy; Carter, Rose; Vohra, Sunita

2018-03-01

To develop and test a tool to assess the causality of direct and indirect adverse events associated with therapeutic interventions. The intervention was one or more drugs and/or natural health products, a device, or practice (professional delivering the intervention). Through the assessment of causality of adverse events, we can learn about factors contributing to the harm and consider what modification may prevent its reoccurrence. Existing scales (WHO-UMC, Naranjo and Horn) were adapted to develop a tool (algorithm and table) to evaluate cases of serious harmful events reported through a national surveillance study. We also incorporated a novel approach that assesses indirect harm (caused by the delay in diagnosis/treatment) and the health provider delivering the intervention (practice). The tool was tested, revised and then implemented to assess all reported cases of serious events resulting from use of complementary therapies. The use of complementary therapies was the trigger to report the event. Each case was evaluated by two assessors, out of a panel of five, representing different health care professionals. The tool was used in assessment of eight serious adverse events. Each event was independently evaluated by two assessors. The algorithm facilitated assessment of a serious direct or indirect harm. Assessors agreed in the final score on seven of eight cases (weighted kappa coefficient of 0.75). A tool to support the assessment of causality of adverse events was developed and tested. We propose a novel method to assess direct and indirect harms related to product(s), device(s), practice or a combination of the previous. Further research will probably help evaluate this approach across different settings and interventions.

Managing and Developing People in the Virtual Organization. Professional Practices in Adult Education and Human Resource Development Series.

ERIC Educational Resources Information Center

Colky, Deborah Lavin; Colky, Michael T.; Young, William H., III

Designed for managers and workers in virtual organizations as well as adult and continuing educators in higher education, associations, and private sector, this book outlines a customer-driven performance management system and explains its use as a development tool. The characteristics of virtual organizations are described, and the rationale for…

Using O*NET Based Higher Education Job Descriptions for Resume Development

ERIC Educational Resources Information Center

Manzi, P. A.; Roe, J.; Pierre-Louis, D.

2011-01-01

The purpose of this three part article is to illustrate to career development professionals and students who are graduates of higher education MS and Ed.D/Ph.D programs, how to use the O*NET to develop an effective resume. The O*NET provides detailed information about work tasks, knowledge and skills, and in some titles, tools and technology where…

Developing the IRIS: Toward Situated and Valid Assessment Measures in Collaborative Professional Development and School Reform in Literacy

ERIC Educational Resources Information Center

Rogers, Theresa; Winters, Kari Lynn; Bryan, Gregory; Price, John; McCormick, Frank; House, Liisa; Mezzarobba, Dianna; Sinclaire, Carollyne

2006-01-01

This article illustrates the development and use of a situated assessment tool in the context of a collaborative (university-school district) literacy reform effort in British Columbia, Canada. The three-year project was focused on improving literacy, including reading comprehension strategy use, among students in grades 4 through 8. It began in…

Treatment default amongst patients with tuberculosis in urban Morocco: predicting and explaining default and post-default sputum smear and drug susceptibility results.

PubMed

Cherkaoui, Imad; Sabouni, Radia; Ghali, Iraqi; Kizub, Darya; Billioux, Alexander C; Bennani, Kenza; Bourkadi, Jamal Eddine; Benmamoun, Abderrahmane; Lahlou, Ouafae; Aouad, Rajae El; Dooley, Kelly E

2014-01-01

Public tuberculosis (TB) clinics in urban Morocco. Explore risk factors for TB treatment default and develop a prediction tool. Assess consequences of default, specifically risk for transmission or development of drug resistance. Case-control study comparing patients who defaulted from TB treatment and patients who completed it using quantitative methods and open-ended questions. Results were interpreted in light of health professionals' perspectives from a parallel study. A predictive model and simple tool to identify patients at high risk of default were developed. Sputum from cases with pulmonary TB was collected for smear and drug susceptibility testing. 91 cases and 186 controls enrolled. Independent risk factors for default included current smoking, retreatment, work interference with adherence, daily directly observed therapy, side effects, quick symptom resolution, and not knowing one's treatment duration. Age >50 years, never smoking, and having friends who knew one's diagnosis were protective. A simple scoring tool incorporating these factors was 82.4% sensitive and 87.6% specific for predicting default in this population. Clinicians and patients described additional contributors to default and suggested locally-relevant intervention targets. Among 89 cases with pulmonary TB, 71% had sputum that was smear positive for TB. Drug resistance was rare. The causes of default from TB treatment were explored through synthesis of qualitative and quantitative data from patients and health professionals. A scoring tool with high sensitivity and specificity to predict default was developed. Prospective evaluation of this tool coupled with targeted interventions based on our findings is warranted. Of note, the risk of TB transmission from patients who default treatment to others is likely to be high. The commonly-feared risk of drug resistance, though, may be low; a larger study is required to confirm these findings.

DECISION SUPPORT FRAMEWORK FOR STORMWATER MANAGEMENT IN URBAN WATERSHEDS

EPA Science Inventory

To assist stormwater management professionals in planning for best management practices (BMPs) implementation, the U.S. Environmental Protection Agency (USEPA) is developing a decision support system for placement of BMPs at strategic locations in urban watersheds. This tool wil...

Learn about effective collaboration processes, tools and outcomes for science education professionals and scientists: NASA's Heliophysics Science Education and Public Outreach Forum

NASA Astrophysics Data System (ADS)

Peticolas, L. M.; Bartolone, L. M.; Cobabe-Ammann, E. A.; Paglierani, R.; Mendez, B. J.; Nichols, M.; Davis, H.; Ali, N. A.

2012-12-01

NASA has funded four Science Education and Public Outreach Forums (SEPOFs) that work closely with NASA's Science Mission Directorate (SMD) and with each other to support and coordinate NASA's science education and public outreach activities. The Heliophysics E/PO Forum is one of these forums. The currently funded program has been operating for 3 years. The work of the Heliophysics E/PO Forum has resulted in several deliverables. 1) We have continued and further developed a 'community of practice' for Heliophysics E/PO professionals, which includes an on-line workspace for the heliophysics community (and other NASA SEPOF communities), monthly features of Heliophysics educational programs and products and the people who run the programs and develop the products, monthly tag-ups for Heliophysics E/PO professionals funded by NASA, an annual 'internal' workshop for this community, professional development opportunities, a structure for reporting information to NASA, and a weekly newsletter; 2) We have created tools for scientists interested in doing education and public outreach; 3) We have created workshops for faculty teaching Heliophysics topics; 4) We have analyzed heliophysics educational products in order to classify them both for 'gap analysis' as well as for use in a digital catalogue of science educational resources; and 5) We have worked on several cross-forum initiatives including professional development opportunities, working groups, a digital library of science educational resources, reporting support for NASA SMD, and the on-line workspace infrastructure and design. We present evaluation data on the impact of these deliverables in meeting our goals and objectives specifically for the Heliophysics E/PO Forum. We also discuss our perspectives on the benefits of working closely with the other NASA science E/PO Forums. We share how the Heliophysics E/PO Forum can benefit scientists in their E/PO efforts as well.

Integrating Continuing Professional Development With Health System Reform: Building Pillars of Support.

PubMed

Davis, David A; Rayburn, William F

2016-01-01

Clinical failures sparked a widespread desire for health system reform at the beginning of the 21st century, but related efforts have resulted in changes that are either slow or nonexistent. In response, academic medicine has moved in two directions: (1) system-wide reform using electronic health records, practice networks, and widespread data applications (a macro pathway); and (2) professional development of individual clinicians through continuous performance improvement (a micro pathway). Both pathways exist to improve patient care and population health, yet each suffers from limitations in widespread implementation. The authors call for a better union between these two parallel pathways through four pillars of support: (1) an acknowledgment that both pathways are essential to each other and to the final outcome they intend to achieve, (2) a strong faculty commitment to educate about quality improvement and patient safety at all education levels, (3) a reengineering of tools for professional development to serve as effective change agents, and (4) the development of standards to sustain this alignment of pathways. With these pillars of support integrating continuing professional development with health system reform, the authors envision a better functioning system, with improved metrics and value to enhance patient care and population health.

Mentor relationship as a tool of professional development of student nurses in clinical practice.

PubMed

Saarikoski, Mikko

2003-09-01

This is a condensed version of a research project relating to the design and the development of a research instrument concerning 'Mentor Relationship as a Tool of Professional Development of Student Nurses in Clinical Practice'. This short research paper is taken from and reproduces the research work undertaken by Saarikoski (2002). The main themes refer to: (1) Evaluation scale to assess the quality of clinical learning environment and (2) Supervision of student nurses during their clinical placements. Parts one and two are taken from the main research study and include the following (i) developing and testing an evaluation tool (ii) describing how nursing students experience their clinical learning environment and (iii) the supervision given by qualified staff nurses working in a hospital setting. This abridged report discusses the methodology approaches undertaken by the author and includes: (a) comparative phased twin centred study (b) a pilot scheme and (c) a primary research instrument that was developed into an extensively validated assessment-measuring tool. This report strongly suggests that there is clear evidence in this research report that the supervisory relationship is the most important single element of pedagogical activities of staff nurses. The total satisfaction of students correlated most clearly with the method of supervision and that those satisfied students had a successful mentor relationship and frequently enough access to private supervision sessions with mentor. In the sample of this empirical study (n = 279 student nurses in Finland) individualized supervision system was most common on psychiatric wards. All nurse educators and clinical practitioners working across Europe and around the World in clinical learning environments will find this paper very useful in helping them to improve and quantify the supervisory process. This study starts bridging the gap between using and integrating both at a National and European level qualitative assessment systems that relate to the learning and supervisory process. The study encourages the need for professionals to test these new instruments in other nursing cultures and reflects upon the need for further research work in this area.

Effectively using communication to enhance the provision of pediatric palliative care in an acute care setting.

PubMed

Hubble, Rosemary; Trowbridge, Kelly; Hubbard, Claudia; Ahsens, Leslie; Ward-Smith, Peggy

2008-08-01

The capability of effectively communicating is crucial when providing palliative care, especially when the patient is a child. Communication among healthcare professionals with the child and family members must be clear, concise, and consistent. Use of a communication tool provides documentation for conversations, treatment plans, and specific desires related to care. This paper describes communication theory, portrays the use of this theory to develop a communication tool, and illustrates the use of this tool by multidisciplinary members of a healthcare team to provide pediatric palliative care.

Developing a problem-based learning (PBL) curriculum for professionalism and scientific integrity training for biomedical graduate students.

PubMed

Jones, Nancy L; Peiffer, Ann M; Lambros, Ann; Guthold, Martin; Johnson, A Daniel; Tytell, Michael; Ronca, April E; Eldridge, J Charles

2010-10-01

A multidisciplinary faculty committee designed a curriculum to shape biomedical graduate students into researchers with a high commitment to professionalism and social responsibility and to provide students with tools to navigate complex, rapidly evolving academic and societal environments with a strong ethical commitment. The curriculum used problem-based learning (PBL), because it is active and learner-centred and focuses on skill and process development. Two courses were developed: Scientific Professionalism: Scientific Integrity addressed discipline-specific and broad professional norms and obligations for the ethical practice of science and responsible conduct of research (RCR). Scientific Professionalism: Bioethics and Social Responsibility focused on current ethical and bioethical issues within the scientific profession, and implications of research for society. Each small-group session examined case scenarios that included: (1) learning objectives for professional norms and obligations; (2) key ethical issues and philosophies within each topic area; (3) one or more of the RCR instructional areas; and (4) at least one type of moral reflection. Cases emphasised professional standards, obligations and underlying philosophies for the ethical practice of science, competing interests of stakeholders and oversight of science (internal and external). To our knowledge, this is the first use of a longitudinal, multi-semester PBL course to teach scientific integrity and professionalism. Both faculty and students endorsed the active learning approach for these topics, in contrast to a compliance-based approach that emphasises learning rules and regulations.

Measuring Professionalism in Medicine and Nursing: Results of a European Survey

PubMed Central

Lombarts, Kiki M. J. M. H.; Plochg, Thomas; Thompson, Caroline A.; Arah, Onyebuchi A.

2014-01-01

Background Leveraging professionalism has been put forward as a strategy to drive improvement of patient care. We investigate professionalism as a factor influencing the uptake of quality improvement activities by physicians and nurses working in European hospitals. Objective To (i) investigate the reliability and validity of data yielded by using the self-developed professionalism measurement tool for physicians and nurses, (ii) describe their levels of professionalism displayed, and (iii) quantify the extent to which professional attitudes would predict professional behaviors. Methods and Materials We designed and deployed survey instruments amongst 5920 physicians and nurses working in European hospitals. This was conducted under the cross-sectional multilevel study “Deepening Our Understanding of Quality Improvement in Europe” (DUQuE). We used psychometric and generalized linear mixed modelling techniques to address the aforementioned objectives. Results In all, 2067 (response rate 69.8%) physicians and 2805 nurses (94.8%) representing 74 hospitals in 7 European countries participated. The professionalism instrument revealed five subscales of professional attitude and one scale for professional behaviour with moderate to high internal consistency and reliability. Physicians and nurses display equally high professional attitude sum scores (11.8 and 11.9 respectively out of 16) but seem to have different perceptions towards separate professionalism aspects. Lastly, professionals displaying higher levels of professional attitudes were more involved in quality improvement actions (physicians: b = 0.019, P<0.0001; nurses: b = 0.016, P<0.0001) and more inclined to report colleagues’ underperformance (physicians – odds ratio (OR) 1.12, 95% CI 1.01–1.24; nurses – OR 1.11, 95% CI 1.01–1.23) or medical errors (physicians – OR 1.14, 95% CI 1.01–1.23; nurses – OR 1.43, 95% CI 1.22–1.67). Involvement in QI actions was found to increase the odds of reporting incompetence or medical errors. Conclusion A tool that reliably and validly measures European physicians’ and nurses’ commitment to professionalism is now available. Collectively leveraging professionalism as a quality improvement strategy may be beneficial to patient care quality. PMID:24849320

In search for a public health leadership competency framework to support leadership curriculum-a consensus study.

PubMed

Czabanowska, Katarzyna; Smith, Tony; Könings, Karen D; Sumskas, Linas; Otok, Robert; Bjegovic-Mikanovic, Vesna; Brand, Helmut

2014-10-01

Competency-based education is increasingly popular, especially in the area of continuing professional development. Many competency frameworks have been developed; however, few address leadership competencies for European public health professionals. The aim of this study was to develop a public health leadership competency framework to inform a leadership curriculum for public health professionals. The framework was developed as part of the Leaders for European Public Health project-supported by the EU Lifelong Learning Programme. The study was carried out in three phases: a literature review, consensus development panel and Delphi survey. The public health leadership competency framework was initially developed from a literature review. A preliminary list of competencies was submitted to a panel of experts. Two consensus development panels were held to evaluate and make changes to the initial draft competency framework. Then two rounds of a Delphi survey were carried out in an effort to reach consensus. Both surveys were presented through Survey Monkey to members of the Association of the Schools of Public Health in the European Region Working Group on Innovation in Public Health Teaching and Education. The framework was developed consisting of 52 competencies organized into eight domains: Systems Thinking; Political Leadership; Collaborative Leadership: Building and Leading Interdisciplinary Teams; Leadership and Communication; Leading Change; Emotional Intelligence and Leadership in Team-based Organizations; Leadership, Organizational Learning and Development and Ethics and Professionalism. The framework can serve as a useful tool in identifying gaps in knowledge and skills, and shaping competency-based continuing professional development leadership curricula for public health professionals in Europe. © The Author 2013. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.

The development of a personalized patient education tool for decision making for postmenopausal women with osteoporosis.

PubMed

Hiligsmann, M; Ronda, G; van der Weijden, T; Boonen, A

2016-08-01

A personalized patient education tool for decision making (PET) for postmenopausal women with osteoporosis was developed by means of a systematic development approach. A prototype was constructed and refined by involving various professionals and patients. Professionals and patients expressed a positive attitude towards the use of the PET. The purpose was to systematically develop a paper-based personalized PET to assist postmenopausal women with osteoporosis in selecting a treatment in line with their personal values and preferences. The development of the PET was based on a systematic process including scope, design, development of a prototype, and alpha testing among professionals and patients by semi-structured interviews. The design and development resulted in a four-page PET prototype together with a one-page fact sheet of the different drug options. The prototype PET provided the personal risk factors, the estimated individualized risk for a future major osteoporotic fracture and potential reduction with drugs, and a summary of advantages and disadvantages whether or not to start drugs. The drug fact sheet presents five attributes of seven drugs in a tabular format. The alpha testing with professionals resulted in some adaptations, e.g., inclusion of the possibility to calculate fracture risk based on various individual risk scoring methods. Important results from the alpha testing with patients were differences in the fracture risk percentage which was seen as worthwhile to start drugs, the importance of an overview of side effects, and of the timing of the PET into the patient pathway. All women indicated that the PET could be helpful for their decision to select a treatment. Physicians and patients expressed a positive attitude towards the use of the proposed PET. Further research would be needed to test the effects of the PET on feasibility in clinical workflow and on patient outcomes.

Food Allergy Training for Schools and Restaurants (The Food Allergy Community Program): Protocol to Evaluate the Effectiveness of a Web-Based Program.

