Sample records for quality academic programs

  1. Faculty Members' Lived Experiences with Academic Quality in For-Profit On-Ground Gainful Employment Programs

    ERIC Educational Resources Information Center

    Booton, Carol M.

    2013-01-01

    Academic quality in for-profit vocational (Gainful Employment) programs is a concern for all stakeholders. However, academic quality is not easily defined. The Department of Education's Gainful Employment Rule defines academic quality With a few easily measured metrics such as student retention and job placement rate, despite the fact that…

  2. Faculty Perceptions of Administrator Influence on Academic Quality in For-Profit Vocational Higher Education

    ERIC Educational Resources Information Center

    Booton, Carol M.

    2016-01-01

    Academic quality in for-profit vocational college programs is a concern for all stakeholders, especially nontraditional college students. The purpose of this study was to expand understanding of how administrators and owners of for-profit (proprietary) colleges influence academic quality in on-ground vocational college programs. A phenomenological…

  3. Academic Quality Control: The Case of College Programs on Military Bases.

    ERIC Educational Resources Information Center

    Bailey, Stephen K.

    The quality of college programs at 13 U.S. military bases and the activities of various agencies for maintaining quality control were evaluated. Based on site visits to military bases in the continental United States and Hawaii in 1978, some academic programs appeared to have few standards and practices that promote quality. It is claimed that…

  4. What Works after School? The Relationship between After-School Program Quality, Program Attendance, and Academic Outcomes

    ERIC Educational Resources Information Center

    Leos-Urbel, Jacob

    2015-01-01

    This article examines the relationship between after-school program quality, program attendance, and academic outcomes for a sample of low-income after-school program participants. Regression and hierarchical linear modeling analyses use a unique longitudinal data set including 29 after-school programs that served 5,108 students in Grades 4 to 8…

  5. Ranking Different Stakeholder-Driven Definitions of Academic Quality

    ERIC Educational Resources Information Center

    Shouba, Derek

    2017-01-01

    Americans are increasingly concerned about academic quality (Hauptman & Kim, 2009). This concern about academic quality is a product of the relative decline of the American economy, American Program for International Student Assessment (PISA) test scores, American baccalaureate attainment rates, and various other indicators of national…

  6. Measuring Performance Excellence: Key Performance Indicators for Institutions Accepted into the Academic Quality Improvement Program (AQIP)

    ERIC Educational Resources Information Center

    Ballard, Paul J.

    2013-01-01

    Given growing interest in accountability and outcomes, the North Central Association's Higher Learning Commission developed a new path for accreditation, the Academic Quality Improvement Program (AQIP). The goal is to infuse continuous improvement and quality in the culture of higher education, and to blend traditional accreditation with the…

  7. 75 FR 38793 - Office of Postsecondary Education

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-07-06

    ... funds to improve and strengthen the institution's academic quality, institutional management and fiscal... other institutions. Invitational Priority 3. Develop academic programs to improve course completion... and college or career pathway programs that integrate basic academic instruction with technical or...

  8. Quantity and Quality of Computer Use and Academic Achievement: Evidence from a Large-Scale International Test Program

    ERIC Educational Resources Information Center

    Cheema, Jehanzeb R.; Zhang, Bo

    2013-01-01

    This study looked at the effect of both quantity and quality of computer use on achievement. The Program for International Student Assessment (PISA) 2003 student survey comprising of 4,356 students (boys, n = 2,129; girls, n = 2,227) was used to predict academic achievement from quantity and quality of computer use while controlling for…

  9. MBA Quality Signals.

    ERIC Educational Resources Information Center

    Chapman, Randall S.

    1998-01-01

    A study identified quality signals for master's programs in business administration (MBAs). Traditional scholarly oriented academic signals are apparently not valued as such by external customer groups. MBA academic quality appears to be a multidimensional construct, with subdimensions of real-worldness; placement; student satisfaction; and…

  10. A hospital discharge summary quality improvement program featuring individual and team-based feedback and academic detailing.

    PubMed

    Axon, Robert N; Penney, Fletcher T; Kyle, Thomas R; Zapka, Jane; Marsden, Justin; Zhao, Yumin; Mauldin, Patrick D; Moran, William P

    2014-06-01

    Discharge summaries are an important component of hospital care transitions typically completed by interns in teaching hospitals. However, these documents are often not completed in a timely fashion or do not include pertinent details of hospitalization. This report outlines the development and impact of a curriculum intervention to improve the quality of discharge summaries by interns and residents in Internal Medicine. A previous study demonstrated that a discharge summary curriculum featuring individualized feedback was associated with improved summary quality, but few subsequent studies have described implementation of similar curricula. No information exists on the utility of other strategies such as team-based feedback or academic detailing. Study participants were 96 Internal Medicine intern and resident physicians at an academic medical center-based training program. A comprehensive evidence-based discharge summary quality improvement program was developed and implemented that featured a discharge summary template to facilitate summary preparation, individual feedback, team-based feedback, academic detailing and an objective discharge summary evaluation instrument. The discharge summary evaluation instrument had moderate interrater reliability (κ = 0.72). Discharge summary scores improved from mean score of 70% to 82% (P = 0.05). Interns and residents participating in this program also reported increased confidence in producing and critiquing summaries. A comprehensive discharge summary curriculum can be feasibly implemented within the context of a residency program. Team-based feedback and academic detailing may serve to reinforce individual feedback and extend program reach.

  11. Analysis of academic programs: comparing nursing and other university majors in the application of a quality, potential and cost model.

    PubMed

    Booker, Kathy; Hilgenberg, Cheryl

    2010-01-01

    Nursing is often considered expensive in the cost analysis of academic programs. Yet nursing programs have the power to attract many students, and the national nursing shortage has resulted in a high demand for nurses. Methods to systematically assess programs across an entire university academic division are often dissimilar in technique and outcome. At a small, private, Midwestern university, a model for comprehensive program assessment, titled the Quality, Potential and Cost (QPC) model, was developed and applied to each major offered at the university through the collaborative effort of directors, chairs, deans, and the vice president for academic affairs. The QPC model provides a means of equalizing data so that single measures (such as cost) are not viewed in isolation. It also provides a common language to ensure that all academic leaders at an institution apply consistent methods for assessment of individual programs. The application of the QPC model allowed for consistent, fair assessments and the ability to allocate resources to programs according to strategic direction. In this article, the application of the QPC model to School of Nursing majors and other selected university majors will be illustrated. Copyright 2010 Elsevier Inc. All rights reserved.

  12. Accreditation and Educational Quality: Are Students in Accredited Programs More Academically Engaged?

    ERIC Educational Resources Information Center

    Cole, James S.; Cole, Shu T.

    2008-01-01

    There has been a great deal of debate regarding the value of program accreditation. Two research questions guided this study: 1) are students enrolled in accredited parks, recreation, and leisure programs more academically engaged than students enrolled in non-accredited programs, and 2) do students enrolled in accredited parks, recreation, and…

  13. Fostering the Intellectual and Tribal Spirit: The Role of the Chief Academic Officer

    ERIC Educational Resources Information Center

    His Horse Is Thunder, Deborah

    2015-01-01

    This article introduces and describes the academic leadership role of the chief academic officer (CAO), also referred to as the academic vice-president, academic dean, or the provost. The CAO is responsible for the development and implementation of all academic programs, including the curriculum content, assessment, instruction quality,…

  14. Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2015 Report

    ERIC Educational Resources Information Center

    Iowa Department of Education, 2016

    2016-01-01

    The pathways for academic career and employment program (PACE) is established to provide funding to community colleges for the development of projects that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gain. This is the second…

  15. Quality Improvement Practices in Academic Emergency Medicine: Perspectives from the Chairs

    PubMed Central

    DelliFraine, Jami; Langabeer, James; King, Brent

    2010-01-01

    Objective To assess academic emergency medicine (EM) chairs’ perceptions of quality improvement (QI) training programs. Methods A voluntary anonymous 20 item survey was distributed to a sample of academic chairs of EM through the Association of Academic Chairs of Emergency Medicine. Data was collected to assess the percentage of academic emergency physicians who had received QI training, the type of training they received, their perception of the impact of this training on behavior, practice and outcomes, and any perceived barriers to implementing QI programs in the emergency department. Results The response rate to the survey was 69% (N = 59). 59.3% of respondents report that their hospital has a formal QI program for physicians. Chairs received training in a variety of QI programs. The type of QI program used by respondents was perceived as having no impact on goals achieved by QI (χ2 = 12.382; p = 0.260), but there was a statistically significant (χ2 = 14.383; p = 0.006) relationship between whether or not goals were achieved and academic EM chairs’ perceptions about return on investment for QI training. Only 22% of chairs responded that they have already made changes as a result of the QI training. 78.8% of EM chairs responded that quality programs could have a significant positive impact on their practice and the healthcare industry. Chairs perceived that QI programs had the most potential value in the areas of understanding and reducing medical errors and improving patient flow and throughput. Other areas of potential value of QI include improving specific clinical indicators and standardizing physician care. Conclusion Academic EM chairs perceived that QI programs were an effective way to drive needed improvements. The results suggest that there is a high level of interest in QI but a low level of adoption of training and implementation. PMID:21293770

  16. Through Deming's Eyes: A Cross-National Analysis of Quality Assurance Policies in Higher Education.

    ERIC Educational Resources Information Center

    Dill, David D.

    1995-01-01

    Efforts to improve the quality of academic programs in the United Kingdom, United States, and Netherlands have followed three general approaches: the logic of competitive markets; application of incentives; and professional self-regulation. Strengths and weaknesses of these approaches for improving academic quality are examined through the lens of…

  17. A Short-Term Longitudinal Study of the Relationship between Classroom Quality and Child Language and Academic Outcomes in a State-Funded Prekindergarten Program

    ERIC Educational Resources Information Center

    Googe, Heather Smith

    2011-01-01

    The purpose of my study was to evaluate the relationship between classroom process quality and child language and academic outcomes from the beginning of the pre-kindergarten year to the beginning of the kindergarten year for one cohort of children participating in a state-funded pre-kindergarten program in South Carolina. Data for my study were…

  18. Quality of Subjective Experience in a Summer Science Program for Academically Talented Adolescents.

    ERIC Educational Resources Information Center

    Tuss, Paul

    This study utilized the flow theory of intrinsic motivation to evaluate the subjective experience of 78 academically talented high school sophomores participating in an 8-day summer research apprenticeship program in materials and nuclear science. The program involved morning lectures on such topics as physics of electromagnetic radiation, energy…

  19. Academic Program Review--Concerns and Justification.

    ERIC Educational Resources Information Center

    Heldman, D. R.

    Academic program review should not be considered a new phenomenon in higher education; reviews of various types have been conducted on a continuing basis. The renewed importance of an organized effort has been stimulated by the inability of funding sources to maintain levels of support required to insure quality in all on-going programs. Current…

  20. Innovation in Business Education: Developing a High Quality Online MBA

    ERIC Educational Resources Information Center

    Roe, C. William; Toma, Alfred G.; Yallapragada, RamMohan R.

    2015-01-01

    Online degree programs were probably pioneered by for-profit universities such as University of Phoenix. Many online degree programs were initially considered low quality academic programs compared to traditional programs. Therefore, many public and private universities were slow to adopt the online programs. However, gradually more and more…

  1. Improving the Quality of Academic Services through Implementation of Internal Quality Assurance System in State Institute of Islamic Studies STS Jambi

    ERIC Educational Resources Information Center

    Iskandar

    2017-01-01

    Implementation of quality assurance systems in IAIN STS Jambi implemented in early 2012, through the build system of internal quality assurance based on ISO 9001: 2008, in the process of implementation required strong reasons behind not growing atmosphere of academic standards of accreditation of study programs and institutions that are reflected…

  2. Analysis of Ordinary Public Fund and Its Impact on the Quality of Academic Programs in the Higher Education in the Subsystem of the Polytechnic Universities in Mexico

    ERIC Educational Resources Information Center

    Monroy, Pedro Salazar; Arcos-Vega, José L.; Garcia, Juan J. Sevilla

    2017-01-01

    In 2015, there was the need of making this study to determine the efficient and effectiveness management for making decisions in respect to the ordinary fund allocations and their impact on the quality of the academic programs into the Polytechnic engineering universities in Mexico. This analysis is very important for providing essential evidence…

  3. Effective Academic Advisory Committee Relationships

    ERIC Educational Resources Information Center

    Schaeffer, Donna M.; Rouse, Donald

    2014-01-01

    Recently, accrediting bodies are placing great responsibility for accountability on universities and academic schools, departments, and programs. The goal of the increased accountability is improved quality of teaching and learning. In this paper, we describe several levels of accountability for quality teaching and learning in a small, private,…

  4. Quality Physical Education. NASPE Resource Brief

    ERIC Educational Resources Information Center

    National Association for Sport and Physical Education, 2013

    2013-01-01

    A quality physical education program provides learning opportunities, appropriate instruction, meaningful and challenging content, and student and program assessment. In addition, a quality physical education improves mental alertness, academic performance, and readiness and enthusiasm for learning in the nation's youth. This brief provides a list…

  5. Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality.

    PubMed

    Abry, Tashia; Rimm-Kaufman, Sara E; Curby, Timothy W

    2017-02-01

    School-based social and emotional learning (SEL) programs are presented to educators with little understanding of the program components that have the greatest leverage for improving targeted outcomes. Conducted in the context of a randomized controlled trial, the present study used variation in treatment teachers' (N = 143) implementation of four core components of the Responsive Classroom approach to examine relations between each component and the quality of teachers' emotional, organizational, and instructional interactions in third, fourth, and fifth grade classrooms (controlling for pre-intervention interaction quality and other covariates). We also examined the extent to which these relations varied as a function of teachers' baseline levels of interaction quality. Indices of teachers' implementation of Morning Meeting, Rule Creation, Interactive Modeling, and Academic Choice were derived from a combination of teacher-reported surveys and classroom observations. Ratings of teacher-student classroom interactions were aggregated across five observations conducted throughout the school year. Structural path models indicated that teachers' use of Morning Meeting and Academic Choice related to higher levels of emotionally supportive interactions; Academic Choice also related to higher levels of instructional interactions. In addition, teachers' baseline interaction quality moderated several associations such that the strongest relations between RC component use and interaction quality emerged for teachers with the lowest baseline interaction quality. Results highlight the value of examining individual program components toward the identification of program active ingredients that can inform intervention optimization and teacher professional development.

  6. Evaluating the Quality of Competency Assessment in Pharmacy: A Framework for Workplace Learning.

    PubMed

    Shah, Shailly; McLaughlin, Jacqueline E; Eckel, Stephen F; Mangun, Jesica; Hawes, Emily

    2016-01-19

    Demonstration of achieved competencies is critical in the pharmacy workplace. The purpose of this study was to evaluate the quality of the competency assessment program for pharmacy residents at an academic medical center. The competency assessment program (CAP) survey is a validated, 48-item instrument that evaluates the quality of an assessment program based on 12 criteria, each measured by four questions on a scale of 0 to 100. The CAP was completed by residents ( n = 23) and preceptors ( n = 28) from the pharmacy residency program between 2010 and 2013. Results were analyzed using descriptive statistics, Cronbach's alpha, and non-parametric tests. Educational Consequences was the only quality criteria falling below the standard for "good quality." Participants that completed residency training elsewhere rated the Comparability (0.04) and Meaningfulness (0.01) of the assessment program higher than those that completed residency at the academic medical center. There were no significant differences between resident and preceptor scores. Overall, the quality of the assessment program was rated highly by residents and preceptors. The process described here provides a useful framework for understanding the quality of workplace learning assessments in pharmacy practice.

  7. Understanding the "How" of Quality Improvement: Lessons from the Rhode Island Program Quality Intervention

    ERIC Educational Resources Information Center

    Devaney, Elizabeth; Smith, Charles; Wong, Kenneth

    2012-01-01

    Over the past 10 years, afterschool and youth development programming has moved from providing childcare for working parents to being an integral component of the learning day, supporting the academic, social, and emotional development of young people. An important part of that transition has been a growing emphasis on improving program quality.…

  8. "Planning Your Partnership": Report on Statewide Teleconference Presented by the California Academic Partnership Program (February 23, 1989).

    ERIC Educational Resources Information Center

    Karwin, Thomas J.

    "Planning Your Partnership," a statewide teleconference presented by the California Academic Partnership Program (CAPP), is described and evaluated in this report. Teleconference objectives included the solicitation of high-quality proposals for CAPP grants, increased information dissemination, and expanded experience with teleconference…

  9. Decision Rules Used in Academic Program Closure: Where the Rubber Meets the Road.

    ERIC Educational Resources Information Center

    Eckel, Peter D.

    2002-01-01

    Adopted a decision/action rationality framework to explore the criteria used to close academic programs at four universities. Findings suggested that decisions are based upon criteria other than those usually stated (e.g., cost, quality, and centrality), and that process leads to criteria generation. (EV)

  10. Planning and Implementing Institutional Image and Promoting Academic Programs in Higher Education

    ERIC Educational Resources Information Center

    Cetin, Rubeena

    2003-01-01

    Universities face a multitude of issues and challenges in the current era of higher educational endeavors. Universities are being urged to provide high quality education, exist as a well-reputed university, achieve enrollment success, improve competitive positioning, provide contemporary and well-designed academic programs, and maintain financial…

  11. Academic plastic surgery: faculty recruitment and retention.

    PubMed

    Chen, Jenny T; Girotto, John A; Kitzmiller, W John; Lawrence, W Thomas; Verheyden, Charles N; Vedder, Nicholas B; Coleman, John J; Bentz, Michael L

    2014-03-01

    A critical element of a thriving academic plastic surgery program is the quality of faculty. A decline in recruitment and retention of faculty has been attributed to the many challenges of academic medicine. Given the substantial resources required to develop faculty, academic plastic surgery has a vested interest in improving the process of faculty recruitment and retention. The American Council of Academic Plastic Surgeons Issues Committee and the American Society of Plastic Surgeons/Plastic Surgery Foundation Academic Affairs Council surveyed the 83 existing programs in academic plastic surgery in February of 2012. The survey addressed the faculty-related issues in academic plastic surgery programs over the past decade. Recruitment and retention strategies were evaluated. This study was designed to elucidate trends, and define best strategies, on a national level. Academic plastic surgery programs have added substantially more full-time faculty over the past decade. Recruitment efforts are multifaceted and can include guaranteed salary support, moving expenses, nurse practitioner/physician's assistant hires, protected time for research, seed funds to start research programs, and more. Retention efforts can include increased compensation, designation of a leadership appointment, protected academic time, and call dilution. Significant change and growth of academic plastic surgery has occurred in the past decade. Effective faculty recruitment and retention are critical to a successful academic center. Funding sources in addition to physician professional fees (institutional program support, grants, contracts, endowment, and so on) are crucial to sustain the academic missions.

  12. Strategic Planning, Assessment and Accountability: Their Impact on the Establishment of Centers of Excellence in Academic Departments. AIR 1998 Annual Forum Paper.

    ERIC Educational Resources Information Center

    Pollicino, Elizabeth B.; Hall, Clover W.

    This paper reviews the literature on academic quality programs and examines issues faced at one institution in which two initiatives emphasizing student outcomes and faculty performance as indicators of quality are underway. In its review of the literature the paper focuses on concepts such as total quality management, peer or student evaluation…

  13. A strategy for developing future academic leaders for South Africa in a resource-constrained environment.

    PubMed

    Lalloo, Umesh G; Bobat, Raziya A; Pillay, Sandy; Wassenaar, Douglas

    2014-08-01

    A key challenge in addressing the shortage of health care workers in resource-constrained environments is ensuring that there is optimal academic capacity for their training. South Africa's University of KwaZulu-Natal has placed academic and research capacity building at the heart of its program with the Medical Education Partnership Initiative in a program called ENhancing Training and REsearch capacity and Expertise (ENTREE). The program aims to increase the quantity, quality, and retention of health care graduates. It is premised on the basis that research capacity development will lead to an increase in teachers who will be essential to improving the quality and quantity of health care workers needed to meet South Africa's health challenges. This is being achieved through four components of the program: (1) infusion of the undergraduate program with research modules; (2) attraction of academically talented students in the middle of their undergraduate program into a parallel track that has research capacity as its major thrust; (3) attraction of qualified health care personnel into a supported PhD program; and (4) providing strong research ethics training and mentorship. A significant proportion of the program is being executed in rural training sites, to increase the probability that trainees will return to the sites as mentors.

  14. Grade Validity of Online Quantitative Courses

    ERIC Educational Resources Information Center

    Faurer, Judson C.

    2013-01-01

    Are prospective employers getting "quality" educated, degreed applicants and are academic institutions that offer online degree programs ensuring the quality control of the courses/programs offered? The issue specifically addressed in this paper is not with all institutions offering degrees through online programs or even with all online…

  15. Grade Validity of Online Quantitative Courses

    ERIC Educational Resources Information Center

    Faurer, Judson C.

    2009-01-01

    Are prospective employers getting "quality" educated degreed applicants and are academic institutions that offer online degree programs ensuring the quality control of the courses/programs offered? The issue specifically addressed in this paper is not with all institutions offering degrees through online programs or even with all online…

  16. The Ontological Architectures in the Application of a Knowledge Management System for Curricular Assessment

    ERIC Educational Resources Information Center

    Olson, Brandon D.

    2012-01-01

    Institutions of higher education are facing increasing pressure to improve the effectiveness and quality of academic programs (Association of Governing Boards, Top public policy issues 2011-2012, 2011). These institutions apply curricular assessment processes as a means to evaluate and improve academic effectiveness and quality. Knowledge…

  17. Educational Experiences of the International Students in Graduate Programs in Turkey

    ERIC Educational Resources Information Center

    Alpaydin, Yusuf

    2018-01-01

    Educational quality determined by factors such as academic climate, physical environment and academic quality of universities are considered essential for growing numbers of international students. This study aims to reveal and analyze the experiences of international students studying at graduate education step in Turkey. To this end, it is…

  18. Is Pre-K Classroom Quality Associated with Kindergarten and Middle-School Academic Skills?

    ERIC Educational Resources Information Center

    Anderson, Sara; Phillips, Deborah

    2017-01-01

    We employed data from a longitudinal investigation of over 1,000 children who participated in Tulsa's universal school-based pre-K program in 2005, and path modeling techniques, to examine the contribution of pre-K classroom quality to both kindergarten- and middle-school academic skills. We also examined gender and income-related differences in…

  19. An Empirical Study of Outcomes and Quality Indicators between Accredited and Non-Accredited Clinical Mental Health Counseling Programs

    ERIC Educational Resources Information Center

    Murphy, William P.

    2016-01-01

    Quality assurance of academic programs that lead to licensure or certification in a profession traditionally has been through the industry-recognized accreditation body. There have been a limited number of studies on whether accreditation is associated with better program quality and outcomes; the purpose of this study was to add to that body of…

  20. Supporting Success: Why and How to Improve Quality in After-School Programs

    ERIC Educational Resources Information Center

    Sheldon, Jessica; Hopkins, Leigh

    2008-01-01

    This report examines the program improvement strategies, step-by-step, that allowed The James Irvine Foundation's Communities Organizing to Advance Learning (CORAL) initiative to achieve the levels of quality needed to boost the academic success of participating students, and makes policy and funding suggestions for improving program performance.…

  1. The Specification of an Integrated Computer-Aided Ship Design Process in an Academic Environment.

    DTIC Science & Technology

    1984-06-01

    complicated. The intuition .-nd ex:perience of a good designer are qualities that cannot yet ;e programmed into even the most capable computer. Comitters...between themselves. These application routines, while very capable in their own right, lack the qualities which would make them more usable in the...academic environment. These qualities include thorough documentation, both substantive derivations and descriptive user’s guides, user friendliness and

  2. The Relationship of IEP Quality to Curricular Access and Academic Achievement for Students with Disabilities

    ERIC Educational Resources Information Center

    La Salle, Tamika P.; Roach, Andrew T.; McGrath, Dawn

    2013-01-01

    The purpose of this study was to investigate the quality of Individualized Education Programs (IEPs) and its influence on academic achievement, inclusion in general education classrooms, and curricular access for students with disabilities. 130 teachers from the state of Indiana were asked to submit the most recent IEP of one of their students in…

  3. Academic Ranking--From Its Genesis to Its International Expansion

    ERIC Educational Resources Information Center

    Vieira, Rosilene C.; Lima, Manolita C.

    2015-01-01

    Given the visibility and popularity of rankings that encompass the measurement of quality of post-graduate courses, for instance, the MBA (Master of Business Administration) or graduate studies program (MSc and PhD) as do global academic rankings--Academic Ranking of World Universities-ARWU, Times Higher/Thomson Reuters World University Ranking…

  4. Making the Connections across Institutional Types and Academic Programs: Recommendations for Institutional Research Practice and Future Research

    ERIC Educational Resources Information Center

    King, Beverly Rae

    2016-01-01

    This chapter sheds light on the ways in which institutional research (IR) professionals can be involved in the development and/or modification of high-quality academic programs. Suggestions from authors within this volume for how IR can assist in accomplishing these goals will be integrated and organized in alignment with Terenzini's (1993) three…

  5. Impacts of a Discussion-Based Academic Language Program on Classroom Interactions in 4th through 7th Grades

    ERIC Educational Resources Information Center

    LaRusso, Maria; Jones, Stephanie M.; Kim, Ha Yeon; Kim, James; Donovan, Suzanne; Snow, Catherine

    2016-01-01

    This paper presents an exploratory analysis of treatment-control differences in the quality of classroom interactions in 4th through 7th grade urban classrooms. Word Generation (WG) is a research-based academic language program for middle school students designed to teach novel vocabulary and literacy through language arts, math, science, and…

  6. The Indiana Report: What 320 Broadcasters Think About Radio and TV Academic Programs in Higher Education.

    ERIC Educational Resources Information Center

    Wible, Darrell E.

    A survey was conducted of 70 Indiana radio and television station managers and 250 college-educated employees of their choosing to assess views on quality of academic programs in radio and television. Questionnaires were distributed and personal visits made to more than 50 stations. Questions and responses were grouped under three headings: Part 1…

  7. The Elementary Physical Education Program: Quality and Sustainability in Pennsylvania

    ERIC Educational Resources Information Center

    Weimer, Alison

    2013-01-01

    This study examined enabling conditions related to implementing and sustaining a high-quality physical education program at three elementary schools in Pennsylvania. Physical education is being reduced or removed from elementary curriculums because of reduced school budgets and a strong focus on academic standards. Furthermore, the lack of…

  8. Have personal statements become impersonal? An evaluation of personal statements in anesthesiology residency applications.

    PubMed

    Max, Bryan A; Gelfand, Brian; Brooks, Meredith R; Beckerly, Rena; Segal, Scott

    2010-08-01

    To evaluate personal statements submitted to a major academic anesthesiology program to determine the prevalence of common features and overall subjective quality, and to survey anesthesiology program directors as to how they utilized these statements during the resident selection process. Structured analysis of de-identified personal statements and Internet-based survey of program directors. Large academic anesthesiology training program. 670 applicant personal statements and academic anesthesiology program directors. Prevalence of 13 specific essay features and 8 quality ratings were calculated for the essays and correlated with other aspects of the residency application, as abstracted from the Electronic Residency Application Service (ERAS) files. A 6-question survey regarding use of personal statements was collected from program directors. 70 of 131 program directors queried responded to our survey. Interest in physiology and pharmacology, enjoyment of a hands-on specialty, and desire to comfort anxious patients were each mentioned in more than half of the essays. Candidates invited for an interview had essays that received higher quality ratings than essays of those not invited (P = 0.02 to P < 0.0001). Higher quality ratings were also strongly associated with graduation from a U.S. or Canadian medical school, applicant file screening score, female gender, and younger age. Interrater reliability was good (kappa 0.75-0.99 for structural features, and 0.45-0.65 for quality features). More than 90% of program directors found proper use of English to be a somewhat or very important feature of the essay. Only 41% found the personal statement to be very or somewhat important in selecting candidates for interview invitations. However, over 90% stated that they used the statements during actual interviews with invited applicants. The data showed a high prevalence of common features found within personal statements and a general ambivalence amongst those program directors for whom the statements were intended. Copyright 2010 Elsevier Inc. All rights reserved.

  9. Dimensions of Academic Growth and Development During College: Using Alumni Reports to Evaluate Education Programs. ASHE Annual Meeting Paper.

    ERIC Educational Resources Information Center

    Pike, Gary R.

    This study attempted to validate the use of academic growth and development items from Tennessee alumni surveys as measures of program quality and effectiveness at the University of Tennessee (UTK), Knoxville. The argument is made that it is essential that the instruments used to assess students educational outcomes be valid measures of the goals…

  10. Significant Learning Experiences and Ignatian Pedagogy: A Case Study of Curricula, Academic Practices, and Graduate Outcomes in Jesuit Universities' Honors Programs

    ERIC Educational Resources Information Center

    Pampel, Robert

    2017-01-01

    This qualitative, multisite case study used Dee Fink's taxonomy of significant learning as a lens through which to examine the curricular structure, academic practices, and graduate outcomes for honors programs at Jesuit colleges and universities in the United States. Special attention was given to the distinctive quality of Ignatian pedagogy and…

  11. Development of a surgical educational research program-fundamental principles and challenges.

    PubMed

    Ahmed, Kamran; Ibrahim, Amel; Anderson, Oliver; Patel, Vanash M; Zacharakis, Emmanouil; Darzi, Ara; Paraskeva, Paraskevas; Athanasiou, Thanos

    2011-05-15

    Surgical educational research is the scientific investigation of any aspect of surgical learning, teaching, training, and assessment. The research into development and validation of educational tools is vital to optimize patient care. This can be accomplished by establishing high quality educational research programs within academic surgical departments. This article aims to identify the components involved in educational research and describes the challenges as well as solutions to establishing a high quality surgical educational research program. A variety of sources including journal articles, books, and online literature were reviewed in order to determine the pathways involved in conducting educational research and establishing a research program. It is vital to ensure that educational research is acceptable, innovative, robust in design, funded correctly, and disseminated successfully. Challenges faced by the current surgical research programs include structural organization, academic support, credibility, time, funding, relevance, and growth. The solutions to these challenges have been discussed. To ensure research in surgical education is of high quality and yields credible results, strong leadership in the organization of an educational research program is necessary. Copyright © 2011 Elsevier Inc. All rights reserved.

  12. Social multiplier effects: academics' and practitioners' perspective on the benefits of a tuberculosis operational research capacity-building program in Indonesia.

    PubMed

    Probandari, Ari; Mahendradhata, Yodi; Widjanarko, Bagoes; Alisjahbana, Bachti

    2017-01-01

    The Tuberculosis Operational Research Group (TORG) implemented a capacity-building model involving academics and practitioners (i.e. clinicians or program staff) in an operational research (OR) team in Indonesia. This study explored academics' and practitioners' perspectives regarding the benefits of participating in a tuberculosis (TB) OR capacity-building program in Indonesia. We conducted a qualitative study involving in-depth interviews with 36 academics and 23 practitioners undertaking the TORG capacity-building program. We asked open-ended questions about their experience of the program. Data were analyzed via content analysis. The findings demonstrated the social multiplier effects of the OR capacity-building program. Both academics and practitioners reported perceived improvements in research knowledge, skills, and experience, and described additional individual- and institutional-level benefits. The individual-level benefits level included improvements in understanding of the TB program, motivation for research and self-satisfaction, the development/enhancement of individual networking, receipt of recognition, and new opportunities. The additional benefits reported at an institutional level included improvement in research curricula, in-house training, and program management and the development/enhancement of institutional partnerships. The program improved not only individuals' capacity for conducting OR but also the quality of the TB program management and public health education. OR should be included in research methodology curricula for postgraduate public health/disease control programs. The capacity-building model, in which academics and program staff collaborated within an OR team, should be promoted.

  13. Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative

    ERIC Educational Resources Information Center

    Arbreton, Amy; Sheldon, Jessica; Bradshaw, Molly; Goldsmith, Julie

    2008-01-01

    This report presents outcomes from Public/Private Ventures research on CORAL, an eight-year, $58 million after-school initiative of The James Irvine Foundation. Findings described in the report demonstrate the relationship between high-quality literacy programming and academic gains and underscore the potential role that quality programs may play…

  14. Improving student-perceived benefit of academic advising within education of occupational and physical therapy in the United States: a quality improvement initiative.

    PubMed

    Barnes, Lisa J; Parish, Robin

    2017-01-01

    Academic advising is a key role for faculty in the educational process of health professionals; however, the best practice of effective academic advising for occupational and physical therapy students has not been identified in the current literature. The purpose of this quality improvement initiative was to assess and improve the faculty/student advisor/advisee process within occupational and physical therapy programs within a school of allied health professions in the United States in 2015. A quality improvement initiative utilizing quantitative and qualitative information was gathered via survey focused on the assessment and improvement of an advisor/advisee process. The overall initiative utilized an adaptive iterative design incorporating the plan-do-study-act model which included a three-step process over a one year time frame utilizing 2 cohorts, the first with 80 students and the second with 88 students. Baseline data were gathered prior to initiating the new process. A pilot was conducted and assessed during the first semester of the occupational and physical therapy programs. Final information was gathered after one full academic year with final comparisons made to baseline. Defining an effective advisory program with an established framework led to improved awareness and participation by students and faculty. Early initiation of the process combined with increased frequency of interaction led to improved student satisfaction. Based on student perceptions, programmatic policies were initiated to promote advisory meetings early and often to establish a positive relationship. The policies focus on academic advising as one of proactivity in which the advisor serves as a portal which the student may access leading to a more successful academic experience.

  15. [Are medical students being properly cared for? A question for the current student advisory program].

    PubMed

    Hur, Yera; Lee, Keumho

    2013-09-01

    Medical students need close care and systematic management of their mental and emotional health during their academic tenure. This study examined the status of the current student advisory program and counseling office, the satisfaction of the current student advisory program, the core content of an advisory program, and the quality of a good advisor. We asked 64 faculties that were in charge of the student advisory program and medical education and 774 medical students from 41 medical schools in Korea to answer a survey. Statistical analysis, chi-square test, and ordered multiple response analysis were performed. A significant number of faculty members (63.5%) and students (53.4%) indicated the existence of problems with the current advisory program. 'Deviations from the content (27.3%)' was the faculty's predominant complaint versus 'too formal (31.3%)' for students. A total of 55.5% of faculty members replied that the counseling program was helpful, but students were somewhat skeptical (13.9%). The core content of the advisory program was 'school life & academic counseling (28.3%)' by the faculty versus 'life as a medical doctor (22.3%)' for students. Both faculty and students replied that the quality of a good advisor is having 'concerns about students.' Current student advisory and counseling programs are not much help to students. A differentiated program for specific academic years should be considered to provide a tailored and valuable service.

  16. Assuring Quality in Online Offerings: Insights from a University's Faculty

    ERIC Educational Resources Information Center

    Budden, Connie B.; Budden, Heather L.; Hall, Michelle; Longman, Debbie G.

    2015-01-01

    As the growth of online education offered by universities accelerates and spreads, universities are increasingly grappling with concerns related to widespread availability and the maintenance of academic quality. The "Quality Matters at Southeastern" Program fosters quality through a peer review process and offers a certification process…

  17. Educating the Employee Assistance Professional: Cornell University's Employee Assistance Education and Research Program.

    ERIC Educational Resources Information Center

    Quick, R. C.; And Others

    1987-01-01

    Outlines Cornell University's Employee Assistance Education and Research Program, which uses an academic curriculum and field experience to further develop the Employee Assistance Program (EAP) profession. Addresses the dilemma of personnel executives in ensuring quality in EAP programs and staff. (JOW)

  18. Full-Day Kindergarten: A Look across the States. 50-State Review

    ERIC Educational Resources Information Center

    Parker, Emily; Diffey, Louisa; Atchison, Bruce

    2016-01-01

    Research indicates that a high-quality, full-day kindergarten experience is a crucial component to setting students up for ongoing academic success, yet vast differences exist in the quality of kindergarten programs and how they are funded across the states. As states continue to develop strong pre-kindergarten (pre-K) programs, many are also…

  19. A Mixed-Methods Study of Early Intervention Implementation in the Commonwealth of Pennsylvania: Supports, Services, and Policies for Young Children with Developmental Delays and Disabilities

    ERIC Educational Resources Information Center

    Mattern, Janet A.

    2015-01-01

    Participation in high quality early intervention programs is critical for eligible young children who experience atypical development for their future academic success. High quality programs promote access to services, incorporate instructional strategies that encourage children's participation, and advocate public policy that supports…

  20. Qualities of a psychiatric mentor: a quantitative Singaporean survey.

    PubMed

    Tor, Phern-Chern; Goh, Lee-Gan; Ang, Yong-Guan; Lim, Leslie; Winslow, Rasaiah-Munidasa; Ng, Beng-Yeong; Wong, Sze-Tai; Ng, Tse-Pin; Kia, Ee-Heok

    2011-11-01

    Psychiatric mentors are an important part of the new, seamless training program in Singapore. There is a need to assess the qualities of a good psychiatric mentor vis-à-vis those of a good psychiatrist. An anonymous survey was sent out to all psychiatry trainees and psychiatrists in Singapore to assess quantitatively the relative importance of 40 qualities for a good psychiatrist and a good mentor. The response rate was 48.7% (74/152). Factor analysis showed four themes among the qualities assessed (professional, personal values, relationship, academic-executive). A good mentor is defined by professional, relationship, and personal-values qualities. Mentors have significantly higher scores than psychiatrists for two themes (relationship and academic-executive). Being a good mentor, in Asia, means being a good psychiatrist first and foremost but also requires additional relationship and academic-executive skills. Mentors should be formally trained in these additional skills that were not part of the psychiatric curriculum.

  1. Is pre-K classroom quality associated with kindergarten and middle-school academic skills?

    PubMed

    Anderson, Sara; Phillips, Deborah

    2017-06-01

    We employed data from a longitudinal investigation of over 1,000 children who participated in Tulsa's universal school-based pre-K program in 2005, and path modeling techniques, to examine the contribution of pre-K classroom quality to both kindergarten- and middle-school academic skills. We also examined gender and income-related differences in quality-outcome associations. Both Instructional and Emotional Support in pre-K classrooms, but not Classroom Management, assessed with the Classroom Assessment Scoring System (CLASS), were associated with kindergarten academic skills and, modestly indirectly associated through these immediate impacts, to middle-school test scores. Linear associations were found for Instructional Support whereas nonlinear patterns of association were evident for Emotional Support. Gender and income differences characterized Instructional Support-outcome associations. Results are discussed in terms of implications for improving pre-K quality as one avenue for supporting the ongoing development of academic skills. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  2. A Review and Evaluation of the Langley Research Center's Scientific and Technical Information Program. Results of Phase IV--Knowledge and Attitudes Survey, Academic and Industrial Personnel. Final Report.

    ERIC Educational Resources Information Center

    Pinelli, Thomas E.; And Others

    As Phase IV of a comprehensive evaluation of the NASA-affiliated Langley Research Center's (LaRC) scientific and technical information (STI) program, a study was conducted to assess the usage, importance, and perceived quality of Langley-generated STI among academic and industrial research personnel, and to determine ways in which that information…

  3. The effect of health care reform on academic medicine in Canada. Editorial Committee of the Canadian Institute for Academic Medicine.

    PubMed

    Hollenberg, C H

    1996-05-15

    Although Canadian health care reform has constrained costs and improved efficiency, it has had a profound and mixed effect on Canadian academic medicine. Teaching hospitals have been reduced in number and size, and in patient programs have shifted to ambulatory and community settings. Specialized care programs are now multi-institutional and multidisciplinary. Furthermore, the influence of regional planning bodies has grown markedly. Although these changes have likely improved clinical service, their impact on the quality of clinical education is uncertain. Within the academic clinical department, recruitment of young faculty has been greatly complicated by constraints on licensing, billing numbers, fee-for-service income and research funding. The departmental practice plan based on university funds and fee-for-service income is being replaced by less favourable funding arrangements. However, emphasis on multidisciplinary programs has rendered these departments more flexible in structure. The future of Canadian academic medicine depends on an effective alliance with government. Academia and government must agree, particularly on human-resource requirements, research objectives and the delivery of clinical and academic programs in regional and community settings. The establishment of focal points for academic health sciences planning within academic health sciences centres and within governments would assist in these developments. Finally, government and the academic health sciences sector must work together to remove the current impediments to the recruitment of highly qualified young faculty.

  4. Guidance for Efficient Small Animal Imaging Quality Control.

    PubMed

    Osborne, Dustin R; Kuntner, Claudia; Berr, Stuart; Stout, David

    2017-08-01

    Routine quality control is a critical aspect of properly maintaining high-performance small animal imaging instrumentation. A robust quality control program helps produce more reliable data both for academic purposes and as proof of system performance for contract imaging work. For preclinical imaging laboratories, the combination of costs and available resources often limits their ability to produce efficient and effective quality control programs. This work presents a series of simplified quality control procedures that are accessible to a wide range of preclinical imaging laboratories. Our intent is to provide minimum guidelines for routine quality control that can assist preclinical imaging specialists in setting up an appropriate quality control program for their facility.