PubMed

Pádua, Inês; Moreira, André; Moreira, Pedro; Barros, Renata

2018-06-12

Food allergy is a growing public health concern. The literature suggests that a significant number of reactions occur in community services, such as schools and restaurants. Therefore, suitable training and education for education and catering professionals using viable and practical tools is needed. The objective of this study is to evaluate the effectiveness of a Web-based food allergy training program for professionals working in schools and restaurants, designed to improve knowledge and good practices in the community. Free learning programs which contain educational animated videos about food allergy were developed for professionals working at schools and restaurants. The learning programs comprise of nine 5-minute videos, developed in video animation format using GoAnimate, with a total course length of 45-60 minutes. The courses for professionals at both schools and restaurants include contents about food allergy epidemiology, clinical manifestations, diagnosis and treatment, dietary avoidance, emergencies, labelling, and accidental exposure prevention. Additionally, specific topics for work practices at schools and restaurants were provided. Food allergy knowledge survey tools were developed to access the knowledge and management skills about food allergy of school and restaurant staff, at baseline and at the end of the food allergy program. The courses will be provided on the e-learning platform of the University of Porto and professionals from catering and education sectors will be invited to participate. Data collection will take place between September 2017 and October 2017, corresponding to a 2-month intervention. Final results will be disseminated in scientific journals and presented at national and international conferences. The Food Allergy Community Program intervention may improve school and restaurant professionals' commitment and skills to deal with food allergy in the community. Furthermore, this e-intervention program will provide an innovative contribution to understanding the impact of electronic health technologies on the learning process and the development of strategies for community interventions. RR1-10.2196/9770. ©Inês Pádua, André Moreira, Pedro Moreira, Renata Barros. Originally published in JMIR Research Protocols (http://www.researchprotocols.org), 12.06.2018.

Evaluating the Usability of a Professional Modeling Tool Repurposed for Middle School Learning

ERIC Educational Resources Information Center

Peters, Vanessa L.; Songer, Nancy Butler

2013-01-01

This paper reports the results of a three-stage usability test of a modeling tool designed to support learners' deep understanding of the impacts of climate change on ecosystems. The design process involved repurposing an existing modeling technology used by professional scientists into a learning tool specifically designed for middle school…

Implementing the Framework for Teaching in Enhancing Professional Practice: An ASCD Action Tool

ERIC Educational Resources Information Center

Danielson, Charlotte F.; Bevan, Paula M.; Axtell, Darlene H.; Wright, Karyn F.; McKay, Candi; Cleland, Bernadette

2009-01-01

It's much faster and easier to implement Charlotte Danielson's renowned framework for teaching from "Enhancing Professional Practice" when you have this collection of tools, examples, and assessments. Teachers can use the tools, either on their own or with their students, to: (1) Analyze and assess teaching practice; (2) Integrate elements of…

The Walkthrough Observation: The Elementary Principals' and Elementary Teachers' Perceptions of the Walkthrough Observation Tool Affect on Professional Growth

ERIC Educational Resources Information Center

Walsh, Rick A.

2014-01-01

The purpose of this qualitative study was to examine the perceptions of the elementary principals' and elementary teachers' experiences utilizing the Western Pennsylvania Principal's Academy Walkthrough Observation Tool as a meaningful tool for professional growth for during the years 2011 to 2013. The researcher utilized Charlotte Danielson's…

Combining Project-based Instruction, Earth Science Content, and GIS Technology in Teacher Professional Development: Is this Holistic Approach Sustainable?

NASA Astrophysics Data System (ADS)

Rubino-Hare, L.; Bloom, N.; Claesgens, J.; Fredrickson, K.; Henderson-Dahms, C.; Sample, J. C.

2012-12-01

From 2009-2011, with support from the National Science Foundation (ITEST, DRL-0929846) and Science Foundation Arizona (MSAG-0412-09), educators, geologists and geographers at Northern Arizona University (NAU) partnered to offer professional development for interdisciplinary teams of secondary and middle school teachers with a focus on project-based instruction (PBI) using geospatial technologies (GST). While participating in professional development teachers received support and were held accountable to NAU staff. They implemented activities and pedagogical strategies presented, increased knowledge, skills, and confidence teaching with project-based instruction integrating GST, and their students demonstrated learning gains. Changes in student understanding are only observed when teachers continue to implement change, so the question remained: did these changes in practice sustain after official project support ended? In order to determine what, if anything, teachers sustained from the professional development and the factors that promoted or hindered sustained use of teaching with GST and PBI, data were collected one to two years following the professional development. Research questions included a) what pedagogical practices did teachers sustain following the professional learning experiences? and b) what contexts were present in schools that supported or limited the use of geospatial technologies as a teaching and learning tool? Findings from this study indicate that teachers fall into three categories of sustaining implementation - reformed implementers, mechanical implementers and non-implementers. School context was less of a factor in level of implementation than teachers' beliefs and philosophy of teaching and teachers' understanding of technology integration (teaching with technology vs. teaching technology). Case studies of teacher experiences will be presented along with implications for future professional development.

Descriptive approaches to landscape analysis

Treesearch

R. Burton Litton Jr.

1979-01-01

Descriptive landscape analyses include various procedures used to document visual/scenic resources. Historic and regional examples of landscape description represent desirable insight for contemporary professional inventory work. Routed and areal landscape inventories are discussed as basic tools. From them, qualitative and quantitative evaluations can be developed...

Tools for the Mind

ERIC Educational Resources Information Center

Burns, Mary

2006-01-01

An overly narrow and specialized focus on technology in schools discourages the use of computers to promote higher-order thinking. Many districts have concentrated on skills training, failed to supply such necessary supports as professional development, conflated technology use with instructional quality, and classified all software applications…

Applying Adaptive Variables in Computerised Adaptive Testing

ERIC Educational Resources Information Center

Triantafillou, Evangelos; Georgiadou, Elissavet; Economides, Anastasios A.

2007-01-01

Current research in computerised adaptive testing (CAT) focuses on applications, in small and large scale, that address self assessment, training, employment, teacher professional development for schools, industry, military, assessment of non-cognitive skills, etc. Dynamic item generation tools and automated scoring of complex, constructed…

SUSTAIN -AN EVALUATION AND COST-OPTIMIZATION TOOL FOR PLACEMENT OF BMPS

EPA Science Inventory

Since 2003, the U.S. Environmental Protection Agency (USEPA) has been developing a decision support system for placement of best management practices (BMPs) to assist stormwater management professionals in planning for BMPs implementation at strategic locations in urban watershed...

DEVELOPING A PROBLEM-BASED LEARNING (PBL) CURRICULUM FOR PROFESSIONALISM AND ETHICS TRAINING FOR BIOMEDICAL GRADUATE STUDENTS

PubMed Central

Jones, Nancy L.; Peiffer, Ann M.; Lambros, Ann; Guthold, Martin; Johnson, A. Daniel; Tytell, Michael; Ronca, April E.; Eldridge, J. Charles

2013-01-01

A curriculum was designed to shape biomedical graduate students into researchers with a high commitment to professionalism and social responsibility, and to provide students with tools to navigate the complex, rapidly evolving academic and societal environments with a strong ethical commitment. Problem-Based Learning (PBL) pedagogy was chosen because it is active, learner-centered, and focuses on skill and process development. Additionally, the small group format provides a high degree of socialization around professional norms. Two courses were developed. Scientific Professionalism Scientific Integrity addressed discipline-specific and broad professional norms and obligations for the ethical practice of science and responsible conduct of research (RCR). Scientific Professionalism Bioethics and Social Responsibility focused on current ethical and bioethical issues within the scientific profession and implications of research for society. Each small-group session examined case scenarios that included: (1) learning objectives for professional norms and obligations; (2) key ethical issues and philosophies within each topic area; (3) one or more of the RCR instructional areas; and (4) at least one type of moral reflection. Cases went beyond covering overt research misconduct to emphasize professional standards, obligations, and underlying philosophies for the ethical practice of science, competing interests of stakeholders, and oversight of science (internal and external). To our knowledge this was the first use of PBL to teach scientific integrity and ethics. Both faculty and students at Wake Forest endorsed the orientation of professionalism, active learning, and acquiring skills in contrast to a compliance-based approach that emphasizes learning rules and regulations. PMID:20797979

The New Generation of Auditors Meeting Praxis: Dual Learning's Role in Audit Students' Professional Development

ERIC Educational Resources Information Center

Agevall, Lena; Broberg, Pernilla; Umans, Timurs

2018-01-01

This paper explores whether and in what way "dual learning" can develop understanding of the relationship between structure/judgement and explores audit student's perceptions of the audit profession. The Work Integrated Learning (WIL) module, serving as a tool of enabling dual learning, represents the context for this exploration. The…

Mentoring New Faculty at a Christian University in the Northeast: Developing a Framework for Programming

ERIC Educational Resources Information Center

Cook, Donna M.

2011-01-01

Mentoring has been used in various fields as a professional development and acculturation tool (Kram, 1991) and is used extensively in higher education (Cunningham, 1999). However, despite numerous studies based on faculty mentoring, those conducted at Christian institutions of higher education have been limited. The study was framed by several…

Introducing the Cycle of Inquiry System: A Reflective Inquiry Practice for Early Childhood Teacher Development

ERIC Educational Resources Information Center

Broderick, Jane Tingle; Hong, Seong Bock

2011-01-01

The Cycle of Inquiry (COI) is a tool for emergent curriculum planning and for professional development of early childhood teachers and teacher education students. The COI includes a sequence of five organizational forms connecting analysis of documentation data with intentional planning for long-term emergent inquiry inspired by the Reggio Emilia…

Collaborative Inquiry with Technology in Secondary Science Classrooms: Professional Learning Community Development at Work

ERIC Educational Resources Information Center

Harnisch, Delwyn L.; Comstock, Sharon L.; Bruce, Bertram C.

2014-01-01

The development of critical scientific literacy in primary and secondary school classrooms requires authentic inquiry with a basis in the real world. Pairing scientists with educators and employing informatics and visualization tools are two successful ways to achieve this. This article is based on rich data collected over eight years from middle…

Five on Five: A Dialogue on Profession Development

ERIC Educational Resources Information Center

Villano, Matt

2008-01-01

In the old days, professional development didn't extend any further than the workshops teachers would attend to learn new applications. After the workshop, the teachers were on their own once they returned to school and had to figure out how to use their new tools. Today, things are different as technologies are too complex and the need to…

Male Teachers of Color Take a Lesson from Each Other

ERIC Educational Resources Information Center

Bristol, Travis J.

2015-01-01

The author tells of the experience of co-founding a group of male teachers of color within the Boston Teacher Residency program. The group's theory of action was that professional development focused on addressing the unique challenges of male teachers of color would help these teachers develop tools and strategies to navigate their school…

Developing Portfolios in Education: A Guide to Reflection, Inquiry, and Assessment [with CD-ROM

ERIC Educational Resources Information Center

Johnson, Ruth S.; Mims, J. Sabrina; Doyle-Nichols, Adelaide

2006-01-01

Within a conceptual and research framework about the usefulness of portfolios, this book suggests methods to organize the process, and provides tools that will be used not only during preparation programs but also for professional and academic advancement. Key features include: (1) Provides a conceptual framework for portfolio development: Readers…

Overview: What's Worked and What Hasn't as a Guide towards Predictive Admissions Tool Development

ERIC Educational Resources Information Center

Siu, Eric; Reiter, Harold I.

2009-01-01

Admissions committees and researchers around the globe have used diligence and imagination to develop and implement various screening measures with the ultimate goal of predicting future clinical and professional performance. What works for predicting future job performance in the human resources world and in most of the academic world may not,…

Virtual Bugs: An Innovative Peer Coaching Intervention to Improve the Instructional Behaviors of Teacher Candidates

ERIC Educational Resources Information Center

Benson, Tammy; Cotabish, Alicia

2014-01-01

Throughout the evolution of education, various methods of teacher training have emerged to provide general professional development to educators. After trial and error, forms of coaching, including peer coaching, emerged as one of several operational training tools and has been a recommended method of teacher development in recent years (Cotabish…

A new practice environment measure based on the reality and experiences of nurses working lives.

PubMed

Webster, Joan; Flint, Anndrea; Courtney, Mary

2009-01-01

To explore the underlying organizational issues affecting a nurses' decision to leave and to develop a contemporary practice environment measure based on the experiences of nurses working lives. Turnover had reached an unacceptable level in our organization but underlying reasons for leaving were unknown. In-depth interviews were conducted with 13 nurses who had resigned. Transcripts were analysed using the constant comparative method. Information from the interviews informed the development a new practice environment tool, which has undergone initial testing using the Content Validity Index and Chronbach's alpha. Two domains ('work life' and 'personal life/professional development') and five themes ('feeling safe', 'feeling valued', 'getting things done', 'professional development' and 'being flexible') emerged from the interviews. A content validity score for the new instrument was 0.79 and Chronbach's alpha 0.93. The new practice environment tool has shown useful initial reliability and validity but requires wider testing in other settings. The reality and experiences of nurses working lives can be identified through exit interviews conducted by an independent person. Information from such interviews is useful in identifying an organization's strength and weaknesses and to develop initiatives to support retention.

An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development

NASA Astrophysics Data System (ADS)

Campbell, Todd; Zuwallack, Rebecca; Longhurst, Max; Shelton, Brett E.; Wolf, Paul G.

2014-07-01

This research examines how science teaching orientations and beliefs about technology-enhanced tools change over time in professional development (PD). The primary data sources for this study came from learning journals of 8 eighth grade science teachers at the beginning and conclusion of a year of PD. Based on the analysis completed, Information Transmission (IT) and Struggling with Standards-Based Reform (SSBR) profiles were found at the beginning of the PD, while SSBR and Standards-Based Reform (SBR) profiles were identified at the conclusion of PD. All profiles exhibited Vision I beliefs about the goals and purposes for science education, while only the SBR profile exhibited Vision II goals and purposes for science teaching. The IT profile demonstrated naïve or unrevealed beliefs about the nature of science, while the SSBR and SBR profiles had more sophisticated beliefs in this area. The IT profile was grounded in more teacher-centered beliefs about science teaching and learning as the other two profiles revealed more student-centered beliefs. While no beliefs about technology-enhanced tools were found for the IT profile, these were found for the other two profiles. Our findings suggest promising implications for (a) Roberts' Vision II as a central support for reform efforts, (b) situating technology-enhanced tools within the beliefs about science teaching and learning dimension of science teaching orientations, and (c) revealing how teacher orientations develop as a result of PD.

An assessment of professional development for astronomy and physics faculty: Expanding our vision of how to support faculty's learning about teaching

NASA Astrophysics Data System (ADS)

Olmstead, Alice Rose

In this thesis, we will explore approaches to faculty instructional change in astronomy and physics. We primarily focus on professional development (PD) workshops, which are a central mechanism used within our community to help faculty improve their teaching. Although workshops serve a critical role for promoting more equitable instruction, we rarely assess them through careful consideration of how they engage faculty. To encourage a shift towards more reflective, research-informed PD, we developed the Real-Time Professional Development Observation Tool (R-PDOT), to document the form and focus of faculty's engagement during workshops. We then analyze video-recordings of faculty's interactions during the Physics and Astronomy New Faculty Workshop, focusing on instances where faculty might engage in pedagogical sense-making. Finally, we consider insights gained from our own local, team-based effort to improve a course sequence for astronomy majors. We conclude with recommendations for PD leaders and researchers.

Assuming a Pharmacy Organization Leadership Position: A Guide for Pharmacy Leaders.

PubMed

Shay, Blake; Weber, Robert J

2015-11-01

Important and influential pharmacy organization leadership positions, such as president, board member, or committee chair, are volunteer positions and require a commitment of personal and professional time. These positions provide excellent opportunities for leadership development, personal promotion, and advancement of the profession. In deciding to assume a leadership position, interested individuals must consider the impact on their personal and professional commitments and relationships, career planning, employer support, current and future department projects, employee support, and personal readiness. This article reviews these factors and also provides an assessment tool that leaders can use to determine their readiness to assume leadership positions. By using an assessment tool, pharmacy leaders can better understand their ability to assume an important and influential leadership position while achieving job and personal goals.

Assuming a Pharmacy Organization Leadership Position: A Guide for Pharmacy Leaders

PubMed Central

Shay, Blake; Weber, Robert J.

2015-01-01

Important and influential pharmacy organization leadership positions, such as president, board member, or committee chair, are volunteer positions and require a commitment of personal and professional time. These positions provide excellent opportunities for leadership development, personal promotion, and advancement of the profession. In deciding to assume a leadership position, interested individuals must consider the impact on their personal and professional commitments and relationships, career planning, employer support, current and future department projects, employee support, and personal readiness. This article reviews these factors and also provides an assessment tool that leaders can use to determine their readiness to assume leadership positions. By using an assessment tool, pharmacy leaders can better understand their ability to assume an important and influential leadership position while achieving job and personal goals. PMID:27621512

Perspectives on Science Teacher Professional Development: A study of the ASSET Experience

NASA Astrophysics Data System (ADS)

Reeves, Katrina; Miller, Scott; Foster, Andrea

2015-01-01

The Astronomy Summer School of East Texas (ASSET) is a two-year NASA-funded teacher professional development program created to help improve middle and high school science teachers' knowledge of and attitudes toward astronomy. During an intensive summer astronomy course experience, science teachers are taught astronomy concepts and principles through engaging pedagogical techniques. The workshop models hands-on/minds-on teaching strategies that strengthened teachers' own pedagogical content knowledge and ways of teaching astronomy to students.As part of our second year of ASSET, participants were observed and interviewed before, during and after the workshop experience to ascertain their perspectives on their own professional development and understanding of astronomy. Interview data, participant observations, surveys, and artifact data (journaling, one-minute papers, etc...) were analyzed and three broad themes emerged regarding the significance of the ASSET experience on teacher enhancement of content knowledge, pedagogical content knowledge (PCK), and the significance of teacher professional development communities in teaching and learning science. We will discuss the major implications of our observations and outline what tools and techniques can be best implemented as part of professional development workshops such as ASSET.This project is supported by the NASA Science Mission Directorate Education and Public Outreach for Earth and Space Science (EPOESS), which is part of the Research Opportunities in Space and Earth Sciences (ROSES), Grant Number NNX12AH11G.

A Mentoring Toolkit: Tips and Tools for Mentoring Early-Career Researchers

NASA Astrophysics Data System (ADS)

Flint, Kathleen

2010-01-01

Effective mentoring is a critical component in the training of early-career researchers, cultivating more independent, productive and satisfied scientists. For example, mentoring has been shown by the 2005 Sigma Xi National Postdoc Survey to be a key indicator for a successful postdoctoral outcome. Mentoring takes many forms and can include support for maximizing research skills and productivity as well as assistance in preparing for a chosen career path. Yet, because there is no "one-size-fits-all” approach, mentoring can be an activity that is hard to define. In this presentation, a series of tips and tools will be offered to aid mentors in developing a plan for their mentoring activities. This will include: suggestions for how to get started; opportunities for mentoring activities within the research group, within the institution, and outside the institution; tools for communicating and assessing professional milestones; and resources for fostering the professional and career development of mentees. Special considerations will also be presented for mentoring international scholars and women. These strategies will be helpful to the PI responding to the new NSF mentoring plan requirement for postdocs as well as to the student, postdoc, researcher or professor overseeing the research and training of others.

A case study of the introduction of the International Classification for Nursing Practice(®) in Poland.

PubMed

Kilańska, D; Gaworska-Krzemińska, A; Grabowska, H; Gorzkowicz, B

2016-09-01

The development of a nursing practice, improvements in nurses' autonomy, and increased professional and personal responsibility for the medical services provided all require professional documentation with records of health status assessments, decisions undertaken, actions and their outcomes for each patient. The International Classification for Nursing Practice is a tool that meets all of these needs, and although it requires continuous evaluation, it offers professional documentation and communication in the practitioner and researcher community. The aim of this paper is to present a theoretical critique of an issue related to policy and experience of the current situation in Polish nursing - especially of the efforts to standardize nursing practices through the introduction and development of the Classification in Poland. Despite extensive promotion and training by International Council of Nurses members worldwide, there are still many countries where the Classification has not been implemented as a standard tool in healthcare facilities. Recently, a number of initiatives were undertaken in cooperation with the local and state authorities to disseminate the Classification in healthcare facilities. Thanks to intense efforts by the Polish Nurses Association and the International Council of Nurses Accredited Center for ICNP(®) Research & Development at the Medical University of Łódź, the Classification is known in Poland and has been tested at several centres. Nevertheless, an actual implementation that would allow for national and international interoperability requires strategic governmental decisions and close cooperation with information technology companies operating in the country. Discussing the barriers to the implementation of the Classification can improve understanding of it and its use. At a policy level, decision makers need to understand that use Classification in eHealth services and tools it is necessary to achieve interoperability. © 2016 International Council of Nurses.

Using Academy Standards of Excellence in Nutrition and Dietetics for organization self-assessment and quality improvement.

PubMed

Price, Joyce A; Kent, Sue; Cox, Sharon A; McCauley, Sharon M; Parekh, Janki; Klein, Catherine J

2014-08-01

Standards of Excellence in Nutrition and Dietetics for an Organization is a self-assessment tool to measure and evaluate an organization's program, services, and initiatives that identify and distinguish the Registered Dietitian Nutritionist (RDN) brand as the professional expert in food and nutrition. The Standards of Excellence will serve as a road map to recognize RDNs as leaders and collaborators. Standards of Excellence criteria apply to all practice segments of nutrition and dietetics: health care, education and research, business and industry, and community nutrition and public health. Given the membership's call to action to be recognized for their professional expertise, the Academy of Nutrition and Dietetics Quality Management Committee developed four Standards of Excellence in Nutrition and Dietetics for Organizations: Quality of Leadership, Quality of Organization, Quality of Practice, and Quality of Outcomes. Within each standard, specific indicators provide strategies for an organization to demonstrate excellence. The Academy will develop a self-evaluation scoring tool to assist the organization in applying and implementing one or more of the strategies in the Standards of Excellence indicators. The organization can use the self-assessment tool to establish itself as a Center of Excellence in Nutrition and Dietetics. The role examples illustrate initiatives RDNs and organizations can take to identify themselves as a Center of Excellence in Nutrition and Dietetics. Achieving the Excellence level is an important collaborative initiative between nutrition and dietetics organizations and the Academy to provide increased autonomy, supportive management, respect within peers and community, opportunities for professional development, support for further education, and compensation for the RDN. For purposes of the Standards, "organization" means workplace or practice setting. Copyright © 2014 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

John Grant and the multifaceted nature of true professionalism: Personal perspective

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

Baer, Donald R.; Artyushkova, Kateryna; Fulghum, Julia E.

Consideration of the elements that contribute to professional and scientific impact is relevant in a volume honoring John Grant for two reasons. First, John has contributed in many ways to both advancing the methodology and the practical application of surface-analytical tools to understanding surfaces and interfaces of technological importance. The second reason is a little more complex. In an era when there is an effort to quantify contributions in various ways (e.g., citations, H-index, number of publications) and when social media seems, at least anecdotally, to lead a younger generation of scientists to be less involved in traditional professional activities,more » it is appropriate to examine the nature of the activities that make a lasting contribution to the advancement of science and technology and the professional community that makes progress possible. The multifaceted nature of John’s professional activities provides an appropriate background for exploring the nature of professionalism. With no reservations one can say that the foundation of professionalism is rooted in a scientist’s expertise in some area of research or practice. This expertise might be measured in numerous ways depending upon the field and could include numbers of publications, citations, patents, problems solved, research support obtained, or students produced. These “products” may or may not be readily visible to the community at large. Chuck Wagner – a pioneer in XPS, developer of an empirical set of XPS sensitivity factors and the modified Auger-parameter plot, and winner of the AVS Nerken Award in 1989 – observed that he could not publish or talk about 90% of the work he had done when working for Shell Oil. However, based on XPS capability developments that he could publish, he had a major impact on the development and application of XPS. To some degree John Grant’s research fits this model as well. Much of his early work at the Air Force Materials Research Laboratory was directed at solving materials problems and this important and often ground-breaking work was not published. However, a great deal of creativity and development was required to enable surface-sensitive tools such as AES and XPS to become useful for solving critical problems, and this work could be published.« less

Nutrition Environment Food Pantry Assessment Tool (NEFPAT): Development and Evaluation.

PubMed

Nikolaus, Cassandra J; Laurent, Emily; Loehmer, Emily; An, Ruopeng; Khan, Naiman; McCaffrey, Jennifer

2018-04-24

To develop and evaluate a nutrition environment assessment tool to assess the consumer nutrition environment and use of recommended practices in food pantries. The Nutrition Environment Food Pantry Assessment Tool (NEFPAT) was developed based on a literature review and guidance from professionals working with food pantries. The tool was pilot-tested at 9 food pantries, an expert panel assessed content validity, and interrater reliability was evaluated by pairs in 3 pantries. After revisions, the NEFPAT was used in 27 pantries. Pilot tests indicated positive appraisal for the NEFPAT and recommendations were addressed. The NEFPAT's 6 objectives and the overall tool were rated as content valid by experts, with an average section rating of 3.85 ± 0.10. Intraclass correlation coefficients for interrater reliability were >0.90. The NEFPAT is content valid with high interrater reliability. It provides baseline data that could be valuable for interventions within the nutrition environment of food pantries. Published by Elsevier Inc.

Using Facet Clusters to Guide Teacher Professional Development

NASA Astrophysics Data System (ADS)

Seeley, Lane; DeWater, L. S.; Vokos, S.; Kraus, P.

2006-12-01

The Department of Physics and the School of Education at Seattle Pacific University, together with FACET Innovations, LLC, are beginning the second year of a five-year NSF TPC project, Improving the Effectiveness of Teacher Diagnostic Skills and Tools. We are working in partnership with school districts in Washington State to help teachers make their classrooms into better diagnostic learning environments. In this talk, we describe initial efforts to construct content-rich professional development courses for teachers, which are infused with diagnostic assessment that target the fine structure of student ideas in specific topical areas. * Supported in part by NSF grant #ESI-0455796, The Boeing Corporation, and the SPU Science Initiative.

Hazard perception in emergency medical service responders.

PubMed

Johnston, K A; Scialfa, C T

2016-10-01

The perception of on-road hazards is critically important to emergency medical services (EMS) professionals, the patients they transport and the general public. This study compared hazard perception in EMS and civilian drivers of similar age and personal driving experience. Twenty-nine EMS professionals and 24 non-professional drivers were given a dynamic hazard perception test (HPT). The EMS group demonstrated an advantage in HPT that was independent of simple reaction time, another indication of the validity of the test. These results are also consistent with the view that professional driving experience results in changes in the ability to identify and respond to on-road hazards. Directions for future research include the development of a profession-specific hazard perception tool for both assessment and training purposes. Copyright © 2016 Elsevier Ltd. All rights reserved.

EMR continuance usage intention of healthcare professionals.

PubMed

Sayyah Gilani, Mina; Iranmanesh, Mohammad; Nikbin, Davoud; Zailani, Suhaiza

2017-03-01

Electronic medical records (EMRs) have been proven to be effective tools for improving the safety and quality of healthcare despite their relatively low usage rate in hospitals. The long-term development by EMRs depends on the continued use of healthcare professionals. In this study, technology continuance theory (TCT) was used to evaluate the short-term and long-term continuance acceptance of EMRs among healthcare professionals. Data were gathered by surveying 195 medical professionals in Iran. The data were analyzed using the partial least squares (PLS) technique. The analysis showed that the TCT provided a deep understanding of user continuance intention toward EMRs. In addition, the findings illustrated that the determinants of continuance intention vary between short-term and long-term users. The theoretical and practical implications of the study are discussed.

Coping with child violencein primary care: how do professionals perceive it?

PubMed

Egry, Emiko Yoshikawa; Apostólico, Maíra Rosa; Morais, Teresa Christine Pereira; Lisboa, Caroline Carapiá Ribas

2017-01-01

to know the perception of health professionals working in primary care about child violence, since this has increased progressively in the world, requiring every effort to intervene. this is a qualitative, descriptive and exploratory study performed through interviews with professionals in primary care in a health district of São Paulo. The Alceste tool was used for analysis of data from the speeches. perceptions of professionals point to the limits and difficulties of the care network with coping; need for intersectoral action; violence situations identified within the caresetting; and causes and effects of violence on child development. there is need for qualified training of workers, health network organization for the provision of quantity and quality of care services, and financial resources for coping with child violence.

Clinical ladder program implementation: a project guide.

PubMed

Ko, Yu Kyung; Yu, Soyoung

2014-11-01

This article describes the development of a clinical ladder program (CLP) implementation linked to a promotion system for nurses. The CLP task force developed criteria for each level of performance and a performance evaluation tool reflecting the self-motivation of the applicant for professional development. One year after implementation, the number of nurses taking graduate courses increased, and 7 nurses were promoted to nurse manager positions.

Finding Leaders. Preparing the Intelligence Community for Succession Management

DTIC Science & Technology

2008-07-01

pres- ent paper, DIA’s GEMSTONE program off ers employees tools and opportunities to develop their competency as leaders. Rather than being tied to...rank or grade, the four-tier program links professional development opportunities to roles or positions, such as team leader or supervisor. GEMSTONE ...or competencies), direc- torate ranking of program candidates, and the inclusion of experi- ence and other development touchstones, GEMSTONE may

Examining the Impact of Academic Development in the Engineering Faculties in Chile: Changes in Teaching Philosophy and Teachers' Competencies

ERIC Educational Resources Information Center

Acosta Peña, Roxana; Tomás-Folch, Marina; Feixas, Mònica

2017-01-01

The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics' professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which…

Creating a cultural analysis tool for the implementation of Ontario's civil mental health laws.

PubMed

Dhand, Ruby

2016-01-01

Ethno-racial people with mental health disabilities experience multiple inequities and differential outcomes when interacting with Ontario's civil mental health laws. Given the increasing multi-racial population in Ontario, there is a need to develop mechanisms to address these intersecting issues. Other countries that have created evaluative tools for mental health legislation include the United Kingdom and Australia. Australia's Rights Analysis Tool, the United Kingdom's Race Equality Impact Assessment, the Scottish Recovery Tool, and the World Health Organization's Mental Health and Human Rights checklist are examples of evaluative tools developed for mental health legislation. Such a tool does not exist in Canada, let alone in Ontario specifically. Thus, this study developed a Cultural Analysis Tool (CAT) consisting of specific and meaningful thematic questions that can be used by practitioners when addressing issues of culture and equity for ethno-racial people with mental health disabilities interacting with Ontario's civil mental health laws. It is hoped that the CAT, and the research underlying its development, will enable practitioners to critically question whether cultural and intersecting concerns are being appropriately addressed within an ethno-racial client's case and, furthermore, how equitable outcomes can be achieved. This article describes and analyzes the methodology, research and qualitative data used to develop the CAT. It then presents and examines the CAT itself. The qualitative data was drawn from thirty-five semi-structured interviews with seven members of each of the following groups: (1) ethno-racial people with mental health disabilities including in-patients and ex-patients, (2) lawyers who practice in the area of mental health law, (3) health care professionals including psychiatrists, nurses and social workers, (4) service providers such as front-line case workers at mental health agencies and (5) adjudicators, government advisors and academics. After an analysis of these data, the CAT's questions were refined through an expert review (involving the qualitative technique of member-checking) using three focus groups comprised of ethno-racial people with mental health disabilities, mental health lawyers and service providers and health care professionals. Copyright © 2016 Elsevier Ltd. All rights reserved.

RFID Continuance Usage Intention in Health Care Industry.

PubMed

Iranmanesh, Mohammad; Zailani, Suhaiza; Nikbin, Davoud

Radio-frequency identification (RFID) has been proved to be an effective tool both for improving operational efficiency and for gaining competitive advantage in the health care industry despite its relatively low-usage rate in hospitals. The sustained use of RFID by health care professionals will promote its development in the long term. This study evaluates the acceptance continuance of RFID among health care professionals through technology continuance theory (TCT). Data were collected from 178 medical professionals in Malaysia and were then analyzed using the partial least squares technique. The analysis showed that the TCT model provided not only a thorough understanding of the continuance behavior of health care professionals toward RFID but also the attitudes, satisfaction, and perceived usefulness of professionals toward it. The results of this study are expected to assist policy makers and managers in the health care industry in implementing the RFID technology in hospitals by understanding the determinants of continuance of RFID usage intention.

Innovative Stormwater Quality Tools by SARA for Holistic Watershed Master Planning

NASA Astrophysics Data System (ADS)

Thomas, S. M.; Su, Y. C.; Hummel, P. R.

2016-12-01

Stormwater management strategies such as Best Management Practices (BMP) and Low-Impact Development (LID) have increasingly gained attention in urban runoff control, becoming vital to holistic watershed master plans. These strategies can help address existing water quality impairments and support regulatory compliance, as well as guide planning and management of future development when substantial population growth and urbanization is projected to occur. However, past efforts have been limited to qualitative planning due to the lack of suitable tools to conduct quantitative assessment. The San Antonio River Authority (SARA), with the assistance of Lockwood, Andrews & Newnam, Inc. (LAN) and AQUA TERRA Consultants (a division of RESPEC), developed comprehensive hydrodynamic and water quality models using the Hydrological Simulation Program-FORTRAN (HSPF) for several urban watersheds in the San Antonio River Basin. These models enabled watershed management to look at water quality issues on a more refined temporal and spatial scale than the limited monitoring data. They also provided a means to locate and quantify potential water quality impairments and evaluate the effects of mitigation measures. To support the models, a suite of software tools were developed. including: 1) SARA Timeseries Utility Tool for managing and processing of large model timeseries files, 2) SARA Load Reduction Tool to determine load reductions needed to achieve screening levels for each modeled constituent on a sub-basin basis, and 3) SARA Enhanced BMP Tool to determine the optimal combination of BMP types and units needed to achieve the required load reductions. Using these SARA models and tools, water quality agencies and stormwater professionals can determine the optimal combinations of BMP/LID to accomplish their goals and save substantial stormwater infrastructure and management costs. The tools can also help regulators and permittees evaluate the feasibility of achieving compliance using BMP/LID. The project has gained national attention, being showcased in multiple newsletters, professional magazines, and conference presentations. The project also won the Texas American Council of Engineering Companies (ACEC) Gold Medal Award and the ACEC National Recognition Award in 2016.

The impact of Next Generation Science Standards (NGSS) professional development on the self-efficacy of science teachers

NASA Astrophysics Data System (ADS)

Akella, Somi Devi M.