  5. Music Achievement and Academic Achievement: Isolating the School as a Unit of Study

    ERIC Educational Resources Information Center

    Frey-Clark, Marta

    2015-01-01

    Music participation and academic achievement have long been of interest to educators, researchers and policy makers. The literature is replete with studies linking music participation to higher state assessment scores, grade point averages, and Standardized Achievement Test (SAT) scores. If students from quality music programs academically…

  6. The Role of the Academic Medical Center in the PSRO Program

    ERIC Educational Resources Information Center

    Jessee, William F.; Goran, Michael J.

    1976-01-01

    The author contends that the professional standards review organization (PSRO), a national effort to assure high quality medical care, offers a challenge and an opportunity to the academic medical center. He discusses potential impact on role definition, criteria development, continuing medical education, curriculum evaluation, and attitudinal and…

  7. Making the Most of Libraries in the Search for Academic Excellence.

    ERIC Educational Resources Information Center

    Breivik, Patricia Senn

    1987-01-01

    The role of libraries in the search for quality education was addressed in the Carnegie Foundation's report, "College," and at the first higher education conference on academic libraries. Information literacy and policy, campus organizational issues, and programs in economic development support, active learning, and faculty development…

  8. An institutional review board-based clinical research quality assurance program.

    PubMed

    Lad, Pramod M; Dahl, Rebecca

    2013-01-01

    Despite the acknowledged importance of quality assurance in the clinical research process, the problem of how such a program should be implemented at the level of an academic teaching hospital or a similar institution has not been addressed in the literature. Despite the fact that quality assurance is expected in programs which certify and accredit Institutional Review Boards (IRBs), very little is known about the role of the IRB in programs of clinical research quality assurance. In this article we consider the definition of clinical research quality assurance, and describe a program designed to achieve it. The key elements of such a program are education at the site level, which has both mandatory and voluntary components, and an auditing and monitoring program, which reinforces the education on quality assurance. The role of the IRB in achieving the program goals and the organizational placement of the quality assurance program within the IRB structure and function are important items of discussion.

  9. Speaking the right language: the scientific method as a framework for a continuous quality improvement program within academic medical research compliance units.

    PubMed

    Nolte, Kurt B; Stewart, Douglas M; O'Hair, Kevin C; Gannon, William L; Briggs, Michael S; Barron, A Marie; Pointer, Judy; Larson, Richard S

    2008-10-01

    The authors developed a novel continuous quality improvement (CQI) process for academic biomedical research compliance administration. A challenge in developing a quality improvement program in a nonbusiness environment is that the terminology and processes are often foreign. Rather than training staff in an existing quality improvement process, the authors opted to develop a novel process based on the scientific method--a paradigm familiar to all team members. The CQI process included our research compliance units. Unit leaders identified problems in compliance administration where a resolution would have a positive impact and which could be resolved or improved with current resources. They then generated testable hypotheses about a change to standard practice expected to improve the problem, and they developed methods and metrics to assess the impact of the change. The CQI process was managed in a "peer review" environment. The program included processes to reduce the incidence of infections in animal colonies, decrease research protocol-approval times, improve compliance and protection of animal and human research subjects, and improve research protocol quality. This novel CQI approach is well suited to the needs and the unique processes of research compliance administration. Using the scientific method as the improvement paradigm fostered acceptance of the project by unit leaders and facilitated the development of specific improvement projects. These quality initiatives will allow us to improve support for investigators while ensuring that compliance standards continue to be met. We believe that our CQI process can readily be used in other academically based offices of research.

  10. The Effect of Higher Education Variables on Cadet Performance during 1987 Light Aircraft Training

    DTIC Science & Technology

    1989-05-01

    Affecting Performance .............................. 50 Academic Majors ........................... 50 Scholastic Aptitude Test Scores ....... 51 Quality...undergo a project such as the LATR program would not be feasible or rational. Perhaps a pure sample of flying talent in reference to academic performance ... performed that requirement was logged for inclusion in the total. Part 3, Academic Scores. Part three of the total performance score was the summation

  11. Implementation of a new advanced graduate education program in oral implantology.

    PubMed

    Gallucci, German O; Weber, Hans Peter; Kalenderian, Elsbeth

    2012-10-01

    The academic program for the Harvard School of Dental Medicine's Advanced Graduate Program in Oral Implantology is based on scientific evidence applied to educational quality, translational research, patient care, and service. The objective of the program is to enable highly motivated individuals with proven scholarship and excellence in patient care to achieve academic leadership in the clinical and scientific fields of implant dentistry and tissue regeneration. A detailed curriculum describing the academic program, as well as a business plan (which included a management plan describing the organizational structure, financial implications, and market forces) and implementation and communication plans, were developed before moving forward. With careful academic and business planning, the result was a vibrant implant program, in which all placements and restorations of implants are coordinated with regard to practice management. The program is integrated into the existing clinical care model and has been financially self-sustaining from its inception. Six students have participated in the last two years. On average, each student performed seventy-nine procedures on twenty-nine patients, generating over $46,000 in production. The curriculum includes didactics, hands-on clinical learning, and research activities. Research is a critical component as well. The results demonstrate that the time taken to develop a detailed curriculum and business plan for a new academic program, which anticipated and resolved potential barriers to success, was instrumental in the successful implementation of an oral implantology residency program.

  12. A Strategy for Developing Future Academic Leaders for South Africa in a Resource-Constrained Environment

    PubMed Central

    Lalloo, Umesh G.; Bobat, Raziya A.; Pillay, Sandy; Wassenaar, Douglas

    2014-01-01

    A key challenge in addressing the shortage of health care workers in resource-constrained environments is ensuring that there is optimal academic capacity for their training. South Africa’s University of KwaZulu-Natal has placed academic and research capacity building at the heart of its program with the Medical Education Partnership Initiative (MEPI) in a program called ENhancing Training, REsearch Capacity, and Expertise (ENTREE). The program is premised on the basis that research capacity development will lead to an increase in teachers who will be essential to improving the quality and quantity of health care workers needed to meet South Africa’s health challenges. This is being achieved through four components of the program: (1) infusion of the undergraduate program with research modules; (2) attraction of academically talented students in the middle of their undergraduate program into a parallel track that has research capacity as its major thrust; (3) attraction of qualified health care personnel into a supported PhD program; and (4) providing strong research ethics training and mentorship. A significant proportion of the program is being executed in rural training sites, to increase the probability that trainees will return to the sites as mentors. PMID:25072580

  13. Sources of support and psychological distress among academically successful inner-city youth.

    PubMed

    Kenny, Maureen E; Gallagher, Laura A; Alvarez-Salvat, Rose; Silsby, John

    2002-01-01

    Study 1 examined the relationships between parental attachment, academic achievement, and psychological distress among a multiethnic sample of academically successful inner-city high school students (19 White, 54 Black, 9 Asian, 18 Hispanic). These students participated in an enrichment program designed to prepare high school students for college success. The results suggest that the affective quality of maternal attachment is positively associated with grade point average, and the affective quality of paternal attachment is negatively associated with depressive symptoms. In Study 2, case examples provide an examination of sources of support, life stress, and patterns of resilience. Implications for prevention and intervention are also discussed.

  14. The Role of Gender in Students' Ratings of Teaching Quality in Computer Science and Environmental Engineering

    ERIC Educational Resources Information Center

    Price, Linda; Svensson, Ingrid; Borell, Jonas; Richardson, John T. E.

    2017-01-01

    Students' ratings of teaching quality on course units in a computer science program and an environmental engineering program at a large Swedish university were obtained using the Course Experience Questionnaire; 8888 sets of ratings were obtained from men and 4280 sets were obtained from women over ten academic years. These student ratings from…

  15. Diabetes quality of care in academic endocrinology practice: a descriptive study.

    PubMed

    Shah, Baiju R; James, Jacqueline E; Lawton, Carolyn; Montada-Atin, Tess; Sigmond, Marianne; Cauch-Dudek, Karen; Booth, Gillian L

    2009-01-01

    To describe the quality of diabetes care delivered by academic endocrinologists practicing at 4 teaching hospitals affiliated with a single medical school. Up to 30 patients who first saw an endocrinologist for an ambulatory consultation for diabetes between January 2004 and December 2005 were randomly selected for chart review. Process and intermediate measures of quality of care were abstracted. There were 417 patient charts available for analysis. Quality of care was generally high, with 61% of patients achieving a glycated hemoglobin of ≤7.0%, 77% achieving blood pressure ≤130/80 mm Hg and 73% achieving a low-density lipoprotein cholesterol level of ≤2.5 mmol/L. More than 80% of patients had had eye examinations, microalbuminuria screening and foot examinations. There were no significant differences in quality between hospitals. The quality of diabetes care delivered by academic endocrinologists in this setting was high and approached the "ideal" levels of care recommended by practice guidelines. Compared to past studies in both the primary and specialist care settings, the results show that high-quality care can be delivered in routine academic clinical practice without having previously instituted a specific quality improvement program. Copyright © 2009 Canadian Diabetes Association. Published by Elsevier Inc. All rights reserved.

  16. A case study of quality improvement methods for complex adaptive systems applied to an academic hepatology program.

    PubMed

    Fontanesi, John; Martinez, Anthony; Boyo, Toritsesan O; Gish, Robert

    2015-01-01

    Although demands for greater access to hepatology services that are less costly and achieve better outcomes have led to numerous quality improvement initiatives, traditional quality management methods may be inappropriate for hepatology. We empirically tested a model for conducting quality improvement in an academic hepatology program using methods developed to analyze and improve complex adaptive systems. We achieved a 25% increase in volume using 15% more clinical sessions with no change in staff or faculty FTEs, generating a positive margin of 50%. Wait times for next available appointments were reduced from five months to two weeks; unscheduled appointment slots dropped from 7% to less than 1%; "no-show" rates dropped to less than 10%; Press-Ganey scores increased to the 100th percentile. We conclude that framing hepatology as a complex adaptive system may improve our understanding of the complex, interdependent actions required to improve quality of care, patient satisfaction, and cost-effectiveness.

  17. 34 CFR 611.50 - What are a grantee's reporting responsibilities?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM Scholarships § 611... teacher preparation program's academic term or within 30 days of the execution of any scholarship... identity of each scholarship recipient. (2) The amount of the scholarship provided with program funds to...

  18. 34 CFR 611.50 - What are a grantee's reporting responsibilities?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM Scholarships § 611... teacher preparation program's academic term or within 30 days of the execution of any scholarship... identity of each scholarship recipient. (2) The amount of the scholarship provided with program funds to...

  19. 34 CFR 611.50 - What are a grantee's reporting responsibilities?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM Scholarships § 611... teacher preparation program's academic term or within 30 days of the execution of any scholarship... identity of each scholarship recipient. (2) The amount of the scholarship provided with program funds to...

  20. Remediation plans in family medicine residency

    PubMed Central

    Audétat, Marie-Claude; Voirol, Christian; Béland, Normand; Fernandez, Nicolas; Sanche, Gilbert

    2015-01-01

    Abstract Objective To assess use of the remediation instrument that has been implemented in training sites at the University of Montreal in Quebec to support faculty in diagnosing and remediating resident academic difficulties, to examine whether and how this particular remediation instrument improves the remediation process, and to determine its effects on the residents’ subsequent rotation assessments. Design A multimethods approach in which data were collected from different sources: remediation plans developed by faculty, program statistics for the corresponding academic years, and students’ academic records and rotation assessment results. Setting Family medicine residency program at the University of Montreal. Participants Family medicine residents in academic difficulty. Main outcome measures Assessment of the content, process, and quality of remediation plans, and students’ academic and rotation assessment results (successful, below expectations, or failure) both before and after the remediation period. Results The framework that was developed for assessing remediation plans was used to analyze 23 plans produced by 10 teaching sites for 21 residents. All plans documented cognitive problems and implemented numerous remediation measures. Although only 48% of the plans were of good quality, implementation of a remediation plan was positively associated with the resident’s success in rotations following the remediation period. Conclusion The use of remediation plans is well embedded in training sites at the University of Montreal. The residents’ difficulties were mainly cognitive in nature, but this generally related to deficits in clinical reasoning rather than knowledge gaps. The reflection and analysis required to produce a remediation plan helps to correct many academic difficulties and normalize the academic career of most residents in difficulty. Further effort is still needed to improve the quality of plans and to support teachers.

  1. Quality Counts 2003. If I Can't Learn from You: Ensuring a Highly Qualified Teacher for Every Classroom.

    ERIC Educational Resources Information Center

    Education Week, 2003

    2003-01-01

    This year's Quality Counts, Education Week's comprehensive overview on the quality of American education, focuses on the relationship between teacher quality and the growing academic achievement gap. It includes profiles of hard-to-staff schools, state alternative certification programs, and surveys of the 50 states on recruiting, supporting, and…

  2. Assessing the Culture and Climate for Quality Improvement in the Work Environment. AIR 1994 Annual Forum Paper.

    ERIC Educational Resources Information Center

    Cameron, Kim; And Others

    This study attempted to develop a reliable and valid instrument for assessing work environment and continuous quality improvement efforts in the non-academic sectors of colleges and universities particularly those institutions who have adopted Total Quality Management programs. A model of a work environment for continuous quality improvement was…

  3. Factors That Promote Motivation and Academic Engagement in a Career Technical Education Context

    ERIC Educational Resources Information Center

    Loera, Gustavo; Nakamoto, Jonathan; Oh, Youn Joo; Rueda, Robert

    2013-01-01

    Drawing on social cognitive theory, this study examined the relationship between student and school-based factors (e.g., educational aspirations, quality of the program of study, and adults' impact on college enrollment) and students' academic engagement and satisfaction with student life in a career technical education (CTE) setting. This study…

  4. The Changing Landscape of Afterschool Programs

    ERIC Educational Resources Information Center

    Hynes, Kathryn; Sanders, Felicia

    2010-01-01

    In the past 15 years, the need for quality school-age child care has combined with concerns about children's academic performance, delinquency, and safety to create tremendous momentum around out-of-school time (OST) programming. Public funding for programs has simultaneously increased, bringing greater demand from policymakers and private funders…

  5. Accreditation of University Undergraduate Programs in Nigeria from 2001-2012: Implications for Graduates Employability

    ERIC Educational Resources Information Center

    Dada, M. S.; Imam, Hauwa

    2015-01-01

    This study analysed accreditation exercises of universities undergraduate programs in Nigeria from 2001-2013. Accreditation is a quality assurance mechanism to ensure that undergraduate programs offered in Nigeria satisfies benchmark minimum academic standards for producing graduates with requisite skills for employability. The study adopted the…

  6. Promoting Effective Program Leadership in Psychology: A Benchmarking Strategy

    ERIC Educational Resources Information Center

    Halonen, Jane S.

    2013-01-01

    Although scholars have scrutinized many aspects of academic life in psychology, the topic of leadership for psychology programs has remained elusive. This article describes the importance of high-quality leadership in the development of thriving psychology programs. The author offers a strategy for evaluating leaders to help provide developmental…

  7. The McNair Program as a Socializing Influence on Doctoral Degree Attainment

    ERIC Educational Resources Information Center

    Gittens, Cheryl Bailey

    2014-01-01

    The quality of doctoral students' academic and social experiences is a key element of their success in graduate school programs. These experiences support the completion of doctoral programs, especially for first-generation college students from low-income backgrounds. Framed by Weidman's (1989) undergraduate socialization model, the author…

  8. Enforcing Academic Rules in Higher Education--A Total Quality Management Approach. AIR 1993 Annual Forum Paper.

    ERIC Educational Resources Information Center

    Burgar, Paul

    A case study was done of how Total Quality Management (TQM) was used in a Masters in Business Administration program to prevent rule infractions rather than to punish students. The program allowed students to take up to 20 hours of classes under an unclassified status before they took an admissions test. In order to continue, however, students…

  9. Quality Matters: Collaborative Program Planning at a State Level

    ERIC Educational Resources Information Center

    Shattuck, Kay

    2007-01-01

    Quality in online distance education has been a hot topic in the popular, professional, and academic literature during the past decade. This article describes an innovative response to the problem of assuring quality in sharable online courses encountered by MarylandOnline, a statewide consortium of 19 Maryland community colleges and four-year…

  10. Merit Scholarships Are No Quick Fix for College Quality.

    ERIC Educational Resources Information Center

    Kealy, Mary Jo; Rockel, Mark L.

    1988-01-01

    Presents a method allowing college leaders to assess the potential success of an academic merit scholarship program. Specifies a college choice model accounting for the price/quality trade-off, using Colgate University as an example. Quality differences between schools in an individual's choice set are the most important determinants of college…

  11. Qualities and Qualifications of EFL Professionals: What Do Intensive English Program Administrators Think?

    ERIC Educational Resources Information Center

    Akcan, Sumru; Aydin, Belgin; Karaman, A. Cendel; Seferoglu, Gölge; Korkmazgil, Sibel; Özbilgin, Alev; Selvi, Ali Fuad

    2017-01-01

    Recent educational research has underscored the criticality and centrality of teacher quality as a decisive and prominent influence on students' academic growth and success. Consequently, it becomes imperative to define, understand, and study the qualities and qualifications of effective teachers so as to inform preservice and in-service teacher…

  12. Gatekeeping practices of music therapy academic programs and internships: a national survey.

    PubMed

    Hsiao, Feilin

    2014-01-01

    Gatekeeping safeguards access to the practice of a profession to ensure the quality of clinical services. It involves selective admission, continuous evaluation, and timely and ethical decisions in response to trainees with severe professional competency problems (SPCP). To date, little information is available concerning gatekeeping practices in the field of music therapy. This study investigated the extent and outcomes of gatekeeping practices across academic programs and National Roster internship sites approved by the American Music Therapy Association. Specifically, it examined the prevalence of trainees with SPCP, program-wide precautionary measures, common indicators of trainees with SPCP, remedial strategies, and supports and barriers to effective management. Thirty-two academic program directors and 77 internship directors completed an online survey. Responses were compiled into aggregate form (frequencies & percentages) for analysis. Chi-square tests with Yates' correction were applied to compare the differences between academic programs and internships. A significantly higher percentage of academic programs (93.8%) reported having at least one trainee with SPCP over the past 5 years than did internships (66.2%). The most common indicators of competency problems included inadequate music skill development, emotional instability, limited communication skills, deficient interpersonal skills, defensiveness in supervision, and lack of insight. Typical remedial methods included referral to personal therapy, increased supervision, and repetition of practicum or extension of internship. Issues regarding trainees with SPCP are frequently addressed by academic and internship program directors. Improving clarity within professional guidelines and establishing more rigorous and consistent standards across training programs are recommended. © the American Music Therapy Association 2014. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  13. Resolving Issues in Innovative Graduate Degree Programs: The Metropolitan State University Doctor of Business Administration Experience

    ERIC Educational Resources Information Center

    Delmont, Tim

    2011-01-01

    Applied Master's Degree and doctoral programs have been criticized widely for their lack of relevance, rigor and quality. New graduate degree programs have responded to these criticisms by implementing innovative academic policies, program curriculum, and student services. A case study of the Metropolitan State University Doctor of Business…

  14. High-Quality After-School Programs Tied to Test-Score Gains

    ERIC Educational Resources Information Center

    Viadero, Debra

    2007-01-01

    Disadvantaged students who regularly attend top-notch after-school programs end up, after two years, academically far ahead of peers who spend more out-of-school time in unsupervised activities, according to findings from an eight-state study of those programs. Known as the Promising Afterschool Programs study, the new research examined 35…

  15. High Schools That Work Presents a Pre-Engineering Program of Study.

    ERIC Educational Resources Information Center

    Southern Regional Education Board, Atlanta, GA.

    The Southern Regional Education Board partnered with the not-for-profit organization Project Lead the Way (PLTW) to develop a program connecting challenging academic courses with a pre-engineering program of study. The programs goal is to increase the number and quality of engineers and engineering technologists by providing the following items:…

  16. Quality Rating and Improvement Systems for Early Care and Education. Early Childhood Highlights. Volume 1, Issue 1

    ERIC Educational Resources Information Center

    Child Trends, 2010

    2010-01-01

    Research suggests that high quality early care and education programs can have a significant impact on improving the cognitive, academic and social skills of all children, especially those most at risk for later school failure. A number of states are developing Quality Rating and Improvement Systems (QRIS) to assess and improve the quality of…

  17. Accreditation and Academic Freedom. An American Association of University Professors--Council for Higher Education Accreditation Advisory Statement

    ERIC Educational Resources Information Center

    Council for Higher Education Accreditation, 2013

    2013-01-01

    This joint American Association of University Professors-Council for Higher Education advisory statement addresses the role that accreditation plays in sustaining and enhancing academic freedom in the context of review of institutions and programs for quality. It offers five suggestions about the role of accreditation with regard to academic…

  18. Improving Academic Advising Using Quality Function Deployment: A Case Study

    ERIC Educational Resources Information Center

    Walters, Lisa M.; Seyedian, Mojtaba

    2016-01-01

    Almost half of full-time, first-time undergraduate students fail to finish their course of study within four years. To increase retention and graduation rates, a greater emphasis on academic advising is in order. The positive influence of an effective advising program on student success is well documented in the literature; however, there has not…

  19. A Cross-Cultural Study of Possible Iatrogenic Effects of Gifted Education Programs: Tenth Graders' Perceptions of Academically High Performing Classmates

    ERIC Educational Resources Information Center

    Oh, Hyerim; Sutherland, Margaret; Stack, Niamh; Badia Martín, Maria del Mar; Blumen, Sheyla; Nguyen, Quoc Anh-Thu; Wormald, Catherine; Maakrun, Julie; Ziegler, Albert

    2015-01-01

    Previous empirical studies have yielded inconclusive results about peer perceptions of academically high performing students. The purpose of this study was to investigate students' perceptions of the intellectual ability, positive social qualities, and popularity of a hypothetical new high performing classmate. Participants were 1060 Vietnamese,…

  20. Digital Learning and Teaching: Evaluation of Developments for Students in Higher Education.

    ERIC Educational Resources Information Center

    McClelland, Bob

    2001-01-01

    Focuses on an undergraduate module which served to provide a rationale for a web-based teaching, learning, and a support environment for academic staff and students. Explores module/program support development possibilities on the web from academic, quality, and commercial perspectives as well as the cybernetic and evolutionary nature of learning.…

  1. The Relationship of High School Students in Inclusive Settings: Emotional Health and Academic Achievement

    ERIC Educational Resources Information Center

    Wilson, Carolyn H.; Stith-Russell, Lafawndra S.

    2010-01-01

    Academic success has become increasingly important in determining future quality of life. Many educational programs and institutions at various levels stress the need for students to score well on standardized tests and other methods of evaluation, in order to demonstrate their knowledge of various concepts and skills. The relationship between…

  2. Building Community in Academic Settings: The Importance of Flexibility in a Structured Mentoring Program

    ERIC Educational Resources Information Center

    Ewing, Robyn; Freeman, Mark; Barrie, Simon; Bell, Amani; O'Connor, Donna; Waugh, Fran; Sykes, Chris

    2008-01-01

    Academic mentoring is increasingly being used by many universities as a tool to enhance the quality of research-led teaching, promote cross-faculty collaboration and encourage a mentoring culture and community. This article reports on a pilot project established to investigate the benefits of building flexibility into a structured academic…

  3. Quality and Variability of Online Available Physical Therapy Protocols From Academic Orthopaedic Surgery Programs for Anterior Cruciate Ligament Reconstruction.

    PubMed

    Makhni, Eric C; Crump, Erica K; Steinhaus, Michael E; Verma, Nikhil N; Ahmad, Christopher S; Cole, Brian J; Bach, Bernard R

    2016-08-01

    To assess the quality and variability found across anterior cruciate ligament (ACL) rehabilitation protocols published online by academic orthopaedic programs. Web-based ACL physical therapy protocols from United States academic orthopaedic programs available online were included for review. Main exclusion criteria included concomitant meniscus repair, protocols aimed at pediatric patients, and failure to provide time points for the commencement or recommended completion of any protocol components. A comprehensive, custom scoring rubric was created that was used to assess each protocol for the presence or absence of various rehabilitation components, as well as when those activities were allowed to be initiated in each protocol. Forty-two protocols were included for review from 155 U.S. academic orthopaedic programs. Only 13 protocols (31%) recommended a prehabilitation program. Five protocols (12%) recommended continuous passive motion postoperatively. Eleven protocols (26%) recommended routine partial or non-weight bearing immediately postoperatively. Ten protocols (24%) mentioned utilization of a secondary/functional brace. There was considerable variation in range of desired full-weight-bearing initiation (9 weeks), as well as in the types of strength and proprioception exercises specifically recommended. Only 8 different protocols (19%) recommended return to sport after achieving certain strength and activity criteria. Many ACL rehabilitation protocols recommend treatment modalities not supported by current reports. Moreover, high variability in the composition and time ranges of rehabilitation components may lead to confusion among patients and therapists. Level II. Copyright © 2016 Arthroscopy Association of North America. Published by Elsevier Inc. All rights reserved.

  4. The Louisiana PIP Program: An Innovative Step Toward Quality Public Education or an Unmanageable Hydra.

    ERIC Educational Resources Information Center

    Chachere, Ernest G.; Nowatny, Franz A.

    1982-01-01

    Louisiana's Educational Employees' Professional Improvement Program (PIP) is described. The voluntary statewide program features: (1) use of individual professional development plans submitted by school staff participants; (2) a combination of academic work, inservice training, workshops, and conferences over a five-year period; and (3) salary…

  5. Perception of Colombian Students from a Bachelor in Basic Education with Emphasis on Arts, about the Educational Quality of the Program They Study

    ERIC Educational Resources Information Center

    Aldemar, Segura-Escobar; Alfonso, López-Vega

    2018-01-01

    This article presents the results of a study about the attitudes by the learners from a bachelor in basic education with emphasis on arts, in Colombia, regarding the quality of academic management of this program. The importance of this study appears considers that its results will be useful to contrast the agreement or disagreement between the…

  6. Implementing Quality Assurance at Royal University of Phnom Penh, Cambodia: Perceptions, Practices and Challenges

    ERIC Educational Resources Information Center

    Ros, Soveacha

    2010-01-01

    Quality Assurance in higher education has been an ongoing international issue for discussion. As higher education institutions move toward an era of accountability and accreditation, groups of stakeholders require proof of high-quality academic programs and services from higher education providers. Since the mid-1990s, most providers have strived…

  7. Effective Schools. What Makes a Public School Work Well?

    ERIC Educational Resources Information Center

    Our Children, 1998

    1998-01-01

    Most effective schools share a number of key characteristics, including clear-cut goals and objectives, adequate funding and financial management, quality academic programs, valid assessment programs, parent and family involvement, teacher and staff development, high expectations for students, community involvement, comprehensive support services,…

  8. Without the Academic Part, It Wouldn't Be Squash": Youth Development in an Urban Squash Program

    ERIC Educational Resources Information Center

    Hemphill, Michael A.; Richards, K. Andrew R.

    2016-01-01

    Purpose: The purpose of this study was to examine youth development outcomes in an Urban Squash program. Methods: A mixed method approach to was employed to address three research questions: 1) to what extent did the Urban Squash program exhibit features of a quality OST program?; 2) what aspects of the Urban Squash program were most valued by…

  9. 34 CFR 648.31 - What selection criteria does the Secretary use?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... capacity for teaching and research at the institution and at State, regional, or national levels; (3) The... faculty, including education, research interest, publications, teaching ability, and accessibility to... appropriate to demonstrate the quality of its academic program. (d) Quality of the supervised teaching...

  10. 34 CFR 648.31 - What selection criteria does the Secretary use?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... capacity for teaching and research at the institution and at State, regional, or national levels; (3) The... faculty, including education, research interest, publications, teaching ability, and accessibility to... appropriate to demonstrate the quality of its academic program. (d) Quality of the supervised teaching...

  11. 34 CFR 648.31 - What selection criteria does the Secretary use?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... capacity for teaching and research at the institution and at State, regional, or national levels; (3) The... faculty, including education, research interest, publications, teaching ability, and accessibility to... appropriate to demonstrate the quality of its academic program. (d) Quality of the supervised teaching...

  12. 34 CFR 648.31 - What selection criteria does the Secretary use?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... capacity for teaching and research at the institution and at State, regional, or national levels; (3) The... faculty, including education, research interest, publications, teaching ability, and accessibility to... appropriate to demonstrate the quality of its academic program. (d) Quality of the supervised teaching...

  13. Promoting Physical Education: The Link to Academic Achievement

    ERIC Educational Resources Information Center

    Smith, Nicole J.; Lounsbery, Monica

    2009-01-01

    Quality physical education is recognized for its health-related benefits and should be supported as an integral component of every school's curriculum. Unfortunately, quality physical education is not easily established or maintained. Many physical education programs face challenges such as reduced staff, large class sizes, inadequate facilities…

  14. Hartford Gerontological Nursing Leaders: From Funding Initiative to National Organization.

    PubMed

    Van Cleave, Janet H; Szanton, Sarah L; Shillam, Casey; Rose, Karen; Rao, Aditi D; Perez, Adriana; O'Connor, Melissa; Walker, Rachel; Buron, Bill; Boltz, Marie; Bellot, Jennifer; Batchelor-Murphy, Melissa

    2016-01-01

    In 2000, the John A. Hartford Foundation established the Building Academic Geriatric Nursing Capacity Program initiative, acknowledging nursing's key role in the care of the growing population of older adults. This program has supported 249 nurse scientists with pre- and postdoctoral awards. As a result of the program's success, several Building Academic Geriatric Nursing Capacity Program awardees formed an alumni organization to continue to advance the quality care of older adults. This group of Building Academic Geriatric Nursing Capacity Program awardees joined others receiving support from the John A. Hartford Foundation nursing initiatives to grow a formal organization, the Hartford Gerontological Nursing Leaders (HGNL). The purpose of this article is to present the development, accomplishments, and challenges of the HGNL, informing other professional nursing organizations that are experiencing similar accomplishments and challenges. This article also demonstrates the power of a funding initiative to grow an organization dedicated to impact gerontological health and health care through research, practice, education, and policy. Copyright © 2016 Elsevier Inc. All rights reserved.

  15. A budget model to determine the financial health of nursing education programs in academic institutions.

    PubMed

    Donnelly, Gloria

    2005-01-01

    In the allocation of resources in academic settings, hierarchies of tradition and status often supersede documented need. Nursing programs sometimes have difficulty in getting what they need to maintain quality programs and to grow. The budget is the crucial tool in documenting nursing program needs and its contributions to the entire academic enterprise. Most nursing programs administrators see only an operating expense budget that may grow or shrink by a rubric that may not fit the reality of the situation. A budget is a quantitative expression of how well a unit is managed. Educational administrators should be paying as much attention to analyzing financial outcomes as they do curricular outcomes. This article describes the development of a model for tracking revenue and expense and a simple rubric for analyzing the relationship between the two. It also discusses how to use financial data to improve the fiscal performance of nursing units and to leverage support during times of growth.

  16. Characteristics of effective summer learning programs in practice.

    PubMed

    Bell, Susanne R; Carrillo, Natalie

    2007-01-01

    The Center for Summer Learning examined various summer program models and found that there are nine characteristics that provide a framework for effective summer programs. In this chapter, the authors demonstrate how effective practices lead to positive results for young people. The nine characteristics of effective summer learning programs are (1) accelerating learning, (2) youth development, (3) proactive approach to summer learning, (4) leadership, (5) advanced planning, (6) staff development, (7) strategic partnerships, (8) evaluation and commitment to program improvement, and (9) sustainability and cost-effectiveness. These characteristics are divided into two sections. The first three characteristics address a program's approach to learning. Summer instructional techniques are most effective when academic learning is woven into enrichment activities and youth development. The second section covers program infrastructure to ensure the organization achieves and maintains quality programming. The nine characteristics complement each other to ensure a strong program that works to prevent summer learning loss and narrow the achievement gap. To demonstrate the variety of high-quality programs that include the nine characteristics, thirteen program profiles at the conclusion of the chapter each highlight one of the characteristics. These profiles show the various approaches that different summer programs have developed to accelerate academic achievement and promote positive development for young people in their communities.

  17. 29 CFR 541.204 - Educational establishments.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ..., and any assistants, responsible for administration of such matters as curriculum, quality and methods..., establishing and maintaining academic and grading standards, and other aspects of the teaching program; the...

  18. 29 CFR 541.204 - Educational establishments.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ..., and any assistants, responsible for administration of such matters as curriculum, quality and methods..., establishing and maintaining academic and grading standards, and other aspects of the teaching program; the...

  19. 29 CFR 541.204 - Educational establishments.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ..., and any assistants, responsible for administration of such matters as curriculum, quality and methods..., establishing and maintaining academic and grading standards, and other aspects of the teaching program; the...

  20. The Texas Youth Fitness Study: Looking at School Policies as They Relate to Physical Fitness and Academic Variables. Program Results Report

    ERIC Educational Resources Information Center

    Feiden, Karyn

    2011-01-01

    In partnership with three universities, the Cooper Institute, Dallas, completed the Texas Youth Fitness Study from 2008 to 2009. The study explored three key questions: (1) Is physical fitness associated with academic performance?; (2) Can physical education teachers collect high-quality information on student fitness?; and (3) Are school policies…

  1. To promote the engineering innovative abilities of undergraduates by taking projects as the guidance and competitions as the promotion

    NASA Astrophysics Data System (ADS)

    Xu, Yishen; Wu, Di; Chen, Daqing; Gu, Jihua; Gao, Lei

    2017-08-01

    According to the inherent requirements of education for talents' knowledge, quality and comprehensive ability and the major training goals of optoelectronics information science and engineering, in order to enhance the undergraduates' comprehensive practical ability and consciousness of innovation, we carried out the reforms of teaching method and teaching mode, which took the training programs of innovation and entrepreneurship for undergraduates, extracurricular academic research fund, "Chun-Tsung Scholar" program or research projects of their tutors as the guidance, and took the all levels of relevant discipline competitions as the promotion. And the training mainline of engineering innovation talents as "undergraduate's tutorial system ->innovative training program or tutor's research project ->academic competition ->graduation projects (thesis)" was constructed stage by stage by combining the undergraduates' graduation projects and their participated academic competition into one for improving the quality of the graduation projects (thesis). The practical results of the last several years illuminate that the proposed training model can effectively stimulate the students' awareness of autonomous learning, enhance their comprehensive ability of analyzing and solving problems and improve their ability of engineering practice and innovation as well as their teamwork spirit.

  2. Guide to Accreditation, 2010

    ERIC Educational Resources Information Center

    Teacher Education Accreditation Council, 2010

    2010-01-01

    The Teacher Education Accreditation Council (TEAC), founded in 1997, is dedicated to improving academic degree and certificate programs for professional educators--those who teach and lead in schools, pre-K through grade 12, and to assuring the public of their quality. TEAC accredits undergraduate and graduate programs, including alternate route…

  3. Service Learning: An Action Oriented Program Evaluation

    ERIC Educational Resources Information Center

    Kelley, George

    2013-01-01

    Service learning is an academic discipline that provides students with "hands-on" opportunities for developing skills in real-world, community-based projects that serve and benefit community members. This dissertation reflects an action-oriented process for improving the quality of the Service Learning Program at City University of…

  4. 34 CFR 200.47 - SEA responsibilities for supplemental educational services.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... standards; (C) Are of high quality, research-based, and specifically designed to increase the academic... surveys, if any, regarding the success of the provider's instructional program in increasing student... recommendations or results from parent surveys regarding the success of the provider's instructional program in...

  5. 34 CFR 200.47 - SEA responsibilities for supplemental educational services.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... standards; (C) Are of high quality, research-based, and specifically designed to increase the academic... surveys, if any, regarding the success of the provider's instructional program in increasing student... recommendations or results from parent surveys regarding the success of the provider's instructional program in...

  6. 34 CFR 200.47 - SEA responsibilities for supplemental educational services.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... standards; (C) Are of high quality, research-based, and specifically designed to increase the academic... surveys, if any, regarding the success of the provider's instructional program in increasing student... recommendations or results from parent surveys regarding the success of the provider's instructional program in...

  7. 34 CFR 200.47 - SEA responsibilities for supplemental educational services.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... standards; (C) Are of high quality, research-based, and specifically designed to increase the academic... surveys, if any, regarding the success of the provider's instructional program in increasing student... recommendations or results from parent surveys regarding the success of the provider's instructional program in...

  8. Modernizing Career and Technical Education Programs

    ERIC Educational Resources Information Center

    Drage, Karen

    2009-01-01

    High-quality career and technical education (CTE) programs can launch America's future competitiveness through increased student engagement, the innovative integration of traditional academic courses, and by meeting the needs of both employers and the economy as a whole. American students failing to keep pace with their international counterparts…

  9. Assessment of a University-Based Distance Education Mentoring Program from a Quality Management Perspective

    ERIC Educational Resources Information Center

    Barczyk, Casimir; Buckenmeyer, Janet; Feldman, Lori; Hixon, Emily

    2011-01-01

    This study describes assessment results from the Distance Education Mentoring Program (DEMP) at Purdue University Calumet, Indiana, USA. The program, sponsored by the university's Vice Chancellor for Academic Affairs, was made available to all teaching faculty who wished to become proteges and develop their skills at teaching online courses. The…

  10. Three Key Issues in the Reform Programs for the Chinese College Entrance Examination

    ERIC Educational Resources Information Center

    Liu, Qinghua

    2013-01-01

    The new entrance exam reform programs that have been presented in a number of provinces and regions adhere to the direction of new curriculum reform. Within these programs, comprehensive evaluation serves as the weather vane for quality education. The high school academic proficiency test serves as a firmly fixed benchmark for learning ability,…

  11. Library Standards and Guidelines for Institutions Affiliated with or Offering Extension Programs of Andrews University.

    ERIC Educational Resources Information Center

    Brenneise, Harvey, Ed.; And Others

    Andrews University (Michigan), which is sponsored by the General Conference of Seventh-Day Adventists, extends its academic program to 14 other institutions, three in the United States and abroad. The program permits students in other countries to obtain a recognized, quality tertiary or graduate education. Andrews' research library, the James…

  12. The Secret to the "Best" Ratings from Any Evaluation Scale

    ERIC Educational Resources Information Center

    Berk, Ronald A.

    2010-01-01

    Most faculty developers have a wide variety of rating scales that fly across their desk tops as their incremental program activities unfold during the academic year. The primary issue for this column is: What is the quality of those ratings used for decisions about people and programs? When students, faculty, and administrators rate a program or…

  13. Communicating the Value of Program-Level Accreditation for Information Systems in a College of Business

    ERIC Educational Resources Information Center

    Babb, Jeffry S.; Abdullat, Amjad

    2014-01-01

    Undergraduate programs in Information Systems are challenged to offer a curriculum that is both rigorous and relevant. Specialized college-level accreditation, such as AACSB, and program-level accreditation, such as ABET, offer an opportunity to signal quality in academics while also remaining relevant to local stakeholders and constituents.…

  14. Program Review: A Tool for Continuous Improvement of Academic Programs. AIR Professional File. Number 105, Fall 2007

    ERIC Educational Resources Information Center

    Pitter, Gita Wijesinghe

    2007-01-01

    Program reviews became widely used as quality assurance activities in the United States beginning in the 1970s. Since then, they have evolved as an essential component in demonstrating institutional effectiveness to accrediting bodies. The paper discusses various approaches to reviews with a focus on a recently reengineered institutional program…

  15. You

    ERIC Educational Resources Information Center

    Walker, Kathrin C.; Saito, Rebecca N.

    2011-01-01

    Research demonstrates that involvement in high-quality youth programs benefits young people personally, socially, and academically. Yet many families--particularly low-income and minority families--are unsatisfied with the quality, affordability, and availability of options in their communities. Participation rates are especially low for youth who…

  16. Transforming Learning through Technology: Educating More, Costing Less

    ERIC Educational Resources Information Center

    Twigg, Carol A.

    2011-01-01

    Face-to-face instruction has been held as the gold standard of a quality academic program. But using information technology to redesign traditional courses can actually improve the quality of teaching, cut costs, and improve access and success. A strong redesign often involves active learning opportunities; individualized, on-demand assistance; a…

  17. Quality improvement in neurology residency programs. Report of the Quality Improvement Committee of the Association of University Professors of Neurology.

    PubMed

    Bradley, W G; Daube, J; Mendell, J R; Posner, J; Richman, D; Troost, B T; Swift, T R

    1997-11-01

    The neurology residency programs in the United States are facing a crisis of quality. The Association of University Professors of Neurology (AUPN) approved the Quality Improvement Committee to examine this situation and make recommendations, which have been accepted by the AUPN. The recommendations are (1) that the educational goals of neurology residency training be dissociated from patient-care needs in academic medical centers and (2) that minimum levels of quality be applied to residents in neurology residency programs and to these programs themselves. These minimum criteria should include minimum educational criteria for entry into the program, minimum criteria for advancement from one year to the next in the program, and minimum criteria for performance of the graduates of neurology residency programs for program accreditation. The implementation of these recommendations will require a shift of funding of the care of indigent patients from the graduate medical education budget to direct patient-care sources. These recommendations will significantly improve the quality of neurologists and neurologic care in the United States.