In 2012, the National Research Council introduced the Next Generation Science Standards (NGSS), which were created to improve the K-12 education in the U.S. and stress the importance of providing professional development (PD) to acquire the knowledge, skills, and self-efficacy to design lessons to meet high standards of teaching and learning. Bandura's (1977) theory of self-efficacy posits that people are motivated to perform an action if they are confident that they can perform the action successfully. The purpose of this survey research was to investigate the impact of professional development on the self-efficacy of science teachers with regard to the NGSS practice of Analyzing and Interpreting Data as well as to probe teachers' perceptions of barriers to their self-efficacy in applying this practice. The study found that focused and targeted PD helped improve participants' self-efficacy in incorporating the NGSS practices and addressed several barriers to teacher self-efficacy. In response to findings, Akella's Science Teaching Efficacy Professional Development (ASTEPD) model is proposed as a tool to guide PD practice and, thus, helps improve teacher self-efficacy.

The use of virtual patient scenarios as a vehicle for teaching professionalism.

PubMed

Marei, H F; Al-Eraky, M M; Almasoud, N N; Donkers, J; Van Merrienboer, J J G

2018-05-01

This study aimed to measure students' perceptions of virtual patient scenarios (VPs) for developing ethical reasoning skills and to explore features in VP design that are necessary to promote professionalism. Sixty-five dental students participated in learning sessions that involved collaborative practice with five VPs (four high fidelity and one low fidelity), followed by reflection sessions. Students' perceptions towards the use of VPs in developing ethical reasoning skills were assessed using a questionnaire that involved 10 closed and three open-ended questions. High-fidelity VPs were perceived as significantly better for developing ethical reasoning skills than low-fidelity VPs. Analyses of answers to open-ended questions revealed two new features that are specific for VPs intended for teaching professionalism, which are VP dramatic structure and how it should end. VPs intended for teaching professionalism need to have high fidelity, follow a specific dramatic structure and should include multiple plausible endings. The use of VPs as part of a collaborative activity that is followed by a reflection session is perceived as an effective tool for the development of ethical reasoning skills in dental education. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Social capital and health: measuring and understanding social capital at a local level could help to tackle health inequalities more effectively.

PubMed

Pilkington, Paul

2002-09-01

This paper examines whether an understanding of the concept of social capital and its local measurement can help to tackle inequalities in health within and across communities. The paper concludes that the concept of social capital offers a valuable opportunity to help public health professionals understand how to approach inequalities in health with a greater awareness of the social processes affecting the health of communities. The measurement of social capital has been problematic. However, new guidance from the Health Development Agency (HDA) provides a useful tool for developing social capital research. A greater understanding of whether, and how social capital relates to health will help to improve strategies to reduce health inequalities at the community level. Public health professionals contributing to community development strategies such as Neighbourhood Renewal Projects, Community Safety Partnerships, Health Action Zones and Health Improvement Programmes (HImPs) should encourage thought to be given about the role that an understanding of social capital could play in making these strategies more effective. Using the HDA measurement tool locally could be one way of doing this.

Writing Technical Reports for Simulation in Education for Health Professionals: Suggested Guidelines.

PubMed

Dubrowski, Adam; Alani, Sabrina; Bankovic, Tina; Crowe, Andrea; Pollard, Megan

2015-11-02

Simulation is an important training tool used in a variety of influential fields. However, development of simulation scenarios - the key component of simulation - occurs in isolation; sharing of scenarios is almost non-existent. This can make simulation use a costly task in terms of the resources and time and the possible redundancy of efforts. To alleviate these issues, the goal is to strive for an open communication of practice (CoP) surrounding simulation. To facilitate this goal, this report describes a set of guidelines for writing technical reports about simulation use for educating health professionals. Using an accepted set of guidelines will allow for homogeneity when building simulation scenarios and facilitate open sharing among simulation users. In addition to optimizing simulation efforts in institutions that are currently using simulation as an educational tool, the development of such a repository may have direct implications on developing countries, where simulation is only starting to be used systematically. Our project facilitates equivalent and global access to information, knowledge, and highest-caliber education - in this context, simulation - collectively, the building blocks of optimal healthcare.

Writing Technical Reports for Simulation in Education for Health Professionals: Suggested Guidelines

PubMed Central

Alani, Sabrina; Bankovic, Tina; Crowe, Andrea; Pollard, Megan

2015-01-01

Simulation is an important training tool used in a variety of influential fields. However, development of simulation scenarios - the key component of simulation – occurs in isolation; sharing of scenarios is almost non-existent. This can make simulation use a costly task in terms of the resources and time and the possible redundancy of efforts. To alleviate these issues, the goal is to strive for an open communication of practice (CoP) surrounding simulation. To facilitate this goal, this report describes a set of guidelines for writing technical reports about simulation use for educating health professionals. Using an accepted set of guidelines will allow for homogeneity when building simulation scenarios and facilitate open sharing among simulation users. In addition to optimizing simulation efforts in institutions that are currently using simulation as an educational tool, the development of such a repository may have direct implications on developing countries, where simulation is only starting to be used systematically. Our project facilitates equivalent and global access to information, knowledge, and highest-caliber education - in this context, simulation – collectively, the building blocks of optimal healthcare.  PMID:26677421

Social media and health care professionals: benefits, risks, and best practices.

PubMed

Ventola, C Lee

2014-07-01

Health care professionals can use a variety of social media tools to improve or enhance networking, education, and other activities. However, these tools also present some potential risks, such as unreliable information and violations of patients' privacy rights.

Teachers' Pedagogical Design Capacity for Scientific Argumentation

ERIC Educational Resources Information Center

Knigh-Bardsley Amanda; McNeill, Katherine L.

2016-01-01

Despite being identified as an essential scientific practice, argumentation is rarely integrated into instruction. This could be influenced by teachers' pedagogical design capacity (PDC), which considers teaching as a design activity influenced by both instructional resources (such as tools and professional development (PD)) and teacher resources…

Professional Development through Clinical Supervision

ERIC Educational Resources Information Center

Farhat, Amal

2016-01-01

Studies have shown that clinical supervisory practices result in implementation of new skills in teachers' classroom performance. This study examines the impact of two clinical supervisory cycles on teachers' performance in classroom management. Multiple data collection tools were used to determine the impact of clinical supervisory interventions…

Theorizing Network-Centric Activity in Education

ERIC Educational Resources Information Center

HaLevi, Andrew

2011-01-01

Networks and network-centric activity are increasingly prevalent in schools and school districts. In addition to ubiquitous social network tools like Facebook and Twitter, educational leaders deal with a wide variety of network organizational forms that include professional development, advocacy, informational networks and network-centric reforms.…

SUSTAIN - AN EPA BMP PROCESS AND PLACEMENT TOOL FOR URBAN WATERSHEDS

EPA Science Inventory

To assist stormwater management professionals in planning for implementation of best management practices (BMPs), efforts have been under way by the U.S. Environmental Protection Agency (EPA) since 2003 to develop a decision-support system for placement of BMPs at strategic locat...

Experiential Exposure to the Pharmacy Profession as a Minority Recruitment Tool.

ERIC Educational Resources Information Center

Walker, Paul C.

1988-01-01

Student attitudes, perceptions, and achievement motivation were assessed before and after participation in a nine-month series of professional experiences, including community and hospital practice experience with minority pharmacists, basic science laboratory exposure and career development counseling. Experiential exposure significantly improved…

Clinical Assessment in Mathematics: Learning the Craft.

ERIC Educational Resources Information Center

Hunting, Robert P.; Doig, Brian A.

1997-01-01

Discusses a professional development program called Clinical Approaches to Mathematics Assessment. Argues for the advanced training of mathematics teachers who understand knowledge construction processes of students; can use clinical tools for evaluating a student's unique mathematical "fingerprint"; and can create or adapt problems, tasks, or…

COSTMODL - AN AUTOMATED SOFTWARE DEVELOPMENT COST ESTIMATION TOOL

NASA Technical Reports Server (NTRS)

Roush, G. B.

1994-01-01

The cost of developing computer software consumes an increasing portion of many organizations' budgets. As this trend continues, the capability to estimate the effort and schedule required to develop a candidate software product becomes increasingly important. COSTMODL is an automated software development estimation tool which fulfills this need. Assimilating COSTMODL to any organization's particular environment can yield significant reduction in the risk of cost overruns and failed projects. This user-customization capability is unmatched by any other available estimation tool. COSTMODL accepts a description of a software product to be developed and computes estimates of the effort required to produce it, the calendar schedule required, and the distribution of effort and staffing as a function of the defined set of development life-cycle phases. This is accomplished by the five cost estimation algorithms incorporated into COSTMODL: the NASA-developed KISS model; the Basic, Intermediate, and Ada COCOMO models; and the Incremental Development model. This choice affords the user the ability to handle project complexities ranging from small, relatively simple projects to very large projects. Unique to COSTMODL is the ability to redefine the life-cycle phases of development and the capability to display a graphic representation of the optimum organizational structure required to develop the subject project, along with required staffing levels and skills. The program is menu-driven and mouse sensitive with an extensive context-sensitive help system that makes it possible for a new user to easily install and operate the program and to learn the fundamentals of cost estimation without having prior training or separate documentation. The implementation of these functions, along with the customization feature, into one program makes COSTMODL unique within the industry. COSTMODL was written for IBM PC compatibles, and it requires Turbo Pascal 5.0 or later and Turbo Professional 5.0 for recompilation. An executable is provided on the distribution diskettes. COSTMODL requires 512K RAM. The standard distribution medium for COSTMODL is three 5.25 inch 360K MS-DOS format diskettes. The contents of the diskettes are compressed using the PKWARE archiving tools. The utility to unarchive the files, PKUNZIP.EXE, is included. COSTMODL was developed in 1991. IBM PC is a registered trademark of International Business Machines. Borland and Turbo Pascal are registered trademarks of Borland International, Inc. Turbo Professional is a trademark of TurboPower Software. MS-DOS is a registered trademark of Microsoft Corporation. Turbo Professional is a trademark of TurboPower Software.

The relevance of the alliance for CME competencies for planning, organizing, and sustaining an interorganizational educational collaborative.

PubMed

Balmer, Jann T; Bellande, Bruce J; Addleton, Robert L; Havens, Carol S

2011-01-01

The heightened demand for accountability, access, and quality performance from health care professionals has resulted in linkages between continuing education (CE), performance improvement (PI), and outcomes. CE health professionals must also expand their skills and abilities to design, implement, and measure CE activities consistent with these new expectations. In addition to administrative and meeting-planning activities, new competencies associated with educational consultation and performance coaching are needed. This article utilizes the Alliance competencies as the framework for discussion of the competencies of CE professionals and applies it to the unique setting of a collaborative. The CS2day initiative serves as an example of the application of these competencies in this environment. The framework of the Alliance competencies can serve as a guide and a tool for self-assessment, work design, and professional development at individual, organization, and systems levels. Continual reassessment of the Alliance competencies for CE in the health professions will be critical to the continued effectiveness of CE that is linked to performance improvement and outcomes for the CE professional and the health care professionals we serve. A collaborative can provide one option for meeting these new expectations for professional development for CE professionals and the creation of effective educational initiatives. 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.

The development of a screening tool for the early identification of risk for suicidal behaviour among students in a developing country

PubMed Central

Vawda, Naseema B. M.; Milburn, Norweeta G.; Steyn, Renier; Zhang, Muyu

2016-01-01

Objective Adolescent suicidal behaviour is a public health concern in South Africa. The purpose of this manuscript is to report on the development of a screening tool for teachers to identify South African students who are most at risk for suicidal behaviour. This need is addressed within the context of the limited number of mental health professionals available to provide screening and care services in South Africa. Method Grade 8 students participated by completing sociodemographic questionnaires and self-report psychometric instruments. A screening tool for suicidal behaviour was developed using a four phase approach. Results Twelve factors for high risk suicidal behaviour were identified and included in the screening tool. While further research is needed to validate the screening tool, the findings provide a useful preliminary starting point for teachers to refer students at high risk for suicidal behaviour to mental health services for treatment. Conclusion This screening tool is based on factors that were identified as being associated with suicidal behaviour from local research on South African adolescents. The tool contributes to research on adolescent mental health, particularly suicidal behaviour, in developing low and middle income countries like South Africa, with the aim of creating African prevention and intervention programmes. PMID:28459269

The development of a screening tool for the early identification of risk for suicidal behavior among students in a developing country.

PubMed

Vawda, Naseema B M; Milburn, Norweeta G; Steyn, Renier; Zhang, Muyu

2017-05-01

Adolescent suicidal behavior is a public health concern in South Africa. The purpose of this article is to report on the development of a screening tool for teachers to identify South African students who are most at risk for suicidal behavior. This need is addressed within the context of the limited number of mental health professionals available to provide screening and care services in South Africa. Grade 8 students participated by completing sociodemographic questionnaires and self-report psychometric instruments. A screening tool for suicidal behavior was developed using a 4-phase approach. Twelve factors for high-risk suicidal behavior were identified and included in the screening tool. While further research is needed to validate the screening tool, the findings provide a useful preliminary starting point for teachers to refer students at high risk for suicidal behavior to mental health services for treatment. This screening tool is based on factors that were identified as being associated with suicidal behavior from local research on South African adolescents. The tool contributes to research on adolescent mental health, particularly suicidal behavior, in developing low and middle income countries like South Africa, with the aim of creating African prevention and intervention programs. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Health care professionals from developing countries report educational benefits after an online diabetes course.

PubMed

Wewer Albrechtsen, Nicolai J; Poulsen, Kristina W; Svensson, Lærke Ø; Jensen, Lasse; Holst, Jens J; Torekov, Signe S

2017-05-31

Medical education is a cornerstone in the global combat against diseases such as diabetes and obesity which together affect more than 500 million humans. Massive Open Online Courses (MOOCs) are educational tools for institutions to teach and share their research worldwide. Currently, millions of people have participated in evidence-based MOOCs, however educational and professional benefit(s) for course participants of such initiatives have not been addressed sufficiently. We therefore investigated if participation in a 6 week open online course in the prevention and treatment of diabetes and obesity had any impact on the knowledge, skills, and career of health care professionals contrasting participants from developing countries versus developed countries. 52.006 participants signed up and 29.469 participants were active in one of the three sessions (2014-2015) of Diabetes - a Global Challenge. Using an online based questionnaire (nine sections) software (Survey Monkey), email invitations were send out using a Coursera based database to the 29.469 course participants. Responses were analyzed and stratified, according to the United Nations stratification method, by developing and developed countries. 1.303 (4.4%) of the 29.469 completed the questionnaire. 845 of the 1303 were defined as health care professionals, including medical doctors (34%), researchers (15%), nurses (11%) and medical students (8%). Over 80% of the health care participants report educational benefits, improved knowledge about the prevention and treatment therapies of diabetes and furthermore improved professional life and practice. Over 40% reported that their professional network expanded after course participation. Study participants who did not complete all modules of the course reported similar impact as the ones that completed the entire course(P = 0.9). Participants from developing countries gained more impact on their clinical practice (94%) compared to health care professionals from developed regions (88%) (Mean of differences = 6%, P = 0.03. Based on self-reports from course participants, MOOC based medical education seems promising with respect to providing accessible and free research-based education to health professionals in both developing and developed countries. Course participants from developing countries report more benefits from course participation than their counterparts in the developed world.

Development and Implementation of a Child Welfare Workforce Strategy to Build a Trauma-Informed System of Support for Foster Care.

PubMed

Kerns, Suzanne E U; Pullmann, Michael D; Negrete, Andrea; Uomoto, Jacqueline A; Berliner, Lucy; Shogren, Dae; Silverman, Ellen; Putnam, Barbara

2016-05-01

Effective strategies that increase the extent to which child welfare professionals engage in trauma-informed case planning are needed. This study evaluated two approaches to increase trauma symptom identification and use of screening results to inform case planning. The first study evaluated the impact of training on trauma-informed screening tools for 44 child welfare professionals who screen all children upon placement into foster care. The second study evaluated a two-stage approach to training child welfare workers on case planning for children's mental health. Participants included (a) 71 newly hired child welfare professionals who received a 3-hr training and (b) 55 child welfare professionals who participated in a full-day training. Results from the first study indicate that training effectively increased knowledge and skills in administering screening tools, though there was variability in comfort with screening. In the second study, participants self-reported significant gains in their competency in identifying mental health needs (including traumatic stress) and linking children with evidence-based services. These findings provide preliminary evidence for the viability of this approach to increase the extent to which child welfare professionals are trauma informed, aware of symptoms, and able to link children and youth with effective services designed to meet their specific needs. © The Author(s) 2016.

Defense AT and L Magazine. Vol. 46, no. 4, July-August 2017

DTIC Science & Technology

2017-07-01

engineering. He also is a certified Project Manage - ment Professional. Supply Chain Management SCM has become a vital tool used in today’s global economy to...modifying the project management dashboards originally developed by one of the authors, described in “Leveraging Fidelity of Performance­Based Metric...Tools for Project Man­ agement,” an article in the January­February 2003 issue of Program Manager , the predecessor of Defense AT&L magazine

Translating person-centered care into practice: A comparative analysis of motivational interviewing, illness-integration support, and guided self-determination.

PubMed

Zoffmann, Vibeke; Hörnsten, Åsa; Storbækken, Solveig; Graue, Marit; Rasmussen, Bodil; Wahl, Astrid; Kirkevold, Marit

2016-03-01

Person-centred care [PCC] can engage people in living well with a chronic condition. However, translating PCC into practice is challenging. We aimed to compare the translational potentials of three approaches: motivational interviewing [MI], illness integration support [IIS] and guided self-determination [GSD]. Comparative analysis included eight components: (1) philosophical origin; (2) development in original clinical setting; (3) theoretical underpinnings; (4) overarching goal and supportive processes; (5) general principles, strategies or tools for engaging peoples; (6) health care professionals' background and training; (7) fidelity assessment; (8) reported effects. Although all approaches promoted autonomous motivation, they differed in other ways. Their original settings explain why IIS and GSD strive for life-illness integration, whereas MI focuses on managing ambivalence. IIS and GSD were based on grounded theories, and MI was intuitively developed. All apply processes and strategies to advance professionals' communication skills and engagement; GSD includes context-specific reflection sheets. All offer training programs; MI and GSD include fidelity tools. Each approach has a primary application: MI, when ambivalence threatens positive change; IIS, when integrating newly diagnosed chronic conditions; and GSD, when problem solving is difficult, or deadlocked. Professionals must critically consider the context in their choice of approach. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

How Professionals Share an E-Care Plan for the Elderly in Primary Care: Evaluating the Use of an E-Communication Tool by Different Combinations of Professionals.

PubMed

de Jong, Catharina C; Ros, Wynand Jg; van Leeuwen, Mia; Schrijvers, Guus

2016-11-24

Home-dwelling elderly patients with multimorbidity are at risk of fragmentation of care because of the many different professionals involved and a potentially unclear level of communication. Multidisciplinary communication seems to occur incidentally. Mutual feedback is needed for a professional team to provide consistent care and adequate support to the patient system. eHealth technology can improve outcomes. The aim of this study was to evaluate the use of a tool, Congredi, for electronic communication by professionals for the care of home-dwelling elderly patients. The research group was recruited through general practices and home care organizations. Congredi, a tool designed for multidisciplinary communication, was made available for professionals in primary care. It consists of a care plan and a communication channel (secure emailing). Professionals opened Congredi records for elderly patients who had 2 or more professionals involved. The records were the unit of analysis. Data were gathered from the Congredi system over a period of 42 weeks. An inclusion rate of 21.4% (203/950) was achieved; nearly half of the participants were nurses. During the study, professionals were active in 448 patient records; female professionals were prevalent. In the patient records, 3 types of actions (care activities, emailing, and process activities) were registered. Most activities occurred in the multidisciplinary records (mean 12.2), which had twice the number of activities of monodisciplinary records (6.35), and solo records had a mean of 3.43 activities. Most activities were care activities (mean 9.14), emailing had a mean of 0.89 activities, and process activities had a mean of 0.29. An e-communication tool (Congredi) was usable for improving multidisciplinary communication among professionals. It even seemed to yield results for 40% of the professionals who used the e-care plan on their own. The content of the tool provided an active communication practice, with significant increases observed in the actions that must be shared for the effective coordination of care. ©Catharina C de Jong, Wynand JG Ros, Mia van Leeuwen, Guus Schrijvers. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 24.11.2016.

Clinical program leadership: skill requirements for contemporary leaders.

PubMed

Spallina, Joseph M

2002-01-01

With knowledge of these leadership requirements and a shrinking base of experienced managers, healthcare organizations and professional societies have little choice in their approach to prepare for the leadership development challenges of the future. Organizations will focus leadership development, training, and continuing management education on integrating business tools and skills into clinical program management. The management requirements for clinical programs will continue to grow in complexity and the number of qualified managers will continue to diminish, New approaches to solving this shortage will evolve. Professional, forprofit companies, healthcare provider organizations, and academic programs will develop clinical program management training tracks. Organizations that create solutions to this management imperative will maintain their competitive edge in the challenging times that will greet the industry in the future.

Development and validation of an assessment of adult educators' reading instructional knowledge.

PubMed

Bell, Sherry Mee; McCallum, R Steve; Ziegler, Mary; Davis, C A; Coleman, Maribeth

2013-10-01

The purpose of this paper is to describe briefly the development and utility of the Assessment of Reading Instructional Knowledge-Adults (ARIK-A), the only nationally normed (n = 468) measure of adult reading instructional knowledge, created to facilitate professional development of adult educators. Developmental data reveal reliabilities ranging from 0.73 to 0.85 for five ARIK-A scales (alphabetics, fluency, vocabulary, comprehension, and assessment) and 0.91 for the composite score; factor analytic data and expert review provide support for construct validity as well. Information on how to use the ARIK-A to determine mastery and relative standing is presented. With two alternate forms, the ARIK-A is a promising and needed tool for adult education practitioners within continuing education and professional development contexts.

The DEVELOP National Program: Building Dual Capacity in Decision Makers and Young Professionals Through NASA Earth Observations

NASA Astrophysics Data System (ADS)

Childs, L. M.; Rogers, L.; Favors, J.; Ruiz, M.

2012-12-01

Through the years, NASA has played a distinct/important/vital role in advancing Earth System Science to meet the challenges of environmental management and policy decision making. Within NASA's Earth Science Division's Applied Sciences' Program, the DEVELOP National Program seeks to extend NASA Earth Science for societal benefit. DEVELOP is a capacity building program providing young professionals and students the opportunity to utilize NASA Earth observations and model output to demonstrate practical applications of those resources to society. Under the guidance of science advisors, DEVELOP teams work in alignment with local, regional, national and international partner organizations to identify the widest array of practical uses for NASA data to enhance related management decisions. The program's structure facilitates a two-fold approach to capacity building by fostering an environment of scientific and professional development opportunities for young professionals and students, while also providing end-user organizations enhanced management and decision making tools for issues impacting their communities. With the competitive nature and growing societal role of science and technology in today's global workplace, DEVELOP is building capacity in the next generation of scientists and leaders by fostering a learning and growing environment where young professionals possess an increased understanding of teamwork, personal development, and scientific/professional development and NASA's Earth Observation System. DEVELOP young professionals are partnered with end user organizations to conduct 10 week feasibility studies that demonstrate the use of NASA Earth science data for enhanced decision making. As a result of the partnership, end user organizations are introduced to NASA Earth Science technologies and capabilities, new methods to augment current practices, hands-on training with practical applications of remote sensing and NASA Earth science, improved remote sensing and geographic information science (GIS) capabilities, and opportunities for networking with the NASA and Earth Science community. By engaging young professionals and end user organizations, DEVELOP strives to uniquely build capacity through the extension of NASA Earth Science outcomes to the public through projects that innovatively use NASA Earth observations to address environmental concerns and impact policy and decision making.

A Novel Approach to Professional Development in Middle School Science: Instructional Coaching by University Professors to Improve the Instructional Core

ERIC Educational Resources Information Center

Mchenry, Nadine; Borger, Laurie; Liable-Sands, Louise

2017-01-01

The current study was constructed based on the recommendations of a previous study (McHenry & Borger, 2013). Though inquiry-based teaching has long been touted as an effective pedagogy, its application by middle school science teachers has been problematic. Using tools developed from the previous study in conjunction with professional…

Perceived Importance of District Developed Teacher Evaluation Standards and Criteria as Measured by Teacher Values Survey

ERIC Educational Resources Information Center

Davis, Jan Ellen Pfeiffer

2011-01-01

In 2009, a PK-12 public school district board of education approved a teacher evaluation tool developed by a volunteer team of teachers and administrators. The Learning Based Teacher Evaluation (LBTE) was constructed with six broad standards and fifteen specific criteria. The standards and criteria were assumed important to professional practice,…

Professional Development of, by, and for the Practitioners of the Washington Teachers Inquiry Group

ERIC Educational Resources Information Center

Gasoi, Emily; Hare, Abby; Mallaney,Norah; Stevens-Morin, Hanna

2016-01-01

Descriptive Review, as developed by Patricia Carini and colleagues at the Prospect Center, is a process of deep observation and documentation that has proven to be an invaluable tool for teachers interested in gaining a more holistic view of their students and their work. In this article, a teacher educator and three classroom teachers share their…

The Development and Evaluation of Software to Foster Professional Development in Educational Assessment

ERIC Educational Resources Information Center

Benton, Morgan C.

2008-01-01

This dissertation sought to answer the question: Is it possible to build a software tool that will allow teachers to write better multiple-choice questions? The thesis proceeded from the finding that the quality of teaching is very influential in the amount that students learn. A basic premise of this research, then, is that improving teachers…

Facilitating advance care planning in community palliative care: conversation starters across the client journey.

PubMed

Blackford, Jeanine; Street, Annette F

2013-03-01

This paper describes the development of a tool for palliative care nurses to initiate and facilitate advance care planning (ACP) conversations in community palliative care practice. Seven community palliative care services located across Australia participated in a multi-site action research project. Data included participant observation, individual and focus group interviews with palliative care health professionals, and medical record audit. A directed content analysis used a pre-established palliative care practice framework of referral, admission, ongoing management, and terminal/discharge care. From this framework a Conversation Starter Tool for ACP was developed. The Tool was then used in orientation and continuing nurse education programmes. It provided palliative care nurses the opportunity to introduce and progress ACP conversations.

Learning by doing. Training health care professionals to become facilitator of moral case deliberation.

PubMed

Stolper, Margreet; Molewijk, Bert; Widdershoven, Guy

2015-03-01

Moral case deliberation (MCD) is a dialogue among health care professionals about moral issues in practice. A trained facilitator moderates the dialogue, using a conversation method. Often, the facilitator is an ethicist. However, because of the growing interest in MCD and the need to connect MCD to practice, healthcare professionals should also become facilitators themselves. In order to transfer the facilitating expertise to health care professionals, a training program has been developed. This program enables professionals in health care institutions to acquire expertise in dealing with moral questions independent of the expertise of an (external) ethicist. Over the past 10 years, we developed a training program with a specific mix of theory and practice, aiming to foster the right attitude, skills and knowledge of the trainee. The content and the didactics of the training developed in line with the philosophy of MCD: pragmatic hermeneutics, dialogical ethics and Socratic epistemology. Central principles are: 'learning by doing', 'reflection instead of ready made knowledge', and 'dialogue on dialogue'. This paper describes the theoretical background and the didactic content of the current training. Furthermore, we present didactic tools which we developed for stimulating active learning. We also go into lessons we learned in developing the training. Next, we provide some preliminary data from evaluation research of the training program by participants. The discussion highlights crucial aspects of educating professionals to become facilitators of MCD. The paper ends with concluding remarks and a plea for more evaluative evidence of the effectiveness and meaning of this training program for doing MCD in institutions.

Evaluating an holistic assessment tool for palliative care practice.

PubMed

McIlfatrick, Sonja; Hasson, Felicity

2014-04-01

To evaluate a holistic assessment tool for palliative care practice. This included identifying patients' needs using the holistic tool and exploring the usability, applicability and barriers and facilitators towards implementation in practice. The delivery of effective holistic palliative care requires a careful assessment of the patients' needs and circumstances. Whilst holistic assessment of palliative care needs is advocated, questions exist around the appropriateness of tools to assist this process. Mixed-method research design. Data collection involved an analysis of piloted holistic assessments undertaken using the tool (n = 132) and two focus groups with healthcare professionals (n = 10). The tool enabled health professionals to identify and gain an understanding of the needs of the patients, specifically in relation to the physical healthcare needs. Differences, however, between the analysis of the tool documentation and focus group responses were identified in particular areas. For example, 59 (68·8%) respondents had discussed preferred priorities of care with the patient; however, focus group comments revealed participants had concerns around this. Similarly, whilst over half of responses (n = 50; 57·5%) had considered a prognostic clinical indicator for the patient as an action, focus group results indicated questions around healthcare professionals' knowledge and perceived usefulness of such indicators. Positive aspects of the tool were that it was easy to understand and captured the needs of individuals. Negative aspects of the tool were that it was repetitive and the experience of assessors required consideration. The tool evaluation identified questions regarding holistic assessment in palliative care practice and the importance of communication. A holistic assessment tool can support patient assessment and identification of patients' needs in the 'real world' of palliative care practice, but the 'tool' is merely an aid to assist professionals to discuss difficult and sensitive aspects of care. © 2013 John Wiley & Sons Ltd.

A Simulated Learning Environment for Teaching Medicine Dispensing Skills

PubMed Central

Styles, Kim; Sewell, Keith; Trinder, Peta; Marriott, Jennifer; Maher, Sheryl; Naidu, Som

2016-01-01

Objective. To develop an authentic simulation of the professional practice dispensary context for students to develop their dispensing skills in a risk-free environment. Design. A development team used an Agile software development method to create MyDispense, a web-based simulation. Modeled on virtual learning environments elements, the software employed widely available standards-based technologies to create a virtual community pharmacy environment. Assessment. First-year pharmacy students who used the software in their tutorials, were, at the end of the second semester, surveyed on their prior dispensing experience and their perceptions of MyDispense as a tool to learn dispensing skills. Conclusion. The dispensary simulation is an effective tool for helping students develop dispensing competency and knowledge in a safe environment. PMID:26941437

Documenting Teacher Candidates' Professional Growth through Performance Evaluation

ERIC Educational Resources Information Center

Brown, Elizabeth Levine; Suh, Jennifer; Parsons, Seth A.; Parker, Audra K.; Ramirez, Erin M.

2015-01-01

In the United States, colleges of education are responding to demands for increased accountability. The purpose of this article is to describe one teacher education program's implementation of a performance evaluation tool during final internship that measures teacher candidates' development across four domains: Planning and Preparation,…

How Book Groups Bring Change

ERIC Educational Resources Information Center

Hoerr, Thomas R.

2009-01-01

Teachers and administrators need opportunities to share perceptions, consider possibilities, and forge solutions. Faculty book groups are a powerful tool to create organic solutions with wide ownership. They are great for spurring true professional development. In this article, the author shares how the teachers at New City School have met…

If Not Us, Who? Social Media Policy and the Ischool Classroom

ERIC Educational Resources Information Center

Nathan, Lisa P.; MacGougan, Alice; Shaffer, Elizabeth

2014-01-01

Social networking tools offer opportunities for innovative, participative pedagogical practice within traditional institutional frameworks. However, tensions continue to develop within this space: between creativity and security, personal and professional identity, privacy and openness. We argue that iSchools are uniquely positioned to create…

A Leader's Guide to Mathematics Curriculum Topic Study

ERIC Educational Resources Information Center

Keeley, Page; Mundry, Susan; Tobey, Cheryl Rose; Carroll, Catherine E.

2012-01-01

The Curriculum Topic Study (CTS) process, funded by the National Science Foundation, supports teachers in improving practice by connecting standards and research to curriculum, instruction, and assessment. Designed for facilitators, this guide provides a robust set of professional development tools, templates, and designs to strengthen mathematics…

Teaching Financial Literacy across the Generations

ERIC Educational Resources Information Center

Jokela, Becky Hagen; Hendrickson, Lori; Haynes, Barbara

2013-01-01

This article describes a tool developed by educators of the University of Minnesota Extension and University of Wisconsin Cooperative Extension to assist professionals as they plan financial education for participants. In today's changing economy, financial education is essential throughout one's life cycle. By understanding learner…

Interdisciplinary Robotics Project for First-Year Engineering Degree Students

ERIC Educational Resources Information Center

Aznar, Mercedes; Zacarés, José; López, Jaime; Sánchez, Rafael; Pastor, José M.; Llorca, Jaume

2015-01-01

The acquisition of both transversal and specific competences cannot be achieved using conventional methodologies. New methodologies must be applied that promote the necessary competences for proper professional development. Interdisciplinary projects can be a suitable tool for competence-based learning. A priori, this might be complicated, as…

E-Mentoring: Enhancing Special Education Teacher Induction

ERIC Educational Resources Information Center

Smith, Sean J.; Israel, Maya

2010-01-01

Teaching in 21st-century schools cannot easily be separated from technology-based solutions. Instead, technology is increasingly becoming an essential tool for any teacher's toolbox, especially the new teacher who is often considered a digital native. In teacher education and professional development, technology-based learning, or…

Modules as Learning Tools in Linear Algebra

ERIC Educational Resources Information Center

Cooley, Laurel; Vidakovic, Draga; Martin, William O.; Dexter, Scott; Suzuki, Jeff; Loch, Sergio

2014-01-01

This paper reports on the experience of STEM and mathematics faculty at four different institutions working collaboratively to integrate learning theory with curriculum development in a core undergraduate linear algebra context. The faculty formed a Professional Learning Community (PLC) with a focus on learning theories in mathematics and…

Knowledge and skills needed to improve as preceptor: development of a continuous professional development course - a qualitative study part I.

PubMed

Bengtsson, Mariette; Carlson, Elisabeth

2015-01-01

Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. Internationally, access to education for preceptors varies, with preceptors worldwide requesting more education in preceptorship. This article is based on a two-part study focusing on both the development and evaluation of a continuous, credit-bearing professional development course. The aim of this part of the study was to investigate and include preceptors' requests and educational needs when developing a continuous professional development course on an advanced level. This study used a qualitative research approach. In total, 64 preceptors (62 women and two men) answered one single written, self-administered global question online. The participants were all interested in teaching and had completed an undergraduate training in preceptorship. The collected data was analysed by content analysis inspired by Burnard's description of the method. The participating preceptors illuminated two main themes: 'Tools for effective precepting of students and healthcare professionals' and 'in-depth knowledge and understanding of preceptorship in an academic setting'. The results suggest that vital components for preceptor preparation could be a) teaching and learning strategies, b) reflective and critical reasoning, c) communication models, d) the role of the preceptor, and e) preceptorship. Using the results from this study as a guide, a continuous professional development course was designed to assist preceptors in deepening their knowledge of preceptorship in regard to planning, leading and implementing educational activities directed at students, healthcare professionals, patients and their families. The course content focuses on skills needed for preceptorship and is based on adult learning principles. A continuous, credit-bearing professional development course must include an exam by which participants are formally assessed and graded; therefore, a written assignment was included as part of the course.