  18. Public library computer training for older adults to access high-quality Internet health information

    PubMed Central

    Xie, Bo; Bugg, Julie M.

    2010-01-01

    An innovative experiment to develop and evaluate a public library computer training program to teach older adults to access and use high-quality Internet health information involved a productive collaboration among public libraries, the National Institute on Aging and the National Library of Medicine of the National Institutes of Health (NIH), and a Library and Information Science (LIS) academic program at a state university. One hundred and thirty-one older adults aged 54–89 participated in the study between September 2007 and July 2008. Key findings include: a) participants had overwhelmingly positive perceptions of the training program; b) after learning about two NIH websites (http://nihseniorhealth.gov and http://medlineplus.gov) from the training, many participants started using these online resources to find high quality health and medical information and, further, to guide their decision-making regarding a health- or medically-related matter; and c) computer anxiety significantly decreased (p < .001) while computer interest and efficacy significantly increased (p = .001 and p < .001, respectively) from pre- to post-training, suggesting statistically significant improvements in computer attitudes between pre- and post-training. The findings have implications for public libraries, LIS academic programs, and other organizations interested in providing similar programs in their communities. PMID:20161649

  19. Change@ucsc.edu: Managing a Comprehensive Change Effort.

    ERIC Educational Resources Information Center

    Coate, L. Edwin

    This monograph describes how team- and process-oriented change techniques such as Total Quality Management (TQM) and Business Process Reengineering (BPR), were adapted to an academic environment to effect a comprehensive change program at the University of California Santa Cruz (UCSC). The $3 million program, begun in 1993, produced radical…

  20. Coordinating a national rangeland monitoring training program: Success and lessons learned

    USDA-ARS?s Scientific Manuscript database

    One of the best ways to ensure quality of information gathered in a rangeland monitoring program is through a strong and uniform set of trainings. Curriculum development and delivery of monitoring trainings poses unique challenges that are not seen in academic settings. Participants come from a rang...

  1. A Primer on the Financial Management of Experiential Learning Assessment Programs.

    ERIC Educational Resources Information Center

    MacTaggart, Terrence

    1983-01-01

    The success and failure of experiential learning assessment programs rests not only on their academic quality, but also on their financial management. Types of cost and the meaning of cost-effectiveness are discussed. Break-even analysis, cost-reduction activities, and revenue-enhancement techniques are described. (Author/MLW)

  2. Success in a Hurry

    ERIC Educational Resources Information Center

    Martin, Harold L., Sr.

    2015-01-01

    Although a young program, the North Carolina A&T Honors Program illustrates how quickly and successfully honors can achieve its goals of providing a quality education to its high-achieving students, and how these students can benefit academically and personally from the experiences that honors provides for them. This article provides a brief…

  3. THE CHAIRMAN AND HIS DEPARTMENT.

    ERIC Educational Resources Information Center

    GERBER, JOHN

    THREE IMPORTANT OBLIGATIONS OF THE ENGLISH DEPARTMENT CHAIRMAN ARE TO DEVELOP THE DEPARTMENT'S PROGRAM, TO IMPROVE THE QUALITY OF TEACHING, AND TO BUILD THE STAFF. THE CHAIRMAN'S IMMEDIATE RESPONSIBILITIES FOR THE ACADEMIC PROGRAM OF HIS DEPARTMENT ARE TO PROVIDE ADEQUATE BEGINNING AND ADVANCED COURSES FOR THE ENGLISH AND NON-ENGLISH SPECIALIST,…

  4. "Colloquium": A Conversation about Excellence.

    ERIC Educational Resources Information Center

    Nist, Elizabeth A.

    Small community or vocational colleges often face the problem of trying to run quality academic programs with adjunct or part-time faculty who have little contact with the regular faculty and little say in policy-making. The Utah Valley Community College writing program, which successfully combined regular and adjunct faculty in planning and…

  5. Quality improvement education incorporated as an integral part of critical care fellows training at the Mayo Clinic.

    PubMed

    Kashani, Kianoush B; Ramar, Kannan; Farmer, J Christopher; Lim, Kaiser G; Moreno-Franco, Pablo; Morgenthaler, Timothy I; Dankbar, Gene C; Hale, Curt W

    2014-10-01

    The Accreditation Council for Graduate Medical Education emphasizes quality improvement (QI) education in residency/fellowship training programs. The Mayo Clinic Combined Critical Care Fellowship (CCF) program conducted a pilot QI education program to incorporate QI training as a required curriculum for the 2010-2011 academic year. CCF collaborated with the Mayo Quality Academy to customize and teach the existing Mayo Quality Fellows curriculum to the CCF fellows with the help of two quality coaches over five months starting July 2010. All fellows were to achieve Bronze and Silver certification prior to graduation. Silver required passing four written exams and submitting a health care QI project. Five projects were selected on the basis of the Impact-Effort Prioritization matrix, and DMAIC (Define, Measure, Analyze, Improve, and Control) methodology was used to complete the projects. The primary outcome was to assess learners' satisfaction, knowledge, and skill transfer. All 20 fellows were Bronze certified, and 14 (70%) were Silver certified by the time of graduation. All five QI projects were completed and showed positive impacts on patient safety and care. Surveys showed improved learner satisfaction. Graduates felt the QI training improved their QI skills and employment and career advancement. The QI curriculum had appropriate content and teaching pace and did not significantly displace other important clinical core curriculum topics. The pilot was successfully implemented in the CCF program and now is in the fourth academic year as an established and integral part of the fellowship core curriculum.

  6. A survey and analysis of student academic support programs in medical schools focus: underrepresented minority students.

    PubMed

    Shields, P H

    1994-05-01

    This article describes an investigation that compiled information regarding academic support for medical students at 120 US medical schools. Specifically, the purpose of the study was to identify programs for underrepresented minority medical students and to review prospective applicant materials for photographic evidence that underrepresented minorities are involved in medical education. Eighty-three responses were returned and analyzed. Academic support services described most frequently were prematriculation, tutoring, and counseling and advising. Forty-one of the 83 schools indicated they offer prematriculation programs, 28 of which were required of under-represented minority freshmen entrants. Fifteen described offerings for undergraduate students and six for both undergraduate and secondary school students. Materials from the University of Iowa, the University of Medicine and Dentistry of New Jersey, and Stanford University revealed a variety of services and the largest numbers of photographs of under-represented minorities. These institutions are also among the leaders in underrepresented minority enrollment. Effective communication of academic support and minority presence appear to be contributory factors in enhancing diversity in medical education. Further investigation of academic support, evaluation of support services by participants, and dialogue about effective components of quality academic support are logical next steps to achieve the Association of American Medical College's goal of 3000 by 2000.

  7. The Custodian of the Two Holy Mosques' Overseas Scholarship Program: Targeting Quality and Employment

    ERIC Educational Resources Information Center

    Pavan, Annalisa

    2017-01-01

    The purpose of this paper is to fill the void in academic literature concerning the transition from the King Abdullah Scholarship Program (KASP) to the current Custodian of the Two Holy Mosques' Overseas Scholarship Program. Based on a review of published news accounts and of announcements made by Saudi sources, Saudi official documents and…

  8. The Impact of a Peer-Tutoring Program on Quality Standards in Higher Education

    ERIC Educational Resources Information Center

    Arco-Tirado, Jose L.; Fernandez-Martin, Francisco D.; Fernandez-Balboa, Juan-Miguel

    2011-01-01

    The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify the potential benefits of such tutoring program on the…

  9. Assessment of Student Engagement: An Analysis of Trends

    ERIC Educational Resources Information Center

    Nauffal, Diane I.

    2012-01-01

    Quality is a multi-dimensional concept and embraces all functions and activities of higher education (academic programs, research, and community services) in all their features and components. Traditionally quality was a measure of resources and reputation. In recent years there has been a shift in emphasis to institutional best practices such as…

  10. Give Me Liberty or Give Me Brick

    ERIC Educational Resources Information Center

    Gratto, Fred

    2009-01-01

    Universities want a lot of things such as high quality students, excellent faculty, supportive alumni, high quality academic programs, a great football team, a beautiful campus, and a good reputation. They also want students to learn. One typically thinks of learning as taking place only in classrooms but research has confirmed that students…

  11. 34 CFR 611.11 - What are the program's general selection criteria?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ..., academic and professional groups, and other appropriate entities; and (vi) The project design is based on... design. (1) The Secretary considers the quality of the project design. (2) In determining the quality of the project design, the Secretary considers the extent to which— (i) The project design will result in...

  12. 34 CFR 611.11 - What are the program's general selection criteria?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ..., academic and professional groups, and other appropriate entities; and (vi) The project design is based on... design. (1) The Secretary considers the quality of the project design. (2) In determining the quality of the project design, the Secretary considers the extent to which— (i) The project design will result in...

  13. 34 CFR 611.11 - What are the program's general selection criteria?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ..., academic and professional groups, and other appropriate entities; and (vi) The project design is based on... design. (1) The Secretary considers the quality of the project design. (2) In determining the quality of the project design, the Secretary considers the extent to which— (i) The project design will result in...

  14. Quality Control in the Administration of Sport Management Internships

    ERIC Educational Resources Information Center

    Kelley, Dennie Ruth

    2004-01-01

    The quality of an intern's learning experience is the joint responsibility of the academic internship coordinator, the administrator of the sport management program, and the agency supervisor. The purpose of this article is to identify the areas of administrative concern in the three major components of an internship: the institution granting…

  15. Mathematics Education in a Catholic Academy during the Latter Twentieth Century

    ERIC Educational Resources Information Center

    Wood, Monica R.

    2013-01-01

    This investigation was a confidential case study that explored the qualities of the mathematics program in a Catholic all-girls academic high school, also known as an academy, and how those qualities changed over time. National interest in students' persistence and achievement in mathematics and the national priority of equitable opportunity for…

  16. The Promise of Preschool: Why We Need Early Education for All

    ERIC Educational Resources Information Center

    Barnett, W. Steven; Frede, Ellen

    2010-01-01

    It's fairly well known that high-quality preschool programs can have life-altering impacts on disadvantaged children, including reductions in school dropout and crime, and increased earnings. Not as well known is that terrific preschool programs have important academic and social benefits for middle-class children too. Decades of research indicate…

  17. The National Institute of Dental Research Clinical Dental Staff Fellowship.

    ERIC Educational Resources Information Center

    Baum, Bruce J.; And Others

    1988-01-01

    A program in one of the National Institutes of Health offers clinical training fellowships as a means of training potential dental school faculty by providing both unique clinical skills and high-quality research experience. The program was developed in response to a perceived need for change in academic dentistry. (MSE)

  18. The Redemptive Role of the Community College within a Rural Society.

    ERIC Educational Resources Information Center

    Brandon, Judy

    The Academic Career Studies (ACS) program at Clovis Community College focuses on time management, concentration and memory techniques, effective reading and note taking, test-taking skills, creativity, and the qualities of people who are "masters" at what they do. The program targets students who are working on their General Educational…

  19. The Quality Imperative: A State Guide to Achieving the Promise of Extended Learning Opportunities

    ERIC Educational Resources Information Center

    Princiotta, Daniel; Fortune, Ayeola

    2009-01-01

    Extended learning opportunities (ELOs) provide safe, structured learning environments for students outside the traditional school day. ELOs include afterschool and summer learning programs as well as before-school, evening, and weekend programs. ELOs come in many forms and can include tutoring, volunteering, academic support, community service,…

  20. Rethinking Teaching Nursing Homes: Potential for Improving Long-Term Care

    ERIC Educational Resources Information Center

    Mezey, Mathy D.; Mitty, Ethel L.; Burger, Sarah Green

    2008-01-01

    To meet the special needs of and provide quality health care to nursing home residents, the health care workforce must be knowledgeable about the aging process. Health professionals are minimally prepared in their academic programs to care for older adults, and few programs have required rotations in geriatrics. Teaching nursing homes (TNHs) have…

  1. Assessment of a WIN Quality Training Demonstration Project. Phase 1 Report: Characteristics of Participants.

    ERIC Educational Resources Information Center

    White, Richard N.

    A group of interested and academically qualified female Aid to Families with Dependent Children recipients was identified to participate in the assessment of a demonstration program to train female Work incentive Program (WIN) participants. Training for electronics technicians was conducted at DeVry Institute of Technology (Chicago) and Ohio…

  2. Academic productivity among fellowship associated adult total joint reconstruction surgeons.

    PubMed

    Khan, Adam Z; Kelley, Benjamin V; Patel, Ankur D; McAllister, David R; Leong, Natalie L

    2017-12-01

    The Hirsch index (h-index) is a measure that evaluates both research volume and quality-taking into consideration both publications and citations of a single author. No prior work has evaluated academic productivity and contributions to the literature of adult total joint replacement surgeons. This study uses h-index to benchmark the academic impact and identify characteristics associated with productivity of faculty members at joint replacement fellowships. Adult reconstruction fellowship programs were obtained via the American Association of Hip and Knee Surgeons website. Via the San Francisco match and program-specific websites, program characteristics (Accreditation Council for Graduate Medical Education approval, academic affiliation, region, number of fellows, fellow research requirement), associated faculty members, and faculty-specific characteristics (gender, academic title, formal fellowship training, years in practice) were obtained. H-index and total faculty publications served as primary outcome measures. Multivariable linear regression determined statistical significance. Sixty-six adult total joint reconstruction fellowship programs were identified: 30% were Accreditation Council for Graduate Medical Education approved and 73% had an academic affiliation. At these institutions, 375 adult reconstruction surgeons were identified; 98.1% were men and 85.3% had formal arthroplasty fellowship training. Average number of publications per faculty member was 50.1 (standard deviation 76.8; range 0-588); mean h-index was 12.8 (standard deviation 13.8; range 0-67). Number of fellows, faculty academic title, years in practice, and formal fellowship training had a significant ( P < .05) positive correlation with both h-index and total publications. The statistical overview presented in this work can help total joint surgeons quantitatively benchmark their academic performance against that of their peers.

  3. Student Success Survey: Supporting Academic Success for At-Risk Nursing Students Through Early Intervention.

    PubMed

    McLain, Rhonda M; Fifolt, Matthew; Dawson, Martha A; Su, Wei; Milligan, Gary; Davis, Sandra; Hites, Lisle

    Diversity in the nursing workforce has a positive impact on the quality of care provided to minority patients. Although the number of students from diverse backgrounds entering nursing programs has increased, the attrition rate of these students remains high. This study assessed the construct validity of a self-assessment tool that can be used by faculty advisors to determine individual academic needs of students.

  4. Implementation and quality assessment of a pharmacy services call center for outpatient pharmacies and specialty pharmacy services in an academic health system.

    PubMed

    Rim, Matthew H; Thomas, Karen C; Chandramouli, Jane; Barrus, Stephanie A; Nickman, Nancy A

    2018-05-15

    The implementation and quality assessment of a pharmacy services call center (PSCC) for outpatient pharmacies and specialty pharmacy services within an academic health system are described. Prolonged wait times in outpatient pharmacies or hold times on the phone affect the ability of pharmacies to capture and retain prescriptions. To support outpatient pharmacy operations and improve quality, a PSCC was developed to centralize handling of all outpatient and specialty pharmacy calls. The purpose of the PSCC was to improve the quality of pharmacy telephone services by (1) decreasing the call abandonment rate, (2) improving the speed of answer, (3) increasing first-call resolution, (4) centralizing all specialty pharmacy and prior authorization calls, (5) increasing labor efficiency and pharmacy capacities, (6) implementing a quality evaluation program, and (7) improving workplace satisfaction and retention of outpatient pharmacy staff. The PSCC centralized pharmacy calls from 9 pharmacy locations, 2 outpatient clinics, and a specialty pharmacy. Since implementation, the PSCC has achieved and maintained program goals, including improved abandonment rate, speed of answer, and first-call resolution. A centralized 24-7 support line for specialty pharmacy patients was also successfully established. A quality calibration program was implemented to ensure service quality and excellent patient experience. Additional ongoing evaluations measure the impact of the PSCC on improving workplace satisfaction and retention of outpatient pharmacy staff. The design and implementation of the PSCC have significantly improved the health system's patient experiences, efficiency, and quality. Copyright © 2018 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

  5. Implementation of a Clinical Documentation Improvement Curriculum Improves Quality Metrics and Hospital Charges in an Academic Surgery Department.

    PubMed

    Reyes, Cynthia; Greenbaum, Alissa; Porto, Catherine; Russell, John C

    2017-03-01

    Accurate clinical documentation (CD) is necessary for many aspects of modern health care, including excellent communication, quality metrics reporting, and legal documentation. New requirements have mandated adoption of ICD-10-CM coding systems, adding another layer of complexity to CD. A clinical documentation improvement (CDI) and ICD-10 training program was created for health care providers in our academic surgery department. We aimed to assess the impact of our CDI curriculum by comparing quality metrics, coding, and reimbursement before and after implementation of our CDI program. A CDI/ICD-10 training curriculum was instituted in September 2014 for all members of our university surgery department. The curriculum consisted of didactic lectures, 1-on-1 provider training, case reviews, e-learning modules, and CD queries from nurse CDI staff and hospital coders. Outcomes parameters included monthly documentation completion rates, severity of illness (SOI), risk of mortality (ROM), case-mix index (CMI), all-payer refined diagnosis-related groups (APR-DRG), and Surgical Care Improvement Program (SCIP) metrics. Financial gain from responses to CDI queries was determined retrospectively. Surgery department delinquent documentation decreased by 85% after CDI implementation. Compliance with SCIP measures improved from 85% to 97%. Significant increases in surgical SOI, ROM, CMI, and APR-DRG (all p < 0.01) were found after CDI/ICD-10 training implementation. Provider responses to CDI queries resulted in an estimated $4,672,786 increase in charges. Clinical documentation improvement/ICD-10 training in an academic surgery department is an effective method to improve documentation rates, increase the hospital estimated reimbursement based on more accurate CD, and provide better compliance with surgical quality measures. Copyright © 2016 American College of Surgeons. All rights reserved.

  6. Leadership's Role in Support of Online Academic Programs: Implementing an Administrative Support Matrix

    PubMed Central

    Barefield, Amanda C.; Meyer, John D.

    2013-01-01

    The proliferation of online education programs creates a myriad of challenges for those charged with implementation and delivery of these programs. Although creating and sustaining quality education is a shared responsibility of faculty, staff, and academic leaders, this article focuses on the pivotal role of leadership in securing the necessary resources, developing the organizational structures, and influencing organizational culture. The vital foundation for a successful outcome when implementing online education programs is the role of leadership in providing adequate and appropriate support. Abundant literature extols the roles of leadership in project management; however, there is a dearth of models or systematic methods for leaders to follow regarding how to implement and sustain online programs. Research conducted by the authors culminated in the development of an Administrative Support Matrix, thus addressing the current gap in the literature. PMID:23346030

  7. Everyone Plays! A Review of Research on the Integration of Sports and Physical Activity in Out of School Time Programs

    ERIC Educational Resources Information Center

    Policy Studies Associates, Inc., 2006

    2006-01-01

    A growing body of research attests to the value of high-quality out-of-school time (OST) programs in promoting positive youth development. These programs provide environments where young people can engage in academic enrichment, build meaningful relationships with responsible adults and peers, nurture new interests, and develop the social and life…

  8. The Long-Term Effects of Tulsa Pre-K Program on Academic Outcomes

    ERIC Educational Resources Information Center

    Gormley, Bill; Phillips, Deborah; Anderson, Sara

    2015-01-01

    President Obama and others have demonstrated considerable interest in the Tulsa school-based pre-K program, one of a handful of universal pre-K programs in the U.S. The short-term effects of high-quality pre-K on school readiness are now well-established. At the same time, questions have been raised as to whether these effects persist over time.…

  9. Assessment of the quality and applicability of an e-portfolio capstone assessment item within a bachelor of midwifery program.

    PubMed

    Baird, Kathleen; Gamble, Jenny; Sidebotham, Mary

    2016-09-01

    Education programs leading to professional licencing need to ensure assessments throughout the program are constructively aligned and mapped to the specific professional expectations. Within the final year of an undergraduate degree, a student is required to transform and prepare for professional practice. Establishing assessment items that are authentic and able to reflect this transformation is a challenge for universities. This paper both describes the considerations around the design of a capstone assessment and evaluates, from an academics perspective, the quality and applicability of an e-portfolio as a capstone assessment item for undergraduate courses leading to a professional qualification. The e-portfolio was seen to meet nine quality indicators for assessment. Academics evaluated the e-portfolio as an authentic assessment item that would engage the students and provide them with a platform for ongoing professional development and lifelong learning. The processes of reflection on strengths, weaknesses, opportunities and threats, comparison of clinical experiences with national statistics, preparation of professional philosophy and development of a curriculum vitae, whilst recognised as comprehensive and challenging were seen as highly valuable to the student transforming into the profession. Copyright © 2016 Elsevier Ltd. All rights reserved.

  10. How a Historically Black College University (HBCU) Established a Sustainable Online Learning Program in Partnership with Quality Matters™

    ERIC Educational Resources Information Center

    Harkness, S. Suzan J.

    2015-01-01

    This case study describes an initiative approach to establishing online learning at a medium-size historically black college university. The study reveals the collaborative efforts between university administration and faculty, Quality Matters™, and Blackboard. The strategic initiative spanned a period of five academic years (2010-2014) during…

  11. The Path to Excellence: Quality Assurance in Higher Education. ASHE-ERIC Higher Education Research Reports, No. 1. FYI Executive Summary.

    ERIC Educational Resources Information Center

    Marcus, Lawrence R.; And Others

    There is an increasing interest by government in accountability for higher education. Efforts such as performance budgeting, performance auditing, and state review of academic programs are becoming more common. Opponents of government involvement assert that regional accreditation reviews are sufficient to maintain quality standards. However,…

  12. Developing and fostering a dynamic program for training in veterinary pathology and clinical pathology: veterinary students to post-graduate education.

    PubMed

    Lairmore, Michael D; Oglesbee, Michael; Weisbrode, Steve E; Wellman, Maxey; Rosol, Thomas; Stromberg, Paul

    2007-01-01

    Recent reports project a deficiency of veterinary pathologists, indicating a need to train highly qualified veterinary pathologists, particularly in academic veterinary medicine. The need to provide high-quality research training for veterinary pathologists has been recognized by the veterinary pathology training program of the Ohio State University (OSU) since its inception. The OSU program incorporates elements of both residency training and graduate education into a unified program. This review illustrates the components and structure of the training program and reflects on future challenges in training veterinary pathologists. Key elements of the OSU program include an experienced faculty, dedicated staff, and high-quality students who have a sense of common mission. The program is supported through cultural and infrastructure support. Financial compensation, limited research funding, and attractive work environments, including work-life balance, will undoubtedly continue to be forces in the marketplace for veterinary pathologists. To remain competitive and to expand the ability to train veterinary pathologists with research skills, programs must support strong faculty members, provide appropriate infrastructure support, and seek active partnerships with private industry to expand program opportunities. Shortages of trained faculty may be partially resolved by regional cooperation to share faculty expertise or through the use of communications technology to bridge distances between programs. To foster continued interest in academic careers, training programs will need to continue to evolve and respond to trainees' needs while maintaining strong allegiances to high-quality pathology training. Work-life balance, collegial environments that foster a culture of respect for veterinary pathology, and continued efforts to reach out to veterinary students to provide opportunities to learn about the diverse careers offered in veterinary pathology will pay long-term dividends for the future of the profession.

  13. Developing and Fostering a Dynamic Program for Training in Veterinary Pathology and Clinical Pathology: Veterinary Students to Post-graduate Education

    PubMed Central

    Lairmore, Michael D.; Oglesbee, Michael; Weisbrode, Steve E.; Wellman, Maxey; Rosol, Thomas; Stromberg, Paul

    2011-01-01

    Recent reports project a deficiency of veterinary pathologists, indicating a need to train highly qualified veterinary pathologists, particularly in academic veterinary medicine. The need to provide high-quality research training for veterinary pathologists has been recognized by the veterinary pathology training program of the Ohio State University (OSU) since its inception. The OSU program incorporates elements of both residency training and graduate education into a unified program. This review illustrates the components and structure of the training program and reflects on future challenges in training veterinary pathologists. Key elements of the OSU program include an experienced faculty, dedicated staff, and high-quality students who have a sense of common mission. The program is supported through cultural and infrastructure support. Financial compensation, limited research funding, and attractive work environments, including work–life balance, will undoubtedly continue to be forces in the marketplace for veterinary pathologists. To remain competitive and to expand the ability to train veterinary pathologists with research skills, programs must support strong faculty members, provide appropriate infrastructure support, and seek active partnerships with private industry to expand program opportunities. Shortages of trained faculty may be partially resolved by regional cooperation to share faculty expertise or through the use of communications technology to bridge distances between programs. To foster continued interest in academic careers, training programs will need to continue to evolve and respond to trainees' needs while maintaining strong allegiances to high-quality pathology training. Work–life balance, collegial environments that foster a culture of respect for veterinary pathology, and continued efforts to reach out to veterinary students to provide opportunities to learn about the diverse careers offered in veterinary pathology will pay long-term dividends for the future of the profession. PMID:18287474

  14. Students perceived stress in academic programs: consequences for its management.

    PubMed

    Neveu, D; Doron, J; Visier, L; Boiché, J; Trouillet, R; Dujols, P; Ninot, G

    2012-08-01

    Academic stress contributes to the deterioration of the students' quality of life. Psychological determinants involved in the stress process, trait anxiety and coping, have been neglected when assessing the role of academic programs in stress. This study aimed at determining whether academic programs are associated with a high level of perceived stress above and beyond potential personal and environmental risk factors, as well as coping strategies. A cross-sectional survey was conducted in 2009 among third-year medical (total n=170, participants 88%), dental (n=63, 94%), psychology (n=331, 61%) and sports sciences (n=312, 55%) students in Montpellier (France). The stress level experienced during the last 2months, trait anxiety and coping strategies were appraised. Substance use, psychological care, and stress triggers were also collected using a self-administered questionnaire. Compared with medicine and after adjusting for gender and age, only the sports program was associated with a lower perceived stress risk: adjusted odds ratio: 0.54 [95% Confidence interval: 0.30; 0.99]. Substantial reductions in perceived stress risks were observed in science students after additional adjustments for non-academic stress triggers, substance use, psychological care (adjusted odds ratio: 0.20 [95% Confidence interval: 0.09; 0.41]), and also for trait anxiety and coping strategies (adjusted odds ratio: 0.23 [95% Confidence interval: 0.10; 0.54]). Compared with medicine and after these additional adjustments, psychology had a significantly lower perceived stress risk (0.34 [0.18; 0.64]; 0.40 [0.19; 0.86], respectively), dentistry had a similar risk (0.82 [0.35; 1.91]; 0.53 [0.20; 1.43], respectively). Sports and psychology programs had a lower perceived stress risk compared with medicine. Personal and environmental risk factors and coping strategies modified the association between academic program and perceived stress. Developing efficient coping strategies in students and improving academic environment could contribute to prevent the potential deleterious consequences of stress. Copyright © 2012 Elsevier Masson SAS. All rights reserved.

  15. Academic-health department collaborative relationships are reciprocal and strengthen public health practice: results from a study of academic research centers.

    PubMed

    Neri, Elizabeth M; Ballman, Marie R; Lu, Hua; Greenlund, Kurt J; Grunbaum, Jo Anne

    2014-01-01

    Collaborations between academic institutions and state and local health departments have been shown to enhance the public health core functions of Assurance by improving the public health workforce's knowledge and skills. Few studies have analyzed how academic-health department collaborations enhance Assessment and Policy Development core functions. This qualitative study explores types of collaborations between health departments and Prevention Research Centers (PRCs) and how they align with the core functions. Prevention Research Centers are academic institutions funded by the Centers for Disease Control and Prevention to conduct public health research and translate research results for policies and practices. We reviewed each PRC's annual report from fiscal year 2011 and abstracted descriptions of PRC-health department collaborations. We identified 14 themes of PRC-health department collaborations and conducted a qualitative analysis to describe the dimensions and distribution of themes. Of the 37 PRCs, 36 reported 215 collaborations with 19 city, 97 county, 31 state, and 46 tribal health departments. Themes of research, survey, and surveillance aligned with the Assessment core function and evaluation, strategic planning, technical assistance, and program implementation supported the Policy Development and Assurance core functions. Overall, health departments provided on-the-ground expertise to inform PRC research, ensuring its applicability to public health practice. Reciprocally, PRCs improved data quality, increased the scientific rigor of health department processes and programs, and filled knowledge gaps within health departments. Both PRCs and health departments enhanced the relevance of public health programs and practices by grounding implementation and evaluation in community needs and views. Findings from this study demonstrate that PRC-health department collaborations often enhanced multiple core functions that could lead to implementation of evidence-based interventions and continuous quality improvement of public health administration at the local, state, and tribal levels. This study highlights the value and importance of reciprocal academic-health department partnerships.

  16. Dedicated education unit: implementing an innovation in replication sites.

    PubMed

    Moscato, Susan R; Nishioka, Vicki M; Coe, Michael T

    2013-05-01

    An important measure of an innovation is the ease of replication and achievement of the same positive outcomes. The dedicated education unit (DEU) clinical education model uses a collaborative academic-service partnership to develop an optimal learning environment for students. The University of Portland adapted this model from Flinders University, Australia, to increase the teaching capacity and quality of nursing education. This article identifies DEU implementation essentials and reports on the outcomes of two replication sites that received consultation support from the University of Portland. Program operation information, including education requirements for clinician instructors, types of patient care units, and clinical faculty-to-student ratios is presented. Case studies of the three programs suggest the DEU model is adaptable to a range of different clinical settings and continues to show promise as one strategy for addressing the nurse faculty shortage and strengthening academic-clinical collaborations while maintaining quality clinical education for students. Copyright 2013, SLACK Incorporated.

  17. Toward international collaboration on credentialing in health promotion and health education: the Galway Consensus Conference.

    PubMed

    Allegrante, John P; Barry, Margaret M; Auld, M Elaine; Lamarre, Marie-Claude; Taub, Alyson

    2009-06-01

    The interest in competencies, standards, and quality assurance in the professional preparation of public health professionals whose work involves health promotion and health education dates back several decades. In Australia, Europe, and North America, where the interest in credentialing has gained momentum, there have been rapidly evolving efforts to codify competencies and standards of practice as well as the processes by which quality and accountability can be ensured in academic professional preparation programs. The Galway Consensus Conference was conceived as a first step in an effort to explore the development of an international consensus regarding the core competencies of health education specialists and professionals in health promotion and the commonalities and differences in establishing uniform standards for the accreditation of academic professional preparation programs around the world. This article describes the purposes, objectives, and process of the Galway Consensus Conference and the background to the meeting that was convened.

  18. NASA-GIT predoctoral design training program. [systems and mechanical engineering

    NASA Technical Reports Server (NTRS)

    1974-01-01

    The training program is discussed briefly, and the quantity and quality of academic achievement of those students who were supported by the traineeships are summarized. Dissertations which were completed or on which substantial progress was made are listed, along with a short description of the activities and status of each of the former trainees.

  19. Austin Youth River Watch Program: 1992-93 Final Report. Publication Number 92.33.

    ERIC Educational Resources Information Center

    Turner, Jeannine

    The City of Austin (Texas) provides funds for an educational initiative to involve minority high school students in water quality issues and to reduce the dropout rate through positive role model interaction with academically successful students. Principal program activities were testing river water for pollutants and tutoring at-risk students by…

  20. Examining Practices of Staff Recruitment and Retention in Four High-Functioning Afterschool Programs: Extended Study from the National Afterschool Partnership Report. CRESST Report 769

    ERIC Educational Resources Information Center

    Huang, Denise; Cho, Jamie; Nam, Hannah H.; La Torre, Deborah; Oh, Christine; Harven, Aletha; Huber, Lindsay Perez; Rudo, Zena; Caverly, Sarah

    2010-01-01

    This study describes how staff qualifications, decisions on staffing procedures, and professional development opportunities support the recruitment and retention of quality staff members. Four high-functioning programs were identified. Qualitative procedures and instruments were designed to capture staff and parents' academic perspectives about…

  1. Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application

    ERIC Educational Resources Information Center

    Jacobs, Jennifer M.; Wright, Paul M.

    2018-01-01

    Research has demonstrated that many quality sport-based youth development programs promote life skill acquisition (e.g., leadership, self-control) with the ultimate goal of facilitating positive outcomes in youth participants' social and academic environments. Researchers call this "transfer of life skills" (i.e., the idea that physical,…

  2. Perceived Factors Influencing High School Student Participation in an Integrated Statewide Dual Credit Program: An Examination of Program Success and Student Higher Education Selection Decisions

    ERIC Educational Resources Information Center

    Touchstone, Allison J. L.

    2010-01-01

    Dual credit programs have become increasingly popular with 71% U.S. public high schools offering dual credit courses in 2002-2003. As this popularity has grown, so have concerns regarding academic rigor, course quality, parity with college courses, and effects on higher education. Determining actual dual credit course equivalent in higher…

  3. Critical Care Organizations: Building and Integrating Academic Programs.

    PubMed

    Moore, Jason E; Oropello, John M; Stoltzfus, Daniel; Masur, Henry; Coopersmith, Craig M; Nates, Joseph; Doig, Christopher; Christman, John; Hite, R Duncan; Angus, Derek C; Pastores, Stephen M; Kvetan, Vladimir

    2018-04-01

    Academic medical centers in North America are expanding their missions from the traditional triad of patient care, research, and education to include the broader issue of healthcare delivery improvement. In recent years, integrated Critical Care Organizations have developed within academic centers to better meet the challenges of this broadening mission. The goal of this article was to provide interested administrators and intensivists with the proper resources, lines of communication, and organizational approach to accomplish integration and Critical Care Organization formation effectively. The Academic Critical Care Organization Building section workgroup of the taskforce established regular monthly conference calls to reach consensus on the development of a toolkit utilizing methods proven to advance the development of their own academic Critical Care Organizations. Relevant medical literature was reviewed by literature search. Materials from federal agencies and other national organizations were accessed through the Internet. The Society of Critical Care Medicine convened a taskforce entitled "Academic Leaders in Critical Care Medicine" on February 22, 2016 at the 45th Critical Care Congress using the expertise of successful leaders of advanced governance Critical Care Organizations in North America to develop a toolkit for advancing Critical Care Organizations. Key elements of an academic Critical Care Organization are outlined. The vital missions of multidisciplinary patient care, safety, and quality are linked to the research, education, and professional development missions that enhance the value of such organizations. Core features, benefits, barriers, and recommendations for integration of academic programs within Critical Care Organizations are described. Selected readings and resources to successfully implement the recommendations are provided. Communication with medical school and hospital leadership is discussed. We present the rationale for critical care programs to transition to integrated Critical Care Organizations within academic medical centers and provide recommendations and resources to facilitate this transition and foster Critical Care Organization effectiveness and future success.

  4. Academic medicine: a key partner in strengthening the primary care infrastructure via teaching health centers.

    PubMed

    Rieselbach, Richard E; Crouse, Byron J; Neuhausen, Katherine; Nasca, Thomas J; Frohna, John G

    2013-12-01

    In the United States, a worsening shortage of primary care physicians, along with structural deficiencies in their training, threaten the primary care system that is essential to ensuring access to high-quality, cost-effective health care. Community health centers (CHCs) are an underused resource that could facilitate rapid expansion of the primary care workforce and simultaneously prepare trainees for 21st-century practice. The Teaching Health Center Graduate Medical Education (THCGME) program, currently funded by the Affordable Care Act, uses CHCs as training sites for primary-care-focused graduate medical education (GME).The authors propose that the goals of the THCGME program could be amplified by fostering partnerships between CHCs and teaching hospitals (academic medical centers [AMCs]). AMCs would encourage their primary care residency programs to expand by establishing teaching health center (THC) tracks. Modifications to the current THCGME model, facilitated by formal CHC and academic medicine partnerships (CHAMPs), would address the primary care physician shortage, produce physicians prepared for 21st-century practice, expose trainees to interprofessional education in a multidisciplinary environment, and facilitate the rapid expansion of CHC capacity.To succeed, CHAMP THCs require a comprehensive consortium agreement designed to ensure equity between the community and academic partners; conforming with this agreement will provide the high-quality GME necessary to ensure residency accreditation. CHAMP THCs also require a federal mechanism to ensure stable, long-term funding. CHAMP THCs would develop in select CHCs that desire a partnership with AMCs and have capacity for providing a community-based setting for both GME and health services research.

  5. Benchmarking in Academic Pharmacy Departments

    PubMed Central

    Chisholm-Burns, Marie; Nappi, Jean; Gubbins, Paul O.; Ross, Leigh Ann

    2010-01-01

    Benchmarking in academic pharmacy, and recommendations for the potential uses of benchmarking in academic pharmacy departments are discussed in this paper. Benchmarking is the process by which practices, procedures, and performance metrics are compared to an established standard or best practice. Many businesses and industries use benchmarking to compare processes and outcomes, and ultimately plan for improvement. Institutions of higher learning have embraced benchmarking practices to facilitate measuring the quality of their educational and research programs. Benchmarking is used internally as well to justify the allocation of institutional resources or to mediate among competing demands for additional program staff or space. Surveying all chairs of academic pharmacy departments to explore benchmarking issues such as department size and composition, as well as faculty teaching, scholarly, and service productivity, could provide valuable information. To date, attempts to gather this data have had limited success. We believe this information is potentially important, urge that efforts to gather it should be continued, and offer suggestions to achieve full participation. PMID:21179251

  6. Benchmarking in academic pharmacy departments.

    PubMed

    Bosso, John A; Chisholm-Burns, Marie; Nappi, Jean; Gubbins, Paul O; Ross, Leigh Ann

    2010-10-11

    Benchmarking in academic pharmacy, and recommendations for the potential uses of benchmarking in academic pharmacy departments are discussed in this paper. Benchmarking is the process by which practices, procedures, and performance metrics are compared to an established standard or best practice. Many businesses and industries use benchmarking to compare processes and outcomes, and ultimately plan for improvement. Institutions of higher learning have embraced benchmarking practices to facilitate measuring the quality of their educational and research programs. Benchmarking is used internally as well to justify the allocation of institutional resources or to mediate among competing demands for additional program staff or space. Surveying all chairs of academic pharmacy departments to explore benchmarking issues such as department size and composition, as well as faculty teaching, scholarly, and service productivity, could provide valuable information. To date, attempts to gather this data have had limited success. We believe this information is potentially important, urge that efforts to gather it should be continued, and offer suggestions to achieve full participation.

  7. Honoring the Trust: Quality and Cost Containment in Higher Education.

    ERIC Educational Resources Information Center

    Massy, William F.

    This book asserts that improvements in quality and cost containment are required not only for the well-being of individual institutions of higher education, but also to honor the trust placed in academe by society. The book outlines a practical program for improvement. The chapters of part 1, "The Case for Change," are: (1) "The Erosion of Trust";…

  8. The Changing Work Life of Academics: A Comparative Study of a Renowned and a Regional University in the Chinese Mainland

    ERIC Educational Resources Information Center

    Lai, Manhong

    2013-01-01

    Expansion of higher education has been perceived as the major tool through which China can raise its international competitiveness. To raise educational quality, the Ministry of Education initiated a new employment reform and a Teaching Quality Assessment for Undergraduate Programs. In this research, we employed a qualitative method to investigate…

  9. The CEMHaVi program: control, evaluation, and modification of lifestyles in obese youth.

    PubMed

    Vanhelst, Jérémy; Marchand, Frédéric; Fardy, Paul; Zunquin, Gautier; Loeuille, Guy-André; Renaut, Hervé; Mikulovic, Jacques; Hurdiel, Rémy; Béghin, Laurent; Theunynck, Denis

    2010-01-01

    Obesity in children has increased in recent years. Many studies with differing methodologies have been undertaken to treat obesity. The Control, Evaluation, and Modification of Lifestyles in Obese Youth (CEMHaVi) program is a unique 2-year health-wellness program of physical activity and health education for obese youth. Findings of this study represent results at 1-year follow-up. The purpose of this study was to evaluate the effects of the CEMHaVi program. Physician-referred subjects (N = 26) participated in the study, 14 girls (13.4 +/- 2.9 years) and 12 boys (12.3 +/- 2.8 years). Measurements included height, weight, body mass index (BMI), academic performance, sleep habits, and health knowledge. The intervention consisted of a unique program of physical activity, including a variety of games specifically selected to be enjoyable, maintain interest, and motivate subjects to adhere. Activity sessions were offered once per week, 2 hours each session, for 12 months. A health education program was offered once every 3 months for 2 hours per session. Health knowledge, academic performance, self-esteem, and sleep were assessed before and after the intervention. Means were calculated at baseline and following intervention and were compared by paired t tests. Findings suggest significant improvements in academic performance (P < .001), quality and quantity of sleep (P < .05), and obesity (P < .05). The program reduced BMI and improved health knowledge, sleep, and academic performance in obese children. The feasibility of a beneficial lifestyle intervention program is encouraging in addressing obesity and related issues in young boys and girls.