Oral Health Behaviour and Oral Hygiene of Dental Professionals and Laypersons - A Survey Performed in Lower Saxony, Germany.

PubMed

Knöfler, Gerhild; Friedl, Katrin; Fresmann, Sylvia; Mausberg, Rainer F; Haak, Rainer; Ziebolz, Dirk

The aim of this survey-based cross-sectional study was to analyse the oral health behaviour of dental professionals and persons without professional dental knowledge (layperson group) regarding the use and selection of tools for their personal dental hygiene. A total of 356 persons participated in the survey (dental professional group: 160; layperson group: 196). Information regarding dental hygiene habits, such as toothbrush use, toothbrushing habits, and the use of additional dental hygiene tools was determined using a standardised questionnaire. Data were analysed using the chi-squared and Wilcoxon tests, with significance set at p < 0.05. 93% of the dental professional group and 89% of layperson group used manual toothbrushes (p = 0.03). Power toothbrushes were used by 57% of those surveyed in the dental professional group and 37% of those in the layperson group (p < 0.01). In the dental professional group, the duration of toothbrushing was significantly longer and it was performed more often compared to layperson group (p < 0.001). The use of dental floss and interdental brushes in the layperson group (dental floss 38%, interdental brush 5%) was considerably lower than in the dental professional group (dental floss 84%, interdental brush 11%; p < 0.001). The results of the survey on oral health behaviour revealed significant differences between the groups. The acceptance of additional tools for personal dental hygiene was low, such as dental floss and interdental brushes. Given the great importance of these tools for biofilm control, they should be emphasised in motivational measures and instructions regarding oral care performed at home.

"Flipping" educational technology professional development for K-12 educators

NASA Astrophysics Data System (ADS)

Spencer, Daniel

As the demand for more effective professional development increases in K-12 schools, trainers must adjust their training methods to meet the needs of their teacher learners. Just as lecture-heavy, teacher-centered instruction only meet the learning needs of a small minority of students, "sit and get" professional development rarely results in the teachers gaining the skills and confidence necessary to use technology effectively in their instruction. To resolve the frustrations of teachers related to ineffective professional development, a "Flipped PD" training model was developed based on the learning needs of adult learners, the integration of technological, pedagogical, and content knowledge (TPACK), learning activities, and the Flipped Classroom concept. Under this model, training shifts from a passive, trainer-centered format, to an active, learner-centered format where teachers learn to use technology in their classrooms by first focusing on pedagogical issues, then choosing the options that work best for addressing those issues in their unique situation, and completing "learn-by-doing" projects. Those who participate in "Flipped PD" style trainings tend to have more confidence upon completion that they can use the tools they were trained on in their teaching, as well as believe that the PD was engaging and a good use of their time.

Essential learning tools for continuing medical education for physicians, geneticists, nurses, allied health professionals, mental health professionals, business administration professionals, and reproductive endocrinology and infertility (REI) fellows: the Midwest Reproductive Symposium International.

PubMed

Collins, Gretchen G; Jeelani, Roohi; Beltsos, Angeline; Kearns, William G

2018-04-01

Essential learning tools for continuing medical education are a challenge in today's rapidly evolving field of reproductive medicine. The Midwest Reproductive Symposium International (MRSi) is a yearly conference held in Chicago, IL. The conference is targeted toward physicians, geneticists, nurses, allied health professionals, mental health professionals, business administration professionals, and reproductive endocrinology and infertility (REI) fellows engaged in the practice of reproductive medicine. In addition to the scientific conference agenda, there are specific sessions for nurses, mental health professionals, and REI fellows. Unique to the MRSi conference, there is also a separate "Business Minds" session to provide education on business acumen as it is an important element to running a department, division, or private clinic.

Evaluation of an online master's programme in Somaliland. A phenomenographic study on the experience of professional and personal development among midwifery faculty.

PubMed

Erlandsson, Kerstin; Osman, Fatumo; Hatakka, Mathias; Egal, Jama Ali; Byrskog, Ulrika; Pedersen, Christina; Klingberg-Allvin, Marie

2017-07-01

To record the variation of perceptions of midwifery faculty in terms of the possibilities and challenges related to the completion of their first online master's level programme in Sexual and Reproductive Health and Rights in Somaliland. The informants included in this phenomenongraphical focus group study were those well-educated professional women and men who completed the master's program. The informant perceived that this first online master's level programme provided tools for independent use of the Internet and independent searching for evidence-based information, enhanced professional development, was challenge-driven and evoked curiosity, challenged professional development, enhanced personal development and challenged context-bound career paths. Online education makes it possible for well-educated professional women to continue higher education. It furthermore increased the informants' confidence in their use of Internet, software and databases and in the use of evidence in both their teaching and their clinical practice. Programmes such as the one described in this paper could counter the difficulties ensuring best practice by having a critical mass of midwives who will be able to continually gather contemporary midwifery evidence and use it to ensure best practice. An increase of online education is suggested in South-central Somalia and in similar settings globally. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

School and Library Media. Introduction; The Uniform Computer Information Transactions Act (UCITA): More Critical for Educators than Copyright Law?; Redefining Professional Growth: New Attitudes, New Tools--A Case Study; Diversity in School Library Media Center Resources; Image-Text Relationships in Web Pages; Aiming for Effective Student Learning in Web-Based Courses: Insights from Student Experiences.

ERIC Educational Resources Information Center

Fitzgerald, Mary Ann; Gregory, Vicki L.; Brock, Kathy; Bennett, Elizabeth; Chen, Shu-Hsien Lai; Marsh, Emily; Moore, Joi L.; Kim, Kyung-Sun; Esser, Linda R.

2002-01-01

Chapters in this section of "Educational Media and Technology Yearbook" examine important trends prominent in the landscape of the school library media profession in 2001. Themes include mandated educational reform; diversity in school library resources; communication through image-text juxtaposition in Web pages; and professional development and…

Cinemeducation: A pilot student project using movies to help students learn medical professionalism.

PubMed

Lumlertgul, Nuttha; Kijpaisalratana, Naruchorn; Pityaratstian, Nuttorn; Wangsaturaka, Danai

2009-07-01

Using movies has been accepted worldwide as a tool to help students learn medical professionalism. In the second year, a group of medical students conducted the "Cinemeducation" project to promote professionalism in the "Medical Ethics and Critical Thinking" course. Five movies with professionalism issues were screened with 20-30 students attending each session. After the show, participants then were asked to reflect on what they had learned in terms of professionalism. Two students led group discussion emphasizing questioning and argumentation for 60 min. Additional learning issues emerging from each session were also explored in more depth and arranged into a report. In the Cinemeducation Project, medical students have learned five main ethical issues in each film, which were the doctor-patient relationship, informed consent and clinical trials in patients, management of genetic disorders, patient management, and brain death and organ transplantation. In addition to issues of professionalism, they also developed critical thinking and moral reasoning skills. Using a case-based scenario in movies has proven to be an effective and entertaining method of facilitating students with learning on professionalism.

Growing leaders in a professional membership organization.

PubMed

Shekleton, Maureen E; Preston, John C; Good, Laura E

2010-09-01

This study describes the background, development and delivery of an innovative approach to prepare elected state association leaders for their new leadership roles in their respective state organizations. State-based professional associations face unprecedented threats to scope of practice in the current volatile healthcare environment. In 2009 the American Association of Nurse Anesthetists (AANA) began offering a Leadership Development 'Boot Camp' for all nurse anesthetist state association presidents-elect designed with the intent of providing the participants with information, resources and tools they need in their new role. An organizational assessment examined the philosophy of and need for leadership development across the entire organizational structure. Recommendations from the assessment included the need for intensive leadership development at the state level. A 3-day intensive workshop was designed and implemented. Adult learning theory was used for its development. The success of this programme has lead to its implementation as part of leadership development of the AANA. Nurse managers and elected volunteer leaders in state-based professional associations face similar challenges requiring sound leadership ability. Principles applied to the development of the AANA programme can be applied to leadership development for new nurse managers. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

Making the case for change: What researchers need to consider when designing behavior change interventions aimed at improving medication dispensing.

PubMed

Cadogan, Cathal A; Ryan, Cristín; Hughes, Carmel

2016-01-01

There is a growing emphasis on behavior change in intervention development programmes aimed at improving public health and healthcare professionals' practice. A number of frameworks and methodological tools have been established to assist researchers in developing interventions seeking to change healthcare professionals' behaviors. The key features of behavior change intervention design involve specifying the target group (i.e. healthcare professional or patient cohort), the target behavior and identifying mediators (i.e. barriers and facilitators) of behavior change. Once the target behavior is clearly specified and understood, specific behavior change techniques can then be used as the basis of the intervention to target identified mediators of behavior change. This commentary outlines the challenges for pharmacy practice-based researchers in targeting dispensing as a behavior when developing behavior change interventions aimed at pharmacists and proposes a definition of dispensing to consider in future research. Copyright © 2016 Elsevier Inc. All rights reserved.

Professional Development in the International Year of Astronomy: Expanding the Universe in the Classroom

NASA Astrophysics Data System (ADS)

Reinfeld, Erika L.; Harman, P.; Lee, M. H.; Bailey, J. M.

2008-05-01

The International Year of Astronomy offers unparalleled opportunity to expand our audiences’ understanding about the universe. However, many learners, students and adults alike, are unfamiliar with the universe beyond the solar system. This collaborative workshop explores strategies for teacher professional development around the origin and evolution of the universe, using the resources of the Beyond the Solar System Professional Development Project as a guide. The Beyond the Solar System (BtSS) Professional Development Project is a NASA-supported initiative from the Harvard-Smithsonian Center for Astrophysics (CfA) designed to foster public understanding of NASA's exciting astronomy and space science research. The BtSS portfolio includes video resources, assessment tools, data about common student ideas, content presentations, online telescope investigations, and other classroom activities designed to deepen content knowledge and improve the quality of teaching and learning about current scientific models and evidence for the origin and evolution of our universe of galaxies. During this session, members of the BtSS Leadership Team from around the country will share their experience using these resources in educator workshops and teacher-training courses, and facilitate discussions among workshop participants about how these materials and pedagogical strategies can be used in their own professional development efforts during the International Year of Astronomy. EPO specialists and scientists will engage in focused exploration of the project's DVD--"Expanding the Universe in the Classroom"--in order make explicit connections between the themes of the International Year of Astronomy and their own work. The goals of this workshop are to equip professional development providers to support IYA education efforts in classrooms, afterschool programs, and informal education venues and to raise awareness about the opportunities for continuing Galileo's legacy of discovery through current science and online telescopes.

Establishing Time for Professional Learning

ERIC Educational Resources Information Center

Journal of Staff Development, 2013

2013-01-01

Time for collaborative learning is an essential resource for educators working to implement college- and career-ready standards. The pages in this article include tools from the workbook "Establishing Time for Professional Learning." The tools support a complete process to help educators effectively find and use time. The following…

Sociometric approaches for managing military units and predicting of behavior of military personnel

NASA Astrophysics Data System (ADS)

Kudro, Nataliya M.; Puzikova, Svetlana M.

2017-09-01

In the Republic of Kazakhstan military service becomes attractive primarily for that category of people who have no opportunity to acquire high quality vocational or higher education, decent income by the speciality available, or those who have not yet identified themselves professionally and socially. Its a serious problem how to ensure ability of military units to execute their service duties in conditions of more and more increasing requirements for professional competences of military personnel, increased intellectualization of military service when the quality of "human material" often is not corresponding to the required standards. This problem in the national and foreign science is still being developed and has no final solutions accessible for the scientific society. This article presents an effort to offer specialists in the military administration area one of probable tools to forecast successfulness of execution of professional tasks by military units based on results of sociometric studies and algorithms of plotting Bayesian networks. Using these tools a military leader will be able to evaluate effectiveness of his managerial activity, correct mechanisms of individual and mentoring activity with regard to individual servicemen, provide an opportunity to eliminate risks of failing to fulfill professional tasks on time and failing to ensure combat readiness of entrusted military team.

Mobile applications in oncology: is it possible for patients and healthcare professionals to easily identify relevant tools?

PubMed

Brouard, Benoit; Bardo, Pascale; Bonnet, Clément; Mounier, Nicolas; Vignot, Marina; Vignot, Stéphane

2016-11-01

Mobile applications represent promising tools in management of chronic diseases, both for patients and healthcare professionals, and especially in oncology. Among the large number of mobile health (mhealth) applications available in mobile stores, it could be difficult for users to identify the most relevant ones. This study evaluated the business model and the scientific validation for mobile applications related to oncology. A systematic review was performed over the two major marketplaces. Purpose, scientific validation, and source of funding were evaluated according to the description of applications in stores. Results were stratified according to targeted audience (general population/patients/healthcare professionals). Five hundred and thirty-nine applications related to oncology were identified: 46.8% dedicated to healthcare professionals, 31.5% to general population, and 21.7% to patients. A lack of information about healthcare professionals' involvement in the development process was noted since only 36.5% of applications mentioned an obvious scientific validation. Most apps were free (72.2%) and without explicit support by industry (94.2%). There is a need to enforce independent review of mhealth applications in oncology. The economic model could be questioned and the source of funding should be clarified. Meanwhile, patients and healthcare professionals should remain cautious about applications' contents. Key messages A systematic review was performed to describe the mobile applications related to oncology and it revealed a lack of information on scientific validation and funding. Independent scientific review and the reporting of conflicts of interest should be encouraged. Users, and all health professionals, should be aware that health applications, whatever the quality of their content, do not actually embrace such an approach.

Moving beyond Reflection: Reflexivity and Epistemic Cognition in Teaching and Teacher Education

ERIC Educational Resources Information Center

Feucht, Florian C.; Lunn Brownlee, Jo; Schraw, Gregory

2017-01-01

Building on reflective practices and action taking as cornerstones of teacher education and professional development, we argue that epistemic reflexivity becomes a powerful tool for teachers to facilitate meaningful and sustainable change in their classroom teaching. In this introductory article, we provide an overview of epistemic reflexivity…

Mentoring as an Induction Tool in Special Education Administration

ERIC Educational Resources Information Center

Smith, Cynthia Sonderegger; Arsenault, Kimberly

2014-01-01

Mentoring is a widely used method of induction into a variety of professional roles, including educational leadership. However, little scholarly literature has focused on the role of mentoring in the career development of special education administrators. In this examination of 14 such mentoring relationships, the existence of career and…

Land Use Planning Exercise Using Geographic Information Systems and Digital Soil Surveys

ERIC Educational Resources Information Center

Stout, Heidi M.; Lee, Brad D.

2004-01-01

Geographic information system (GIS) technology has become a valuable tool for environmental science professionals. By incorporating GIS into college-level course curricula, agricultural students become better qualified for employment opportunities. We have developed a case study-based laboratory exercise that introduces students to GIS and the…

Incorporating Wind Excerpts in the School Band Curriculum

ERIC Educational Resources Information Center

Bruns, Robert

2010-01-01

Professional musicians and college students commonly study orchestral excerpts, but a similar practice has yet to be implemented in the band field. Due to their widespread use in orchestral auditions, excerpts have been incorporated as a tool for musical development. Many college professors regularly assign excerpt study as part of their…

Graduate Student Perceptions and Experiences of Professional Development Activities

ERIC Educational Resources Information Center

Rizzolo, Sonja; DeForest, Aubreena R.; DeCino, Daniel A.; Strear, Molly; Landram, Suzanne

2016-01-01

Graduate higher education has done little to assess and understand graduate students' needs and experiences beyond the classroom. Therefore, we conducted a phenomenological study using multiple data collection tools, including survey and focus groups from two different time periods to implement a multiphase needs assessment. The goal of the…

WinHPC System Programming | High-Performance Computing | NREL

Science.gov Websites

Programming WinHPC System Programming Learn how to build and run an MPI (message passing interface (mpi.h) and library (msmpi.lib) are. To build from the command line, run... Start > Intel Software Development Tools > Intel C++ Compiler Professional... > C++ Build Environment for applications running

Beyond Change Blindness: Embracing the Technology Revolution in Higher Education

ERIC Educational Resources Information Center

Sutton, Kimberly Kode; DeSantis, Josh

2017-01-01

The pace of education technology innovation outpaces many professors' abilities to thoughtfully integrate new tools in their teaching practice. This poses challenges for higher education faculty as well as those responsible for planning professional development in higher education. This article explores recent trends in education technology and…

Supporting Teacher Metacognition about Formative Assessment in Online Writing Environments

ERIC Educational Resources Information Center

Woodard, Rebecca; Magnifico, Alecia Marie; McCarthey, Sarah

2013-01-01

Rubrics have become popular tools for assessing student writing both in classroom and standardized testing environments. Rubric construction and efficacy, however, is a topic that has been largely sidestepped in the literature and in teacher professional development. Composing an effective rubric--particularly for instructional or formative…

Net Results: Online Protocols Boost Group Learning Potential

ERIC Educational Resources Information Center

Dichter, Alan; Zydney, Janet Mannheimer

2015-01-01

Educators have begun to use protocols to facilitate professional development in online spaces--partly because people need to connect from different places, but also to take advantage of new environments for learning. For example, asynchronous tools, such as discussion forums, blogs, or Google+, where participants post messages to one another at…

Strategizing Teacher Professional Development for Classroom Uses of Geospatial Data and Tools

ERIC Educational Resources Information Center

Zalles, Daniel R.; Manitakos, James

2016-01-01

Studying Topography, Orographic Rainfall, and Ecosystems with Geospatial Information Technology (STORE), a 4.5-year National Science Foundation funded project, explored the strategies that stimulate teacher commitment to the project's driving innovation: having students use geospatial information technology (GIT) to learn about weather, climate,…

Building Connections, Collections, and Communities: Increasing the Visibility and Impact of Extension through Institutional Repositories

ERIC Educational Resources Information Center

Inefuku, Harrison W.; Franz, Nancy K.

2015-01-01

Over the past 20 years, university libraries have developed and manage institutional repositories--digital libraries that provide free, public access to the research, scholarship, and publications of their university's faculty, staff, and students. Although underused by Extension professionals, institutional repositories are powerful tools that…

Designing e-Portfolios to Support Professional Teacher Preparation

ERIC Educational Resources Information Center

Tran, Tu; Baker, Robert; Pensavalle, Margo

2006-01-01

Tu Tran, Robert Baker, and Margo Pensavalle present e-portfolio technology as an effective tool in teacher preparation. Because e-portfolios chronicle students' learning outcomes, they provide a picture of students' development that can be used in response to increased demands for assessment of student teachers and increasingly standards-based…

NASFAA Launches Its Standards of Excellence Review Program.

ERIC Educational Resources Information Center

Fairley, Vernetta P.

1999-01-01

The National Association of Student Financial Aid Administrators (NASFAA) has initiated a program in which practicing student aid professionals, on request, conduct a thorough review of a college or university's student aid operation, using comprehensive assessment materials and tools developed by NASFAA. The review examines program compliance,…

Are You Ready to Go Digital?: The Pros and Cons of Electronic Portfolio Development

ERIC Educational Resources Information Center

Heath, Marilyn

2005-01-01

There is an increasing need for educators to have professional portfolios, which are considered to be authentic tools for evaluating the knowledge, skill, beliefs and attitudes of prospective educators. Electronic portfolios are gaining in popularity and their relative pros and cons are examined.

InnoTube: A Video-Based Connection Tool Supporting Collaborative Innovation

ERIC Educational Resources Information Center

Angehrn, Albert A.; Luccini, Angelo Marco; Maxwell, Katrina

2009-01-01

Innovation is a key driver of organizational renewal and success. However, providing the right environment for innovative ideas to emerge and develop is not easy. This is further complicated by the fact that the professional environment is increasingly virtual as globally dispersed organizational and inter-organizational teams collaborate on…

75 FR 71083 - Privacy Act of 1974; System of Records

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-22

... (SMART) database is maintained at the Naval Education and Training Professional Development Technology... 20684-0010. The Data Housing and Reports Tool (DHART) database is maintained for the Commandant of the... student has performed below the minimum requirements, copies of the minutes of the Academic Review Board...

Communicating Effectively with All Colleagues, Even "Difficult" Ones

ERIC Educational Resources Information Center

MacDonald, Heidi H.

2011-01-01

To help create a supportive learning environment for students, school psychologists must collaborate daily with parents, teachers, and other professionals. Effective communication is an indispensable tool for helping to ensure that all parties understand how they play an essential role in a student's development. The ability to communicate…

Counselors' Use of Functional Assessment: A Survey of Pennsylvania Counselors.

ERIC Educational Resources Information Center

Lane, Mildred D.

As people with disabilities are becoming more included in society, professional counselors are required to develop skills and identify tools to assess, counsel, and advocate for these clients. This article presents Pennsylvania counselors' definition of functional assessment and procedures, techniques, and instruments currently in use. Most…

Parents as Policy-Makers: A Handbook for Effective Participation.

ERIC Educational Resources Information Center

Hunter, Richard W.

This manual, developed by the Families in Action Project, is intended to provide parents and other family members of children with emotional disorders some practical ideas and tools with which they can become effective partners with professionals in the policy-making process. The first section, "Understanding the Board Process," describes…

Entrepreneurial Extension Conducted via Social Media

ERIC Educational Resources Information Center

Cornelisse, Sarah; Hyde, Jeffrey; Raines, Christopher; Kelley, Kathleen; Ollendyke, Dana; Remcheck, James

2011-01-01

The widespread availability of and access to the Internet have led to the development of new forms of communication. Collectively termed "social media," these new communication tools have created vast opportunities for Extension professionals in how they perform their work and how businesses interact with consumers. This article outlines currently…

The Disturbing Student and the Judicial Process

ERIC Educational Resources Information Center

Ragle, John D.; Paine, Gage E.

2009-01-01

The Assessment-Intervention of Student Problems (AISP) model is a useful tool for preparing student affairs professionals to assess the problems of disturbed, disturbing, or disturbed/disturbing students and to make appropriate referrals. It is particularly useful because it emphasizes the necessity of developing an integrated system for this…

Teachers Teaching Teachers (T3)[TM]. Volume 5, Number 3

ERIC Educational Resources Information Center

Crow, Tracy, Ed.

2009-01-01

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Building Bridges: Data Help Instructional Coach Make Vital Connections with Teachers (Theresa Long); (2) NSDC Tool: Instructional…

Using an Online Tool for Learning about and Implementing Algebra Progress Monitoring

ERIC Educational Resources Information Center

Foegen, Anne; Stecker, Pamela M.; Genareo, Vincent R.; Lyons, Renée; Olson, Jeannette R.; Simpson, Amber; Romig, John Elwood; Jones, Rachel

2016-01-01

Research supports special educators' use of progress-monitoring data for instructional decision-making purposes as an evidence-based practice for improving student achievement. This article describes the Professional Development for Algebra Progress Monitoring (PD-APM) system. PD-APM, is an online system that includes two "hubs" that…

A systematic review of clinical assessment for undergraduate nursing students.

PubMed

Wu, Xi Vivien; Enskär, Karin; Lee, Cindy Ching Siang; Wang, Wenru

2015-02-01

Consolidated clinical practicum prepares pre-registration nursing students to function as beginning practitioners. The clinical competencies of final-year nursing students provide a key indication of professional standards of practice and patient safety. Thus, clinical assessment of nursing students is a crucial issue for educators and administrators. The aim of this systematic review was to explore the clinical competency assessment for undergraduate nursing students. PubMed, CINAHL, ScienceDirect, Web of Science, and EBSCO were systematically searched from January 2000 to December 2013. The systematic review was in line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Published quantitative and qualitative studies that examined clinical assessment practices and tools used in clinical nursing education were retrieved. Quality assessment, data extraction, and analysis were completed on all included studies. This review screened 2073 titles, abstracts and full-text records, resulting in 33 included studies. Two reviewers assessed the quality of the included studies. Fourteen quantitative and qualitative studies were identified for this evaluation. The evidence was ordered into emergent themes; the overarching themes were current practices in clinical assessment, issues of learning and assessment, development of assessment tools, and reliability and validity of assessment tools. There is a need to develop a holistic clinical assessment tool with reasonable level of validity and reliability. Clinical assessment is a robust activity and requires collaboration between clinical partners and academia to enhance the clinical experiences of students, the professional development of preceptors, and the clinical credibility of academics. Copyright © 2014 Elsevier Ltd. All rights reserved.

Visualization and Analytics Tools for Infectious Disease Epidemiology: A Systematic Review

PubMed Central

Carroll, Lauren N.; Au, Alan P.; Detwiler, Landon Todd; Fu, Tsung-chieh; Painter, Ian S.; Abernethy, Neil F.

2014-01-01

Background A myriad of new tools and algorithms have been developed to help public health professionals analyze and visualize the complex data used in infectious disease control. To better understand approaches to meet these users' information needs, we conducted a systematic literature review focused on the landscape of infectious disease visualization tools for public health professionals, with a special emphasis on geographic information systems (GIS), molecular epidemiology, and social network analysis. The objectives of this review are to: (1) Identify public health user needs and preferences for infectious disease information visualization tools; (2) Identify existing infectious disease information visualization tools and characterize their architecture and features; (3) Identify commonalities among approaches applied to different data types; and (4) Describe tool usability evaluation efforts and barriers to the adoption of such tools. Methods We identified articles published in English from January 1, 1980 to June 30, 2013 from five bibliographic databases. Articles with a primary focus on infectious disease visualization tools, needs of public health users, or usability of information visualizations were included in the review. Results A total of 88 articles met our inclusion criteria. Users were found to have diverse needs, preferences and uses for infectious disease visualization tools, and the existing tools are correspondingly diverse. The architecture of the tools was inconsistently described, and few tools in the review discussed the incorporation of usability studies or plans for dissemination. Many studies identified concerns regarding data sharing, confidentiality and quality. Existing tools offer a range of features and functions that allow users to explore, analyze, and visualize their data, but the tools are often for siloed applications. Commonly cited barriers to widespread adoption included lack of organizational support, access issues, and misconceptions about tool use. Discussion and Conclusion As the volume and complexity of infectious disease data increases, public health professionals must synthesize highly disparate data to facilitate communication with the public and inform decisions regarding measures to protect the public's health. Our review identified several themes: consideration of users' needs, preferences, and computer literacy; integration of tools into routine workflow; complications associated with understanding and use of visualizations; and the role of user trust and organizational support in the adoption of these tools. Interoperability also emerged as a prominent theme, highlighting challenges associated with the increasingly collaborative and interdisciplinary nature of infectious disease control and prevention. Future work should address methods for representing uncertainty and missing data to avoid misleading users as well as strategies to minimize cognitive overload. PMID:24747356

Visualization and analytics tools for infectious disease epidemiology: a systematic review.

PubMed

Carroll, Lauren N; Au, Alan P; Detwiler, Landon Todd; Fu, Tsung-Chieh; Painter, Ian S; Abernethy, Neil F

2014-10-01

A myriad of new tools and algorithms have been developed to help public health professionals analyze and visualize the complex data used in infectious disease control. To better understand approaches to meet these users' information needs, we conducted a systematic literature review focused on the landscape of infectious disease visualization tools for public health professionals, with a special emphasis on geographic information systems (GIS), molecular epidemiology, and social network analysis. The objectives of this review are to: (1) identify public health user needs and preferences for infectious disease information visualization tools; (2) identify existing infectious disease information visualization tools and characterize their architecture and features; (3) identify commonalities among approaches applied to different data types; and (4) describe tool usability evaluation efforts and barriers to the adoption of such tools. We identified articles published in English from January 1, 1980 to June 30, 2013 from five bibliographic databases. Articles with a primary focus on infectious disease visualization tools, needs of public health users, or usability of information visualizations were included in the review. A total of 88 articles met our inclusion criteria. Users were found to have diverse needs, preferences and uses for infectious disease visualization tools, and the existing tools are correspondingly diverse. The architecture of the tools was inconsistently described, and few tools in the review discussed the incorporation of usability studies or plans for dissemination. Many studies identified concerns regarding data sharing, confidentiality and quality. Existing tools offer a range of features and functions that allow users to explore, analyze, and visualize their data, but the tools are often for siloed applications. Commonly cited barriers to widespread adoption included lack of organizational support, access issues, and misconceptions about tool use. As the volume and complexity of infectious disease data increases, public health professionals must synthesize highly disparate data to facilitate communication with the public and inform decisions regarding measures to protect the public's health. Our review identified several themes: consideration of users' needs, preferences, and computer literacy; integration of tools into routine workflow; complications associated with understanding and use of visualizations; and the role of user trust and organizational support in the adoption of these tools. Interoperability also emerged as a prominent theme, highlighting challenges associated with the increasingly collaborative and interdisciplinary nature of infectious disease control and prevention. Future work should address methods for representing uncertainty and missing data to avoid misleading users as well as strategies to minimize cognitive overload. Copyright © 2014 The Authors. Published by Elsevier Inc. All rights reserved.

Writing in Chemistry: An Effective Learning Tool

NASA Astrophysics Data System (ADS)

Kovac, Jeffrey; Sherwood, Donna W.

1999-10-01

Writing is both a powerful learning tool and an important professional skill for chemists. We have developed a systematic approach to the integration of writing into the chemistry curriculum, which is described in detail in Writing Across the Chemistry Curriculum: A Faculty Handbook, available from the authors in a preliminary edition. The approach has been tested in high-enrollment sections of general chemistry at the University of Tennessee, Knoxville, with considerable success. This paper describes both the general approach and the specific implementation in the classroom.

The international council of ophthalmology: vision for ophthalmic education in an interdependent world.

PubMed

Lee, Andrew G; Golnik, Karl C; Tso, Mark O M; Spivey, Bruce; Miller, Kathleen; Gauthier, Tina-Marie

2012-10-01

To describe the emerging strategic global perspective of the International Council of Ophthalmology (ICO) efforts in ophthalmic education. A global perspective describing how the development of sophisticated educational tools in tandem with information technology can revolutionize ophthalmic education worldwide. Review of ICO educational tools, resources, and programs that are available to ophthalmic educators across the globe. With the explosive growth of the Internet, the ability to access medical information in the most isolated of locations is now possible. Through specific ICO initiatives, including the ICO curricula, the "Teaching the Teachers" program, and the launching of the new ICO Center for Ophthalmic Educators, the ICO is providing ophthalmic educators across the globe with access to standardized but customizable educational programs and tools to better train ophthalmologists and allied eye care professionals throughout the world. Access to educational tools and strengthening of global learning will help providers meet the goals of VISION 2020 and beyond in eliminating avoidable blindness. It is the intent of the ICO that its programs for ophthalmic educators, including conferences, courses, curricula, and online resources, result in better-trained ophthalmologists and eye care professionals worldwide. Copyright © 2012 Elsevier Inc. All rights reserved.

Class Model Development Using Business Rules

NASA Astrophysics Data System (ADS)

Skersys, Tomas; Gudas, Saulius

New developments in the area of computer-aided system engineering (CASE) greatly improve processes of the information systems development life cycle (ISDLC). Much effort is put into the quality improvement issues, but IS development projects still suffer from the poor quality of models during the system analysis and design cycles. At some degree, quality of models that are developed using CASE tools can be assured using various. automated. model comparison, syntax. checking procedures. It. is also reasonable to check these models against the business domain knowledge, but the domain knowledge stored in the repository of CASE tool (enterprise model) is insufficient (Gudas et al. 2004). Involvement of business domain experts into these processes is complicated because non- IT people often find it difficult to understand models that were developed by IT professionals using some specific modeling language.

Developing a Web-Based Mechanism for Assessing Teacher Science Content Knowledge

NASA Astrophysics Data System (ADS)

Byers, Al; Koba, Susan; Sherman, Greg; Scheppke, Joan; Bolus, Roger

2011-04-01

The National Science Teachers Association (NSTA) recently launched a comprehensive electronic professional development (e-PD) online portal, the NSTA Learning Center. This support site for educators currently includes over 6,000 e-PD resources and opportunities available on-demand, as well as various tools designed to help educators maximize the effectiveness of using NSTA resources. One tool, the PD Indexer, helps teachers identify their own areas of content strengths and weaknesses by selecting content-specific assessments. Individual NSTA resources are recommended based on assessment outcomes. This paper presents a detailed description of the procedures employed by NSTA to develop valid and reliable PD Indexer content-specific multiple-choice assessment items.

How can scientists bring research to use: the HENVINET experience.

PubMed

Bartonova, Alena

2012-06-28

Health concerns have driven the European environmental policies of the last 25 years, with issues becoming more complex. Addressing these concerns requires an approach that is both interdisciplinary and engages scientists with society. In response to this requirement, the FP6 coordination action "Health and Environment Network" HENVINET was set up to create a permanent inter-disciplinary network of professionals in the field of health and environment tasked to bridge the communication gap between science and society. In this paper we describe how HENVINET delivered on this task. The HENVINET project approached the issue of inter-disciplinary collaboration in four ways. (1) The Drivers-Pressures-State-Exposure-Effect-Action framework was used to structure information gathering, collaboration and communication between scientists in the field of health and the environment. (2) Interactive web-based tools were developed to enhance methods for knowledge evaluation, and use these methods to formulate policy advice. (3) Quantification methods were adapted to measure scientific agreement. And (4) Open architecture web technology was used to develop an information repository and a web portal to facilitate collaboration and communication among scientists. Twenty-five organizations from Europe and five from outside Europe participated in the Health and Environment Network HENVINET, which lasted for 3.5 years. The consortium included partners in environmental research, public health and veterinary medicine; included medical practitioners and representatives of local administrations; and had access to national policy making and EEA and WHO expertise. Dedicated web-based tools for visualisation of environmental health issues and knowledge evaluation allowed remote expert elicitation, and were used as a basis for developing policy advice in five health areas (asthma and allergies; cancer; neurodevelopmental disorders; endocrine disruption; and engineered nanoparticles in the environment). An open searchable database of decision support tools was established and populated. A web based social networking tool was developed to enhance collaboration and communication between scientists and society. HENVINET addressed key issues that arise in inter-disciplinary research on health and environment and in communicating research results to policy makers and society. HENVINET went beyond traditional scientific tools and methods to bridge the communication gap between science and policy makers. The project identified the need for a common framework and delivered it. It developed and implemented a variety of novel methods and tools and, using several representative examples, demonstrated the process of producing politically relevant scientific advice based on an open participation of experts. It highlighted the need for, and benefits of, a liaison between health and environment professionals and professionals in the social sciences and liberal arts. By adopting critical complexity thinking, HENVINET extended the traditional approach to environment and health research, and set the standard for current approaches to bridge the gap between science and society.