  10. Implementation of a hospital-based quality assessment program for rectal cancer.

    PubMed

    Hendren, Samantha; McKeown, Ellen; Morris, Arden M; Wong, Sandra L; Oerline, Mary; Poe, Lyndia; Campbell, Darrell A; Birkmeyer, Nancy J

    2014-05-01

    Quality improvement programs in Europe have had a markedly beneficial effect on the processes and outcomes of rectal cancer care. The quality of rectal cancer care in the United States is not as well understood, and scalable quality improvement programs have not been developed. The purpose of this article is to describe the implementation of a hospital-based quality assessment program for rectal cancer, targeting both community and academic hospitals. We recruited 10 hospitals from a surgical quality improvement organization. Nurse reviewers were trained to abstract rectal cancer data from hospital medical records, and abstracts were assessed for accuracy. We conducted two surveys to assess the training program and limitations of the data abstraction. We validated data completeness and accuracy by comparing hospital medical record and tumor registry data. Nine of 10 hospitals successfully performed abstractions with ≥ 90% accuracy. Experienced nurse reviewers were challenged by the technical details in operative and pathology reports. Although most variables had less than 10% missing data, outpatient testing information was lacking from some hospitals' inpatient records. This implementation project yielded a final quality assessment program consisting of 20 medical records variables and 11 tumor registry variables. An innovative program linking tumor registry data to quality-improvement data for rectal cancer quality assessment was successfully implemented in 10 hospitals. This data platform and training program can serve as a template for other organizations that are interested in assessing and improving the quality of rectal cancer care. Copyright © 2014 by American Society of Clinical Oncology.

  11. Teacher Quality: Sustained Coordination among Key Federal Education Programs Could Enhance State Efforts to Improve Teacher Quality. Report to the Chairman of the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness, Committee on Education and Labor, House of Representatives. GAO-09-593

    ERIC Educational Resources Information Center

    US Government Accountability Office, 2009

    2009-01-01

    Policymakers and researchers have focused on improving the quality of our nation's 3 million teachers to raise the achievement of students in key academic areas, such as reading and mathematics. Given the importance of teacher quality to student achievement and the key role federal and state governments play in supporting teacher quality, GAO's…

  12. Developmental Studies: The Study Skill Competency Program Course for Grades 7 through 12.

    ERIC Educational Resources Information Center

    Wilson, Sally J. S.

    "The Study Skill Competency Program of the Tri-County Master Tutors Network of South Carolina" (ED 347 145) was designed to equip students with study skills that will improve the quality of their academic work. That document, originally written for use by professional educators within a private tutoring environment, has been tailored for use in…

  13. From Research to Practice: The Application of Research Results to Program Improvement across After-School, Camp, and Community Recreation Programs

    ERIC Educational Resources Information Center

    Bennett, Troy

    2016-01-01

    Academic researchers dedicated to contributing to quality improvement in professional practice need to find more effective ways to bridge the gap between research and practice. Bridging the gap requires understanding what encourages the use of research findings by practitioners and what discourages it, as well as understanding how practitioners…

  14. Educator User Guide for Adminstrators and Educational Personnel. A Supplement to the Texas Successful Schools Study: Quality Education for Limited English Proficient Students.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin.

    The Texas Successful Schools Study profiled the contributions of programs, policies, and school personnel to the academic success of limited English proficient (LEP) students in seven successful elementary schools. This guide shares study information with school administrators to assist them in designing, implementing, and enhancing programs for…

  15. "Life Is Like a River": The Austin Youth River Watch Final Report, 1994-95. Publication Number 94.15.

    ERIC Educational Resources Information Center

    Turner, Jeannine

    The City of Austin (Texas) provided funds for a supplementary educational activity to involve at-risk minority high school students in water quality issues. The program encourages at-risk students to remain in school by providing an interesting and authentic activity to use in the development of academic skills. Program activities included testing…

  16. How Health Behaviors Relate to Academic Performance via Affect: An Intensive Longitudinal Study

    PubMed Central

    Flueckiger, Lavinia; Lieb, Roselind; Meyer, Andrea H.; Mata, Jutta

    2014-01-01

    Objective This intensive longitudinal study examined how sleep and physical activity relate to university students’ affect and academic performance during a stressful examination period. Methods On 32 consecutive days, 72 first-year students answered online questionnaires on their sleep quality, physical activity, positive and negative affect, learning goal achievement, and examination grades. First-year university students are particularly well-suited to test our hypotheses: They represent a relatively homogeneous population in a natural, but controlled setting, and simultaneously deal with similar stressors, such as examinations. Data were analyzed using multilevel structural equation models. Results Over the examination period, better average sleep quality but not physical activity predicted better learning goal achievement. Better learning goal achievement was associated with increased probability of passing all examinations. Relations of average sleep quality and average physical activity with learning goal achievement were mediated by experienced positive affect. In terms of day-to-day dynamics, on days with better sleep quality, participants reported better learning goal achievement. Day-to-day physical activity was not related to daily learning goal achievement. Daily positive and negative affect both mediated the effect of day-to-day sleep quality and physical activity on daily learning goal achievement. Conclusion Health behaviors such as sleep quality and physical activity seem important for both academic performance and affect experience, an indicator of mental health, during a stressful examination period. These results are a first step toward a better understanding of between- and within-person variations in health behaviors, affect, and academic performance, and could inform prevention and intervention programs for university students. PMID:25353638

  17. How health behaviors relate to academic performance via affect: an intensive longitudinal study.

    PubMed

    Flueckiger, Lavinia; Lieb, Roselind; Meyer, Andrea H; Mata, Jutta

    2014-01-01

    This intensive longitudinal study examined how sleep and physical activity relate to university students' affect and academic performance during a stressful examination period. On 32 consecutive days, 72 first-year students answered online questionnaires on their sleep quality, physical activity, positive and negative affect, learning goal achievement, and examination grades. First-year university students are particularly well-suited to test our hypotheses: They represent a relatively homogeneous population in a natural, but controlled setting, and simultaneously deal with similar stressors, such as examinations. Data were analyzed using multilevel structural equation models. Over the examination period, better average sleep quality but not physical activity predicted better learning goal achievement. Better learning goal achievement was associated with increased probability of passing all examinations. Relations of average sleep quality and average physical activity with learning goal achievement were mediated by experienced positive affect. In terms of day-to-day dynamics, on days with better sleep quality, participants reported better learning goal achievement. Day-to-day physical activity was not related to daily learning goal achievement. Daily positive and negative affect both mediated the effect of day-to-day sleep quality and physical activity on daily learning goal achievement. Health behaviors such as sleep quality and physical activity seem important for both academic performance and affect experience, an indicator of mental health, during a stressful examination period. These results are a first step toward a better understanding of between- and within-person variations in health behaviors, affect, and academic performance, and could inform prevention and intervention programs for university students.

  18. 34 CFR 657.21 - What criteria does the Secretary use in selecting institutions for an allocation of fellowships?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... or on-line databases. (f) Quality of the applicant's non-language instructional program. The... provides academic and career advising services for students; and (3) The extent to which the applicant has...

  19. 34 CFR 657.21 - What criteria does the Secretary use in selecting institutions for an allocation of fellowships?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... or on-line databases. (f) Quality of the applicant's non-language instructional program. The... provides academic and career advising services for students; and (3) The extent to which the applicant has...

  20. 34 CFR 657.21 - What criteria does the Secretary use in selecting institutions for an allocation of fellowships?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... or on-line databases. (f) Quality of the applicant's non-language instructional program. The... provides academic and career advising services for students; and (3) The extent to which the applicant has...

  1. 34 CFR 657.21 - What criteria does the Secretary use in selecting institutions for an allocation of fellowships?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... or on-line databases. (f) Quality of the applicant's non-language instructional program. The... provides academic and career advising services for students; and (3) The extent to which the applicant has...

  2. 34 CFR 657.21 - What criteria does the Secretary use in selecting institutions for an allocation of fellowships?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... or on-line databases. (f) Quality of the applicant's non-language instructional program. The... provides academic and career advising services for students; and (3) The extent to which the applicant has...

  3. The Importance of Asthma and Health Programs in Improving Academic Performance

    EPA Pesticide Factsheets

    School air quality has a major impact on asthma and other respiratory illnesses. Airborne allergens or irritants frequently trigger asthma attacks, yet environmental assessments demonstrate that schools often harbor allergen levels at or close to the th

  4. Quality Control Practices for Chemistry and Immunochemistry in a Cohort of 21 Large Academic Medical Centers.

    PubMed

    Rosenbaum, Matthew W; Flood, James G; Melanson, Stacy E F; Baumann, Nikola A; Marzinke, Mark A; Rai, Alex J; Hayden, Joshua; Wu, Alan H B; Ladror, Megan; Lifshitz, Mark S; Scott, Mitchell G; Peck-Palmer, Octavia M; Bowen, Raffick; Babic, Nikolina; Sobhani, Kimia; Giacherio, Donald; Bocsi, Gregary T; Herman, Daniel S; Wang, Ping; Toffaletti, John; Handel, Elizabeth; Kelly, Kathleen A; Albeiroti, Sami; Wang, Sihe; Zimmer, Melissa; Driver, Brandon; Yi, Xin; Wilburn, Clayton; Lewandrowski, Kent B

    2018-05-29

    In the United States, minimum standards for quality control (QC) are specified in federal law under the Clinical Laboratory Improvement Amendment and its revisions. Beyond meeting this required standard, laboratories have flexibility to determine their overall QC program. We surveyed chemistry and immunochemistry QC procedures at 21 clinical laboratories within leading academic medical centers to assess if standardized QC practices exist for chemistry and immunochemistry testing. We observed significant variation and unexpected similarities in practice across laboratories, including QC frequency, cutoffs, number of levels analyzed, and other features. This variation in practice indicates an opportunity exists to establish an evidence-based approach to QC that can be generalized across institutions.

  5. Academic and Research Programs in Exercise Science, South Korea

    PubMed Central

    PARK, KYUNG-SHIN; SONG, WOOK

    2009-01-01

    We appreciate the opportunity to review academic curriculum and current research focus of Exercise Science programs in South Korea. The information of this paper was collected by several different methods, including e-mail and phone interviews, and a discussion with Korean professors who attended the 2009 ACSM annual conference. It was agreed that exercise science programming in South Korea has improved over the last 60 years since being implemented. One of distinguishable achievement is that exercise science programs after the 1980’s has been expanded to several different directions. It does not only produce physical education teachers but also attributes more to research, sports medicine, sports, leisure and recreation. Therefore, it has produced various jobs in exercise-related fields. Some of exercise science departments do not require teacher preparation course work in their curriculum which allows students to focus more on their specialty. Secondly, we believe we South Korea has caught up with advanced countries in terms of research quality. Many Korean researchers have recently published and presented their investigations in international journals and conferences. The quality and quantity of these studies introduced to international societies indicate that Exercise Science programs in South Korea is continuing to develop and plays an important part in the world. PMID:27182314

  6. Mutual benefits in academic-service partnership: An integrative review.

    PubMed

    Sadeghnezhad, Maliheh; Heshmati Nabavi, Fatemeh; Najafi, Fereshteh; Kareshki, Hossein; Esmaily, Habibollah

    2018-05-30

    Academic and service institutions involve with many challenges. Partnership programs are a golden opportunity to achieve mutual benefits to overcome these challenges. Identifying mutual benefits is the cornerstone of forming a successful partnership and guarantee to its continuity. There are definitions and instances of mutual benefits in the literature related to partnership programs, but there is no coherent evidence and clear picture of these benefits. This study is conducted to identify mutual benefits in academic-service partnership by analyzing the definitions and instances of it in the literature. An integrative review of key papers regarding mutual benefits in academic-service partnership was undertaken. This review was guided by the framework described by Whittemore and Knafl. Search of the following databases was conducted: MEDLINE, ERIC, Google Scholar, Emerald Insight and Science Direct. The search terms were mutual benefits, mutual gains, mutual interest, mutual expectations, mutual goals, mutual demand, partnership, collaboration, academic-service partnership and academic service collaboration. Cooper's five-stage integrative review method was used. Quality evaluation of articles was conducted. Data were abstracted from included articles. The analysis was conducted based on the qualitative content analysis of the literature suggested by Zhang and Wildemuth. 28 articles were included in this review. Mutual benefits are described in four categories include: synergy in training and empowerment of human resources, education improvement, access to shared resources, facilitate production and application of beneficial knowledge into practice. Mutual benefits in the academic-service partnership include a range of goals, interests, expectations, and needs of partner organizations that is achievable and measurable through joint planning and collaboration. We suggest academic and service policymakers to consider these benefits in the planning and evaluating partnership programs. Copyright © 2018 Elsevier Ltd. All rights reserved.

  7. Defining a Quality Education. Proceedings of the Annual Conference of the North East Association for Institutional Research (19th, Washington, D.C., November 14-17, 1992).

    ERIC Educational Resources Information Center

    Price, Jane, Ed.

    This publication contains 25 papers from a conference on defining quality higher education. Opening sections cover the conference program and members of the conference's steering committee. A representative sampling of papers includes the following: "The College Student Experiences Questionnaire: A Follow-Up Study of Academic and Social…

  8. A National Study Comparing Baldrige Core Values and Concepts with AACN Indicators of Quality: Facilitating CCNE-Baccalaureate Colleges of Nursing Move toward More Effective Continuous Performance Improvement Practices

    ERIC Educational Resources Information Center

    Mattin, Deborah C.

    2013-01-01

    The AACN has asked academic leaders to align the performance of their organizations to the prescribed standards within the "Essentials of Baccalaureate Education for Professional Nursing" Practice document and has provided indicators of quality suggestions for program enhancement as a means of promoting continuous performance…

  9. High-Quality Preschool: Why We Need It and What It Looks Like. NIEER Preschool Policy Matters, Issue 1.

    ERIC Educational Resources Information Center

    Espinosa, Linda M.

    Research has consistently shown that 3- and 4-year-olds who attend a high-quality preschool are more successful in kindergarten and beyond--both academically and socially. But the majority of preschool programs in the United States are not judged as good, with many rated far below that. Many of our most vulnerable children attend the lowest…

  10. NASA Educational Product Development and Post-Secondary Program Assessment Planning

    NASA Technical Reports Server (NTRS)

    Salmons, Phyllis A.

    1999-01-01

    Producing "value-added students" involves proactively addressing how successfully students develop their skills, knowledge, and personal, social, and ethical growth due to their association with a program. NASA programs for higher education can certainly be responsive in aiding the academic community strive for quality in terms of "valueadded" students. By identifying essential characteristics of exemplary assessment practices, the standards developed by accrediting agencies serve as guides for developing quality practices and policies. Such a process is an effective tool for communicating the expectations of the educational components of a program to all concerned with the program and its expected results. When standards are connected to student performance, they provide a very compelling argument for refocusing the definition of quality in higher education. By linking standards and performance, student learning and development becomes the starting point for examining program quality. If the multiple stakeholders - faculty, peers, the professional community, addressed assessment issues, then accreditation can be a link among various constituencies, the parties can better understand the needs of each other and develop the necessary trust needed for understanding and support.

  11. Improving the Collection of Race, Ethnicity, and Language Data to Reduce Healthcare Disparities: A Case Study from an Academic Medical Center

    PubMed Central

    Lee, Wei-Chen; Veeranki, Sreenivas P.; Serag, Hani; Eschbach, Karl; Smith, Kenneth D.

    2016-01-01

    Well-designed electronic health records (EHRs) must integrate a variety of accurate information to support efforts to improve quality of care, particularly equity-in-care initiatives. This case study provides insight into the challenges those initiatives may face in collecting accurate race, ethnicity, and language (REAL) information in the EHR. We present the experience of an academic medical center strengthening its EHR for better collection of REAL data with funding from the EHR Incentive Programs for meaningful use of health information technology and the Texas Medicaid 1115 Waiver program. We also present a plan to address some of the challenges that arose during the course of the project. Our experience at an academic medical center can provide guidance about the likely challenges similar institutions may expect when they implement new initiatives to collect REAL data, particularly challenges regarding scope, personnel, and other resource needs. PMID:27843424

  12. Transforming Research Management Systems at Mayo Clinic

    ERIC Educational Resources Information Center

    Smith, Steven C.; Gronseth, Darren L.

    2011-01-01

    In order for research programs at academic medical centers and universities to survive and thrive in the increasingly challenging economic, political and regulatory environment, successful transformation is extremely important. Transformation and quality management techniques are increasingly well established in medical practice organizations. In…

  13. It's Academic

    ERIC Educational Resources Information Center

    Fernandez, Kim

    2012-01-01

    Colleges, universities, and independent schools use branding to attract students, keep alumni close, and unite faculty behind the institution. That last bit is key because one can't box and ship global perspectives, personal attention, flexible programs, campus traditions, innovative research, and the limitless other qualities that make…

  14. 34 CFR 200.47 - SEA responsibilities for supplemental educational services.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... high quality, research-based, and specifically designed to increase the academic achievement of... State's approved provider list; (ii) Parent recommendations or results from parent surveys, if any... results from parent surveys regarding the success of the provider's instructional program in increasing...

  15. The 2014 Academic College of Emergency Experts in India's Education Development Committee (EDC) White Paper on establishing an academic department of Emergency Medicine in India – Guidelines for Staffing, Infrastructure, Resources, Curriculum and Training

    PubMed Central

    Aggarwal, Praveen; Galwankar, Sagar; Kalra, Om Prakash; Bhalla, Ashish; Bhoi, Sanjeev; Sundarakumar, Sundarajan

    2014-01-01

    Emergency medicine services and training in Emergency Medicine (EM) has developed to a large extent in developed countries but its establishment is far from optimal in developing countries. In India, Medical Council of India (MCI) has taken great steps by notifying EM as a separate specialty and so far 20 medical colleges have already initiated 3-year training program in EM. However, there has been shortage of trained faculty, and ambiguity regarding curriculum, rotation policy, infrastructure, teachers’ eligibility qualifications and scheme of examination. Academic College of Emergency Experts in India (ACEE-India) has been a powerful advocate for developing Academic EM in India. The ACEE's Education Development Committee (EDC) was created to chalk out guidelines for staffing, infrastructure, resources, curriculum, and training which may be of help to the MCI and the National Board of Examinations (NBE) to set standards for starting 3-year training program in EM and develop the departments of EM as centers of quality education, research, and treatment across India. This paper has made an attempt to give recommendations so as to provide a uniform framework to the institutions, thus guiding them towards establishing an academic Department of EM for starting the 3-year training program in the specialty of EM. PMID:25114431

  16. The 2014 Academic College of Emergency Experts in India's Education Development Committee (EDC) White Paper on establishing an academic department of Emergency Medicine in India - Guidelines for Staffing, Infrastructure, Resources, Curriculum and Training.

    PubMed

    Aggarwal, Praveen; Galwankar, Sagar; Kalra, Om Prakash; Bhalla, Ashish; Bhoi, Sanjeev; Sundarakumar, Sundarajan

    2014-07-01

    Emergency medicine services and training in Emergency Medicine (EM) has developed to a large extent in developed countries but its establishment is far from optimal in developing countries. In India, Medical Council of India (MCI) has taken great steps by notifying EM as a separate specialty and so far 20 medical colleges have already initiated 3-year training program in EM. However, there has been shortage of trained faculty, and ambiguity regarding curriculum, rotation policy, infrastructure, teachers' eligibility qualifications and scheme of examination. Academic College of Emergency Experts in India (ACEE-India) has been a powerful advocate for developing Academic EM in India. The ACEE's Education Development Committee (EDC) was created to chalk out guidelines for staffing, infrastructure, resources, curriculum, and training which may be of help to the MCI and the National Board of Examinations (NBE) to set standards for starting 3-year training program in EM and develop the departments of EM as centers of quality education, research, and treatment across India. This paper has made an attempt to give recommendations so as to provide a uniform framework to the institutions, thus guiding them towards establishing an academic Department of EM for starting the 3-year training program in the specialty of EM.

  17. Relative value unit-based compensation incentivization in an academic vascular practice improves productivity with no early adverse impact on quality.

    PubMed

    Awad, Nadia; Caputo, Francis J; Carpenter, Jeffrey P; Alexander, James B; Trani, José L; Lombardi, Joseph V

    2017-02-01

    Given the increased pressure from governmental programs to restructure reimbursements to reflect quality metrics achieved by physicians, review of current reimbursement schemes is necessary to ensure sustainability of the physician's performance while maintaining and ultimately improving patient outcomes. This study reviewed the impact of reimbursement incentives on evidence-based care outcomes within a vascular surgical program at an academic tertiary care center. Data for patients with a confirmed 30-day follow-up for the vascular surgery subset of our institution's National Surgical Quality Improvement Program submission for the years 2013 and 2014 were reviewed. The outcomes reviewed included 30-day mortality, readmission, unplanned returns to the operating room, and all major morbidities. A comparison of both total charges and work relative value units (RVUs) generated was performed before and after changes were made from a salary-based to a productivity-based compensation model. P value analysis was used to determine if there were any statistically significant differences in patient outcomes between the two study years. No statistically significant difference in outcomes of the core measures studied was identified between the two periods. There was a trend toward a lower incidence of respiratory complications, largely driven by a lower incidence in pneumonia between 2013 and 2014. The vascular division had a net increase of 8.2% in total charges and 5.7% in work RVUs after the RVU-based incentivization program was instituted. Revenue-improving measures can improve sustainability of a vascular program without negatively affecting patient care as evidenced by the lack of difference in evidence-based core outcome measures in our study period. Further studies are needed to elucidate the long-term effects of incentivization programs on both patient care and program viability. Copyright © 2016. Published by Elsevier Inc.

  18. To what extent has doctoral (PhD) education supported academic nurse educators in their teaching roles: an integrative review.

    PubMed

    Bullin, Carol

    2018-01-01

    A doctoral degree, either a PhD or equivalent, is the academic credential required for an academic nurse educator position in a university setting; however, the lack of formal teaching courses in doctoral programs contradict the belief that these graduates are proficient in teaching. As a result, many PhD prepared individuals are not ready to meet the demands of teaching. An integrative literature review was undertaken. Four electronic databases were searched including the Cumulative Index to Nursing & Allied Health Literature (CINAHL), PubMed, Educational Resources Information Center (ERIC) and ProQuest. Date range and type of peer-reviewed literature was not specified. Conditions and factors that influenced or impacted on academic nurse educators' roles and continue to perpetuate insufficient pedagogical preparation include the requirement of a research focused PhD, lack of mentorship in doctoral programs and the influence of epistemic cultures (including institutional emphasis and reward system). Other factors that have impacted the academic nurse educator's role are society's demand for highly educated nurses that have increased the required credential, the assumption that all nurses are considered natural teachers, and a lack of consensus on the practice of the scholarship of teaching. Despite recommendations from nursing licensing bodies and a major US national nursing education study, little has been done to address the issue of formal pedagogical preparation in doctoral (PhD) nursing programs. There is an expectation of academic nurse educators to deliver quality nursing education yet, have very little or no formal pedagogical preparation for this role. While PhD programs remain research-intensive, the PhD degree remains a requirement for a role in which teaching is the major responsibility.

  19. A review of Grey and academic literature of evaluation guidance relevant to public health interventions.

    PubMed

    Denford, Sarah; Abraham, Charles; Callaghan, Margaret; Aighton, Peter; De Vocht, Frank; Arris, Steven

    2017-09-12

    Public Health evaluation is essential to understanding what does and does not work, and robust demonstration of effectiveness may be crucial to securing future funding. Despite this, programs are often implemented with poor, incomplete or no evaluation. Public health practitioners are frequently required to provide evidence for the effectiveness of their services; thus, there is a growing need for evaluation guidance on how to evaluate public health programs. The aim of this study is to identify accessible high-quality, evaluation guidance, available to researchers and practitioners and to catalogue, summarise and categorise the content of a subset of accessible, quality guides to evaluation. We systematically reviewed grey and academic literature for documents providing support for evaluation of complex health interventions. Searches were conducted January to March 2015, and included academic databases, internet search engines, and consultations with academic and practicing public health experts. Data were extracted by two authors and sent to the authors of the guidance documents for comments. Our initial search identified 402 unique documents that were screened to identify those that were (1) developed by or for a national or international organization (2) freely available to all (3) published during or after 2000 (4) specific to public health. This yielded 98 documents from 43 organisations. Of these, 48 were reviewed in detail. This generated a detailed catalogue of quality evaluation guidance. The content included in documents covers 37 facets of evaluation. A wide range of guidance on evaluation of public health initiatives is available. Time and knowledge constraints may mean that busy practitioners find it challenging to access the most, up-to-date, relevant and useful guidance. This review presents links to and reviews of 48 quality guides to evaluation as well as categorising their content. This facilitates quick and each access to multiple selected sources of specific guidance.

  20. Implementation of a pediatric critical care focused bedside ultrasound training program in a large academic PICU.

    PubMed

    Conlon, Thomas W; Himebauch, Adam S; Fitzgerald, Julie C; Chen, Aaron E; Dean, Anthony J; Panebianco, Nova; Darge, Kassa; Cohen, Meryl S; Greeley, William J; Berg, Robert A; Nishisaki, Akira

    2015-03-01

    To determine the feasibility and describe the process of implementing a pediatric critical care bedside ultrasound program in a large academic PICU and to evaluate the impact of bedside ultrasound on clinical management. Retrospective case series, description of program implementation. Single-center quaternary noncardiac PICU in a children's hospital. Consecutive patients from January 22, 2012, to July 22, 2012, with bedside ultrasounds performed and interpreted by pediatric critical care practitioners. A pediatric critical care bedside ultrasound program consisting of a 2-day immersive course followed by clinical performance with internal quality assurance review was implemented. Studies performed in the PICU following training were documented and reviewed against reference standards including subspecialist-performed ultrasound or clinical response. Seventeen critical care faculties and eight fellows recorded 201 bedside ultrasound studies over 6 months in defined core applications: 57 procedural (28%), 76 hemodynamic (38%), 35 thoracic (17%), and 33 abdominal (16%). A quality assurance review identified 23 studies (16% of all nonprocedural studies) as critical (affected clinical management or gave valuable information). Forty-eight percent of those studies (11/23) were within the hemodynamic core. The proportion of critical studies were not significantly different across the applications (hemodynamic, 11/76 [15%] vs thoracic and abdominal, 12/68 [18%]; p = 0.65). Examples of critical studies include evidence of tamponade secondary to pleural effusions, identification of pulmonary hypertension, hemodynamic assessment before tracheal intubation, recognition of hypovolemia and systemic vascular resistance abnormalities, determination of pneumothorax, location of chest tube and urinary catheter, and differentiation of pleural fluid from pulmonary consolidation. Implementation of a critical care bedside ultrasound program for critical care providers in a large academic PICU is feasible. Bedside ultrasound evaluation and interpretation by intensivists affected the management of critically ill children.

  1. Academic Mentorship Builds a Pathology Community

    PubMed Central

    2015-01-01

    Since academic mentorship focuses on developing and supporting the next generation of pathologists as well as the existing faculty, it plays a vital role in creating a successful academic pathology department whose faculty deliver quality teaching, research, and clinical care. The central feature is the mentor–mentee relationship which is built on mutual respect, transparency, and a genuine interest from the mentor in the success of the mentee. This relationship is a platform for career development, academic guidance, informed professional choices, and problem solving. Departments of pathology must embrace a culture of effective mentorship so that trainees and faculty members are well mentored. Mentorship should become an academic activity that is valued and rewarded. Departments should create and support formal educational programs that train mentors in mentorship. Effective models of formal mentorship need to be created and evaluated in order to strengthen academic pathology. A successful mentorship culture will provide for a sustainable community of academic pathologists that transmits their best practices to the next generation. PMID:28725749

  2. Evaluation Methods Used during the Assessment of an Academic Program at Micro-Level

    ERIC Educational Resources Information Center

    Chinembiri, France

    2017-01-01

    This paper majors on the evaluation criteria and methods used for the assessment of health education programs in the United States. The choice of the topic is dictated by the fact that there is need to improve on the quality of the graduates that the different nursing and medical institutions in the United States produce. By looking at the…

  3. Academic Experiences of International PhD Students in Australian Higher Education: From an EAP Program to a PhD Program

    ERIC Educational Resources Information Center

    Son, Jeong-Bae; Park, Sang-Soon

    2014-01-01

    For the last few decades, Australia has played a pivotal role in the supply of quality education to international students and other educational industries associated with them. In the higher education sector, in particular, international PhD student numbers continue to increase. However, the limited availability of resources for the students and…

  4. Precision Radiology Residency Training: Special Distinction Tracks for Noninterpretative Professional Development.

    PubMed

    Snyder, Elizabeth; Solnes, Lilja; Horton, Karen M; Johnson, Pamela T

    2018-06-01

    The role of a radiologist has expanded beyond the tripartite mission of patient care, education, and research to include cross-specialty consultation for patient management, innovative solutions to improve health-care quality and safety, device design, and policy advocacy. As such, radiology residency programs should incorporate formalized training to prepare residents for these various professional roles. Since the 2015-2016 academic year, five training tracks focused on noninterpretative skills have been integrated into our residency training program: Clinician Educator, Quality Improvement, Entrepreneurship/Innovation, Health Policy Advocacy, and High-Value Care. Each track is longitudinal, with a set of requirements throughout the residents' training necessary to achieve certification at graduation. To date nine residents have participated in the programs, including two who received distinction in two separate tracks. Residents in each of the tracks have implemented successful initiatives related to the focus area. As such, these tracks enrich training by ensuring that residents make meaningful contributions to the department and institution during their training and disseminate successful initiatives through presentation at national meetings and publications. The duration of a radiology residency and resources available in an academic center provide opportunities for residency program directors to advance residents' skills in important noninterpretative components of radiology practice. Regardless of whether residents pursue academic medicine or private practice, these skills are necessary for graduates to become valuable members of a radiology practice and serve as national leaders in the field of radiology. Copyright © 2018 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

  5. Marketing: Educators New Buzz Word.

    ERIC Educational Resources Information Center

    Cotoia, Anthony M.

    Many concerned academic administrators are turning to marketing as the cure for shrinking enrollments. These administrators often have unrealistic expectations of what marketing techniques can achieve. Marketing cannot cover up for programs of poor quality, create customers in an over-harvested market, or overcome high attrition when students…

  6. Lonely at the Top?

    ERIC Educational Resources Information Center

    Valdata, Patricia

    2006-01-01

    College or university presidents (or chancellors, depending on the institution) get paid the big bucks to worry about the big picture: capital campaigns, attracting and retaining students, creating and sustaining quality academic programs, shared governance. It's a demanding job even when everything goes well, but when problems arise, challenges…

  7. 34 CFR 656.22 - What selection criteria does the Secretary use to evaluate an application for an undergraduate...

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... other libraries or on-line databases and the extent to which teachers, students, and faculty from other... program of high quality; and (2) The extent to which the Center provides academic and career advising...

  8. 34 CFR 656.22 - What selection criteria does the Secretary use to evaluate an application for an undergraduate...

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... other libraries or on-line databases and the extent to which teachers, students, and faculty from other... program of high quality; and (2) The extent to which the Center provides academic and career advising...

  9. 34 CFR 656.22 - What selection criteria does the Secretary use to evaluate an application for an undergraduate...

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... other libraries or on-line databases and the extent to which teachers, students, and faculty from other... program of high quality; and (2) The extent to which the Center provides academic and career advising...

  10. 34 CFR 656.22 - What selection criteria does the Secretary use to evaluate an application for an undergraduate...

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... other libraries or on-line databases and the extent to which teachers, students, and faculty from other... program of high quality; and (2) The extent to which the Center provides academic and career advising...

  11. 34 CFR 656.22 - What selection criteria does the Secretary use to evaluate an application for an undergraduate...

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... other libraries or on-line databases and the extent to which teachers, students, and faculty from other... program of high quality; and (2) The extent to which the Center provides academic and career advising...

  12. Selection criteria for the integrated model of plastic surgery residency.

    PubMed

    LaGrasso, Jeffrey R; Kennedy, Debbie A; Hoehn, James G; Ashruf, Salmon; Przybyla, Adrian M

    2008-03-01

    The purpose of this study was to identify those qualities and characteristics of fourth-year medical students applying for the Integrated Model of Plastic Surgery residency training that will make a successful plastic surgery resident. A three-part questionnaire was distributed to the training program directors of the 20 Integrated Model of Plastic Surgery programs accredited by the Residency Review Committee for Plastic Surgery by the Accreditation Council on Graduate Medical Education. The first section focused on 19 objective characteristics that directors use to evaluate applicants (e.g., Alpha Omega Alpha Honor Society membership, United States Medical Licensing Examination scores). The second section consisted of 20 subjective characteristics commonly used to evaluate applicants during the interview process. The third section consisted of reasons why, if any, residents failed to successfully complete the training program. Fifteen of the 20 program directors responded to the questionnaire. The results showed that they considered membership in the Alpha Omega Alpha Honor Society to be the most important objective criterion, followed by publications in peer-reviewed journals and letters of recommendation from plastic surgeons known to the director. Leadership capabilities were considered the most important subjective criterion, followed by maturity and interest in academics. Reasons residents failed to complete the training program included illness or death, academic inadequacies, and family demands. The authors conclude that applicants who have achieved high academic honors and demonstrate leadership ability with interest in academics were viewed most likely to succeed as plastic surgery residents by program directors of Integrated Model of Plastic Surgery residencies.

  13. The Relationship between Experience and Self-Perceptions of Knowledge and Relevance of Teaching Competencies of Faculty in a College of Agricultural and Life Sciences

    ERIC Educational Resources Information Center

    Stedman, Nicole L. P.; Roberts, T. Grady; Harder, Amy; Myers, Brian E.; Thoron, Andrew C.

    2011-01-01

    There has been a call for faculty at academic institutions to improve the quality of their educational programs. Previous research findings have found that the size and focus of the institution impacts the quality and resources given to instructional activities. However, it has been noted that traditionally research-focused institutions now are…

  14. Quality of life during orthopaedic training and academic practice. Part 1: orthopaedic surgery residents and faculty.

    PubMed

    Sargent, M Catherine; Sotile, Wayne; Sotile, Mary O; Rubash, Harry; Barrack, Robert L

    2009-10-01

    A pilot study of two academic training programs revealed concerning levels of resident burnout and psychological dysfunction. The purpose of the present study was to determine the quality of life of orthopaedic residents and faculty on a national scale and to identify risk factors for decompensation. Three hundred and eighty-four orthopaedic residents and 264 full-time orthopaedic faculty members completed a voluntary, anonymous survey consisting of three validated instruments (the Maslach Burnout Inventory, the General Health Questionnaire-12, and the Revised Dyadic Adjustment Scale) and question sets assessing demographic information, relationship issues, stress reactions/management, and work/life balance. High levels of burnout were seen in 56% of the residents and 28% of the faculty members. Burnout risk was greatest among second-postgraduate-year residents and residents in training programs with six or more residents per postgraduate year. Sixteen percent of residents and 19% of faculty members reported symptoms of psychological distress. Sleep deprivation was common among the residents and correlated positively with every distress measure. Faculty reported greater levels of stress but greater satisfaction with work and work/life balance. A number of factors, such as making time for hobbies and limiting alcohol use, correlated with decreased dysfunction for both residents and faculty. Despite reporting high levels of job satisfaction, orthopaedic residents and faculty are at risk for burnout and distress. Identification of protective factors and risk factors may provide guidance to improve the quality of life of academic orthopaedic surgeons in training and beyond.

  15. We Can't Go Home Again: Insights from a Quarter Century of Experiments in External Academic Quality Assurance

    ERIC Educational Resources Information Center

    Dill, David D.

    2010-01-01

    What have we learned from 25 years of experience with external academic quality assurance that can help design more effective framework conditions for assuring academic standards? The key elements appear to be the structure and means of evaluating national academic quality assurance agencies, the nature of academic quality information mandated by…

  16. Robert Wood Johnson Foundation Nurse Faculty Scholars program leadership training.

    PubMed

    Campbell, Jacquelyn C; McBride, Angela Barron; Etcher, LuAnn; Deming, Katie

    The Robert Wood Johnson Foundation Nurse Faculty Scholars program was created to address the nursing shortage via development of the next generation of national leaders in academic nursing. The leadership training combined development at the scholar's home institution with in-person didactic and interactive sessions with notable leaders in nursing and other disciplines. A curriculum matrix, organized by six domains, was evaluated quantitatively and qualitatively. What set this program apart is that it immersed junior faculty in concerted leadership development with regard to all aspects of the faculty role so that teaching interactively, making use of the latest in information technology, giving testimony before a policy-making group, participating in strategic planning, and figuring out how to reduce the budget without jeopardizing quality were all envisioned as part of the faculty role. The domains covered by this program could easily be used as the framework to plan other leadership-development programs for the next generation of academic leaders. Copyright © 2017 Elsevier Inc. All rights reserved.

  17. The Symbolic Role of Academic Boards in University Academic Quality Assurance

    ERIC Educational Resources Information Center

    Rowlands, Julie

    2013-01-01

    While much research on quality assurance in higher education has centred on issues related to the impact on teaching and learning and academic staff, there is a significant gap in the area of quality assurance and academic governance. Within Australia the roles of university academic boards (also known as academic senates or faculty senates) have…

  18. Development and Evaluation of the Sleep Treatment and Education Program for Students (STEPS)

    ERIC Educational Resources Information Center

    Brown, Franklin C.; Buboltz, Walter C., Jr.; Soper, Barlow

    2006-01-01

    University students report significantly worse sleep quality than the general population. Sleep problems are related to increased health concerns, irritability, depression, fatigue, and attention and concentration difficulties, along with poor academic performance. Clinical research indicates that psychoeducational interventions are among the most…

  19. Japanese Higher-Education Reformers Weigh Elitism, Academic Laxness, and "Exam Hell."

    ERIC Educational Resources Information Center

    Fararo, Kim

    1987-01-01

    Reform proposals for Japan's large higher education system include diminishing the trauma of university entrance examinations, strengthening the quality and diversity of undergraduate education, improving graduate school offerings, establishing a lifelong education system, and expanding the scope of international exchange programs. Politics are…

  20. 34 CFR 200.57 - Plans to increase teacher quality.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... and effective classroom teachers; (ii) Describe the strategies the State will use to— (A) Help LEAs..., recruitment programs, or other effective strategies, minority students and students from low-income families... ensure that all public elementary and secondary school teachers in the State who teach core academic...

  1. 34 CFR 200.57 - Plans to increase teacher quality.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... and effective classroom teachers; (ii) Describe the strategies the State will use to— (A) Help LEAs..., recruitment programs, or other effective strategies, minority students and students from low-income families... ensure that all public elementary and secondary school teachers in the State who teach core academic...

  2. 34 CFR 200.57 - Plans to increase teacher quality.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... and effective classroom teachers; (ii) Describe the strategies the State will use to— (A) Help LEAs..., recruitment programs, or other effective strategies, minority students and students from low-income families... ensure that all public elementary and secondary school teachers in the State who teach core academic...

  3. Designing a community-based lay health advisor training curriculum to address cancer health disparities.

    PubMed

    Gwede, Clement K; Ashley, Atalie A; McGinnis, Kara; Montiel-Ishino, F Alejandro; Standifer, Maisha; Baldwin, Julie; Williams, Coni; Sneed, Kevin B; Wathington, Deanna; Dash-Pitts, Lolita; Green, B Lee

    2013-05-01

    Racial and ethnic minorities have disproportionately higher cancer incidence and mortality than their White counterparts. In response to this inequity in cancer prevention and care, community-based lay health advisors (LHAs) may be suited to deliver effective, culturally relevant, quality cancer education, prevention/screening, and early detection services for underserved populations. APPROACH AND STRATEGIES: Consistent with key tenets of community-based participatory research (CBPR), this project engaged community partners to develop and implement a unique LHA training curriculum to address cancer health disparities among medically underserved communities in a tricounty area. Seven phases of curriculum development went into designing a final seven-module LHA curriculum. In keeping with principles of CBPR and community engagement, academic-community partners and LHAs themselves were involved at all phases to ensure the needs of academic and community partners were mutually addressed in development and implementation of the LHA program. Community-based LHA programs for outreach, education, and promotion of cancer screening and early detection, are ideal for addressing cancer health disparities in access and quality care. When community-based LHAs are appropriately recruited, trained, and located in communities, they provide unique opportunities to link, bridge, and facilitate quality cancer education, services, and research.

  4. Incorporating Early Learning Strategies in the School Improvement Grants (SIG) Program: How Three Schools Integrated Early Childhood Strategies into School Turnaround Efforts to Improve Instruction for All Students

    ERIC Educational Resources Information Center

    Connors-Tadros, Lori; Dunn, Lenay; Martella, Jana; McCauley, Carlas

    2015-01-01

    A significant body of research shows that achievement gaps evident in persistently low-performing schools, in many instances, manifest prior to children entering kindergarten. High-quality early learning programs have proven to demonstrate positive effects on closing academic gaps both for individual children and in the aggregate for the school.…

  5. Enhancing youth outcomes following parental divorce: a longitudinal study of the effects of the new beginnings program on educational and occupational goals.