Impact of an Extension Social Media Tool Kit on Audience Engagement

ERIC Educational Resources Information Center

Garcia, Aileen S.; Dev, Dipti; McGinnis, Colin M.; Thomas, Tyler

2018-01-01

Extension professionals can improve their use of social media as channels for extending programmatic efforts by maximizing target audience reach and engagement. We describe how implementation of a tool kit highlighting best practices for using social media improved Extension professionals' efforts to engage target audience members via social…

The Leadership Lab for Women: Advancing and Retaining Women in STEM through Professional Development.

PubMed

Van Oosten, Ellen B; Buse, Kathleen; Bilimoria, Diana

2017-01-01

Innovative professional development approaches are needed to address the ongoing lack of women leaders in science, technology, engineering, and math (STEM) careers. Developed from the research on women who persist in engineering and computing professions and essential elements of women's leadership development, the Leadership Lab for Women in STEM Program was launched in 2014. The Leadership Lab was created as a research-based leadership development program, offering 360-degree feedback, coaching, and practical strategies aimed at increasing the advancement and retention of women in the STEM professions. The goal is to provide women with knowledge, tools and a supportive learning environment to help them navigate, achieve, flourish, and catalyze organizational change in male-dominated and technology-driven organizations. This article describes the importance of creating unique development experiences for women in STEM fields, the genesis of the Leadership Lab, the design and content of the program, and the outcomes for the participants.

A biopsychosocial vignette for case conceptualization in dementia (VIG-Dem): development and pilot study.

PubMed

Spector, Aimee; Hebditch, Molly; Stoner, Charlotte R; Gibbor, Luke

2016-09-01

The ability to identify biological, social, and psychological issues for people with dementia is an important skill for healthcare professionals. Therefore, valid and reliable measures are needed to assess this ability. This study involves the development of a vignette style measure to capture the extent to which health professionals use "Biopsychosocial" thinking in dementia care (VIG-Dem), based on the framework of the model developed by Spector and Orrell (2010). The development process consisted of Phase 1: Developing and refining the vignettes; Phase 2: Field testing (N = 9), and Phase 3: A pilot study to assess reliability and validity (N = 131). The VIG-Dem, consisting of two vignettes with open-ended questions and a standardized scoring scheme, was developed. Evidence for the good inter-rater reliability, convergent validity, and test-retest reliability were established. The VIG-Dem has good psychometric properties and may provide a useful tool in dementia care research and practice.

Health Care Professionals' Attitudes Toward, and Experiences of Using, a Culture-Sensitive Smartphone App for Women with Gestational Diabetes Mellitus: Qualitative Study.

PubMed

Garnweidner-Holme, Lisa; Hoel Andersen, Therese; Sando, Mari Wastvedt; Noll, Josef; Lukasse, Mirjam

2018-05-14

The increasing prevalence of gestational diabetes mellitus (GDM) among women of different ethnic backgrounds provides new challenges for health care professionals, who often find it difficult to provide information about the management of this disease to such individuals. Mobile health (mHealth) may act as a useful tool for blood sugar control and care process enhancement. However, little is known about health care professionals' experiences and attitudes toward the use of mHealth for women with GDM. The aim of this study was to explore how health care professionals perceived the provision of care to pregnant women who managed their GDM using the culture-sensitive Pregnant+ app in a randomized controlled trial. Individual interviews with 9 health care professionals providing care for women with GDM were conducted. Braun and Clark's method of thematic content analysis inspired the analysis. This study included health care professionals who were primarily responsible for providing care to participants with GDM in the Pregnant+ randomized controlled trial at 5 diabetes outpatient clinics in Oslo, Norway. Health care professionals perceived mHealth, particularly the Pregnant+ app, as an appropriate tool for the care of women with GDM, who were described as individuals comprising a heterogeneous, motivated group that could be easily approached with health-related information. Some participants reported challenges with respect to provision of advice to women with different food cultures. The advantages of the Pregnant+ app included provision of information that women could access at home, the information provided being perceived as trustworthy by health care professionals, the culture sensitivity of the app, and the convenience for women to register blood sugar levels. Technical problems, particularly those associated with the automatic transfer of blood glucose measurements, were identified as the main barrier to the use of the Pregnant+ app. Strict inclusion criteria and the inclusion of participants who could not speak Norwegian were the main challenges in the recruitment process for the randomized controlled trial. The findings of this study suggest that mHealth is a useful tool to enhance the care provided by health care professionals to women with GDM. Future mobile apps for the management of GDM should be developed by a trustworthy source and in cooperation with health care professionals. They should also be culture sensitive and should not exhibit technical problems. ©Lisa Garnweidner-Holme, Therese Hoel Andersen, Mari Wastvedt Sando, Josef Noll, Mirjam Lukasse. Originally published in JMIR Mhealth and Uhealth (http://mhealth.jmir.org), 14.05.2018.

Discrete event simulation as a tool in optimization of a professional complex adaptive system.

PubMed

Nielsen, Anders Lassen; Hilwig, Helmer; Kissoon, Niranjan; Teelucksingh, Surujpal

2008-01-01

Similar urgent needs for improvement of health care systems exist in the developed and developing world. The culture and the organization of an emergency department in developing countries can best be described as a professional complex adaptive system, where each agent (employee) are ignorant of the behavior of the system as a whole; no one understands the entire system. Each agent's action is based on the state of the system at the moment (i.e. lack of medicine, unavailable laboratory investigation, lack of beds and lack of staff in certain functions). An important question is how one can improve the emergency service within the given constraints. The use of simulation signals is one new approach in studying issues amenable to improvement. Discrete event simulation was used to simulate part of the patient flow in an emergency department. A simple model was built using a prototyping approach. The simulation showed that a minor rotation among the nurses could reduce the mean number of visitors that had to be refereed to alternative flows within the hospital from 87 to 37 on a daily basis with a mean utilization of the staff between 95.8% (the nurses) and 87.4% (the doctors). We conclude that even faced with resource constraints and lack of accessible data discrete event simulation is a tool that can be used successfully to study the consequences of changes in very complex and self organizing professional complex adaptive systems.

Teacher Researchers Creating Communities of Research Practice by the Use of a Professional Development Approach

ERIC Educational Resources Information Center

Holmqvist, Mona; Bergentoft, Heléne; Selin, Per

2018-01-01

The aim of this article is to elucidate how teacher researchers use a theoretical framework as mediated tool to create boundaries in communities of research practices (CoRPs) and how this effects student learning. If, and in what way, knowledge developed in one practice can be used to inform the next is also examined. Two teacher researchers…

Claroline, an Internet Teaching and Learning Platform to Foster Teachers' Professional Development and Improve Teaching Quality: First Approaches

ERIC Educational Resources Information Center

Lebrun, Marcel; Docq, Francoise; Smidts, Denis

2009-01-01

This paper describes the findings of a survey of Higher Education teachers and students using the eLearning platform Claroline. This survey is enhanced by direct observation of the tools really used by teachers. Claroline was initially developed (in 2001-2002) to sustain and foster pedagogic innovation at the Universite Catholique de Louvain (UCL)…

Facebook as a Learning Tool? A Case Study on the Appropriation of Social Network Sites from Mobile Phones in Developing Countries

ERIC Educational Resources Information Center

Pimmer, Christoph; Linxen, Sebastian; Grohbiel, Urs

2012-01-01

This exploratory research investigates how students and professionals use social network sites (SNSs) in the setting of developing and emerging countries. Data collection included focus groups consisting of medical students and faculty as well as the analysis of a Facebook site centred on medical and clinical topics. The findings show how users,…

Towards an effective co-operation between companies and occupational safety and health services.

PubMed

van der Drift, Dorine Willy

2002-01-01

In the Dutch Working Conditions Act, every employer is required to organize preventive occupational safety and health services (OSH-Services). The OSH-Services need to have a certification that can be compared with ISO-9000. This article is focused on the question: How can companies and OSH-Services co-operate more effectively to obtain a better OSH management system inside the companies? To answer this question, TNO has developed an approach to support organisations in the health care branch to obtain a better service from their OSH-Service. TNO has chosen to focus on supporting the companies, because of the recognition that the effectiveness of OSH-Services has been found in effects on their customers, the companies. As a result of the research project a stepwise approach with several tools was developed. After the development phase, parts of the approach and the tools were used in several other consultancy projects. Evaluative studies have not been performed yet. However, from the development activities and several consultancy projects some remarkable evaluative findings can be given. The approach can be useful for companies and OSH-Services to make their goals and expectations more explicit. The approach also helps to make the management of companies clear that their own behaviour is relevant to the achievement of their goals in occupational health and safety policy, in addition to the services provided by the OSH-Service and their professionals. The approach cannot fulfil the possible need for qualification of OSH professionals. However, the approach can make the OSH professionals clear in what way they have qualification needs.

A remote sensing computer-assisted learning tool developed using the unified modeling language

NASA Astrophysics Data System (ADS)

Friedrich, J.; Karslioglu, M. O.

The goal of this work has been to create an easy-to-use and simple-to-make learning tool for remote sensing at an introductory level. Many students struggle to comprehend what seems to be a very basic knowledge of digital images, image processing and image arithmetic, for example. Because professional programs are generally too complex and overwhelming for beginners and often not tailored to the specific needs of a course regarding functionality, a computer-assisted learning (CAL) program was developed based on the unified modeling language (UML), the present standard for object-oriented (OO) system development. A major advantage of this approach is an easier transition from modeling to coding of such an application, if modern UML tools are being used. After introducing the constructed UML model, its implementation is briefly described followed by a series of learning exercises. They illustrate how the resulting CAL tool supports students taking an introductory course in remote sensing at the author's institution.

Maternal-Newborn and Surgical Nurses’ Perceptions of Professional Autonomy During the Development of Shared Governance

DTIC Science & Technology

1993-01-01

women in general (Schutzenhofer, 1988b). Pinch (1981) and Gilligan (1979) noted that most developmental theorists have studied male development and...previous developmental stages . Men find identity through their work, while a woman’s identity is defined by relationships (Gilligan, 1977), since, until...was only .54, while the realistic behavior subscale produced an alpha of .70. Nunnally (1978) recommends that tools in early stages of development

Impact of the implementation of an online network support tool among clinicians of primary health care and specialists: ECOPIH Project.

PubMed

Lacasta Tintorer, David; Flayeh Beneyto, Souhel; Alzaga Reig, Xavier; Mundet Tuduri, Xavier; De la Fuente, Josep Anton; Manresa, Josep Maria; Torán Monserrat, Pere; Saigí Rubió, Francesc

2013-10-03

There has been created an online communication tool with the objective to improve the communication among different levels of care, between Primary Care clinicians and Specialists. This tool is web 2.0 based technology (ECOPIH project). It allows to review clinical cases and to share knowledge. Our study will evaluate its impact in terms of reduction on the number of referrals to three specialties two years after the use of this tool. Open, multicenter, controlled, non random intervention study over 24 months. Study population includes 131 Primary Care Physicians assigned to nine health centers. The study will compare the clinicians that use the ECOPIH with the ones that do not use the tool. Also, professionals that start to use the tool during the period time of the study will be included.The number of annual referrals during the first and second year will be analyzed and retrospectively compared with the previous year to the implementation of the tool. Moreover, it will be assessed the level of satisfaction of the professionals with the tool and to what extend the tool responds to their needs. The implementation of ECOPIH in the field of Primary Health Care can decrease the number of referrals from primary care to specialist care.It is expected that the reduction will be more noticeable in the group of professionals that use more intensively the tool. Furthermore, we believe that it can be also observed with the professionals that read the contributions of the others.We anticipate high degree of customer satisfaction as it is a very helpful resource never used before in our environment.

Impact of the implementation of an online network support tool among clinicians of Primary Health Care and Specialists: ECOPIH Project

PubMed Central

2013-01-01

Background There has been created an online communication tool with the objective to improve the communication among different levels of care, between Primary Care clinicians and Specialists. This tool is web 2.0 based technology (ECOPIH project). It allows to review clinical cases and to share knowledge. Our study will evaluate its impact in terms of reduction on the number of referrals to three specialties two years after the use of this tool. Methods/Design Open, multicenter, controlled, non random intervention study over 24 months. Study population includes 131 Primary Care Physicians assigned to nine health centers. The study will compare the clinicians that use the ECOPIH with the ones that do not use the tool. Also, professionals that start to use the tool during the period time of the study will be included. The number of annual referrals during the first and second year will be analyzed and retrospectively compared with the previous year to the implementation of the tool. Moreover, it will be assessed the level of satisfaction of the professionals with the tool and to what extend the tool responds to their needs. Discussion The implementation of ECOPIH in the field of Primary Health Care can decrease the number of referrals from primary care to specialist care. It is expected that the reduction will be more noticeable in the group of professionals that use more intensively the tool. Furthermore, we believe that it can be also observed with the professionals that read the contributions of the others. We anticipate high degree of customer satisfaction as it is a very helpful resource never used before in our environment. PMID:24088387

Aligning Food Systems Policies to Advance Public Health

PubMed Central

Muller, Mark; Tagtow, Angie; Roberts, Susan L.; MacDougall, Erin

2009-01-01

The involvement of public health professionals in food and agricultural policy provides tremendous opportunities for advancing the public's health. It is particularly challenging, however, for professionals to understand and consider the numerous policy drivers that impact the food system, which range from agricultural commodity policies to local food safety ordinances. Confronted with this complexity in the food system, policy advocates often focus on narrow objectives with disregard for the larger system. This commentary contends that, in order to be most effective, public health professionals need to consider the full range of interdependent policies that affect the system. Food policy councils have proven to be an effective tool, particularly at the local and state level, for developing comprehensive food systems policies that can improve public health. PMID:23144671

Encouraging Data Use in the Classroom-DLESE Workshop Evaluation Results

NASA Astrophysics Data System (ADS)

Lynds, S. E.; Buhr, S. M.; Ledley, T. S.

2005-12-01

For the last two years, the Data Services Team of the Digital Library for Earth Systems Education (DLESE) has offered annual workshops, bringing scientists, technology specialists, and education professionals together to develop ways of using scientific data in education. Teams comprised of representatives from each of five professional roles (scientist, curriculum developer, data provider, teacher, tool developer) worked on developing online educational units of the Earth Exploration Toolbook (EET--http://serc.carleton.edu/eet/). Workshop evaluation projects elicited a large amount of feedback from participants at both workshops. Consistently, the attendees most highly valued the opportunity to network with those of other professional roles and to collaborate on a real-world education project. Technology and science specialists emphasized their desire for a greater understanding of practical applications for scientific data in the classroom and what educators need for successful curricula. The evaluation project also revealed similarities in the limitations that many attendees reported in using online data. Technological barriers such as data format, bandwidth limitations, and proprietary data were all mentioned by participants regardless of professional role. This talk will discuss the barriers to and advantages of collaborations between scientists, technology specialists, and educators and the potential for this format to result in data-rich curriculum elements.

The HOME network: an Australian national initiative for home therapies.

PubMed

Chow, Josephine; Fortnum, Debbie; Moodie, Jo-Anne; Simmonds, Rosemary; Tomlins, Melinda

2013-01-01

Longer, more frequent dialysis at home can improve life expectancy for patients with chronic kidney disease. Increased use of home dialysis therapies also benefits the hospital system, allowing for more efficient allocation of clinic resources. However, the Australian and New Zealand Data Registry statistics highlight the low uptake of home haemodialysis and peritoneal dialysis across Australia. In August 2009, the Australia's HOME Network was established as a national initiative to engage and empower healthcare professionals working in the home dialysis specialty. The aim was to develop solutions to advocate for and ultimately increase the use of home therapies. This paper describes the development, achievement and future plan of the Australian HOME Network. Achievements to date include: a survey of HOME Network members to assess the current state of patient and healthcare professional-targeted education resources; development of two patient case studies and activities addressing how to overcome the financial burden experienced by patients on home dialysis. Future projects aim to improve patient and healthcare professional education, and advocacy for home dialysis therapies. The HOME Network is supporting healthcare professionals working in the home dialysis specialty to develop solutions and tools that will help to facilitate greater utilisation of home dialysis therapies. © 2013 European Dialysis and Transplant Nurses Association/European Renal Care Association.

Declarative knowledge and professional vision in teacher education: effect of courses in teaching and learning.

PubMed

Stürmer, Kathleen; Könings, Karen D; Seidel, Tina

2013-09-01

Teachers' professional vision includes the ability to apply general pedagogical knowledge about components of effective teaching and learning to reason about significant features of classroom practice. It requires teachers to (a) describe, (b) explain, and (c) predict classroom situations. Although the acquisition of underling knowledge can be considered as a key element of university-based teacher education programmes, to date, there has been little empirical research on teacher candidates' development of professional vision. This study aims to improve understanding of how different university-based courses in teaching and learning impact the development of professional vision. Participants were teacher candidates (N= 53) attending the same teacher education programme at a German university. They were enrolled in one of three different compulsory courses in teaching and learning, lasting one semester. In a pre-test-post-test design, participants' declarative knowledge about teaching and learning was measured with a test, professional vision with the online tool Observer. Analysis of covariance and multivariate analysis of variance were conducted. Teacher candidates in all three courses showed significant gains both in declarative knowledge and professional vision. Patterns of results differed depending on the course attended. A video-based course with a focus on effective teaching resulted in highest gains in prediction of the consequences of observed events for student learning processes, which is the highest level of knowledge transfer. The development of professional vision is a strongly knowledge-guided process. In line with their content and aims, university-based courses can enhance teaching-relevant knowledge for teacher candidates. © 2012 The British Psychological Society.