    PubMed

    Sigal, Amanda B; Wolchik, Sharlene A; Tein, Jenn-Yun; Sandler, Irwin N

    2012-01-01

    This study examined whether the New Beginnings Program for divorced families led to improvements in youth's educational goals and job aspirations 6 years following participation and tested whether several parenting and youth variables mediated the program effects. Participants were 240 youth aged 9 to 12 years at the initial assessment, and data were part of a randomized, experimental trial of a parenting skills preventive intervention targeting children's postdivorce adjustment. The results revealed positive effects of the program on youth's educational goals and job aspirations 6 years after participation for those who were at high risk for developing later problems at program entry. Further, intervention-induced changes in mother-child relationship quality and youth externalizing problems, internalizing problems, self-esteem, and academic competence at the 6-year follow-up mediated the effects of the program on the educational expectations of high-risk youth. Intervention-induced changes in youth externalizing problems and academic competence at the 6-year follow-up mediated the effects of the program on the job aspirations of high-risk youth.

  6. Modifying the Toyota Production System for continuous performance improvement in an academic children's hospital.

    PubMed

    Stapleton, F Bruder; Hendricks, James; Hagan, Patrick; DelBeccaro, Mark

    2009-08-01

    The Toyota Production System (TPS) has become a successful model for improving efficiency and eliminating errors in manufacturing processes. In an effort to provide patients and families with the highest quality clinical care, our academic children's hospital has modified the techniques of the TPS for a program in continuous performance improvement (CPI) and has expanded its application to educational and research programs. Over a period of years, physicians, nurses, residents, administrators, and hospital staff have become actively engaged in a culture of continuous performance improvement. This article provides background into the methods of CPI and describes examples of how we have applied these methods for improvement in clinical care, resident teaching, and research administration.

  7. Not just a walk in the park: efficacy to effectiveness for after school programs in communities of concentrated urban poverty.

    PubMed

    Frazier, Stacy L; Mehta, Tara G; Atkins, Marc S; Hur, Kwan; Rusch, Dana

    2013-09-01

    This study examined a model for mental health consultation, training and support designed to enhance the benefits of publicly-funded recreational after-school programs in communities of concentrated urban poverty for children's academic, social, and behavioral functioning. We assessed children's mental health needs and examined the feasibility and impact of intervention on program quality and children's psychosocial outcomes in three after-school sites (n = 15 staff, 89 children), compared to three demographically-matched sites that received no intervention (n = 12 staff, 38 children). Findings revealed high staff satisfaction and feasibility of intervention, and modest improvements in observed program quality and staff-reported children's outcomes. Data are considered with a public health lens of mental health promotion for children in urban poverty.

  8. Distance learning in the public health workplace.

    PubMed

    Patel, M

    2000-09-01

    The Master of Applied Epidemiology (MAE) Program implemented in Canberra to produce public health practitioners with specified competencies in the control of communicable diseases. Twenty one of the 24 months of training is distance learning defined as, 'where the learner is physically remote from the training institution'. During this time the trainees are in supervised employment in Public Health centres across the country. Here they learn directly from first hand experiences in the work place. They return to Canberra for short, intensive periods of interactive sessions with their peers and supervisors. Lessons learnt from conducting this program are discussed in this article. They include: all trainees are not suited to this form of training; the quality of support from the field supervisors is highly variable and their role in modelling crucial to the trainees performance; demands on the academic staff is high; and the frequency of contact between trainee and academic supervisor varies considerably. To date this program has made major contributions by enhancing communicable disease surveillance and control but it demands intensive resources to sustain, quality training, and support. This model of distance learning can be adapted in the Pacific both for graduate degree courses and also for continuing education for all levels of health professionals.

  9. A strategic approach to quality improvement and patient safety education and resident integration in a general surgery residency.

    PubMed

    O'Heron, Colette T; Jarman, Benjamin T

    2014-01-01

    To outline a structured approach for general surgery resident integration into institutional quality improvement and patient safety education and development. A strategic plan to address Accreditation Council for Graduate Medical Education (ACGME) Clinical Learning Environment Review assessments for resident integration into Quality Improvement and Patient Safety initiatives is described. Gundersen Lutheran Medical Foundation is an independent academic medical center graduating three categorical residents per year within an integrated multi-specialty health system serving 19 counties over 3 states. The quality improvement and patient safety education program includes a formal lecture series, online didactic sessions, mandatory quality improvement or patient safety projects, institutional committee membership, an opportunity to serve as a designated American College of Surgeons National Surgical Quality Improvement Project and Quality in Training representative, mandatory morbidity and mortality conference attendance and clinical electives in rural surgery and international settings. Structured education regarding and participation in quality improvement and patient safety programs are able to be accomplished during general surgery residency. The long-term outcomes and benefits of these strategies are unknown at this time and will be difficult to measure with objective data. © 2013 Published by Association of Program Directors in Surgery on behalf of Association of Program Directors in Surgery.

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

    PubMed

    Blinova, E G; Kuchma, V R

    2012-01-01

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

  11. Non-Academic Service Quality: Comparative Analysis of Students and Faculty as Users

    ERIC Educational Resources Information Center

    Sharif, Khurram; Kassim, Norizan Mohd

    2012-01-01

    The research focus was a non-academic service quality assessment within higher education. In particular, non-academic service quality perceptions of faculty and students were evaluated using a service profit chain. This enabled a comparison which helped understanding of non-academic service quality orientation from a key users' perspective. Data…

  12. An Overview of NADE Accreditation

    ERIC Educational Resources Information Center

    Ferguson, Jennifer; Ludman, Naomi

    2018-01-01

    Accreditation is a process by which programs demonstrate their academic quality; that is, they demonstrate that they are making decisions for programmatic changes based on: (1) a sound theoretical foundation; (2) clearly stated mission, goals, and objectives; (3) a comprehensive self-study and thoughtful use of best practices; and (4) consistent,…

  13. An Evaluation of an Automated Approach to Concept-Based Grammar Instruction

    ERIC Educational Resources Information Center

    Lyddon, Paul A.

    2012-01-01

    Acquiring sufficient linguistic proficiency to perform competently in academic and professional contexts generally requires substantial study time beyond what most language programs can offer in the classroom. As such, teachers and students alike would benefit considerably from high quality self-access materials promoting independent learning out…

  14. The Value of Teaching Preparation during Doctoral Studies: An Example of a Teaching Practicum

    ERIC Educational Resources Information Center

    Edwards, Jeffrey D.; Powers, Joelle; Thompson, Aaron M.; Rutten-Turner, Elizabeth

    2014-01-01

    For doctoral students who seek faculty appointments in academic settings upon graduation, it is imperative those students have access to quality mentoring, direct instruction, and experiential opportunities to apply effective teaching methods during their training. Currently, some doctoral programs are beginning to develop teaching practicums…

  15. Truth In Advertising--Can You Believe What You Read?

    ERIC Educational Resources Information Center

    Hartog, William M.

    1978-01-01

    Colleges which will prosper in the 80's will not mislead prospective students and parents. Success will be determined by ability to create a distinctive campus lifestyle, to develop auxiliary academic programs with the purpose of generating nonrestricted funds, to demand strong administrative leadership, quality instruction, and a realistic…

  16. IS 2010 and ABET Accreditation: An Analysis of ABET-Accredited Information Systems Programs

    ERIC Educational Resources Information Center

    Saulnier, Bruce; White, Bruce

    2011-01-01

    Many strong forces are converging on information systems academic departments. Among these forces are quality considerations, accreditation, curriculum models, declining/steady student enrollments, and keeping current with respect to emerging technologies and trends. ABET, formerly the Accrediting Board for Engineering and Technology, is at…

  17. Assessing the Student-Instructional Setting Interface Using an Eco-Behavioral Observation System.

    ERIC Educational Resources Information Center

    Hendrickson, Jo M.

    1992-01-01

    An eco-behavioral observation system was developed for use with students with behavior disorders or emotional disturbances. Discussed are the ecosystem definition, the student-instructional setting interface, and the assessment procedure, including evaluation of the quality of academic responding, program evaluation, staff development, and…

  18. 34 CFR 403.203 - What are the State's responsibilities for a State assessment?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ...) Develop assessment criteria no later than the beginning of the 1991-1992 school year; and (2) Widely... leading to both academic and occupational competencies. (3) Increased student work skill attainment and... respect to vocational education. (7) Raising the quality of vocational education programs in schools with...

  19. 34 CFR 403.203 - What are the State's responsibilities for a State assessment?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ...) Develop assessment criteria no later than the beginning of the 1991-1992 school year; and (2) Widely... leading to both academic and occupational competencies. (3) Increased student work skill attainment and... respect to vocational education. (7) Raising the quality of vocational education programs in schools with...

  20. 34 CFR 403.203 - What are the State's responsibilities for a State assessment?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ...) Develop assessment criteria no later than the beginning of the 1991-1992 school year; and (2) Widely... leading to both academic and occupational competencies. (3) Increased student work skill attainment and... respect to vocational education. (7) Raising the quality of vocational education programs in schools with...

  1. 34 CFR 403.203 - What are the State's responsibilities for a State assessment?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ...) Develop assessment criteria no later than the beginning of the 1991-1992 school year; and (2) Widely... leading to both academic and occupational competencies. (3) Increased student work skill attainment and... respect to vocational education. (7) Raising the quality of vocational education programs in schools with...

  2. 34 CFR 403.203 - What are the State's responsibilities for a State assessment?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ...) Develop assessment criteria no later than the beginning of the 1991-1992 school year; and (2) Widely... leading to both academic and occupational competencies. (3) Increased student work skill attainment and... respect to vocational education. (7) Raising the quality of vocational education programs in schools with...

  3. We All Want the Same Thing

    ERIC Educational Resources Information Center

    Rambo, Karen E.; Boazman, Janette

    2012-01-01

    Researchers, parents, counselors, and teachers share a common desire to ensure personal growth and academic development for children. At a very foundational level, they desire health and happiness for all children, as well as an education with quality schools and good teachers. They want all children to be in programs that appropriately address…

  4. Improving Quality at the Point of Service

    ERIC Educational Resources Information Center

    Smith, Charles; Akiva, Tom; Arrieux, Dominique; Jones, Monica M.

    2006-01-01

    The journey into middle childhood frequently involves a journey into the community of an after-school program, weekend club, or summer camp. Although out-of-school-time settings are less formal than school in academic requirements, they have the potential to provide key developmental experiences: relationship building, learning, and self- and…

  5. Diversity at Issue in Teacher Selection

    ERIC Educational Resources Information Center

    Sawchuk, Stephen

    2013-01-01

    Slowly but surely, a growing number of states are eyeing policies to select academically stronger individuals for their teaching programs as one avenue to improve the quality of new teachers. Underneath the attention such plans are attracting, though, run deep-seated fears about their potential consequences--particularly whether they will result…

  6. Current Perspectives on Chief Residents in Psychiatry

    ERIC Educational Resources Information Center

    Warner, Christopher H.; Rachal, James; Breitbach, Jill; Higgins, Michael; Warner, Carolynn; Bobo, William

    2007-01-01

    Objective: The authors examine qualitative data from outgoing chief residents in psychiatry from the 2004-2005 academic year to 1) determine common characteristics between programs, 2) examine the residents' perspectives on their experiences, and 3) determine their common leadership qualities. Method: The authors sent out self-report surveys via…

  7. Mentorship in an academic department of family medicine.

    PubMed

    Riley, Margaret; Skye, Eric; Reed, Barbara D

    2014-01-01

    Lack of quality mentorship has been identified as an impediment to a successful academic career. This study serves as a needs assessment to understand baseline mentoring among faculty in an academic department of family medicine and the existing relationships between mentorship, job satisfaction, and academic productivity before the department begins a structured mentorship program. All faculty received an anonymous online survey inquiring about their current mentorship and their perception of the importance of mentorship, in addition to measures of job satisfaction and academic productivity. Of 62 faculty members completing the survey (83% of faculty), almost all indicated it is very or somewhat important to have a mentor (97%, n=60), although only 45% (n=28) reported having a current mentor. Junior faculty were less likely than senior faculty to be satisfied with their mentorship, particularly if they did not have a current mentor. Job satisfaction was high and was not associated with having a mentor. Faculty members with mentors were more likely to have presented a talk or poster nationally, to have taken on a new educational or leadership role, and to have had a greater volume of academic activities overall. Although faculty believe mentorship is important, less than half have a current mentor. Junior faculty are disproportionately dissatisfied by lack of mentorship. Mentorship was associated with some elements of academic productivity but not with job satisfaction. Further study of the impact of a more structured mentorship program is needed.

  8. A toolbox for developing bioinformatics software

    PubMed Central

    Potrzebowski, Wojciech; Puton, Tomasz; Rother, Magdalena; Wywial, Ewa; Bujnicki, Janusz M.

    2012-01-01

    Creating useful software is a major activity of many scientists, including bioinformaticians. Nevertheless, software development in an academic setting is often unsystematic, which can lead to problems associated with maintenance and long-term availibility. Unfortunately, well-documented software development methodology is difficult to adopt, and technical measures that directly improve bioinformatic programming have not been described comprehensively. We have examined 22 software projects and have identified a set of practices for software development in an academic environment. We found them useful to plan a project, support the involvement of experts (e.g. experimentalists), and to promote higher quality and maintainability of the resulting programs. This article describes 12 techniques that facilitate a quick start into software engineering. We describe 3 of the 22 projects in detail and give many examples to illustrate the usage of particular techniques. We expect this toolbox to be useful for many bioinformatics programming projects and to the training of scientific programmers. PMID:21803787

  9. Expediting the Quest for Quality: The Role of IQAC in Academic Audit

    ERIC Educational Resources Information Center

    Nitonde, Rohidas

    2016-01-01

    Academic Audit is an important tool to control and maintain standards in academic sector. It has been found highly relevant by the experts across the world. Academic audit helps institutions to introspect and improve their quality. The present paper intends to probe into the possible role of Internal Quality Assurance Cell (IQAC) in Academic Audit…

  10. Fulfilling the Promise of Preschool for All: Insights into Issues Affecting Access for Selected Immigrant Groups in Chicago

    ERIC Educational Resources Information Center

    Adams, Gina; McDaniel, Marla

    2009-01-01

    Preschool for All (PFA) is a part-day (2.5 hours for up to five days a week) early childhood education program for 3- and 4-year-olds in Illinois. The program is voluntary to families and is designed to be a high-quality preschool option for all children--especially those at risk of academic failure. PFA was implemented in 2006 and is free to…

  11. Improved Self-Acceptance, Quality of Life, and Stress Level from Participation in a Worksite Yoga Foundations Program: A Pilot Study.

    PubMed

    Casey, Lori J; Van Rooy, Kimberly M; Sutherland, Stephanie J; Jenkins, Sarah M; Rosedahl, Jordan K; Wood, Nadia G; Ebbert, Jon O; Lopez-Jimenez, Francisco; Egginton, Jason S; Sim, Leslie A; Clark, Matthew M

    2018-03-29

    Yoga is increasing in popularity in the United States and across the globe. However, most yoga programs are provided outside the worksite; although many companies offer worksite wellness programs, at present there is limited documentation regarding the potential benefits of participating in a worksite yoga program. Therefore, the purpose of this project was to examine the potential effect of a worksite yoga program on self-acceptance, quality of life, and perceived stress. A prospective cohort pilot study that examined a structured worksite yoga program was designed and tailored to individuals new to yoga. The 8-week Yoga Foundations program was conducted at an academic medical center's worksite wellness center with 86 subjects. Outcome measures were the 36-item Self-Acceptance Scale; a six-item quality-of-life measure that assesses overall, social, mental, physical, emotional, and spiritual well-being; and the ten-item Perceived Stress Scale. Participants demonstrated significant improvement in their overall self-acceptance ( p < 0.001), quality of life ( p < 0.001), and perceived stress ( p ≤ 0.001) levels. They also highly rated the yoga instructors and the weekly format of the program. Participation in a Yoga Foundations program was associated with improvements in self-acceptance, quality of life and stress levels in worksite wellness center members. Future studies should use randomized designs and examine other wellness domains to learn more about the potential benefits of worksite yoga programs.

  12. Quality improvement "201": context-relevant quality improvement leadership training for the busy clinician-educator.

    PubMed

    Stille, Christopher J; Savageau, Judith A; McBride, Jeanne; Alper, Eric J

    2012-01-01

    Development of quality improvement (QI) skills and leadership for busy clinician-educators in academic medical centers is increasingly necessary, although it is challenging given limited resources. In response, the authors developed the Quality Scholars program for primary care teaching faculty. They conducted a needs assessment, evaluated existing internal and national resources, and developed a 9-month, 20-session project-based curriculum that combines didactic and hands-on techniques with facilitated project discussion. They also conducted pre-post tests of knowledge and attitudes, and evaluations of each session, scholars' projects, and program sustainability and costs. In all, 10 scholars from all 3 generalist disciplines comprised the first class. A wide spectrum of previous experiences enhanced collaboration. QI knowledge increased slightly, and reported self-readiness to lead QI projects increased markedly. Protected time for project work and group discussion of QI topics was seen as essential. All 10 scholars completed projects and presented results. Institutional leadership agreed to sustain the program using institutional funds.

  13. Peer tutoring programs in health professions schools.

    PubMed

    Santee, Jennifer; Garavalia, Linda

    2006-06-15

    Peer tutoring programs may be one method of maintaining quality of pharmacy education in the face of growing student enrollment and a small faculty body. A critical review of the literature was performed to ascertain whether peer tutoring programs improve or maintain the academic performance of health care professional students. Various electronic databases and abstracts from past American Association of Colleges of Pharmacy's annual meetings were searched to identify pertinent research. Only those articles with quantitative data, an experimental design, and comparative statistical analysis were included for review. Most studies found that peer tutoring had a positive impact on academic performance. These results may not be readily generalizable as there were numerous methodological flaws and limited descriptions of the programs and participants. Studies with better designs and more detail are needed to answer definitively whether peer tutoring is of benefit. Details of what resources were required should be included in the study to allow the reader to determine the feasibility of the intervention.

  14. Peer Tutoring Programs in Health Professions Schools

    PubMed Central

    Garavalia, Linda

    2006-01-01

    Objective Peer tutoring programs may be one method of maintaining quality of pharmacy education in the face of growing student enrollment and a small faculty body. A critical review of the literature was performed to ascertain whether peer tutoring programs improve or maintain the academic performance of health care professional students. Methods Various electronic databases and abstracts from past American Association of Colleges of Pharmacy's annual meetings were searched to identify pertinent research. Only those articles with quantitative data, an experimental design, and comparative statistical analysis were included for review. Results Most studies found that peer tutoring had a positive impact on academic performance. These results may not be readily generalizable as there were numerous methodological flaws and limited descriptions of the programs and participants. Implications Studies with better designs and more detail are needed to answer definitively whether peer tutoring is of benefit. Details of what resources were required should be included in the study to allow the reader to determine the feasibility of the intervention. PMID:17136190

  15. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 28 Judicial Administration 2 2014-07-01 2014-07-01 false Providing tutorials and other academic... tutorials and other academic assistance programs. (a) The program designed by the community organization must include academic counseling, tutorials and other academic assistance programs to enable...

  16. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 28 Judicial Administration 2 2013-07-01 2013-07-01 false Providing tutorials and other academic... tutorials and other academic assistance programs. (a) The program designed by the community organization must include academic counseling, tutorials and other academic assistance programs to enable...

  17. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 28 Judicial Administration 2 2012-07-01 2012-07-01 false Providing tutorials and other academic... tutorials and other academic assistance programs. (a) The program designed by the community organization must include academic counseling, tutorials and other academic assistance programs to enable...

  18. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 28 Judicial Administration 2 2011-07-01 2011-07-01 false Providing tutorials and other academic... tutorials and other academic assistance programs. (a) The program designed by the community organization must include academic counseling, tutorials and other academic assistance programs to enable...

  19. Good quality sleep is associated with better academic performance among university students in Ethiopia.

    PubMed

    Lemma, Seblewengel; Berhane, Yemane; Worku, Alemayehu; Gelaye, Bizu; Williams, Michelle A

    2014-05-01

    This study assessed the association of sleep quality with academic performance among university students in Ethiopia. This cross-sectional study of 2,173 college students (471 female and 1,672 male) was conducted in two universities in Ethiopia. Students were selected into the study using a multistage sampling procedure, and data were collected through a self-administered questionnaire. Sleep quality was assessed using Pittsburgh Sleep Quality Index, and academic performance was based on self-reported cumulative grade point average. The Student's "t" test, analysis of variance, and multiple linear regression were used to evaluate associations. We found that students with better sleep quality score achieved better on their academic performance (P value = 0.001), while sleep duration was not associated with academic performance in the final model. Our study underscores the importance of sleep quality on better academic performance. Future studies need to identify the possible factors which influence sleep quality other than the academic environment repeatedly reported by other literature. It is imperative to design and implement appropriate interventions to improve sleep quality in light of the current body of evidence to enhance academic success in the study setting.

  20. Water-quality data-collection activities in Colorado and Ohio; Phase II, Evaluation of 1984 field and laboratory quality-assurance practices

    USGS Publications Warehouse

    Childress, Carolyn J. Oblinger; Chaney, Thomas H.; Myers, Donna; Norris, J. Michael; Hren, Janet

    1987-01-01

    Serious questions have been raised by Congress about the usefulness of water-quality data for addressing issues of regional and national scope and, especially, for characterizing the current quality of the Nation's streams and ground water. In response, the U.S. Geological Survey has undertaken a pilot study in Colorado and Ohio to (1) determine the characteristics of current (1984) water-quality data-collection activities of Federal, regional, State, and local agencies, and academic institutions; and (2) determine how well the data from these activities, collected for various purposes and using different procedures, can be used to improve our ability to answer major broad-scope questions, such as:A. What are (or were) natural or near-natural water-quality conditions?B. What are existing water-quality conditions?C. How has water quality changed, and how do the changes relate to human activities?Colorado and Ohio were chosen for the pilot study largely because they represent regions with different types of waterquality concerns and programs. The study has been divided into three phases, the objectives of which are: Phase I--Inventory water-quality data-collection programs, including costs, and identify those programs that met a set of broad criteria for producing data that are potentially appropriate for water-quality assessments of regional and national scope. Phase II--Evaluate the quality assurance of field and laboratory procedures used in producing the data from programs that met the broad criteria of Phase I. Phase III--Compile the qualifying data and evaluate the adequacy of this data base for addressing selected water-quality questions of regional and national scope.Water-quality data are collected by a large number of organizations for diverse purposes ranging from meeting statutory requirements to research on water chemistry. Combining these individual data bases is an appealing and potentially cost-effective way to attempt to develop a data base adequate for regional or national water-quality assessments. However, to combine data from diverse sources, field and laboratory procedures used to produce the data need to be equivalent and need to meet specific qualityassurance standards. It is these factors that are the focus of Phase II, which is described in this report. In the first phase of this study, an inventory was made of all public organizations and academic institutions that undertook water-quality data-collection activities in Colorado and Ohio in 1984. Water-quality programs identified in Phase I were tested against a set of broad screening criteria. A total of 44 waterquality programs in Colorado and 29 programs in Ohio passed the Phase-I screen and were examined in Phase II. These programs accounted for an estimated 165,000 analyses in Colorado and 76,300 analyses in Ohio for 20 selected constituents and properties. Although qualifying programs included both surface- and ground-water sampling, they emphasized surface waters and produced few groundwater analyses (3,660 for Colorado and 470 for Ohio). For Phase II, information about field and laboratory qualityassurance practices was provided by each organization and its supporting laboratories through questionnaires. This information was evaluated against a set of specific criteria for field and laboratory practices. The criteria were developed from guidelines published by public agencies and professional organizations such as the American Public Health Association, the U.Sc, Environmental Protection Agency, and the U.S. Geological Survey. Each of the eight criteria that comprise the Phase-II screen fall into one of two major categories--field practices or laboratory practices.

  1. Fringe Benefits Among US Orthopedic Residency Programs Vary Considerably: a National Survey.

    PubMed

    Clement, R Carter; Olsson, Erik; Katti, Prateek; Esther, Robert J

    2016-07-01

    Residency programs compete to attract applicants based on numerous factors. Previous research has suggested that medical students consider quality of life among the most important factors in selecting a program. One aspect of workplace quality of life is the cadre of non-monetary benefits offered to employees. However, with federal funding for graduate medical education (GME) under consideration for spending cuts, the source and continuation of such benefits may be in question. This study aimed to determine the level and variability of benefits beyond standard salary and insurance options available to trainees at US orthopedic residency programs and to assess the source of funding for those benefits. A 26-question survey investigating various benefits and funding sources was circulated by email to all ACGME-accredited orthopedic residency programs. The survey was sent to 153 programs and 69 responded (45%). The majority offers their residents discretionary funds (77%) and conference funding (96%), most of which comes from the department, followed by the hospital or GME funding. Forty-one percent of respondents permit their residents to moonlight. The majority of respondents provide meal stipends (93%), free parking (71%), gym benefits (63%), surgical loupes (53%), and maternity/paternity leave beyond vacation time (55%). No statistically significant differences were found among top ranked residencies, top ranked orthopedic hospitals, or academic centers compared to their counterparts. While some benefits are commonly offered, there is great variation in the availability and level of others. However, these differences were independent of program and hospital reputation as well as academic center status. Departments currently bear a substantial amount of the cost of these benefits internally.

  2. Laying the cornerstone: an employee-driven customer service program.

    PubMed

    Davis, Stephen M; Chinnis, Ann S; Dunmire, J Erin

    2006-01-01

    In the 21st-century healthcare environment, customer service remains critical to the fiscal viability of healthcare organizations. Continued competition for patients and diminishing reimbursements have necessitated the establishment of customer service programs to attract patients and retain outstanding employees. These programs should increase quality experiences for both internal customers (employees) and external customers (patients). This article describes a unique employee-driven customer service initiative titled Serving Together Achieving Results. Obstacles to implementing a customer service program in a multifaceted academic setting are highlighted, and the use of a novel tool, Q technique, to prioritize employee feedback is discussed.

  3. Radiochemistry Education at Washington State University: Sustaining Academic Radiochemistry for the Nation

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

    Clark, Sue B.; Nash, Ken; Benny, Paul

    2009-08-19

    Since 2002, Washington State University has been building radiochemistry as a component of its overall chemistry program. Using an aggressive hiring strategy and leveraged funds from the state of Washington and federal agencies, six radiochemistry faculty members have been added to give a total of seven radiochemists out of a department of twenty-five faculty members. These faculty members contribute to a diverse curriculum in radiochemistry, and the Chemistry Department now enjoys a significant increase in the number of trainees, the quantity of research expenditures, and the volume and quality of peer-reviewed scientific literature generated by the radiochemistry faculty and themore » trainees. These three factors are essential for sustaining the radiochemistry education and research program at any academic institution.« less

  4. Crossing the chasm: information technology to biomedical informatics.

    PubMed

    Fahy, Brenda G; Balke, C William; Umberger, Gloria H; Talbert, Jeffery; Canales, Denise Niles; Steltenkamp, Carol L; Conigliaro, Joseph

    2011-06-01

    Accelerating the translation of new scientific discoveries to improve human health and disease management is the overall goal of a series of initiatives integrated in the National Institutes of Health (NIH) "Roadmap for Medical Research." The Clinical and Translational Science Award (CTSA) program is, arguably, the most visible component of the NIH Roadmap providing resources to institutions to transform their clinical and translational research enterprises along the goals of the Roadmap. The CTSA program emphasizes biomedical informatics as a critical component for the accomplishment of the NIH's translational objectives. To be optimally effective, emerging biomedical informatics programs must link with the information technology platforms of the enterprise clinical operations within academic health centers.This report details one academic health center's transdisciplinary initiative to create an integrated academic discipline of biomedical informatics through the development of its infrastructure for clinical and translational science infrastructure and response to the CTSA mechanism. This approach required a detailed informatics strategy to accomplish these goals. This transdisciplinary initiative was the impetus for creation of a specialized biomedical informatics core, the Center for Biomedical Informatics (CBI). Development of the CBI codified the need to incorporate medical informatics including quality and safety informatics and enterprise clinical information systems within the CBI. This article describes the steps taken to develop the biomedical informatics infrastructure, its integration with clinical systems at one academic health center, successes achieved, and barriers encountered during these efforts.

  5. Helping English Learners Rise to the Challenge of Complex Texts

    ERIC Educational Resources Information Center

    Walqui, Aida

    2014-01-01

    The idea that secondary English language learner (ELL) students can master rigorous academic content quickly and deeply goes against much accepted wisdom in the field, but Aída Walqui--the author and Director of WestEd's Teacher Professional Development Program, which houses the Quality Teaching for English Learners (QTEL) initiative--and her…

  6. Laboratory Management Institute: A Model for the Professional Development of Scientists

    ERIC Educational Resources Information Center

    Galland, John C.; McCutcheon, Jade R.; Chronister, Lynne U.

    2008-01-01

    The Laboratory Management Institute (LMI) at the University of California, Davis (UC Davis) was an experiment designed to enhance the leadership and management skills of researchers and thereby enhance the overall quality of the academic research enterprise. The educational programs that resulted provide examples of how research administrators can…

  7. Utah Educational Quality Indicators. The Seventh in the Report Series.

    ERIC Educational Resources Information Center

    Nelson, David E.; Ross, John D.

    This report, the seventh in a series, summarizes information taken from a variety of ongoing and special studies about education in Utah. The first type of information deals with students' academic achievements and aptitudes. This category includes results from the American College Testing Program, the Scholastic Aptitude Test, the Preliminary…

  8. Beyond "Fun": The Real Need in Physical Education

    ERIC Educational Resources Information Center

    Ferkel, Rick C.; Razon, Selen; Judge, Lawrence W.; True, Larissa

    2017-01-01

    As obesity rates and physical inactivity levels continue to rise among American youth, the need for quality physical education programs is more important than ever. However, to many observers, physical education is a hindrance to academic time and a subject that does not bring value to the educational system. It is imperative for physical…

  9. Make Your Job Summer Program. A Report to the Network for Teaching Entrepreneurship

    ERIC Educational Resources Information Center

    Silander, Megan; Chavez-Reilly, Michael; Weinstein, Meryle

    2015-01-01

    Teaching entrepreneurship--how to create, grow and run a business or organization--is one potential means to increase college and career readiness skills. Learning how to start a business can improve critical thinking, communication and collaboration (Gallagher, Stepien, & Rosenthal, 1992; Hmelo, 1998), which are key qualities for academic as…

  10. Critical Success Factors in Achieving AQIP Reaccreditation

    ERIC Educational Resources Information Center

    Kartsen, Peter W.

    2014-01-01

    After more than a decade of existence one of the most innovative and ambitious alternatives to traditional higher education reaccreditation is undergoing a process of review and change. The Academic Quality Improvement Program (AQIP) serves as a voluntary and substitute path to accreditation for the over 1,000 institutions of higher education that…

  11. An All-Out Effort to Improve the Quality of Undergraduate Life.

    ERIC Educational Resources Information Center

    Monaghan, Peter

    1993-01-01

    In response to declining enrollments, Regis University (Colorado) is looking to increase retention and graduation rates by improving campus life. Efforts include creation and renewal of academic clubs and athletic teams, a program to ensure availability of student employment on campus, and a first-year seminar combining teaching, advising, and…

  12. Auditing Communication Effectiveness in Higher Education: A Team-Based Study by MBA Students

    ERIC Educational Resources Information Center

    Hart, Claudia; Plemmons, Tony; Stulz, Karin; Vroman, Margo

    2017-01-01

    A regional University in the United States implemented an AQIP (Academic Quality Improvement Program) Action Project with a goal of developing processes for effective leadership communication. An MBA (Masters of Business Administration) class conducted a university-wide communication audit to assist with the AQIP project. Quantitative and…

  13. Engaging Youth of Color in Applied Science Education and Public Health Promotion

    ERIC Educational Resources Information Center

    Sprague Martinez, Linda; Bowers, Edmond; Reich, Amanda J.; Ndulue, Uchenna J.; Le, Albert An; Peréa, Flavia C.

    2016-01-01

    Participation in inquiry-based science education, which focuses on student-constructed learning, has been linked to academic success. Whereas the benefits of this type of science education are evident, access to such high-quality science curriculum and programming is not equitable. Black and Latino students in particular have less access to…

  14. LED Lighting in a Performing Arts Building

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

    Miller, N. J.; Kaye, S. M.; Coleman, P. M.

    At the University of Florida in Gainesville, the DOE Solid-State Lighting GATEWAY program evaluated LED architectural and theatrical lighting in four academic/performance-related spaces within the Nadine McGuire Theatre + Dance Pavilion. Due to a wise choice of products and luminaire light distributions, the change brought significant quality improvements including improved controllability and color.

  15. Berkeley Doctoral Students Appraise Their Academic Programs.

    ERIC Educational Resources Information Center

    Heiss, Ann M.

    1967-01-01

    This study was designed to obtain the judgment of doctoral students about the quality and character of their experiences in graduate study, and to identify stress stages in the degree process. An analysis was made of over 2,300 responses to a survey questionnaire and 100 interviews with doctoral students at the University of California at…

  16. Teaching and learning innovations for postgraduate education in nursing.

    PubMed

    Phillips, Diane; Forbes, Helen; Duke, Maxine

    2013-01-01

    This paper begins with a literature review of blended learning approaches, including the creation of learning spaces in the online environment and the model of community of inquiry and collaborative learning promoted by Garrison and others. This model, comprising of three elements including 'social presence', 'cognitive presence' and 'teaching presence', guides academics in the development and delivery of quality programs designed to enhance each student's experience of their course. The second part of this paper is the application of blended learning for the Deakin University Master of Nursing Practice (Nurse Practitioner), including a range of online independent learning activities, Elluminate Live use (a real time online program) and on-campus contact with students. The application of these flexible and innovative online modalities offered in this course, have been designed to promote quality learning experiences for students around their employment commitments and lifestyle factors. As an off-campus course, the Master of Nursing Practice (Nurse Practitioner) presents as a more flexible option for nurses residing in various parts of Australia. The three core elements of the model of community of inquiry and collaborative learning by Garrison and others have been integrated through online teaching and learning access and face-to-face contact for one day in two trimesters of the academic year. The success of blended learning approaches are underpinned by effective communication and interactions between both academics and students.

  17. Qualities of the medical school dean: insights from the literature.

    PubMed

    Rich, Eugene C; Magrane, Diane; Kirch, Darrell G

    2008-05-01

    To review the literature and resources for professional development of medical school executives in order to identify the characteristics proposed as relevant to medical school deanship. In 2006, the authors conducted a PubMed search using the key words leadership, dean, medical school, and academic medical center to identify relevant publications since 1995. Articles were excluded that that did not address the roles and responsibilities of the North American medical school dean. Articles gleaned through review of materials from relevant executive development programs and interviews with leaders involved in these programs were added. Both management skills (e.g., institutional assessment, strategic planning, financial stewardship, recruitment and retention of talent) and leadership skills (e.g., visioning, maximizing values, building constituency) are commonly cited as important deans of contemporary medical schools. Key content knowledge (e.g., academic medical center governance, expectations of clinicians and scientists, process of medical education) and certain attitudes (e.g., commitment to the success of others, appreciation of institutional culture) are also noted to be valuable qualities for medical school deans. The literature review identifies a number of areas of knowledge and skill consistently affirmed by scholars as important to success for medical school deans. These characteristics can provide a basic foundation for needs assessment and professional development activities of academic medical executives preparing for and entering medical school deanships, and they can also provide insight to those charged with selecting their next dean.

  18. Information-seeking behavior during residency is associated with quality of theoretical learning, academic career achievements, and evidence-based medical practice: a strobe-compliant article.

    PubMed

    Oussalah, Abderrahim; Fournier, Jean-Paul; Guéant, Jean-Louis; Braun, Marc

    2015-02-01

    Data regarding knowledge acquisition during residency training are sparse. Predictors of theoretical learning quality, academic career achievements and evidence-based medical practice during residency are unknown. We performed a cross-sectional study on residents and attending physicians across several residency programs in 2 French faculties of medicine. We comprehensively evaluated the information-seeking behavior (I-SB) during residency using a standardized questionnaire and looked for independent predictors of theoretical learning quality, academic career achievements, and evidence-based medical practice among I-SB components using multivariate logistic regression analysis. Between February 2013 and May 2013, 338 fellows and attending physicians were included in the study. Textbooks and international medical journals were reported to be used on a regular basis by 24% and 57% of the respondents, respectively. Among the respondents, 47% refer systematically (4.4%) or frequently (42.6%) to published guidelines from scientific societies upon their publication. The median self-reported theoretical learning quality score was 5/10 (interquartile range, 3-6; range, 1-10). A high theoretical learning quality score (upper quartile) was independently and strongly associated with the following I-SB components: systematic reading of clinical guidelines upon their publication (odds ratio [OR], 5.55; 95% confidence interval [CI], 1.77-17.44); having access to a library that offers the leading textbooks of the specialty in the medical department (OR, 2.45, 95% CI, 1.33-4.52); knowledge of the specialty leading textbooks (OR, 2.12; 95% CI, 1.09-4.10); and PubMed search skill score ≥5/10 (OR, 1.94; 95% CI, 1.01-3.73). Research Master (M2) and/or PhD thesis enrolment were independently and strongly associated with the following predictors: PubMed search skill score ≥5/10 (OR, 4.10; 95% CI, 1.46-11.53); knowledge of the leading medical journals of the specialty (OR, 3.33; 95% CI, 1.32-8.38); attending national and international academic conferences and meetings (OR, 2.43; 95% CI, 1.09-5.43); and using academic theoretical learning supports several times a week (OR, 2.23; 95% CI, 1.11- 4.49). This study showed weaknesses in the theoretical learning framework during residency. I-SB was independently associated with quality of academic theoretical learning, academic career achievements, and the use of evidence-based medicine in everyday clinical practice. CNIL No.1797639.

  19. The Perceived Impact of Quality Audit on the Work of Academics

    ERIC Educational Resources Information Center

    Cheng, Ming

    2011-01-01

    Quality audit has become the dominant means of assessing the quality of university teaching and learning. This paper addresses this international trend through the analysis of academics' perception of quality audit. It presents a new way to understand quality audit through the interpretation of how frontline academics in England perceived and…

  20. Objective Methodology to Assess Meaningful Research Productivity by Orthopaedic Residency Departments: Validation Against Widely Distributed Ranking Metrics and Published Surrogates.

    PubMed

    Jones, Louis B; Goel, Sameer; Hung, Leroy Y; Graves, Matthew L; Spitler, Clay A; Russell, George V; Bergin, Patrick F

    2018-04-01

    The mission of any academic orthopaedic training program can be divided into 3 general areas of focus: clinical care, academic performance, and research. Clinical care is evaluated on clinical volume, patient outcomes, patient satisfaction, and becoming increasingly focused on data-driven quality metrics. Academic performance of a department can be used to motivate individual surgeons, but objective measures are used to define a residency program. Annual in-service examinations serve as a marker of resident knowledge base, and board pass rates are clearly scrutinized. Research productivity, however, has proven harder to objectively quantify. In an effort to improve transparency and better account for conflicts of interest, bias, and self-citation, multiple bibliometric measures have been developed. Rather than using individuals' research productivity as a surrogate for departmental research, we sought to establish an objective methodology to better assess a residency program's ability to conduct meaningful research. In this study, we describe a process to assess the number and quality of publications produced by an orthopaedic residency department. This would allow chairmen and program directors to benchmark their current production and make measurable goals for future research investment. The main goal of the benchmarking system is to create an "h-index" for residency programs. To do this, we needed to create a list of relevant articles in the orthopaedic literature. We used the Journal Citation Reports. This publication lists all orthopaedic journals that are given an impact factor rating every year. When we accessed the Journal Citation Reports database, there were 72 journals included in the orthopaedic literature section. To ensure only relevant, impactful journals were included, we selected journals with an impact factor greater than 0.95 and an Eigenfactor Score greater than 0.00095. After excluding journals not meeting these criteria, we were left with 45 journals. We performed a Scopus search over a 10-year period of these journals and created a database of articles and their affiliated institutions. We performed several iterations of this to maximize the capture of articles attributed to institutions with multiple names. Based off of this extensive database, we were able to analyze all allopathic US residency programs based on their quality research productivity. We believe this as a novel methodology to create a system by which residency program chairmen and directors can assess progress over time and accurate comparison with other programs.

  1. The influence of psychosocial factors on academic performance of adolescents: a quality assurance project.

    PubMed

    Gulzar, Saleema A; Ali, Tazeen Saeed; Aijaz, Amina; Hussain, Neesha

    2010-07-01

    Adolescence is a time of rapid psychological and physiological changes and is associated with anxiety and mental distress. This project looks at the potential of school-based programs to reduce these negative effects of academic performance in both the short- and long-term. This study was conducted in a private school in Karachi, Pakistan between October 1998 and December 2006 on 305 students with low academic performance. Results show that students scoring low grades had a mean of 55 + 2.8 and postintervention score of 56 + 2.6. The intervention package significantly created a difference in reducing the number of students receiving low grades. Qualitative analysis showed that study participants had enhanced self-esteem, confidence levels, positive attitudes towards learning, improved time management and decision-making skills. This suggests that in an academic institution, the presence of a professional support system enhances learning and coping mechanisms.

  2. Pathways to Academic Leadership in Plastic Surgery: A Nationwide Survey of Program Directors, Division Chiefs, and Department Chairs of Plastic Surgery.

    PubMed

    Fishman, Jordan E; Pang, John Henry Y; Losee, Joseph E; Rubin, J Peter; Nguyen, Vu T

    2018-06-01

    Many aspire to leadership in academic plastic surgery yet there is no well-documented pathway. Information regarding plastic surgery residencies and program directors was obtained from the American Medical Association's FREIDA database. The division chief or department chair (academic head) of every academic plastic surgery program was identified. One Internet-based survey was distributed to academic heads; another, to program directors. Ninety academic heads were identified, 35 of whom also serve as program director. Sixty-seven unique program directors were identified. There was a 51 percent academic head response rate and a 65 percent program director response rate. Academic plastic surgery is overwhelmingly administered by midcareer men. The average program director was appointed at age 45 and has served for 7 years. She or he was trained through the independent track, completed additional training in hand surgery, and is a full professor. She or he publishes two or three peer-reviewed manuscripts per year and spends 9 hours per week in administration. The average academic head was appointed at age 45 and has held the position for 12 years. She or he was trained in the independent model, completed fellowship training, and is a full professor. She or he publishes five peer-reviewed manuscripts per year and spends 12 hours per week involved in administration. Program directors and academic heads serve nonoverlapping roles. Few program directors will advance to the role of academic head. Successful applicants to the program director position often serve as an associate program director and are seen as motivated resident educators. In contrast, those faculty members selected for the academic head role are academically accomplished administrators with business acumen.

  3. "What makes life good?" Developing a culturally grounded quality of life measure for Alaska Native college students.

    PubMed

    Sharma, Dinghy Kristine B; Lopez, Ellen D S; Mekiana, Deborah; Ctibor, Alaina; Church, Charlene

    2013-01-01

    Alaska Native (AN) college students experience higher attrition rates than their non-Native peers. Understanding the factors that contribute to quality of life ("what makes life good") for AN students will help inform supportive programs that are congruent with their culture and college life experiences. Co-develop a conceptual model and a measure of quality of life (QOL) that reflects the experiences of AN college students. Six focus groups were conducted with 26 AN college students. Within a community-academic partnership, interactive data collection activities, co-analysis workgroup sessions and an interactive findings forum ensured a participant-driven research process. Students identified and operationally defined eight QOL domains (values, culture and traditions, spirituality, relationships, basic needs, health, learning and leisure). The metaphor of a tree visually illustrates how the domains values, culture and traditions and spirituality form the roots to the other domains that appear to branch out as students navigate the dual worldviews of Native and Western ways of living. The eight QOL domains and their items identified during focus groups were integrated into a visual model and an objective QOL measure. The hope is to provide a useful tool for developing and evaluating university-based programs and services aimed toward promoting a positive QOL and academic success for AN students.

  4. Chief of Residents for Quality Improvement and Patient Safety: A Recipe for a New Role in Graduate Medical Education.

    PubMed

    Ferraro, Kelly; Zernzach, Randall; Maturo, Stephen; Nagy, Christopher; Barrett, Rebecca

    2017-03-01

    The San Antonio Uniformed Services Health Education Consortium (SAUSHEC) is the largest group of residency programs in the Department of Defense. In an effort to provide improved Quality Improvement and Patient Safety (QI/PS) training for its residents, SAUSHEC created the position of Chief of QI/PS for Residents in the academic year 2014-2015. The Chief of QI/PS for Residents was based in the Internal Medicine residency program but also assisted with SAUSHEC-wide QI/PS projects. This is the first such job in the Department of Defense. Here, we detail the accomplishments during this first academic year, including the alignment of the job with the stated QI/PS-related goals of the Accreditation Council for Graduate Medical Education Clinical Learning Environment Review. Efforts focused within the Internal Medicine residency program included QI/PS curriculum development, improvement upon monthly morbidity and mortality (M&M) conferences, and facilitating resident participation in QI projects. The 2014-2015 academic year Internal Medicine residency QI/PS project focused on increasing comfort and discussions with patients regarding advance directives; this also served to emphasize the humanistic side of potential QI/PS projects. The Chief of QI/PS for Residents also spearheaded hospital-wide initiatives, including the creation of a quarterly hospital-wide M&M conference, coordinating resident involvement in QI/PS-related committees, and facilitating feedback of patient safety report responses to trainees. We focus on the portion of the QI/PS curriculum involving the presentation of a mock Root Cause Analysis (RCA) and provide the results of a pre- and postpresentation survey of resident knowledge of RCAs. In order to quantify the efforts over the entire academic year, we also report the results of a resident self-assessment of QI/PS aptitude and competencies, including changes in these measures over the academic year. Finally, we discuss challenges faced and outline future goals for the position. The SAUSHEC Chief of QI/PS for Residents is the first such designated position in the Department of Defense. As QI/PS continues to increase as a focus area for physician training, we anticipate that other programs will create similar positions. We provide ideas for how a Chief of QI/PS for Residents can be involved at a program and hospital-wide level and quantify the success of different efforts. Reprint & Copyright © 2017 Association of Military Surgeons of the U.S.

  5. Pathways of influence in school-based mentoring: The mediating role of parent and teacher relationships☆

    PubMed Central

    Chan, Christian S.; Rhodes, Jean E.; Howard, Waylon J.; Lowe, Sarah R.; Schwartz, Sarah E.O.; Herrera, Carla

    2013-01-01

    This study explores the pathways through which school-based mentoring relationships are associated with improvements in elementary and high school students’ socio-emotional, academic, and behavioral outcomes. Participants in the study (N=526) were part of a national evaluation of the Big Brothers Big Sisters school-based mentoring programs, all of whom had been randomly assigned to receive mentoring at their schools over the course of one academic year. Students were assessed at the beginning and end of the school year. The results of structural equation modeling showed that mentoring relationship quality, as measured by the Youth-Centered Relationship scale and the Youth’s Emotional Engagement scale, was significantly associated with positive changes in youths’ relationships with parents and teachers, as measured by subscales of the Inventory of Parent and Peer Attachment, the Teacher Relationship Quality scale, and the Hemingway Measure of Adolescent Connectedness. Higher quality relationships with parents and teachers, in turn, were significantly associated with better youth outcomes, including self-esteem, academic attitudes, prosocial behaviors, and misconduct. The effect sizes of the associations ranged from 0.12 to 0.52. Mediation analysis found that mentoring relationship quality was indirectly associated with some of the outcomes through its association with improved parent and teacher relationships. Implications of the findings for theory and research are discussed. PMID:23375177

  6. Financing radiology graduate medical education: today's challenges.

    PubMed

    Otero, Hansel J; Ondategui-Parra, Silvia; Erturk, Sukru Mehmet; Ros, Pablo R

    2006-03-01

    Radiology graduate medical education (GME) is exposed to huge financial challenges. First, there is a continuous increase in demand for imaging services by referring doctors and the general population, aggravating the staff shortage. Second, there has been an important decline in reimbursements. Third and probably most important is the progressive reduction of federal funds subsidizing GME. Medicare is the largest single contributor to GME. The Balanced Budget Act (BBA) of 1997 introduced reductions in Medicare payments to the major teaching hospitals calculated at $5.6 billion over the first 5 years after implementation. The BBA also brought other changes directly affecting GME. Financial changes in health care over the past decade have increased the pressure on academic institutions, which must preserve or improve the quality of training and the quality of care and manage an increased workload with fewer funds available and a narrow margin for errors. Yet the use of new technology promises to help simplify processes, decreasing workloads for residents and faculty members and increasing overall productivity, and new sources of funding have been suggested. By reviewing the financial challenges of radiologic training in today's academic centers, the authors reach the conclusion that there is still space for improving academic quality and the quality of care within current financial boundaries. But more reliable data about the specific benefits and drawbacks of having a residency program in a clinical radiology department are required.

  7. Linking academic and clinical missions: UC Davis' integrated AHC.

    PubMed

    Pomeroy, Claire; Rice, Ann; McGowan, William; Osburn, Nathan

    2008-09-01

    Academic health centers (AHCs) rely on cross-subsidization of education and research programs by the clinical enterprise, but this is becoming more challenging as clinical reimbursements decline. These new realities provide an important opportunity to reevaluate the relationships between medical schools and academic medical centers. The authors examine the benefits of their ongoing commitment to create a fully integrated AHC at the University of California (UC) Davis, discussing strategies that serve as catalysts for continued growth. They explore how investments of proceeds from the clinical enterprise directly enhance educational and research initiatives, which, in turn, increase the success of patient-care programs. This has created a cycle of excellence that leads to an enhanced reputation for the entire health system. One strategy involves using clinical margins to "prime the pump" in anticipation of major research initiatives, resulting in rapid increases in external research funding and academic recognition. In turn, this facilitates recruitment of high-quality faculty and staff, improving the ability to deliver expert clinical care. The overall enhanced institutional reputation positions both the clinical and academic programs for further success. The authors posit that such approaches require executive-level commitment to a single strategic vision, unified leadership, and collaborative financial and operational decision making. Adopting such changes is not without challenges, which are discussed, but the authors suggest that an integrated AHC fosters optimized operations, enhanced reputation, and stronger performance across all mission areas. They also provide examples of how the UC Davis Health System has thus attracted philanthropists and investments from the private sector.

  8. Implementing a patient safety and quality program across two merged pediatric institutions.

    PubMed

    Abramson, Erika; Hyman, Daniel; Osorio, S Nena; Kaushal, Rainu

    2009-01-01

    Academic centers are among the health care organizations that have used consolidation as a strategy to improve efficiency and reduce costs. In 1997, the New York Hospital and The Presbyterian Hospital underwent a full-asset merger to become New York City's largest medical center, known as the New York-Presbyterian Hospital (NYPH). In 2006, recognition of the challenges of the Children's Service Line at NYPH led to the formation of a Patient Safety and Quality Program to deliver consistently safe and effective health care. Each campus has a children's quality council, an interdisciplinary group that discusses and prioritizes safety and quality issues. The quality councils from each campus report directly to a bicampus children's quality steering committee formed to ensure that similar safety practices and standards are implemented across both children's hospitals. A safety subcommittee, which primarily coordinates and follows up on leadership safety walk rounds, and a significant-events subcommittee, which reviews morbidities and mortalities, report to each hospital's quality council. The bicampus pediatric quality and safety program is organized around five broad themes: improving the culture of safety, reducing the frequency of health care-acquired infections, reducing harm in the health care setting, using information technology to improve the quality and safety of care provided to patients and families, and measuring the effectiveness of care in key areas. Two sample initiatives--building family engagement and prevention of adverse medication events--illustrate the program's successes and challenges. Developing a pediatric safety and quality program across two campuses has been challenging but has led to important improvements at both organizations.

  9. RAND Research Brief: Improving the Quality of DoD’s Civilian Workforce. Guidance for the Office of the Chancellor for Education and Professional Development

    DTIC Science & Technology

    2001-01-01

    the Office of the Chancellor for Education and Professional Development to serve as the principal advocate for the academic quality and cost...provide ET&D services to DoD civilians. To carry out its mission the office needs to develop a strategic performance and planning process....effectiveness of all institutions, programs, and courses of instruction that serve DoD civilian workers. The Chancellor’s office, which operates within the

  10. Conditions for excellence in teaching in medical education: The Frankfurt Model to ensure quality in teaching and learning.

    PubMed

    Giesler, Marianne; Karsten, Gudrun; Ochsendorf, Falk; Breckwoldt, Jan

    2017-01-01

    Background: There is general consensus that the organizational and administrative aspects of academic study programs exert an important influence on teaching and learning. Despite this, no comprehensive framework currently exists to describe the conditions that affect the quality of teaching and learning in medical education. The aim of this paper is to systematically and comprehensively identify these factors to offer academic administrators and decision makers interested in improving teaching a theory-based and, to an extent, empirically founded framework on the basis of which improvements in teaching quality can be identified and implemented. Method: Primarily, the issue was addressed by combining a theory-driven deductive approach with an experience based, "best evidence" one during the course of two workshops held by the GMA Committee on Personnel and Organizational Development in Academic Teaching (POiL) in Munich (2013) and Frankfurt (2014). Two models describing the conditions relevant to teaching and learning (Euler/Hahn and Rindermann) were critically appraised and synthesized into a new third model. Practical examples of teaching strategies that promote or hinder learning were compiled and added to the categories of this model and, to the extent possible, supported with empirical evidence. Based on this, a checklist with recommendations for optimizing general academic conditions was formulated. Results: The Frankfurt Model of conditions to ensure Quality in Teaching and Learning covers six categories: organizational structure/medical school culture, regulatory frameworks, curricular requirements, time constraints, material and personnel resources, and qualification of teaching staff. These categories have been supplemented by the interests, motives and abilities of the actual teachers and students in this particular setting. The categories of this model provide the structure for a checklist in which recommendations for optimizing teaching are given. Conclusions: The checklist derived from the Frankfurt Model for ensuring quality in teaching and learning can be used for quality assurance and to improve the conditions under which teaching and learning take place in medical schools.

  11. Reply [to “Comment on ‘Federal funding at a time of budget austerity’”

    NASA Astrophysics Data System (ADS)

    Press, Frank

    National laboratories are indeed engaged in many educational activities, particularly those with close connections to universities. These activities are especially strong where they are linked to unique facilities or programs, which many are. The NRC report urges greater discipline in assessing their quality and role in education and training, but those institutions that have maintained high quality and that do indeed help educate the next generation about science and technology would fare well under the kind of review proposed. The report urges that federal laboratories focus on mission requirements. It also recommends that federal funding “generally favor” academic institutions. To the extent that some national laboratories function as “academic institutions” in the senses noted in the report, they should not only survive, but prosper. A few clarifications may be useful.

  12. An Evaluation of h-Index as a Measure of Research Productivity Among Canadian Academic Plastic Surgeons.

    PubMed

    Hu, Jiayi; Gholami, Arian; Stone, Nicholas; Bartoszko, Justyna; Thoma, Achilleas

    2018-02-01

    Evaluation of research productivity among plastic surgeons can be complex. The Hirsch index (h-index) was recently introduced to evaluate both the quality and quantity of one's research activity. It has been proposed to be valuable in assessing promotions and grant funding within academic medicine, including plastic surgery. Our objective is to evaluate research productivity among Canadian academic plastic surgeons using the h-index. A list of Canadian academic plastic surgeons was obtained from websites of academic training programs. The h-index was retrieved using the Scopus database. Relevant demographic and academic factors were collected and their effects on the h-index were analyzed using the t test and Wilcoxon Mann-Whitney U test. Nominal and categorical variables were analyzed using χ 2 test and 1-way analysis of variance. Univariate and multivariate models were built a priori. All P values were 2 sided, and P < .05 was considered to be significant. Our study on Canadian plastic surgeons involved 175 surgeons with an average h-index of 7.6. Over 80% of the surgeons were male. Both univariable and multivariable analysis showed that graduate degree ( P < .0001), academic rank ( P = .03), and years in practice ( P < .0001) were positively correlated with h-index. Limitations of the study include that the Scopus database and the websites of training programs were not always up-to-date. The h-index is a novel tool for evaluating research productivity in academic medicine, and this study shows that the h-index can also serve as a useful metric for measuring research productivity in the Canadian plastic surgery community. Plastic surgeons would be wise to familiarize themselves with the h-index concept and should consider using it as an adjunct to existing metrics such as total publication number.

  13. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... must include academic counseling, tutorials and other academic assistance programs to enable... varied academic needs of individual applicants; and (3) Academic and guidance counseling for adults. Specific counseling programs must be designed for individuals who encounter problems with passing the...

  14. A Growth Model for Academic Program Life Cycle (APLC): A Theoretical and Empirical Analysis

    ERIC Educational Resources Information Center

    Acquah, Edward H. K.

    2010-01-01

    Academic program life cycle concept states each program's life flows through several stages: introduction, growth, maturity, and decline. A mixed-influence diffusion growth model is fitted to enrolment data on academic programs to analyze the factors determining progress of academic programs through their life cycles. The regression analysis yield…

  15. Sleep disturbances among medical students: a global perspective.

    PubMed

    Azad, Muhammad Chanchal; Fraser, Kristin; Rumana, Nahid; Abdullah, Ahmad Faris; Shahana, Nahid; Hanly, Patrick J; Turin, Tanvir Chowdhury

    2015-01-15

    Medical students carry a large academic load which could potentially contribute to poor sleep quality above and beyond that already experienced by modern society. In this global literature review of the medical students' sleep experience, we find that poor sleep is not only common among medical students, but its prevalence is also higher than in non-medical students and the general population. Several factors including medical students' attitudes, knowledge of sleep, and academic demands have been identified as causative factors, but other potential mechanisms are incompletely understood. A better understanding about the etiology of sleep problems in medical trainees is essential if we hope to improve the overall quality of medical students' lives, including their academic performance. Sleep self-awareness and general knowledge appear insufficient in many studied cohorts, so increasing education for students might be one beneficial intervention. We conclude that there is ample evidence for a high prevalence of the problem, and research in this area should now expand towards initiatives to improve general sleep education for medical students, identify students at risk, and target them with programs to improve sleep. © 2015 American Academy of Sleep Medicine.

  16. Plan for compensating full-time physicians involved in medical education.

    PubMed

    Milad, M P; Hendricks, S K; Williford, L E

    1999-04-01

    In response to growing financial pressures, many academic institutions have begun rewarding full-time faculty primarily on the basis of productivity. This formula often overrewards procedure-oriented specialists while poorly compensating primary care physicians. Collections have little to do with clinical effort, and rewarding productivity alone ignores the many other qualities important to the academic mission. We developed a simple, adjustable plan for quantifying and rewarding faculty behavior consistent with the goals of the institution. Eight categories are weighed by the departmental chairperson or committee, including previous year's salary, productivity, patient satisfaction, administration, academic rank, teaching, research, and quality of care. This plan is flexible and rewards behavior consistent with departmental priorities. It also allows for individual members of the department to increase their salaries by adjusting their behavior. As federal funds for training continue to decrease, teaching, research, and other scholarly activities might not be fairly compensated. Unless each institution prospectively develops a program that rewards those activities that the institution values, many important scientific and educational activities will be completely replaced by the more tangible efforts of patient care.

  17. The Teachers of Quality Academy: Evaluation of the Effectiveness and Impact of a Health Systems Science Training Program.

    PubMed

    Walsh, Danielle S; Lazorick, Suzanne; Lawson, Luan; Lake, Donna; Garrison, Herbert G; Higginson, Jason; Vos, Paul; Baxley, Elizabeth

    2018-05-01

    This project aimed to evaluate the effectiveness of a faculty development program in health systems science (HSS)-the Teachers of Quality Academy (TQA). Participants in TQA and a comparison group were evaluated before, during, and 1 year after the program using self-perception questionnaires, tests of HSS knowledge, and tracking of academic productivity and career advancement. Among program completers (n = 27), the mean self-assessed ratings of knowledge and skills of HSS topics immediately after the program, as compared to baseline, increased significantly compared to controls (n = 30). Participants demonstrated progressive improvement of self-perceived skills and attitudes, and retention of HSS knowledge, from baseline to completion of the program. Participants also demonstrated substantially higher HSS scholarly productivity, leadership, and career advancement compared to the comparison group. The TQA effectively created a faculty cadre able to role model, teach, and create a curriculum in HSS competencies for medical students, resident physicians, and other health professionals.

  18. The effects of breakfast on behavior and academic performance in children and adolescents

    PubMed Central

    Adolphus, Katie; Lawton, Clare L.; Dye, Louise

    2013-01-01

    Breakfast consumption is associated with positive outcomes for diet quality, micronutrient intake, weight status and lifestyle factors. Breakfast has been suggested to positively affect learning in children in terms of behavior, cognitive, and school performance. However, these assertions are largely based on evidence which demonstrates acute effects of breakfast on cognitive performance. Less research which examines the effects of breakfast on the ecologically valid outcomes of academic performance or in-class behavior is available. The literature was searched for articles published between 1950–2013 indexed in Ovid MEDLINE, Pubmed, Web of Science, the Cochrane Library, EMBASE databases, and PsychINFO. Thirty-six articles examining the effects of breakfast on in-class behavior and academic performance in children and adolescents were included. The effects of breakfast in different populations were considered, including undernourished or well-nourished children and adolescents from differing socio-economic status (SES) backgrounds. The habitual and acute effects of breakfast and the effects of school breakfast programs (SBPs) were considered. The evidence indicated a mainly positive effect of breakfast on on-task behavior in the classroom. There was suggestive evidence that habitual breakfast (frequency and quality) and SBPs have a positive effect on children's academic performance with clearest effects on mathematic and arithmetic grades in undernourished children. Increased frequency of habitual breakfast was consistently positively associated with academic performance. Some evidence suggested that quality of habitual breakfast, in terms of providing a greater variety of food groups and adequate energy, was positively related to school performance. However, these associations can be attributed, in part, to confounders such as SES and to methodological weaknesses such as the subjective nature of the observations of behavior in class. PMID:23964220

  19. Developing a Practical and Sustainable Faculty Development Program With a Focus on Teaching Quality Improvement and Patient Safety: An Alliance for Independent Academic Medical Centers National Initiative III Project.

    PubMed

    Rodrigue, Christopher; Seoane, Leonardo; Gala, Rajiv B; Piazza, Janice; Amedee, Ronald G

    2012-01-01

    Teaching the next generation of physicians requires more than traditional teaching models. The Accreditation Council for Graduate Medical Education's Next Accreditation System places considerable emphasis on developing a learning environment that fosters resident education in quality improvement and patient safety. The goal of this project was to develop a comprehensive and sustainable faculty development program with a focus on teaching quality improvement and patient safety. A multidisciplinary team representing all stakeholders in graduate medical education developed a validated survey to assess faculty and house officer baseline perceptions of their experience with faculty development opportunities, quality improvement tools and training, and resident participation in quality improvement and patient safety programs at our institution. We then developed a curriculum to address these 3 areas. Our pilot survey revealed a need for a comprehensive program to teach faculty and residents the art of teaching. Two other areas of need are (1) regular resident participation in quality improvement and patient safety efforts and (2) effective tools for developing skills and habits to analyze practices using quality improvement methods. Resident and faculty pairs in 17 Ochsner training programs developed and began quality improvement projects while completing the first learning module. Resident and faculty teams also have been working on the patient safety modules and incorporating aspects of patient safety into their individual work environments. Our team's goal is to develop a sustainable and manageable faculty development program that includes modules addressing quality improvement and patient safety in accordance with Accreditation Council for Graduate Medical Education accreditation requirements.

  20. What kind of mentoring do we need? A review of mentoring program studies for medical students.

    PubMed

    Hur, Yera; Kim, Sun; Lee, Keumho

    2013-03-01

    Nearly every medical school in Korea has a student advisory program, regardless of its form or method, but it is plagued by efficiency. To examine efficient means of delivering student advisory programs, we chose 'mentoring' as one solution and reviewed the concepts of a mentor and mentoring, the qualities and roles of a mentor, and examples of national and international cases of mentoring. The concept of mentoring is diverse, but it connotes and stresses aspects, such as individual guidance, tutoring, life coaching, and role modeling. We conclude that the quality of many student advisory programs can be elevated by providing holistic and systematic guidance that meets the demands of the mentees; giving individual, continuous, and intimate coaching; and guiding a balanced academic and social life and career, which will develop good doctors who can provide a holistic health care.

  1. Exporting doctoral education: experience of a state-supported university.

    PubMed

    Stoskopf, Carleen H; Xirasagar, Sudha; Han, Whiejong M; Snowdon, Sonja

    2007-01-01

    There is a demand for non-traditional doctoral education in healthcare management and policy among many countries in support of their health system reform efforts. Healthcare professionals need retooling to provide stewardship to complex new health financing systems. Most health service leaders are mid career professionals and cannot transplant themselves to study on American university campuses. They demand high quality programs, designed to enable most coursework to be completed overseas. Aided by recent distance education technology, the University of South Carolina's Department of Health Services Policy and Management developed and provides doctoral programs for working professionals in Taiwan and South Korea with a minimal and convenient campus attendance requirement. This paper presents the experience of setting up the programs, management, quality control, and benefits for both students overseas and for our Department's mission and on-campus programs. Our experience is that there are many challenges, but it is also rewarding from academic, scholarly, and financial perspectives.

  2. Quality of life and stress factors for veterinary medical students.

    PubMed

    Strand, Elizabeth B; Zaparanick, Tracy L; Brace, James J

    2005-01-01

    Psychological distress has been shown to affect the academic success, health, emotional well-being, and dropout rates of medical students. Although it can be assumed that stress has similar effects on veterinary students, there is a paucity of research pertaining to the psychological stressors and coping strategies of this group. This article focuses on selected non-academic areas (as identified through a survey of currently enrolled students) that can create significant stressors for veterinary students. Also assessed and discussed here are poor coping strategies (e.g., substance abuse) and gender differences in perceived stressors and coping strategies that emerged from the survey. Results suggest the need for veterinary programs to integrate academic and professional skills instruction with personal life balance training and access to psychological services.

  3. Effects of Social Story Interventions on Preschool Age Children with and without Disabilities

    ERIC Educational Resources Information Center

    More, Cori Michelle

    2010-01-01

    More children are receiving care outside of their home under the age of six (Childstats.gov, 2007). The quality of these programs has a direct impact on student's readiness for school (Burchinal, Roberts, Nabors, & Bryant, 1996). Social readiness is the foundation for school readiness and academic achievement (Blair, 2002; Brigman, Lane, Lane,…

  4. Evaluation of Factors that Contribute to Improving Academic Achievement of Career and Technical Education Students in Rhode Island

    ERIC Educational Resources Information Center

    Marsella, Anthony J.

    2010-01-01

    The primary purpose of this study was to gain a deeper understanding of career and technical education in Rhode Island utilizing Program Approval Process: Standards, Instruments, and Protocols. The process establishes standards for quality career and technical education. The population surveyed provided data on Standard Two: Curriculum and…

  5. Education Policy Analysis, 1999: Resources for Lifelong Learning, Early Childhood Education and Care, Technology in Education, Tertiary Education.

    ERIC Educational Resources Information Center

    Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation.

    In its Program for International Student Assessment (PISA), the Organisation for Economic Co-Operation and Development is developing an instrument to compare across countries the quality of outcomes produced by schools. This document explores some issues related to academic achievement. Chapter 1, "Resources for Lifelong Learning: What Might…

  6. Student Decisions to Attend Public Two-Year Community Colleges

    ERIC Educational Resources Information Center

    Barreno, Yvette; Traut, Carol Ann

    2012-01-01

    This study examined reasons for student choice of a specific community college. The site of the study is a west Texas public, two-year institution with 4,674 students, full- and part-time, as of fall 2008. The top six reasons for selection were transferability of courses, available academic programs and quality, campus location, cost, available…

  7. Kasha and Quality in Kyrgyzstan: Donors, Diversity, and Dis-Integration in Higher Education

    ERIC Educational Resources Information Center

    Merrill, Martha C.

    2012-01-01

    Kyrgyzstan's relative openness to a diversity of ideas, combined with its poverty, has caused it to accept a plethora of international academic institutions and programs, often exported by the sender rather than imported at Kyrgyzstan's request. These institutions suggest a variety of visions of Kyrgyzstan's future and of the political and…

  8. A River Runs through It: Austin Youth River Watch Final Report 1993-94.

    ERIC Educational Resources Information Center

    Turner, Jeannine

    The City of Austin (Texas) provided funds for a supplementary educational activity to involve at-risk minority high school students in water quality issues. The program attempts to provide an interesting and authentic activity that also develops academic skills. Principal activities were testing river water for pollutants and the tutoring of…

  9. Make Your Job Summer Program. Executive Summary. A Report to the Network for Teaching Entrepreneurship

    ERIC Educational Resources Information Center

    Silander, Megan; Chavez-Reilly, Michael; Weinstein, Meryle

    2015-01-01

    Teaching entrepreneurship--how to create, grow and run a business or organization--is one potential means to increase college and career readiness skills. Learning how to start a business can improve critical thinking, communication and collaboration (Gallagher, Stepien, & Rosenthal, 1992; Hmelo, 1998), which are key qualities for academic as…

  10. The Speech Discipline in Crisis - - A Cause for Hope.

    ERIC Educational Resources Information Center

    Lanigan, Richard L.

    Speech communication is a distinct discipline, but one in a healthy state of conflict between theory and practice. The crisis in the speech discipline (and in academic generally) exists because speech does not present itself as a consumable value; quality program decisions are not made; speech is often conceived as only one subject matter; general…

  11. Brief Report: Problem Solving Therapy in College Students with Autism Spectrum Disorders: Feasibility and Preliminary Efficacy

    ERIC Educational Resources Information Center

    Pugliese, Cara E.; White, Susan W.

    2014-01-01

    Students with autism spectrum disorder (ASD), though academically capable, can have difficulty succeeding in college. Evidence-based intervention to promote effective problem solving may improve quality of life, as well as success and satisfaction in college. This study adapted and piloted a group-based cognitive-behavioral intervention program,…

  12. 34 CFR 611.47 - What are a scholarship recipient's reporting responsibilities upon the close of the LEA's...

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false What are a scholarship recipient's reporting... EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM Scholarships § 611.47 What are a scholarship recipient...'s academic year, a scholarship recipient whose LEA reports under § 611.46(a) that he or she is...

  13. 34 CFR 611.47 - What are a scholarship recipient's reporting responsibilities upon the close of the LEA's...

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false What are a scholarship recipient's reporting... EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM Scholarships § 611.47 What are a scholarship recipient...'s academic year, a scholarship recipient whose LEA reports under § 611.46(a) that he or she is...

  14. 34 CFR 611.47 - What are a scholarship recipient's reporting responsibilities upon the close of the LEA's...

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false What are a scholarship recipient's reporting... EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM Scholarships § 611.47 What are a scholarship recipient...'s academic year, a scholarship recipient whose LEA reports under § 611.46(a) that he or she is...

  15. 34 CFR 611.47 - What are a scholarship recipient's reporting responsibilities upon the close of the LEA's...

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false What are a scholarship recipient's reporting... EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM Scholarships § 611.47 What are a scholarship recipient...'s academic year, a scholarship recipient whose LEA reports under § 611.46(a) that he or she is...

  16. Art All Day: Distinction and Interrelation of School-Based and Out-of-School Arts Learning

    ERIC Educational Resources Information Center

    Green, Joshua; Kindseth, Anne

    2011-01-01

    Quality arts learning can be a vehicle for personal transformation. For more than 40 years, an unwavering belief in the possibility of such transformation has sustained the nationally recognized after-school Apprenticeship Training Program (ATP) at Manchester Craftsmen's Guild (MCG). Within school walls, academic standards position the arts as a…

  17. Building Academic Quality in Distance Higher Education. A Monograph in Higher Education Evaluation and Policy.

    ERIC Educational Resources Information Center

    Chacon-Duque, Fabio J.

    The factors that determine course completion and achievement in college distance education were investigated using a sample of 25 courses offered through the Independent Learning Program at the Pennsylvania State University. The main objective was to develop a multivariate model to explain and predict outcomes of distance education. Additional…

  18. Assessing the Writing Competence of High School Students: Lorain's EECAP, Its History and Implementation.

    ERIC Educational Resources Information Center

    Valentino, Marilyn J.

    In response to a nationwide concern for quality education and academic preparedness, the Ohio State Board of Education created in 1983 the Early English Composition Assessment Program (EECAP) for improving the writing competency of exiting high school students. Faculty from more than 15 two- and four-year institutions and many more high schools…

  19. Measures of Non-Academic Functional Literacy in Children. An Evaluation of Available Instruments.

    ERIC Educational Resources Information Center

    Spencer, Mary L.; And Others

    As part of the development of a functional literacy test for fourth through eighth grade children in Title I compensatory education programs, this report enumerates a set of criteria for selecting appropriate tests. The criteria are grouped into six categories: (1) test background; (2) psychometric quality; (3) examinee appropriateness; (4)…

  20. "Can I Have a Grade Bump?" the Contextual Variables and Ethical Ideologies That Inform Everyday Dilemmas in Teaching

    ERIC Educational Resources Information Center

    Dukewich, Kristie R.; Wood, Suzanne

    2016-01-01

    Educators are regularly confronted with moral dilemmas for which there are no easy solutions. Increasing course sizes and program enrolments, coupled with a new consumerist attitude towards education, have only further exacerbated the quantity and quality of students' requests for special academic consideration (Macfarlane, 2004). Extensions, late…

  1. Mentoring Women of Color at the University of Minnesota: Challenges for Organizational Transformation.

    ERIC Educational Resources Information Center

    Dickey, Corinne

    This paper summarizes a research study on women in three programs designed to recruit, retain, and graduate persons of color at the University of Minnesota. The literature on mentoring is reviewed in terms of social integration, academic integration, a supportive institutional climate, and quality mentoring. The study used qualitative case study…

  2. Student Teams' Development over Time: Tracing the Relationship between the Quality of Communication and Teams' Performance

    ERIC Educational Resources Information Center

    Pöysä-Tarhonen, Johanna; Elen, Jan; Tarhonen, Pasi

    2016-01-01

    Current discussions in higher education and alumni training acknowledge the challenges training programs face in responding to the authentic needs of the labor market. In addition to academic knowledge, higher education institutions are expected to provide general twenty-first-century skills, such as problem-solving, critical thinking,…

  3. Preschool and School Readiness: Experiences of Children with Non-English Speaking Parents

    ERIC Educational Resources Information Center

    Cannon, Jill S.; Jacknowitz, Alison; Karoly, Lynn A.

    2012-01-01

    Many children begin school unprepared to meet its academic requirements. If this school readiness gap is not addressed, it can be a precursor to continuing low achievement. One promising approach to this problem is to provide high-quality early learning opportunities to low-income children. Many publicly funded early care and education programs in…

  4. 34 CFR 611.47 - What are a scholarship recipient's reporting responsibilities upon the close of the LEA's...

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM Scholarships § 611.47 What are a scholarship recipient... 34 Education 3 2010-07-01 2010-07-01 false What are a scholarship recipient's reporting responsibilities upon the close of the LEA's academic year? 611.47 Section 611.47 Education Regulations of the...

  5. An Analysis of Research Quality and Productivity at Six Academic Orthopaedic Residencies.

    PubMed

    Osborn, Patrick M; Ames, S Elizabeth; Turner, Norman S; Caird, Michelle S; Karam, Matthew D; Mormino, Matthew A; Krueger, Chad A

    2018-06-06

    It remains largely unknown what factors impact the research productivity of residency programs. We hypothesized that dedicated resident research time would not affect the quantity and quality of a program's peer-reviewed publication within orthopedic residencies. These findings may help programs improve structure their residency programs to maximize core competencies. Three hundred fifty-nine residents and 240 staff from six different US orthopedic residency programs were analyzed. All publications published by residents and faculty at each program from January 2007 to December 2015 were recorded. SCImago Journal Rankings (SJR) were found for each journal. There were no significant differences in publications by residents at each program (p > 0.05). Faculty with 10+ years of on staff, had significantly more publications than those with less than 10years (p < 0.01). Programs with increased resident research time did not consistently produce publications with higher SJR than those without dedicated research time. Increased dedicated resident research time did not increase resident publication rates or lead to publications with higher SJR. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  6. Out-of-School-Time Academic Programs to Improve School Achievement: A Community Guide Health Equity Systematic Review.

    PubMed

    Knopf, John A; Hahn, Robert A; Proia, Krista K; Truman, Benedict I; Johnson, Robert L; Muntaner, Carles; Fielding, Jonathan E; Jones, Camara Phyllis; Fullilove, Mindy T; Hunt, Pete C; Qu, Shuli; Chattopadhyay, Sajal K; Milstein, Bobby

    2015-01-01

    Low-income and minority status in the United States are associated with poor educational outcomes, which, in turn, reduce the long-term health benefits of education. This systematic review assessed the extent to which out-of-school-time academic (OSTA) programs for at-risk students, most of whom are from low-income and racial/ethnic minority families, can improve academic achievement. Because most OSTA programs serve low-income and ethnic/racial minority students, programs may improve health equity. Methods of the Guide to Community Preventive Services were used. An existing systematic review assessing the effects of OSTA programs on academic outcomes (Lauer et al 2006; search period 1985-2003) was supplemented with a Community Guide update (search period 2003-2011). Standardized mean difference. Thirty-two studies from the existing review and 25 studies from the update were combined and stratified by program focus (ie, reading-focused, math-focused, general academic programs, and programs with minimal academic focus). Focused programs were more effective than general or minimal academic programs. Reading-focused programs were effective only for students in grades K-3. There was insufficient evidence to determine effectiveness on behavioral outcomes and longer-term academic outcomes. OSTA programs, particularly focused programs, are effective in increasing academic achievement for at-risk students. Ongoing school and social environments that support learning and development may be essential to ensure the longer-term benefits of OSTA programs.

  7. Out-of-School-Time Academic Programs to Improve School Achievement: A Community Guide Health Equity Systematic Review

    PubMed Central

    Knopf, John A.; Hahn, Robert A.; Proia, Krista K.; Truman, Benedict I.; Johnson, Robert L.; Muntaner, Carles; Fielding, Jonathan E.; Jones, Camara Phyllis; Fullilove, Mindy T.; Hunt, Pete C.; Qu, Shuli; Chattopadhyay, Sajal K.; Milstein, Bobby

    2015-01-01

    Context Low-income and minority status in the United States are associated with poor educational outcomes, which, in turn, reduce the long-term health benefits of education. Objective This systematic review assessed the extent to which out-of-school-time academic (OSTA) programs for at-risk students, most of whom are from low-income and racial/ethnic minority families, can improve academic achievement. Because most OSTA programs serve low-income and ethnic/racial minority students, programs may improve health equity. Design Methods of the Guide to Community Preventive Services were used. An existing systematic review assessing the effects of OSTA programs on academic outcomes (Lauer et al 2006; search period 1985–2003) was supplemented with a Community Guide update (search period 2003–2011). Main Outcome Measure Standardized mean difference. Results Thirty-two studies from the existing review and 25 studies from the update were combined and stratified by program focus (ie, reading-focused, math-focused, general academic programs, and programs with minimal academic focus). Focused programs were more effective than general or minimal academic programs. Reading-focused programs were effective only for students in grades K-3. There was insufficient evidence to determine effectiveness on behavioral outcomes and longer-term academic outcomes. Conclusions OSTA programs, particularly focused programs, are effective in increasing academic achievement for at-risk students. Ongoing school and social environments that support learning and development may be essential to ensure the longer-term benefits of OSTA programs. PMID:26062096

  8. 25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true Standard V-Minimum academic programs/school calendar. 36... ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS Minimum Program of Instruction § 36.20 Standard V—Minimum academic programs/school calendar. (a...

  9. 25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false Standard V-Minimum academic programs/school calendar. 36... ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS Minimum Program of Instruction § 36.20 Standard V—Minimum academic programs/school calendar. (a...

  10. 25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false Standard V-Minimum academic programs/school calendar. 36... ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS Minimum Program of Instruction § 36.20 Standard V—Minimum academic programs/school calendar. (a...

  11. A Growth Model for the Academic Program Life Cycle (APLC): A Theoretical and Empirical Analysis. IR Applications, Volume 33

    ERIC Educational Resources Information Center

    Acquah, Edward H. K.

    2012-01-01

    The academic program life cycle (APLC) concept states each program's life flows through several stages: introduction, growth, maturity, and decline. A mixed-influence diffusion growth model is fitted to annual enrollment data on academic programs to analyze the factors determining progress of academic programs through their life cycles. The…

  12. Methods and Sources of Data Used to Develop Selected Water-Quality Indicators for Streams and Ground Water for EPA's 2007 Report on the Environment: Science Report

    USGS Publications Warehouse

    Baker, Nancy T.; Wilson, John T.; Moran, Michael J.

    2008-01-01

    The U.S. Geological Survey (USGS) was one of numerous governmental agencies, private organizations, and the academic community that provided data and interpretations for the U.S. Environmental Protection Agency?s (USEPA) 2007 Report on the Environment: Science Report. This report documents the sources of data and methods used to develop selected water?quality indicators for the 2007 edition of the report compiled by USEPA. Stream and ground?water?quality data collected nationally in a consistent manner as part of the USGS?s National Water?Quality Assessment Program (NAWQA) were provided for several water?quality indicators, including Nitrogen and Phosphorus in Streams in Agricultural Watersheds; Pesticides in Streams in Agricultural Watersheds; and Nitrate and Pesticides in Shallow Ground Water in Agricultural Watersheds. In addition, the USGS provided nitrate (nitrate plus nitrite) and phosphorus riverine load estimates calculated from water?quality and streamflow data collected as part of its National Stream Water Quality Accounting Network (NASQAN) and its Federal?State Cooperative Program for the Nitrogen and Phosphorus Discharge from Large Rivers indicator.

  13. Achieving Hand Hygiene Success With a Partnership Between Graduate Medical Education, Hospital Leadership, and Physicians.

    PubMed

    Rosenbluth, Glenn; Garritson, Susan; Green, Adrienne L; Milev, Dimiter; Vidyarthi, Arpana R; Auerbach, Andrew D; Baron, Robert B

    2016-11-01

    Engaging physicians in hand hygiene programs is a challenge faced by many academic medical centers. Partnerships between education and academic leaders present opportunities for effective collaboration and improvement. The authors developed a robust hand hygiene quality improvement program, with attention to rapid-cycle improvements, including all levels of staff and health care providers. The program included a defined governance structure, clear data collection process, educational interventions, rapid-cycle improvements, and financial incentive for staff and physicians (including residents and fellows). Outcomes were measured on patients in all clinical areas. Run charts were used to document compliance in aggregate and by subgroups throughout the project duration. Institutional targets were achieved and then exceeded, with sustained hand hygiene compliance >90%. Physician compliance lagged behind aggregate compliance but ultimately was sustained at a level exceeding the target. Successfully achieving the institutional goal required collaboration among all stakeholders. Physician-specific data and physician champions were essential to drive improvement. © The Author(s) 2015.

  14. Retention of indigenous nursing students in New Zealand: a cross-sectional survey.

    PubMed

    Wilson, Denise; McKinney, Caroline; Rapata-Hanning, Mereana

    2011-01-01

    Internationally the recruitment and retention of Indigenous and minority peoples into nursing is a persistent challenge, despite their participation being essential in reducing health disparities and improving health service quality for Indigenous and minority users. We aimed to identify Māori (Indigenous to New Zealand) nursing students' experiences of undertaking a nursing degree program. A non-experimental cross-sectional survey was undertaken with undergraduate nursing students identifying as Māori. The surveys were analyzed using descriptive and inferential statistics. One hundred and eight students responded, with a career, stable income, and desire to make a difference in Māori health outcomes motivating most to embark on a nursing program. They reported numerous obstacles that compromised their academic advancement. However, affirming students' identities; providing academic support; accessing Indigenous role models, mentors and relevant clinical experiences; and, having supportive teaching and learning environments and the inclusion of Indigenous content in curricula; were identified as strategies that promoted retention in nursing programs.

  15. Crossing the Chasm: Information Technology to Biomedical Informatics

    PubMed Central

    Fahy, Brenda G.; Balke, C. William; Umberger, Gloria H.; Talbert, Jeffery; Canales, Denise Niles; Steltenkamp, Carol L.; Conigliaro, Joseph

    2011-01-01

    Accelerating the translation of new scientific discoveries to improve human health and disease management is the overall goal of a series of initiatives integrated in the National Institutes of Health (NIH) “Roadmap for Medical Research.” The Clinical and Translational Research Award (CTSA) program is, arguably, the most visible component of the NIH Roadmap providing resources to institutions to transform their clinical and translational research enterprises along the goals of the Roadmap. The CTSA program emphasizes biomedical informatics as a critical component for the accomplishment of the NIH’s translational objectives. To be optimally effective, emerging biomedical informatics programs must link with the information technology (IT) platforms of the enterprise clinical operations within academic health centers. This report details one academic health center’s transdisciplinary initiative to create an integrated academic discipline of biomedical informatics through the development of its infrastructure for clinical and translational science infrastructure and response to the CTSA mechanism. This approach required a detailed informatics strategy to accomplish these goals. This transdisciplinary initiative was the impetus for creation of a specialized biomedical informatics core, the Center for Biomedical Informatics (CBI). Development of the CBI codified the need to incorporate medical informatics including quality and safety informatics and enterprise clinical information systems within the CBI. This paper describes the steps taken to develop the biomedical informatics infrastructure, its integration with clinical systems at one academic health center, successes achieved, and barriers encountered during these efforts. PMID:21383632

  16. The Tutorial Education Program on the Formation of the New Milenium's Meteorologist: 20 Years of Project Experience at Universidade Federal de Pelotas - Brazil

    NASA Astrophysics Data System (ADS)

    Foster, P.

    2012-12-01

    The Programa de Educação Tutorial (Tutorial Education Program), also known as "PET", has the objective to finance students with potential, encouraging and providing extracurricular activities in order to promote the integration with the academic market and the development of study programs in graduate school, preparing a professional that in the future will operate in a global market, transforming and fighting for the professional interests of their class. The design of the program dates back to 1970 and is based on the model of learning and guidance to form the student. The groups are composed gradually, through an annual selection. The deployment and implementation of the groups consider the inclusion of new members in different stages of their school program, working in an integrated manner. To apply, students must submit satisfactory academic performance, without failures on any course and commit to devote a minimum of twenty hours per week to the program activities. Deployed at Universidade Federal de Pelotas - Brazil, in 1991, the group has contributed to the training of students of Meteorology through the concept of teaching-research-extension activities. We believe that PET has been of utmost importance in the training of the new millennium's professional, given that the objectives of this program seek to provide an excellent level of academic training to undergraduates, encouraging their entry into the graduate studies; stimulating the improvement of the quality of teaching degree through the development of new practices and teaching experience; multiplying the activities developed by scholars and increase their interactions with program's faculty and other students of the institution. With the highly competitive market requiring specialized professionals, the high investment in students with potential can be reversed for the benefit of the profession.

  17. Making Sense of an Elusive Concept: Academics' Perspectives of Quality in Higher Education

    ERIC Educational Resources Information Center

    Nabaho, Lazarus; Aguti, Jessica Norah; Oonyu, Joseph

    2017-01-01

    Objective: Since the 1990s studies on how stakeholders in higher education perceive quality have burgeoned. Nevertheless, the majority of studies on perception of quality in higher education focus on students and employers. The few studies on academics' perceptions of quality in higher education treat academics as a homogeneous group and,…

  18. Academic Staff Quality in Higher Education: An Empirical Analysis of Portuguese Public Administration Education

    ERIC Educational Resources Information Center

    Sarrico, Cláudia S.; Alves, André A.

    2016-01-01

    Higher education accreditation frameworks typically consider academic staff quality a key element. This article embarks on an empirical study of what academic staff quality means, how it is measured, and how different aspects of staff quality relate to each other. It draws on the relatively nascent Portuguese experience with study programme…

  19. Osteopathic postdoctoral training institutions: a decentralized model for facilitating accreditation and program quality.

    PubMed

    Peska, Don N; Opipari, Michael I; Watson, D Keith

    2009-06-01

    Osteopathic medicine has experienced significant growth in the number of accredited colleges and graduates over the past decade. Anticipating that growth and recognizing a responsibility to provide sufficient opportunities for quality postdoctoral training, the American Osteopathic Association created a national network of educational consortia to meet the needs of those graduates. These osteopathic postdoctoral training institutions (OPTIs) were to provide enhanced capability for the development and accreditation of new programs, quality oversight, and access to academic resources for their members. The plan reached full implementation in 1999 when all graduate training programs were required to become members of one of these consortia. Although several contributing factors can be considered, an increase in the rate at which training programs have obtained approval by the American Osteopathic Association has occurred under the OPTI model. Quality indicators are more elusive. Each OPTI provides peer-driven oversight to curriculum and faculty development and closely monitors outcomes such as in-service examination scores, certification board passage rates, and resident evaluations of programs.The strategy has enabled a much-sought-after transformation in osteopathic graduate medical education that has provided both strength and accountability to the preexisting infrastructure. As a decentralized accreditation model, OPTI is still evolving and warrants continued application and study.

  20. A novel Python program for implementation of quality control in the ELISA.

    PubMed

    Wetzel, Hanna N; Cohen, Cinder; Norman, Andrew B; Webster, Rose P

    2017-09-01

    The use of semi-quantitative assays such as the enzyme-linked immunosorbent assay (ELISA) requires stringent quality control of the data. However, such quality control is often lacking in academic settings due to unavailability of software and knowledge. Therefore, our aim was to develop methods to easily implement Levey-Jennings quality control methods. For this purpose, we created a program written in Python (a programming language with an open-source license) and tested it using a training set of ELISA standard curves quantifying the Fab fragment of an anti-cocaine monoclonal antibody in mouse blood. A colorimetric ELISA was developed using a goat anti-human anti-Fab capture method. Mouse blood samples spiked with the Fab fragment were tested against a standard curve of known concentrations of Fab fragment in buffer over a period of 133days stored at 4°C to assess stability of the Fab fragment and to generate a test dataset to assess the program. All standard curves were analyzed using our program to batch process the data and to generate Levey-Jennings control charts and statistics regarding the datasets. The program was able to identify values outside of two standard deviations, and this identification of outliers was consistent with the results of a two-way ANOVA. This program is freely available, which will help laboratories implement quality control methods, thus improving reproducibility within and between labs. We report here successful testing of the program with our training set and development of a method for quantification of the Fab fragment in mouse blood. Copyright © 2017 Elsevier B.V. All rights reserved.

  1. The effect of sleep quality on academic performance is mediated by Internet use time: DADOS study.

    PubMed

    Adelantado-Renau, Mireia; Diez-Fernandez, Ana; Beltran-Valls, Maria Reyes; Soriano-Maldonado, Alberto; Moliner-Urdiales, Diego

    2018-05-19

    The aims of the present study were to analyze the association of sleep patterns with academic and cognitive performance in adolescents, and to test the potential mediating effect of different activities of screen media usage on this association. A sample of 269 adolescents (140 boys) aged 14 years from the baseline data of the Deporte, ADOlescencia y Salud study completed questionnaires about sleep quality, cognitive performance, and leisure-time sedentary behaviors. Sleep duration was objectively computed using a wrist-worn GENEActiv accelerometer and academic performance was analyzed through school records. Sleep quality (but not sleep duration) was associated with all the academic performance indicators (all p<0.05). Analysis of covariance revealed higher grades among adolescents with better sleep quality (PSQI≤5; all p<0.05). These analyses showed no differences regarding cognitive performance. Internet use time was revealed as a mediator of the association between sleep quality and academic performance, being significant for all academic performance indicators (P M ranging from 15.5% to 16.0%). The association between sleep quality and academic performance in adolescents is mediated by time of Internet use. Overall, reducing Internet use in adolescents could be an achievable intervention for improving sleep quality, with potentially positive effects on academic performance. Copyright © 2018 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

  2. The Relationship between Sleep Quality and Social Intimacy, and Academic Burn-Out in Students of Medical Sciences.

    PubMed

    Arbabisarjou, Azizollah; Hashemi, Seyed Mehdi; Sharif, Mohammad Reza; Haji Alizadeh, Kobra; Yarmohammadzadeh, Peyman; Feyzollahi, Zahra

    2015-11-05

    Academic burnout leads to creation of a series of negative and scattered thoughts, loss of hope and emotional and physical exhaustion in carrying out activities. Two factors that affect academic burnout are sleep quality and social intimacy. This study was conducted in order to investigate the relationship between sleep quality and social intimacy, and academic burn-out in the students of Tabriz University of Medical Sciences. This study was descriptive and correlational. The population of this study consisted of the students in Tabriz University of Medical Sciences and 196 medical students were selected. They completed Berso et al. Academic Burnout Questionnaire, Pittsburgh Sleep Quality Index (PSQI) and Miller Social Intimacy Scale (MSIS). The validity of the questionnaires confirmed by experts' views. Their reliability were obtained as 77%, 64% and 85% for academic burnout, sleep quality and social intimacy questionnaires respectively by calculating the internal consistency (Cronbach's alpha). For data analysis, descriptive statistics and Pearson correlation test, Regression, cluster analysis and t-test were used. The results showed that there was a positive and significant relationship between sleep quality and academic burnout at the level p<0.05 (r=0.38). There was a negative and significant relationship between social intimacy and academic burnout at the level p<0.05 (r= -0.40). Also, the regression results showed that sleep quality and social intimacy were able to predict 37% and 39% of academic burnout respectively. Moreover, the students were divided into two clusters of individuals with high social intimacy and individuals with low social intimacy. No significant difference was found between the two types in terms of the variable of academic burn-out. Based on the research results, it can be stated that the variables of sleep quality and social intimacy are the predictor factors of academic burn-out.

  3. Strange Bedfellows: A Local Insurer/Physician Practice Partnership to Fund Innovation.

    PubMed

    Kraft, Sally; Strutz, Elizabeth; Kay, Lawrence; Welnick, Richard; Pandhi, Nancy

    2015-01-01

    Despite an unprecedented urgency to control healthcare costs while simultaneously improving quality, there are many barriers to investing in quality improvement. Traditional fee-for-service reimbursement models fail to reward providers whose improved processes lead to decreases in billable clinical activity. In addition, providers may lack the necessary skills for improvement, or the organizational infrastructure to conduct these activities. Insurance firms lack incentives to invest in healthcare delivery system improvements that lead to benefits for all patients, even those covered by competitors. In this article, we describe a novel program in its sixth year of existence that funds ambulatory care improvements through a collaborative partnership between a local academic healthcare delivery system and an insurance firm. The program is designed as a competitive grant program and the payer and healthcare organization jointly benefit from completed improvement projects. Factors contributing to the ongoing success of the program and lessons learned are discussed in order to inform the potential development of similar programs in other markets.

  4. The past, present, and future of urgent matters: lessons learned from a decade of emergency department flow improvement.

    PubMed

    McClelland, Mark Stephen; Lazar, Danielle; Sears, Vickie; Wilson, Marcia; Siegel, Bruce; Pines, Jesse M

    2011-12-01

    Over the past decade, emergency departments (ED) have encountered major challenges due to increased crowding and a greater public focus on quality measurement and quality improvement. Responding to these challenges, many EDs have worked to improve their processes and develop new and innovative models of care delivery. Urgent Matters has contributed to ED quality and patient flow improvement by working with hospitals throughout the United States. Recognizing that EDs across the country are struggling with many of the same issues, Urgent Matters-a program funded by the Robert Wood Johnson Foundation (RWJF)-has sought to identify, develop, and disseminate innovative approaches, interventions, and models to improve ED flow and quality. Using a variety of techniques, such as learning networks (collaboratives), national conferences, e-newsletters, webinars, best practices toolkits, and social media, Urgent Matters has served as a thought leader and innovator in ED quality improvement initiatives. The Urgent Matters Seven Success Factors were drawn from the early work done by program participants and propose practical guidelines for implementing and sustaining ED improvement activities. This article chronicles the history, activities, lessons learned, and future of the Urgent Matters program. © 2011 by the Society for Academic Emergency Medicine.

  5. Executive summary of the CAEP 2014 Academic Symposium: How to make research succeed in your department.

    PubMed

    Stiell, Ian G; Artz, Jennifer D; Perry, Jeffrey; Vaillancourt, Christian; Calder, Lisa

    2015-05-01

    The vision of the recently created Canadian Association of Emergency Physicians (CAEP) Academic Section is to promote high-quality emergency patient care by conducting world-leading education and research in emergency medicine. The Academic Section plans to achieve this goal by enhancing academic emergency medicine primarily at Canadian medical schools and teaching hospitals. It seeks to foster and develop education, research, and academic leadership amongst Canadian emergency physicians, residents, and students. In this light, the Academic Section began in 2013 to hold the annual Academic Symposia to highlight best practices and recommendations for the three core domains of governance and leadership, education scholarship, and research. Each year, members of three panels are asked to review the literature, survey and interview experts, achieve consensus, and present their recommendations at the Symposium (2013, Education Scholarship; 2014, Research; and 2015, Governance and Funding). Research is essential to medical advancement. As a relatively young specialty, emergency medicine is rapidly evolving to adapt to new diagnostic tools, the challenges of crowding in emergency departments, and the growing needs of emergency patients. There is significant variability in the infrastructure, support, and productivity of emergency medicine research programs across Canada. All Canadians benefit from an investigation of the means to improve research infrastructure, training programs, and funding opportunities. Such an analysis is essential to identify areas for improvement, which will support the expansion of emergency medicine research. To this end, physician-scientist leaders were gathered from across Canada to develop pragmatic recommendations on the improvement of emergency medicine research through a comprehensive analysis of current best practices, systematic literature reviews, stakeholder surveys, and expert interviews.

  6. Is There An Academic Audit in Your Future? Reforming Quality Assurance in U.S. Higher Education.

    ERIC Educational Resources Information Center

    Dill, David D.

    2000-01-01

    Describes a new form of academic quality assurance, the academic audit. Reviews use of academic audits abroad and experimental use of such audits in the United States. Identifies issues in academic audits, including focus of audits, auditor selection and training, institutional preparation for an audit, interaction between institutional policies…

  7. Designing the Framework Conditions for Assuring Academic Standards: Lessons Learned about Professional, Market, and Government Regulation of Academic Quality

    ERIC Educational Resources Information Center

    Dill, David D.; Beerkens, Maarja

    2013-01-01

    The new demands of mass systems of higher education and the emerging environment of global academic competition are altering the traditional institutions for assuring academic standards in universities. As a consequence many nations are experimenting with new instruments for academic quality assurance. Contemporary government control of academic…

  8. Using RUFDATA to guide a logic model for a quality assurance process in an undergraduate university program.

    PubMed

    Sherman, Paul David

    2016-04-01

    This article presents a framework to identify key mechanisms for developing a logic model blueprint that can be used for an impending comprehensive evaluation of an undergraduate degree program in a Canadian university. The evaluation is a requirement of a comprehensive quality assurance process mandated by the university. A modified RUFDATA (Saunders, 2000) evaluation model is applied as an initiating framework to assist in decision making to provide a guide for conceptualizing a logic model for the quality assurance process. This article will show how an educational evaluation is strengthened by employing a RUFDATA reflective process in exploring key elements of the evaluation process, and then translating this information into a logic model format that could serve to offer a more focussed pathway for the quality assurance activities. Using preliminary program evaluation data from two key stakeholders of the undergraduate program as well as an audit of the curriculum's course syllabi, a case is made for, (1) the importance of inclusivity of key stakeholders participation in the design of the evaluation process to enrich the authenticity and accuracy of program participants' feedback, and (2) the diversification of data collection methods to ensure that stakeholders' narrative feedback is given ample exposure. It is suggested that the modified RUFDATA/logic model framework be applied to all academic programs at the university undergoing the quality assurance process at the same time so that economies of scale may be realized. Copyright © 2015 Elsevier Ltd. All rights reserved.

  9. An Evaluation of Asthma Interventions for Preteen Students

    PubMed Central

    Clark, Noreen M.; Shah, Smita; Dodge, Julia A.; Thomas, Lara J.; Andridge, Rebecca R.; Little, Roderick J.A.

    2013-01-01

    Background Asthma is a serious problem for low income, pre teens living in disadvantaged communities. Asthma prevalence and health care use are the highest of the chronic diseases of childhood and adolescence. School based asthma interventions have proven successful for older and younger students but results have not been demonstrated for those in middle school. Methods This randomized controlled study involved 6872 students 10–13 years of age and assessed two programs, 1) self-management and 2) self-management plus peer involvement, provided in 19 middle schools in low income, communities. 1292 students were identified with asthma. Schools were matched and randomly assigned to program one or two or control. Baseline, 12, and 24 months data were collected by telephone (parents), at school (students) and from school system records. Measures were the students’ asthma symptoms, quality of life, academic performance, self-regulation and asthma management practices. Data were analyzed using multiple imputation with sequential regression analysis. Mixed models and Poisson regressions were used to develop final models. Results Neither program produced change in asthma symptoms or quality of life. One produced improved school grades (p=0.02). The other enhanced self-regulation (p=0.01) at 24 months. Both slowed the decline in self-regulation in undiagnosed preteens at 12 months and increased self regulation at 24 months (p=0.04; p=0.003). Conclusion Programs had effects on academic performance and self-regulation capacities of students. More developmentally focused interventions may be needed for students at this transitional stage. Disruptive factors in the schools may have reduced both program impact and the potential for outcome assessment. PMID:20236406

  10. National preceptor development program (PDP): Influential evidence and theory. The first of a 3-part series.

    PubMed

    Mulherin, Katrina; Walter, Sheila; Cox, Craig D

    2018-03-01

    Priority #3 of the Canadian Experiential Education Project for Pharmacy provided evidence-based guidance for the design and implementation of a national approach to preceptor development. In this first article (of three), findings from the project and recommendations to achieve a high-quality preceptor development program (PDP) are presented. A multi-method approach including detailed semi-structured interviews, classic literature review, and advisory committee feedback was employed. The research team performed an integrated analysis of all data to achieve the objectives of Priority #3. Fifteen formal interviews, 167 articles and two stakeholder meetings informed findings. Experiential Education programs exhibited commonality in content and usually delivered programs online using modules or live lectures. Not all programs required preceptor education despite it being mandated by academic accreditors. Academics' perceptions varied regarding pharmacists' baseline knowledge, skills and attitudes prior to engaging in the preceptor role. A national approach to a PDP was desired if jurisdictional content was accommodated. Copious interprofessional literature of generally fair quality did not identify superior preceptor development approaches although there were numerous descriptions of interventions. Only 29 articles measured educational outcomes. Outcomes included satisfaction rates, self-efficacy and perceived knowledge, skill retention, skill implementation and participation rates. Twelve recommendations were identified to guide successful development of a national PDP. In the absence of good evidence, adult educational theory provided a basis for an effective PDP. Findings from Priority #3 may be relevant not only to pharmacy in Canada but other health professions and counterparts in other western nations with similar approaches to professional education. Copyright © 2017 Elsevier Inc. All rights reserved.

  11. Military and academic programs outperform community programs on the American Board of Surgery Examinations.

    PubMed

    Falcone, John L; Charles, Anthony G

    2013-01-01

    There is a paucity of American Board of Surgery (ABS) Qualifying Examination (QE) and Certifying Examination (CE) outcomes comparing residency programs by academic, community, or military affiliation. We hypothesize that the larger academic programs will outperform the smaller community programs. In this retrospective study from 2002 to 2012, examination performance on the ABS QE and CE were obtained from the ABS for all of the general surgery residency programs. Programs were categorized by academic, community, and military affiliation. Both nonparametric and parametric statistics were used for comparison, using an α = 0.05. There were 137/235 (58.3%) academic programs, 90/235 (38.3%) community programs, and 8/235 (3.4%) military programs that satisfied inclusion criteria for this study. The Mann-Whitney U tests showed that the military programs outperformed academic and community programs on the ABS QE and the ABS CE, and had a higher proportion of examinees passing both examinations on the first attempt (all p≤0.02). One-tailed Student t-tests showed that academic programs had higher pass rates than community programs on the ABS QE (85.4%±9.5% vs. 81.9%±11.5%), higher pass rates on the ABS CE (83.6%±8.3% vs. 80.6%±11.0%), and a higher proportion of examinees passing both examinations on the first attempt (0.73±0.12 vs. 0.68±0.15) (all p≤0.01). The chi-square and Fisher exact tests showed that examinees performed highest in military programs, followed by academic programs, and lowest in community programs on the ABS QE and ABS CE (all p≤ 0.01). Military programs have the highest degrees of success on all of the ABS examinations. Academic programs outperform community programs. These results have the potential to affect application patterns to established general surgery residency programs. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  12. Enhancing youth outcomes following parental divorce: A longitudinal study of the effects of the New Beginnings Program on educational and occupational goals

    PubMed Central

    Sigal, Amanda B.; Wolchik, Sharlene A.; Tein, Jenn-Yun; Sandler, Irwin N.

    2011-01-01

    This study examined whether the New Beginnings Program for divorced families led to improvements in youth’s educational goals and job aspirations six years following participation and tested whether several parenting and youth variables mediated the program effects. Participants were 240 youth aged 9–12 years at the initial assessment, and data were part of a randomized, experimental trial of a parenting skills preventive intervention targeting children’s post-divorce adjustment. The results revealed positive effects of the program on youth’s educational goals and job aspirations six years after participation for those who were at high risk for developing later problems at program entry. Further, intervention-induced changes in mother-child relationship quality and youth externalizing problems, internalizing problems, self-esteem, and academic competence at the six-year follow-up mediated the effects of the program on the educational expectations of high-risk youth. Intervention-induced changes in youth externalizing problems and academic competence at the six-year follow-up mediated the effects of the program on the job aspirations of high-risk youth. Implications of the present findings for research with youth from divorced families and for the public health burden of divorce are discussed. PMID:22417189

  13. New Start. General Education (G. E. D.), Job Skills, & Job Placement: A Summary, July 1, 1977--June 30, 1978.

    ERIC Educational Resources Information Center

    Conti, Gary J.; And Others

    New Start, a public service program sponsored by Spoon River College (Illinois) in cooperation with local public agencies and individuals in the community, was created to provide broad-based quality education, which includes both academic and vocational skills and personalized educational placement and counseling. Students qualify for New Start by…

  14. How Community Happens: Shared Endeavor, Scrambled Roles, and the Spirit of Celebration

    ERIC Educational Resources Information Center

    Donovan, Jill

    2010-01-01

    The author has taught for 21 years, 15 of these in independent schools. When she considers what makes a school a community she thinks less about the daily schedule or the academic program or the quality of the facilities or the strength of the administrative team (though all of these are important), and more about specific moments of profound…

  15. The Influence of Teacher Expectations about Twice-Exceptional Students on the Use of High Quality Gifted Curriculum: A Case Study Approach

    ERIC Educational Resources Information Center

    Missett, Tracy C.; Azano, Amy Price; Callahan, Carolyn M.; Landrum, Kimberly

    2016-01-01

    Twice-exceptional students show evidence of high academic performance or potential and also have a disability that impedes their ability to learn. Twice-exceptional students remain under-represented in gifted programs, and some researchers attribute such under-representation to the negative beliefs and low expectations about twice-exceptional…

  16. School-Based Mentoring Programs: Using Volunteers to Improve the Academic Outcomes of Underserved Students

    ERIC Educational Resources Information Center

    Bayer, Amanda; Grossman, Jean; DuBois, David

    2015-01-01

    Prior research on mentoring relationships outside of school does point toward relationship closeness and related indicators of the emotional quality of the mentor-protégé tie as important influences on youth outcomes. There is preliminary evidence that this may also be the case for School Based Mentoring (SBM), or at least that closeness promotes…

  17. Information Is Bliss: Information Use by School Choice Participants in Denver

    ERIC Educational Resources Information Center

    Yettick, Holly

    2016-01-01

    If school choice programs are to provide any degree of equitable access to educational opportunities, then useful information about academic quality needs to be available to all participants, not just those who hob knob with the school board members or chat with the superintendent over the backyard fence. This study draws upon a unique data set to…

  18. A Correlational Study of the Relationship between TEAS V and Success in Licensed Practical Nursing Students

    ERIC Educational Resources Information Center

    Grace, Jamila

    2017-01-01

    Practical nurses can provide quality, cost-effective care in an ever-changing health care setting which is faced with a shortage of nurses. A community college system in the southeastern area of the United States began using the Test of Essential Academic Skills (TEAS) V as part of admission criteria for nursing programs. While Assessment…

  19. Improving the Faculty Selection Process in Higher Education: A Case for the Analytic Hierarchy Process. IR Applications. Volume 6

    ERIC Educational Resources Information Center

    Grandzol, John R.

    2005-01-01

    The selection of faculty in academic institutions is an important process--one that has long-lasting effects on an institution's ability to fulfill its mission. Faculty influence the quality of the education delivered, the effectiveness of the programs and activities offered, and the financial efficiency of the delivery processes. Failed searches…

  20. Green Carrots: A Survey of State Use of Fiscal Incentives for Academic Quality. ASHE Annual Meeting Paper.

    ERIC Educational Resources Information Center

    Holland, Barbara A.; Berdahl, Robert O.

    This paper presents data from a 1989 survey of 48 state higher education executive officers regarding the use of fiscal enhancement programs as a strategy to influence higher education performance. The paper reports on the purposes and objectives most often funded through specific incentives, and on the key advantages and disadvantages of this…

  1. Collaboration among Faculty Members and Community Partners: Increasing the Quality of Online Library and Information Science Graduate Programs through Academic Service-Learning

    ERIC Educational Resources Information Center

    Angel, Christine M.

    2016-01-01

    Finding innovative ways to deliver effective classroom instruction resulting in demonstration of student proficiency of the eight American Library Association core competencies within the online learning environment is challenging. While the use of technology is very important in the delivery of course content, focusing on the pedagogy of teaching…

  2. Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo.

    PubMed

    Aber, J Lawrence; Tubbs, Carly; Torrente, Catalina; Halpin, Peter F; Johnston, Brian; Starkey, Leighann; Shivshanker, Anjuli; Annan, Jeannie; Seidman, Edward; Wolf, Sharon

    2017-02-01

    Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.

  3. Medical school and residency influence on choice of an academic career and academic productivity among neurosurgery faculty in the United States. Clinical article.

    PubMed

    Campbell, Peter G; Awe, Olatilewa O; Maltenfort, Mitchell G; Moshfeghi, Darius M; Leng, Theodore; Moshfeghi, Andrew A; Ratliff, John K

    2011-08-01

    Factors determining choice of an academic career in neurological surgery are unclear. This study seeks to evaluate the graduates of medical schools and US residency programs to determine those programs that produce a high number of graduates remaining within academic programs and the contribution of these graduates to academic neurosurgery as determined by h-index valuation. Biographical information from current faculty members of all accredited neurosurgery training programs in the US with departmental websites was obtained. Any individual who did not have an American Board of Neurological Surgery certificate (or was not board eligible) was excluded. The variables collected included medical school attended, residency program completed, and current academic rank. For each faculty member, Web of Science and Scopus h-indices were also collected. Ninety-seven academic neurosurgery departments with 986 faculty members were analyzed. All data regarding training program and medical school education were compiled and analyzed by center from which each faculty member graduated. The 20 medical schools and neurosurgical residency training programs producing the greatest number of graduates remaining in academic practice, and the respective individuals' h-indices, are reported. Medical school graduates of the Columbia University College of Physicians and Surgeons chose to enter academics the most frequently. The neurosurgery training program at the University of Pittsburgh produced the highest number of academic neurosurgeons in this sample. The use of quantitative measures to evaluate the academic productivity of medical school and residency graduates may provide objective measurements by which the subjective influence of training experiences on choice of an academic career may be inferred. The top 3 residency training programs were responsible for 10% of all academic neurosurgeons. The influence of medical school and residency experiences on choice of an academic career may be significant.

  4. Elementary Students' Effortful Control and Academic Achievement: The Mediating Role of Teacher-Student Relationship Quality

    PubMed Central

    Hernández, Maciel M.; Valiente, Carlos; Eisenberg, Nancy; Berger, Rebecca H.; Spinrad, Tracy L.; VanSchyndel, Sarah K.; Silva, Kassondra M.; Southworth, Jody; Thompson, Marilyn S.

    2017-01-01

    This study evaluated the association between effortful control in kindergarten and academic achievement one year later (N = 301), and whether teacher–student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's effortful control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock–Johnson tests of achievement, as well as a behavioral measure of effortful control. Analytical models predicting academic achievement were estimated using a structural equation model framework. Effortful control positively predicted academic achievement even when controlling for prior achievement and other covariates. Mediation hypotheses were tested in a separate model; effortful control positively predicted teacher–student closeness and strongly, negatively predicted teacher–student conflict. Teacher–student closeness and effortful control, but not teacher–student conflict, had small, positive associations with academic achievement. Effortful control also indirectly predicted higher academic achievement through its positive effect on teacher–student closeness and via its positive relation to early academic achievement. The findings suggest that teacher–student closeness is one mechanism by which effortful control is associated with academic achievement. Effortful control was also a consistent predictor of academic achievement, beyond prior achievement levels and controlling for teacher–student closeness and conflict, with implications for intervention programs on fostering regulation and achievement concurrently. PMID:28684888

  5. Elementary Students' Effortful Control and Academic Achievement: The Mediating Role of Teacher-Student Relationship Quality.

    PubMed

    Hernández, Maciel M; Valiente, Carlos; Eisenberg, Nancy; Berger, Rebecca H; Spinrad, Tracy L; VanSchyndel, Sarah K; Silva, Kassondra M; Southworth, Jody; Thompson, Marilyn S

    This study evaluated the association between effortful control in kindergarten and academic achievement one year later ( N = 301), and whether teacher-student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's effortful control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock-Johnson tests of achievement, as well as a behavioral measure of effortful control. Analytical models predicting academic achievement were estimated using a structural equation model framework. Effortful control positively predicted academic achievement even when controlling for prior achievement and other covariates. Mediation hypotheses were tested in a separate model; effortful control positively predicted teacher-student closeness and strongly, negatively predicted teacher-student conflict. Teacher-student closeness and effortful control, but not teacher-student conflict, had small, positive associations with academic achievement. Effortful control also indirectly predicted higher academic achievement through its positive effect on teacher-student closeness and via its positive relation to early academic achievement. The findings suggest that teacher-student closeness is one mechanism by which effortful control is associated with academic achievement. Effortful control was also a consistent predictor of academic achievement, beyond prior achievement levels and controlling for teacher-student closeness and conflict, with implications for intervention programs on fostering regulation and achievement concurrently.

  6. Succession planning for the future through an academic-practice partnership: a nursing administration master's program for emerging nurse leaders.

    PubMed

    Sherman, Rose; Dyess, Susan; Hannah, Ed; Prestia, Angela

    2013-01-01

    A global nursing leadership shortage is projected by the end of this decade. There is an urgent need to begin developing emerging nurse leaders now. This article describes the work of an academic-practice partnership collaborative of nurse leaders. The goal of the partnership is to develop and promote an innovative enhanced nursing administration master's program targeted to young emerging nurse leaders, who have not yet moved into formal leadership roles. An action research design is being used in program development and evaluation. Qualities needed by emerging leaders identified through research included a need to be politically astute, competency with business skills required of nurse leaders today, comfort with ambiguity, use of a caring approach, and leadership from a posture of innovation. The current curriculum was revised to include clinical immersion with a nurse leader from the first semester in the program, a change from all online to online/hybrid courses, innovative assignments, and a strong mentorship component. Eighteen young emerging nurse leaders began the program in January 2012. Early outcomes are positive. The emerging nurse leaders may be uniquely positioned, given the right skills sets, to be nurse leaders in the new age.

  7. A linear programming approach for placement of applicants to academic programs.

    PubMed

    Kassa, Biniyam Asmare

    2013-01-01

    This paper reports a linear programming approach for placement of applicants to study programs developed and implemented at the college of Business & Economics, Bahir Dar University, Bahir Dar, Ethiopia. The approach is estimated to significantly streamline the placement decision process at the college by reducing required man hour as well as the time it takes to announce placement decisions. Compared to the previous manual system where only one or two placement criteria were considered, the new approach allows the college's management to easily incorporate additional placement criteria, if needed. Comparison of our approach against manually constructed placement decisions based on actual data for the 2012/13 academic year suggested that about 93 percent of the placements from our model concur with the actual placement decisions. For the remaining 7 percent of placements, however, the actual placements made by the manual system display inconsistencies of decisions judged against the very criteria intended to guide placement decisions by the college's program management office. Overall, the new approach proves to be a significant improvement over the manual system in terms of efficiency of the placement process and the quality of placement decisions.

  8. Diet Quality and Academic Performance

    ERIC Educational Resources Information Center

    Florence, Michelle D.; Asbridge, Mark; Veugelers, Paul J.

    2008-01-01

    Background: Although the effects of nutrition on health and school performance are often cited, few research studies have examined the effect of diet quality on the academic performance of children. This study examines the association between overall diet quality and academic performance. Methods: In 2003, 5200 grade 5 students in Nova Scotia,…

  9. “What makes life good?” Developing a culturally grounded quality of life measure for Alaska Native college students

    PubMed Central

    Sharma, Dinghy Kristine B.; Lopez, Ellen D. S.; Mekiana, Deborah; Ctibor, Alaina; Church, Charlene

    2013-01-01

    Background Alaska Native (AN) college students experience higher attrition rates than their non-Native peers. Understanding the factors that contribute to quality of life (“what makes life good”) for AN students will help inform supportive programs that are congruent with their culture and college life experiences. Objectives Co-develop a conceptual model and a measure of quality of life (QOL) that reflects the experiences of AN college students. Methods Six focus groups were conducted with 26 AN college students. Within a community–academic partnership, interactive data collection activities, co-analysis workgroup sessions and an interactive findings forum ensured a participant-driven research process. Findings Students identified and operationally defined eight QOL domains (values, culture and traditions, spirituality, relationships, basic needs, health, learning and leisure). The metaphor of a tree visually illustrates how the domains values, culture and traditions and spirituality form the roots to the other domains that appear to branch out as students navigate the dual worldviews of Native and Western ways of living. Conclusions The eight QOL domains and their items identified during focus groups were integrated into a visual model and an objective QOL measure. The hope is to provide a useful tool for developing and evaluating university-based programs and services aimed toward promoting a positive QOL and academic success for AN students. PMID:23984302

  10. Restriction of ACGME fellowships to candidates completing US and Canadian accredited residencies: level of support and expected consequences.

    PubMed

    Orru', Emanuele; Arenson, Ronald A; Schaefer, Pamela W; Mukherji, Suresh K; Yousem, David M

    2014-08-01

    The aim of this study was to determine the level of support for the proposal to restrict ACGME-accredited fellowships to candidates who completed residencies accredited by the ACGME or the Royal College of Physicians and Surgeons of Canada. Perceptions of foreign-trained international medical graduates during and after fellowships were also assessed. An e-mail survey was sent to the members of the organizations that represent academic chairpersons (the Society of Chairs of Academic Radiology Departments) and radiology residency and fellowship program directors (the Association of Program Directors in Radiology) and to the program directors of the largest American radiology subspecialty society (the American Society of Neuroradiology). Results were analyzed separately for each of the 3 societies interviewed and then as a composite report for all 3 societies. Approximately 60% of the respondents said that they have offered at least one fellowship or faculty position to foreign-trained applicants in the past 5 years. More than 70% of the respondents said that these doctors performed equally to or better than American-trained ones both clinically and academically. The majority of members of all 3 societies responding opposed enactment of the rule, with the American Society of Neuroradiology being the most disapproving. The main concerns of those supporting the new rule were the inhomogeneous and sometimes unknown levels of training of the foreign-trained doctors and the need to favor American graduates. Those opposed were mostly worried about diminishing the quality of fellowship candidates, programs being unable to fill their positions, and a decrease in academic-oriented people. Most respondents opposed the proposed rule. The majority were supportive of foreign-trained physicians continuing their training in the United States. Copyright © 2014 American College of Radiology. Published by Elsevier Inc. All rights reserved.

  11. New Century Scholars: A Mentorship Program to Increase Workforce Diversity in Academic Pediatrics.

    PubMed

    Pachter, Lee M; Kodjo, Cheryl

    2015-07-01

    This article describes a program aimed to increase workforce diversity and underrepresented minority (URM) representation in academic pediatric medicine. The New Century Scholars (NCScholars) program is a core program in the Academic Pediatric Association, the largest national organization for academic pediatric generalists. The program selects URM pediatric (or medicine-pediatrics) residents who are interested in academic careers and provides each NCScholar with a junior and senior mentor, as well as travel grants to the Pediatric Academic Societies annual meeting where activities specific to the program are held, and provides ongoing mentorship and career counseling support.The authors discuss the origination, operation, and changes to the program over the first 10 years of its existence, as well as outcome data for the participants in the program. To date, 60 of the 63 NCScholars have finished residency and/or have made postresidency plans, and 38 of these URM pediatricians (63%) have entered academic careers. The authors suggest that this type of mentorship program for URM pediatric trainees can be used as a model for other specialties and medical organizations.

  12. Understanding Quality Issues in Your Surgical Department: Comparing the ACS NSQIP With Traditional Morbidity and Mortality Conferences in a Canadian Academic Hospital.

    PubMed

    Auspitz, Mark; Cleghorn, Michelle C; Tse, Alvina; Sockalingam, Sanjeev; Quereshy, Fayez A; Okrainec, Allan; Jackson, Timothy D

    2015-01-01

    Review of surgical complications in traditional morbidity and mortality (M&M) rounds remains an important mechanism to identify and discuss quality-of-care issues. This process relies on case selection by providers; therefore, complications identified for review may differ from those captured in comprehensive quality programs such as the American College of Surgeons National Surgical Quality Improvement Program (ACS NSQIP). Additionally, although the ACS NSQIP captures robust data on complications in surgical wards, without strategies to disseminate this information to staff and improve practice, minimal change may result. The objective of this study was to compare complications identified by the ACS NSQIP with those captured in M&M conferences at a large Canadian academic hospital. Retrospective medical record reviews of all patients admitted to the general surgery unit from March 2012 to March 2013 were reviewed. Number and types of complications were recorded for cases that were both submitted and reviewed in M&M rounds and those cases that were submitted but not reviewed. These complications were compared with those extracted from our local ACS NSQIP database. A total of 1348 general surgical procedures were performed. The ACS NSQIP captured complications in 143 patients compared with 58 patients identified for review in M&M rounds. Both the methods identified similar proportions of major and minor complications (ACS NSQIP 52% major, 48% minor; M&M 58% major, 42% minor). More postoperative deaths were entered into the ACS NSQIP (12) than in M&M conferences (8 reviewed and 2 submitted). The ACS NSQIP identified higher proportions of surgical site infections and readmissions. However, M&M conferences captured additional complications in patients who did not undergo surgery and identified potential quality issues in patients who did not ultimately experience an adverse outcome. M&M rounds and the ACS NSQIP provide important and potentially complementary data on surgical quality. Incorporating the ACS NSQIP outcomes data into traditional M&M conferences may help to optimize quality improvement efforts. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  13. Research productivity and gender disparities: a look at academic plastic surgery.

    PubMed

    Paik, Angie M; Mady, Leila J; Villanueva, Nathaniel L; Goljo, Erden; Svider, Peter F; Ciminello, Frank; Eloy, Jean Anderson

    2014-01-01

    The h-index has utility in examining the contributions of faculty members by quantifying both the amount and the quality of research output and as such is a metric in approximating academic productivity. The objectives of this study were (1) to evaluate the relationship between h-index and academic rank in plastic surgery and (2) to describe the current gender representation in academic plastic surgery to assess whether there are any gender disparities in academic productivity. The h-index was used to evaluate the research contributions of plastic surgeons from academic departments in the United States. There were 426 (84%) men and 79 (16%) women in our sample. Those in higher academic ranks had higher h-index scores (p < 0.0005). There was a significant difference in overall mean h-index by gender, where the mean scores were 9.0 and 6.0 for men and women, respectively (p = 0.0005). When analyzed by academic rank, there was a significant difference in academic productivity between men and women in assistant and associate professor positions (6.4 vs 5.1, respectively; p = 0.04). The h-index is able to objectively and reliably quantify academic productivity in plastic surgery. We found that h-indices increased with higher academic rank, and men had overall higher scores than their female colleagues. Adoption of this metric as an adjunct to other objective and subjective measures by promotions committees may provide a more reliable measure of research relevance and academic productivity in academic plastic surgery. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  14. Long-term follow-up of a facilitated peer mentoring program.

    PubMed

    Mayer, Anita P; Blair, Janis E; Ko, Marcia G; Patel, Salma I; Files, Julia A

    2014-03-01

    Mentoring plays an important role in career success of academic medical faculty. New mentoring models such as peer mentoring have emerged. To evaluate the long-term impact of a facilitated peer mentoring program on academic achievements. Women faculty at the instructor or assistant professor rank were recruited to voluntarily participate in a facilitated peer mentoring program. Recruitment occurred over 3.8 years between 2005 and 2009. A 26-item questionnaire to assess academic skill, career satisfaction, and self-efficacy was administered before program participation and again with seven additional questions in 2011. Curriculum vitae were reviewed retrospectively to tally peer-reviewed publications, other academic activities, and promotions. Participants had long-term improvement in their perceived mastery of academic skills. Peer-reviewed publications, book chapters, abstracts, posters, and other academic activities increased when activities before the program were compared to those in the five years after program enrollment. At follow-up, participants reported positive perceptions of the program and 44% continued to work with their original peer mentor groups. Involvement in the facilitated peer mentoring program was associated with increased skills and academic activities for most participants. Future studies are needed to assess its applicability and success among various demographic groups in academic medicine.

  15. Academic Programs in Alternative Education: An Overview

    ERIC Educational Resources Information Center

    Ruzzi, Betsy Brown; Kraemer, Jacqueline

    2006-01-01

    This paper, second in a series of papers on alternative education, examines the academic programming in alternative education programs by reviewing the literature specifically focused on the academic programs in alternative education and summarizing a survey of fifteen alternative education programs. It suggests options for further research on…

  16. Latina/o Academics' Resilient Qualities in Their Linguistically Diverse Practices

    ERIC Educational Resources Information Center

    Cavazos, Alyssa G.

    2016-01-01

    Emphasis placed on academic writing in English may create challenges for multilingual academics as they negotiate diverse languages. Based on personal interviews with bilingual Latina/o academics in rhetoric and composition, this study reveals that their language practices reflect diverse resilient qualities at various stages in their academic…

  17. The Influence of an Academic Pharmacy Mentorship Program on Mentees' Commitment to Pursue an Academic Career.

    PubMed

    Sierra, Caroline M; Adams, Jennifer

    2017-02-25

    The objective of this study was to determine the influence of the American Association of Colleges of Pharmacy (AACP) Walmart Scholars Program on mentees' attitudes towards and decision to pursue a career in academia. Upon completion of the AACP Walmart Scholars Program, wherein mentor-mentee pairs attend the AACP Annual Meeting to learn about academic pharmacy careers, mentees wrote essays evaluating the program. Their views on academic pharmacy careers were analyzed for themes in the evaluations. Of the mentees who addressed the impact of the program on their perspectives on a career in academic pharmacy, over half stated the program positively influenced pursuit of such a career. This reinforces the importance of mentorship for those interested in or new to academic pharmacy.

  18. The Influence of an Academic Pharmacy Mentorship Program on Mentees’ Commitment to Pursue an Academic Career

    PubMed Central

    Sierra, Caroline M.

    2017-01-01

    The objective of this study was to determine the influence of the American Association of Colleges of Pharmacy (AACP) Walmart Scholars Program on mentees’ attitudes towards and decision to pursue a career in academia. Upon completion of the AACP Walmart* Scholars Program, wherein mentor-mentee pairs attend the AACP Annual Meeting to learn about academic pharmacy careers, mentees wrote essays evaluating the program. Their views on academic pharmacy careers were analyzed for themes in the evaluations. Of the mentees who addressed the impact of the program on their perspectives on a career in academic pharmacy, over half stated the program positively influenced pursuit of such a career. This reinforces the importance of mentorship for those interested in or new to academic pharmacy. PMID:28289293

  19. Contributions of Academic Emergency Medicine Programs to U.S. Health Care: Summary of the AAAEM-AACEM Benchmarking Data.

    PubMed

    Reznek, Martin A; Scheulen, James J; Harbertson, Cathi A; Kotkowski, Kevin A; Kelen, Gabor D; Volturo, Gregory A

    2018-04-01

    The societal contribution of emergency care in the United States has been described. The role and impact of academic emergency departments (EDs) has been less clear. Our report summarizes the results of a benchmarking effort specifically focused on academic emergency medicine (EM) practices. From October through December 2016, the Academy of Academic Administrators of Emergency Medicine (AAAEM) and the Association of Academic Chairs of Emergency Medicine (AACEM) jointly administered a benchmarking survey to allopathic, academic departments and divisions of emergency medicine. Participation was voluntary and nonanonymous. The survey queried various aspects of the three components of the tripartite academic mission: clinical care, education and research, and faculty effort and compensation. Responses reflected a calendar year from July 1, 2015, to June 30, 2016. Of 107 eligible U.S. allopathic, academic departments and divisions of emergency medicine, 79 (74%) responded to the survey overall, although individual questions were not always answered by all responding programs. The 79 responding programs reported 6,876,189 patient visits at 97 primary and affiliated academic clinical sites. A number of clinical operations metrics related to the care of these patients at these sites are reported in this study. All responding programs had active educational programs for EM residents, with a median of 37 residents per program. Nearly half of the overall respondents reported responsibility for teaching medical students in mandatory EM clerkships. Fifty-two programs reported research and publication activity, with a total of $129,494,676 of grant funding and 3,059 publications. Median faculty effort distribution was clinical effort, 66.9%; education effort, 12.7%; administrative effort, 12.0%; and research effort, 6.9%. Median faculty salary was $277,045. Academic EM programs are characterized by significant productivity in clinical operations, education, and research. The survey results reported in this investigation provide appropriate benchmarking for academic EM programs because they allow for comparison of academic programs to each other, rather than nonacademic programs that do not necessarily share the additional missions of research and education and may have dissimilar working environments. © 2017 by the Society for Academic Emergency Medicine.

  20. From Industry to Generativity: The First 12 Years of the Association for Academic Psychiatry Master Educator Program.

    PubMed

    Blitzstein, Sean M; Seritan, Andreea L; Sockalingam, Sanjeev; Randall, Melinda; Kablinger, Anita; Lieff, Susan; Azzam, Amin

    2016-08-01

    This study presents a mixed-methods evaluation of the first 12 years of the Association for Academic Psychiatry (AAP) Master Educator (ME) program, developed in 2003 to help academic psychiatrists hone their skills as educators. Participants attend two 3-h workshops at the annual meeting, organized in 3-year cycles, for a total of 18 h. Core topics include assessment, curriculum design, and program evaluation. Overall session rating scores from 2003 to 2014 were analyzed using descriptive statistics. A 20-question survey was sent to 58 program graduates in October 2014, exploring participant perspectives on the impact of the ME program on their careers and on the educational programs they were affiliated with. Survey responses were analyzed quantitatively (for multiple choice questions) and qualitatively (for open-ended questions). The mean overall session scores ranged between 4.1 and 4.9 (on a Likert-type scale of 1-5) for each 3-year cycle. Twenty-nine graduates completed the survey (50 % response rate). Survey responses indicated a positive perception of the impact of the ME program on participants' careers. Most respondents noted improvement in their teaching methods and curriculum development skills and being able to link educational theory with their individual practices. There was a significant increase in perceived confidence, leadership, and further contributions to their educational milieu. Fifteen (52 %) participants also reported generative behaviors that directly impacted others, such as developing new programs, enhancing existing programs at their institutions, or contributing to national educational efforts. The AAP ME program has demonstrated significant benefit over its 12 years of existence. This program represents one strategy to sustain and grow an international community of like-minded educators working to develop their own and future generations' skills in providing high-quality education in psychiatry.

  1. Academic Libraries and Quality: An Analysis and Evaluation Framework

    ERIC Educational Resources Information Center

    Atkinson, Jeremy

    2017-01-01

    The paper proposes and describes a framework for academic library quality to be used by new and more experienced library practitioners and by others involved in considering the quality of academic libraries' services and provision. The framework consists of eight themes and a number of questions to examine within each theme. The framework was…

  2. Required Academic Proficiency (RAP) Program: Final Report.

    ERIC Educational Resources Information Center

    Ronacher, Karl; And Others

    The Required Academic Proficiency (RAP) program was established by the Houston (Texas) Independent School District to reduce and remediate the academic failure of students. The purpose of the RAP program was twofold: (1) to provide supplemental instruction to students identified as being at risk of failing academic subjects; and (2) to provide…

  3. Floristic Quality Index: An assessment tool for restoration projects and monitoring sites in coastal Louisiana

    USGS Publications Warehouse

    Cretini, K.F.; Steyer, G.D.

    2011-01-01

    The Coastwide Reference Monitoring System (CRMS) program was established to assess the effectiveness of individual coastal restoration projects and the cumulative effects of multiple projects at regional and coastwide scales. In order to make these assessments, analytical teams have been assembled for each of the primary data types sampled under the CRMS program, including vegetation, hydrology, landscape, and soils. These teams consist of scientists and support staff from the U.S. Geological Survey and other Federal agencies, the Louisiana Office of Coastal Protection and Restoration, and university academics. Each team is responsible for developing or identifying parameters, indices, or tools that can be used to assess coastal wetlands at various scales. The CRMS Vegetation Analytical Team has developed a Floristic Quality Index for coastal Louisiana to determine the quality of a wetland based on its plant species composition and abundance.

  4. A karate program for improving self-concept and quality of life in childhood epilepsy: results of a pilot study.

    PubMed

    Conant, Kerry D; Morgan, Amy K; Muzykewicz, David; Clark, Derrick C; Thiele, Elizabeth A

    2008-01-01

    The potential cognitive and psychosocial effects of childhood epilepsy have significant implications for a child's self-image and academic achievement. This study focuses on a 10-week karate program for children and adolescents with epilepsy aimed at increasing social confidence, self-concept, and quality of life, as well as reducing parental anxiety. Eleven children (8-16 years old) and their parents participated in this questionnaire study, and complete data were available for nine of these families. Measures consisted of the Piers-Harris Children's Self-Concept Scale, the Quality of Life in Childhood Epilepsy (QOLCE) questionnaire, and the Parental Stress Index. By parental report, significant improvement in memory function and largely positive trends in quality of life on multiple subscales were observed. By child report, intellectual self-esteem and social confidence also improved. Parental stress decreased, although not significantly, suggesting a potential benefit and indicating a role for future interventions targeting family anxiety.

  5. Improving Schools, Improving School Health Education, Improving Public Health: The Role of SOPHE Members.

    PubMed

    Birch, David A

    2017-12-01

    The reciprocal relationship between health and education has garnered increased attention among public health professionals. The evidence is clear that the level of an individual's education is related to health outcomes in adulthood and that healthier children are more likely to be academically successful than those with health issues. Unpacking and examining various aspects of this relationship is the focus of my 2017 SOHE Presidential Address. The three specific purposes of the presentation are to (a) understand the reciprocal relationship between education and health, (b) understand the characteristics of quality schools and quality school health education, and (c) to review strategies designed to activate school improvement as a public health strategy. In order to examine the relationship, I will address the relationship of social determinants and social justice to the quality of education with special attention to the impact of poverty. In addition, I will present possible reasons behind the linkage of higher educational attainment to better health outcomes, and the impact of health challenges on academic success for school-age children and youth. Finally, I will present characteristics of quality schools including considerations related to quality school health education programs. I conclude the presentation by presenting 11 specific actions for school improvement for consideration by SOPHE members and other public health professionals.

  6. Addressing the academic gap between 4- and 6-year pharmacy programs in South Korea.

    PubMed

    Yoo, Sujin; Song, Seungyeon; Lee, Sangmi; Kwon, Kwangil; Kim, Eunyoung

    2014-10-15

    To address the academic gap (or lack of adequate training and programs) between 4- and 6-year pharmacy programs and suggest methods for reducing this gap and to evaluate pharmacists' perceptions of preceptorship. We surveyed a convenience sample of 200 community pharmacists who graduated from a 4-year program who were participating in a continuing education program for clinical pharmacy as organized by the Daejeon branch of the Korea Pharmaceutical Association in 2011. Twenty-one questions were asked about the academic gap, needs for an education program, preceptorship, and medication therapy management services. International precedents were examined through a literature review to glean ideas of how to bridge the academic gap between the 4- and 6-year programs. In total, 132 pharmacists answered the survey (return rate=66.0%). The survey findings included problems caused by the academic gap, high need for an adequate education program, low acceptability of preceptorship, and the possibility of medication therapy management services. US-based, non-traditional PharmD programs and new curriculum-support training in Japan provided examples of how the academic gap has been successfully bridged. Nationwide efforts and government support are urgently required to close the academic gap, and experiential education should be included in transitional programs for 4-year pharmacy program pharmacists.

  7. Impact on Junior Faculty of Teaching Opportunities During Predoctoral Education: A Survey-Based Study.

    PubMed

    Hum, Lauren; Park, Sang E

    2016-04-01

    Dental schools have addressed full-time faculty shortages by utilizing part-time faculty and postdoctoral students as teachers. Studies have also shown that peer tutors in dental schools can be used effectively in addition to or in place of faculty, but there has been little research on whether the peer tutoring experience influences tutors to pursue academic careers. This study surveyed junior faculty at 60 U.S. dental schools about their predoctoral tutoring and teaching experiences. Data from 122 respondents were analyzed. The results indicated that more recent graduates had more peer tutoring opportunities available than those who graduated prior to the 1980s and that the teaching experiences influenced the respondents' decisions to pursue academic careers. Additionally, those peer tutoring programs that placed more responsibility on the peer tutors, signifying trust from the institution, were the most successful in influencing respondents' decisions to pursue academia. Finally, when comparing their predoctoral teaching experiences to faculty development of teaching skills at their current institutions, the majority of the respondents reported that the faculty development was better. However, the peer tutoring programs considered equal to or better than faculty development were more influential in stimulating participants' academic career interest. These results suggest that dental schools can look to peer tutoring and teaching programs to stimulate students' interest in academia that can help reduce faculty shortages in the long term, but only if programs are developed that place greater responsibility and trust in students and that equal the quality of faculty development programs.

  8. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic Learning...

  9. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic Learning...

  10. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic Learning...

  11. 76 FR 58074 - 30-Day Notice of Proposed Information Collection: DS-7001 and DS-7005, DOS-Sponsored Academic...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-09-19

    ...-7001 and DS- 7005, DOS-Sponsored Academic Exchange Program Application, OMB Control Number 1405-0138.... Title of Information Collection: DOS-Sponsored Academic Exchange Program Application. OMB Control Number... Academic Exchange Program. Estimated Number of Respondents: 7160 (For DS-7001, 3842 estimated; for DS-7005...

  12. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic Learning...

  13. The academic differences between students involved in school-based robotics programs and students not involved in school-based robotics programs

    NASA Astrophysics Data System (ADS)

    Koumoullos, Michael

    This research study aimed to identify any correlation between participation in afterschool robotics at the high school level and academic performance. Through a sample of N=121 students, the researcher examined the grades and attendance of students who participated in a robotics program in the 2011-2012 school year. The academic record of these students was compared to a group of students who were members of school based sports teams and to a group of students who were not part of either of the first two groups. Academic record was defined as overall GPA, English grade, mathematics grade, mathematics-based standardized state exam scores, and attendance rates. All of the participants of this study were students in a large, urban career and technical education high school. As STEM (Science, Technology, Engineering, and Mathematics) has come to the forefront of educational focus, robotics programs have grown in quantity. Starting robotics programs requires a serious commitment of time, money, and other resources. The benefits of such programs have not been well analyzed. This research study had three major goals: to identify the academic characteristics of students who are drawn to robotics programs, to identify the academic impact of the robotics program during the robotics season, and to identify the academic impact of the robotics program at the end of the school year. The study was a non-experiment. The researchers ran MANOVS, repeated measures analyses, an ANOVA, and descriptive statistics to analyze the data. The data showed that students drawn to robotics were academically stronger than students who did not participate in robotics. The data also showed that grades and attendance did not significantly improve or degrade either during the robotics season or at year-end. These findings are significant because they show that robotics programs attract students who are academically strong. This information can be very useful in high school articulation programs. These findings also show that robotics programs can be an educational activity for academically strong students. Further, they show that participation in such programs does not distract students from their academic focus.

  14. Reconciling an Ecological Curricular Framework Focusing on Quality of Life Outcomes with the Development and Instruction of Standards-Based Academic Goals

    ERIC Educational Resources Information Center

    Hunt, Pam; McDonnell, John; Crockett, Margret A.

    2012-01-01

    The emergence of the standards-based reform movement has raised a number of issues related to the design of educational programs for students with severe disabilities, and a debate has arisen that presents an "either/or" choice between the general education curriculum and an ecological curricular framework that has traditionally guided…

  15. Impact of Excellence Programs on Taiwan Higher Education in Terms of Quality Assurance and Academic Excellence, Examining the Conflicting Role of Taiwan's Accrediting Agencies

    ERIC Educational Resources Information Center

    Hou, Angela Yung-chi

    2012-01-01

    Higher Education Evaluation & Accreditation Council of Taiwan (HEEACT) was established in 2005 and began to accredit 76 four-year comprehensive universities and colleges in Taiwan in 2006. Commissioned officially with a dual mission, HEEACT has been encouraged to conduct various ranking research projects, including global and national ones…

  16. Current trends in systematic program evaluation of online graduate nursing education: an integrative literature review.

    PubMed

    Horne, Eva M; Sandmann, Lorilee R

    2012-10-01

    Over the past decade, the Internet's e3 ect has transformed nursing education, particularly at the graduate level. Schools of nursing have embraced Internet-based course delivery technology to broaden students' access to academic degrees. However, the rush to stay competitive in online education raises questions. What is the quality of these online programs? To what extent are schools of nursing systematically evaluating the programs beyond the course level? What evaluation tools are used? What are the findings? How are the evaluation data used? By answering these questions, nurse educators can develop strategies for evaluating the quality and worth of online learning, thus improving instruction and learning outcomes. This integrative review of nursing and adult education literature identified as the current trends in program evaluation of online nursing education at the graduate level. Research articles were analyzed and perspectives were synthesized from a research agenda viewpoint. Recommendations and needs for future research are discussed. Copyright 2012, SLACK Incorporated.

  17. Combating Obesity at Community Health Centers (COACH): A Quality Improvement Collaborative for Weight Management Programs

    PubMed Central

    Wilkes, Abigail E.; John, Priya M.; Vable, Anusha M.; Campbell, Amanda; Heuer, Loretta; Schaefer, Cynthia; Vinci, Lisa; Drum, Melinda L.; Chin, Marshall H.; Quinn, Michael T.; Burnet, Deborah L.

    2013-01-01

    Community health centers (CHCs) seek effective strategies to address obesity. MidWest Clinicians’ Network partnered with [an academic medical center] to test feasibility of a weight management quality improvement (QI) collaborative. MidWest Clinicians’ Network members expressed interest in an obesity QI program. This pilot study aimed to determine whether the QI model can be feasibly implemented with limited resources at CHCs to improve weight management programs. Five health centers with weight management programs enrolled with CHC staff as primary study participants; this study did not attempt to measure patient outcomes. Participants attended learning sessions and monthly conference calls to build QI skills and share best practices. Tailored coaching addressed local needs. Topics rated most valuable were patient recruitment/retention strategies, QI techniques, evidence-based weight management, motivational interviewing. Challenges included garnering provider support, high staff turnover, and difficulty tracking patient-level data. This paper reports practical lessons about implementing a weight management QI collaborative in CHCs. PMID:23727964

  18. Education in Quality Improvement for Pediatric Practice: an online program to teach clinicians QI.

    PubMed

    Bundy, David G; Morawski, Lori F; Lazorick, Suzanne; Bradbury, Scott; Kamachi, Karen; Suresh, Gautham K

    2014-01-01

    Education in Quality Improvement for Pediatric Practice (EQIPP) is an online program designed to improve evidence-based care delivery by teaching front-line clinicians quality improvement (QI) skills. Our objective was to evaluate EQIPP data to characterize 1) participant enrollment, use patterns, and demographics; 2) changes in performance in clinical QI measures from baseline to follow-up measurement; and 3) participant experience. We conducted an observational study of EQIPP participants utilizing 1 of 3 modules (asthma, immunizations, gastroesophageal reflux disease) from 2009 to 2013. Enrollment and use, demographic, and quality measure data were extracted directly from the EQIPP system; participant experience was assessed via an optional online survey. Study participants (n = 3501) were diverse in their gender, age, and race; most were board certified. Significant quality gaps were observed across many of the quality measures at baseline; sizable improvements were observed across most quality measures at follow-up. Participants were generally satisfied with their experience. The most influential module elements were collecting and analyzing data, creating and implementing aim statements and improvement plans, and completing "QI Basics." Online educational programs, such as EQIPP, hold promise for front-line clinicians to learn QI. The sustainability of the observed improvements in care processes and their linkage to improvements in health outcomes are unknown and are an essential topic for future study. Copyright © 2014 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  19. Career Development Support in Pediatric Critical Care Medicine: A National Survey of Fellows and Junior Faculty

    PubMed Central

    Cifra, Christina L.; Balikai, Shilpa S.; Murtha, Tanya D.; Hsu, Benson; Riley, Carley L.

    2016-01-01

    Objective To determine the perceptions of current pediatric critical care medicine (PCCM) fellows and junior faculty regarding the extent and quality of career development support received during fellowship training. Design Web-based cross-sectional survey open from September to November 2015. Setting Accreditation Council for Graduate Medical Education (ACGME)-accredited PCCM fellowship programs. Participants PCCM fellows (2nd year or higher) and junior faculty (within 5 years of completing a PCCM fellowship program). Interventions None. Measurements and Main Results There were 129 respondents to the survey, representing 63% of ACGME-accredited PCCM fellowship programs. Respondents were evenly divided between fellows and junior faculty. Nearly half (49%) of respondents reported that their PCCM fellowship program provided a formal career development curriculum. Ideal career tracks chosen included academic clinician educator (64%), physician-scientist (27%), community-based (non-academic) clinician (11%), and administrator (11%). There was a disparity in focused career development support provided by programs, with a minority providing good support for those pursuing a community-based clinician track (32%) or administrator track (16%). Only 43% of fellows perceived that they have a good chance of obtaining their ideal PCCM position, with the most common perceived barrier being increased competition for limited job opportunities. Most respondents expressed interest in a program specific to PCCM career development that is sponsored by a national professional organization. Conclusions Most PCCM fellows and junior faculty reported good to excellent career development support during fellowship. However, important gaps remain, particularly for those pursuing community-based (non-academic) and administrative tracks. Fellows were uncertain regarding future PCCM employment and their ability to pursue ideal career tracks. There may be a role for professional organizations to provide additional resources for career development in PCCM. PMID:28198755

  20. The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

    NASA Astrophysics Data System (ADS)

    Mulkerrin, Elizabeth A.

    The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were rejected in the direction of improved science grade point average scores for 11th-grade (p < .01) and 12th-grade (p = .01) students who completed the zoo-based experiential academic high school science program. Null hypotheses were not rejected for between group posttest science grade point average scores and school district criterion reference math and reading test scores. Finally, students who completed the zoo-based experiential academic high school science program had statistically improved pretest-posttest perceptions of program relationship scores (p < .05) and compared to students who completed the school-based experiential academic high school science program had statistically greater posttest perceptions of program relevance (p < .001), perceptions of program rigor (p < .001), and perceptions of program relationships (p < .001).

  1. Efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia.

    PubMed

    Fusco, Natália; Germano, Giseli Donadon; Capellini, Simone Aparecida

    2015-01-01

    To verify the efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia. The participants were 20 students from third to fifth grade of a public elementary school in Marília, São Paulo, aged from 8 years to 11 years and 11 months, distributed into the following groups: Group I (GI; 10 students with developmental dyslexia) and Group II (GII; 10 students with good academic performance). A perceptual and visual-motor intervention program was applied, which comprised exercises for visual-motor coordination, visual discrimination, visual memory, visual-spatial relationship, shape constancy, sequential memory, visual figure-ground coordination, and visual closure. In pre- and post-testing situations, both groups were submitted to the Test of Visual-Perceptual Skills (TVPS-3), and the quality of handwriting was analyzed using the Dysgraphia Scale. The analyzed statistical results showed that both groups of students had dysgraphia in pretesting situation. In visual perceptual skills, GI presented a lower performance compared to GII, as well as in the quality of writing. After undergoing the intervention program, GI increased the average of correct answers in TVPS-3 and improved the quality of handwriting. The developed intervention program proved appropriate for being applied to students with dyslexia, and showed positive effects because it provided improved visual perception skills and quality of writing for students with developmental dyslexia.

  2. Understanding barriers to implementing quality lunch and nutrition education.

    PubMed

    Cho, Hyunyi; Nadow, Michelle Zbell

    2004-10-01

    Food services and nutrition education are priorities for the Coordinated School Health Program in Massachusetts, which is a CDC funded partnership between the Massachusetts Departments of Education and Public Health. Despite funding and resources provided by governmental and non-governmental agencies, schools are facing barriers in effectively creating a healthy nutritional environment. A qualitative survey was conducted to understand barriers to implementing quality lunch and nutrition education programs perceived by superintendents, principals, food service directors, nurses, and health educators in Massachusetts. The results suggest that while funding can initially enable schools to provide quality lunch, but without changes in students' preference for unhealthy food and parental and community involvement in fostering students' healthy eating behavior, the lunch programs cannot achieve a sustainable success. Lack of opportunity for communication among food service staff, health educators, and teachers appears to hinder the coordination necessary to promote school lunch as well as school-wide nutrition education. Respondents acknowledged that the state's academic assessment system is the priority issue in their schools, but expressed that the interests and initiatives of superintendents and principals in the lunch and nutrition education programs can be enhanced. Overall, the results suggest that successful implementation of quality lunch and nutrition education programs require not only the collaborative efforts of school administration and staff but also the support of parents, community, and the mass media.

  3. Quality of Life in Medical Students With Internet Addiction.

    PubMed

    Fatehi, Farzad; Monajemi, Alireza; Sadeghi, Anahita; Mojtahedzadeh, Rita; Mirzazadeh, Azim

    2016-10-01

    The widespread use of internet has caused new psychological, social, and educational problems for the students. The aim of this study was to examine the quality of life in medical students who suffer from internet addiction. This cross-sectional survey was carried out in Tehran University of Medical Sciences, and a total of 174 fourth-to seventh-year undergraduate medical students were enrolled. The quality of life was assessed by WHOQOL-BREF questionnaire which covers four domains of physical health, psychological, social relationships, and the environment. For assessing internet addiction, we used Internet Addiction Test (IAT) of Young. The students with IAT score higher than 50 were considered as addicted. For evaluating academic performance, the students were requested to report their grade point average (GPA). The mean IA score (±SD) was 34.13±12.76. Twenty-eight students (16.90%) had IAT score above 50. The mean quality of life score in internet addicted group was 54.97±11.38 versus 61.65±11.21 in normal group (P=0.005). Furthermore, there was a negative correlation between IA score and physical domain (r=-0.18, P=0.02); psychological domain (r=-0.35, P=0.000); and social relation domain (r=-0.26, P=0.001). Mean GPA was significantly lower in the addicted group. It seems that quality of life is lower in the internet addicted medical students; moreover, such students academically perform poorer in comparison with non-addicts. Since internet addiction is increasing at a rapid pace which may provoke considerable academic, psychological and social implications; as a result, it may require screening programs to the immediate finding of such problem to give consultations to prevent unwanted complications.

  4. Development and implementation of a peer mentoring program for early career gerontological faculty.

    PubMed

    Bryant, Ashley Leak; Aizer Brody, Abraham; Perez, Adriana; Shillam, Casey; Edelman, Linda S; Bond, Stewart M; Foster, Victoria; Siegel, Elena O

    2015-05-01

    The Hartford Gerontological Nursing Leaders (HGNL) formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), in conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), developed and executed a peer mentoring program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of HGNL members. The purpose of this article is to describe key strategies used to develop and execute the peer mentoring program and to present formative program evaluation. The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts. An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program. Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce. Findings from development and implementation of a peer mentoring program for gerontological faculty could lead to new and adaptable programs in a variety of clinical and education settings. © 2015 Sigma Theta Tau International.

  5. "When You Fail, You Feel Like a Failure": One Student's Experience of Academic Probation and an Academic Support Program

    ERIC Educational Resources Information Center

    Arcand, Isabelle; LeBlanc, Raymond N.

    2012-01-01

    This in-depth, qualitative study explored the experience of academic probation. It recounts the story of Mark, an undergraduate student on academic probation who participated in an academic support program to attain good academic standing. His story is contrasted to the current literature on academic probation and is considered in light of Dewey's…

  6. Association of Academic Physiatrists

    MedlinePlus

    ... AAP Research Awards Resources Advocacy Podcasts AAP Podcasts Leadership & Academic Development Program for Academic Leadership (PAL) Volunteer Opportunities Mentorship Programs Publications & News American ...

  7. Coverage and quality: A comparison of Web of Science and Scopus databases for reporting faculty nursing publication metrics.

    PubMed

    Powell, Kimberly R; Peterson, Shenita R

    Web of Science and Scopus are the leading databases of scholarly impact. Recent studies outside the field of nursing report differences in journal coverage and quality. A comparative analysis of nursing publications reported impact. Journal coverage by each database for the field of nursing was compared. Additionally, publications by 2014 nursing faculty were collected in both databases and compared for overall coverage and reported quality, as modeled by Scimajo Journal Rank, peer review status, and MEDLINE inclusion. Individual author impact, modeled by the h-index, was calculated by each database for comparison. Scopus offered significantly higher journal coverage. For 2014 faculty publications, 100% of journals were found in Scopus, Web of Science offered 82%. No significant difference was found in the quality of reported journals. Author h-index was found to be higher in Scopus. When reporting faculty publications and scholarly impact, academic nursing programs may be better represented by Scopus, without compromising journal quality. Programs with strong interdisciplinary work should examine all areas of strength to ensure appropriate coverage. Copyright © 2017 Elsevier Inc. All rights reserved.

  8. Promoting First-Generation College Students' Mental Well-Being: Student Perceptions of an Academic Enrichment Program

    ERIC Educational Resources Information Center

    Swanbrow Becker, Martin A.; Schelbe, Lisa; Romano, Kelly; Spinelli, Carmella

    2017-01-01

    Academic enrichment programs seek to address the challenges first-generation students face, but research tends to focus on academic outcomes. In this study we investigated first-generation students' perceptions of how a program addresses their mental well-being. A total of 25 undergraduate students who were enrolled in an academic enrichment…

  9. Patterns of coordination and clinical outcomes: a study of surgical services.

    PubMed Central

    Young, G J; Charns, M P; Desai, K; Khuri, S F; Forbes, M G; Henderson, W; Daley, J

    1998-01-01

    OBJECTIVE: To test the hypothesis that surgical services combining relatively high levels of feedback and programming approaches to the coordination of surgical staff would have better quality of care than surgical services using low levels of both coordination approaches as well as those surgical service using low levels of either coordination approach. STUDY SETTING: A study sample of 44 academically affiliated surgical services that are part of the Department of Veterans Affairs. STUDY DESIGN: In a cross-sectional analysis, surgical services were assigned to one of three groups based on their scores on feedback and programming coordination measures: high on both measures; high on one measure, low on the other; and low on both. Univariate and multivariate analyses were used to assess differences among these groups with respect to three quality indicators: risk-adjusted mortality, risk-adjusted morbidity, and staff perceptions of quality. DATA COLLECTION/EXTRACTION METHODS: Risk-adjusted mortality and morbidity came from an outcomes reporting program within the Department of Veterans Affairs that entails the prospective collection of clinical data from patient charts. Data on coordination practices and perceived quality came from a survey of surgical staff at each of the 44 participating surgical services. PRINCIPAL FINDINGS: The group of surgical services using high feedback and high programming had the best perceived quality. This group also had the lowest morbidity, but the difference was statistically significant with respect to only one of the two other groups: the group with low feedback and low programming. No significant group differences were found for mortality. CONCLUSIONS: Study results provide partial support for the hypothesis that high levels of feedback and programming should be combined for optimal quality of care. Study results also suggest that staff coordination is more important for improving morbidity than mortality in surgical services. PMID:9865218

  10. Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study.

    PubMed

    Lillard, Angeline S; Heise, Megan J; Richey, Eve M; Tong, Xin; Hart, Alyssa; Bray, Paige M

    2017-01-01

    Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model that involves both child-directed, freely chosen activity and academic content is Montessori. Here we report a longitudinal study that took advantage of randomized lottery-based admission to two public Montessori magnet schools in a high-poverty American city. The final sample included 141 children, 70 in Montessori and 71 in other schools, most of whom were tested 4 times over 3 years, from the first semester to the end of preschool (ages 3-6), on a variety of cognitive and socio-emotional measures. Montessori preschool elevated children's outcomes in several ways. Although not different at the first test point, over time the Montessori children fared better on measures of academic achievement, social understanding, and mastery orientation, and they also reported relatively more liking of scholastic tasks. They also scored higher on executive function when they were 4. In addition to elevating overall performance on these measures, Montessori preschool also equalized outcomes among subgroups that typically have unequal outcomes. First, the difference in academic achievement between lower income Montessori and higher income conventionally schooled children was smaller at each time point, and was not (statistically speaking) significantly different at the end of the study. Second, defying the typical finding that executive function predicts academic achievement, in Montessori classrooms children with lower executive function scored as well on academic achievement as those with higher executive function. This suggests that Montessori preschool has potential to elevate and equalize important outcomes, and a larger study of public Montessori preschools is warranted.

  11. Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study

    PubMed Central

    Lillard, Angeline S.; Heise, Megan J.; Richey, Eve M.; Tong, Xin; Hart, Alyssa; Bray, Paige M.

    2017-01-01

    Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model that involves both child-directed, freely chosen activity and academic content is Montessori. Here we report a longitudinal study that took advantage of randomized lottery-based admission to two public Montessori magnet schools in a high-poverty American city. The final sample included 141 children, 70 in Montessori and 71 in other schools, most of whom were tested 4 times over 3 years, from the first semester to the end of preschool (ages 3–6), on a variety of cognitive and socio-emotional measures. Montessori preschool elevated children’s outcomes in several ways. Although not different at the first test point, over time the Montessori children fared better on measures of academic achievement, social understanding, and mastery orientation, and they also reported relatively more liking of scholastic tasks. They also scored higher on executive function when they were 4. In addition to elevating overall performance on these measures, Montessori preschool also equalized outcomes among subgroups that typically have unequal outcomes. First, the difference in academic achievement between lower income Montessori and higher income conventionally schooled children was smaller at each time point, and was not (statistically speaking) significantly different at the end of the study. Second, defying the typical finding that executive function predicts academic achievement, in Montessori classrooms children with lower executive function scored as well on academic achievement as those with higher executive function. This suggests that Montessori preschool has potential to elevate and equalize important outcomes, and a larger study of public Montessori preschools is warranted. PMID:29163248

  12. 8 years of experience in international, interdisciplinary and structured doctoral training in Earth system modelling

    NASA Astrophysics Data System (ADS)

    Weitz, Antje; Stevens, Bjorn; Marotzke, Jochem

    2010-05-01

    The mission of the International Max Planck Research School on Earth System Modelling (IMPRS-ESM) is to provide a high quality, modern and structured graduate education to students pursuing a doctoral degree in Earth system modelling. In so doing, the IMPRS-ESM also strives to advance the emerging discipline (or cross-discipline) of Earth system modelling; to provide a framework for attracting the most talented and creative young women and men from around the world to pursue their doctoral education in Germany; to provide advanced as well as specialized academic training and scientific guidance to doctoral students; to encourage academic networking and publication of research results; to better integrate doctoral research at the Max Planck Institute for Meteorology (MPI-M) with education and research at the University of Hamburg and other cooperating institutions. Core elements are rigorous selection of doctoral students, effective academic supervision, advanced academic training opportunities and interdisciplinary communication as well as administrative support. IMPRS-ESM graduates have been recognized with a variety of awards. 85% of our alumni continue a career in research. In this presentation we review the challenges for an interdisciplinary PhD program in Earth system sciences and the types of routines we have implemented to surmount them as well as key elements that we believe contribute to the success of our doctoral program.

  13. Leadership Behaviour and Effectiveness of Academic Program Directors in Australian Universities

    ERIC Educational Resources Information Center

    Vilkinas, Tricia; Ladyshewsky, Richard K.

    2012-01-01

    This article focuses on leadership behaviour and effectiveness of university academic program directors who have responsibility for managing a program or course of study. The leadership capabilities were assessed using the Integrated Competing Values Framework as its theoretical foundation. Data from 90 academic program directors and 710…

  14. The association of academic burnout with self-efficacy and quality of learning experience among Iranian students.

    PubMed

    Charkhabi, Morteza; Azizi Abarghuei, Mohsen; Hayati, Davood

    2013-01-01

    The present study examines the relationship between academic burnout and quality of learning experience and self-efficacy among undergraduate students. The sample consisted of 233 undergraduate students (106 men and 127 women) who were selected by stratified random sampling method. The participants completed the Quality of Learning Experience Scale, Academic Burnout scale, and General Self-Efficacy scale. This study is particularly interesting in the context of Iran, known for its equality-striving and high-quality educational system. Iranian youth, compared with youth in many other countries, have a lower level of well-being. The antecedents of academic burnout are divided into two categories: internal and external variables. In most studies regarding to the issue, one category is used to predict the dependent variable. However, in this study we utilized both ones; self-efficacy was considered as internal and quality of learning experience was used as an external predictor. Correlation coefficients indicated that all relationships between academic burnout and its components with self-efficacy were statistically significant. Furthermore, academic burnout and all of its components had significant correlations with quality of learning experience. Also, the relationship between resources with emotional exhaustion and professor-student relationship with academic inefficacy were not significant. On the basis of the results, through our research, we will expand academic burnout literature by focusing on its external and internal antecedents. In addition, we conclude with theoretical and practical implications and propose a clear horizon for future researches.

  15. Survey of academic pediatric hospitalist programs in the US: organizational, administrative, and financial factors.

    PubMed

    Gosdin, Craig; Simmons, Jeffrey; Yau, Connie; Sucharew, Heidi; Carlson, Douglas; Paciorkowski, Natalia

    2013-06-01

    Many pediatric academic centers have hospital medicine programs. Anecdotal data suggest that variability exists in program structure. To provide a description of the organizational, administrative, and financial structures of academic pediatric hospital medicine (PHM). This online survey focused on the organizational, administrative, and financial aspects of academic PHM programs, which were defined as hospitalist programs at US institutions associated with accredited pediatric residency program (n = 246) and identified using the Accreditation Council for Graduate Medical Education (ACGME) Fellowship and Residency Electronic Interactive Database. PHM directors and/or residency directors were targeted by both mail and the American Academy of Pediatrics Section on Hospital Medicine LISTSERV. The overall response rate was 48.8% (120/246). 81.7% (98/120) of hospitals reported having an academic PHM program, and 9.1% (2/22) of hospitals without a program reported plans to start a program in the next 3 years. Over a quarter of programs provide coverage at multiple sites. Variability was identified in many program factors, including hospitalist workload and in-house coverage provided. Respondents reported planning increased in-house hospitalist coverage coinciding with the 2011 ACGME work-hour restrictions. Few programs reported having revenues greater than expenses (26% single site, 4% multiple site). PHM programs exist in the majority of academic centers, and there appears to be variability in many program factors. This study provides the most comprehensive data on academic PHM programs and can be used for benchmarking as well as program development. Copyright © 2013 Society of Hospital Medicine.

  16. An evaluation of asthma interventions for preteen students.

    PubMed

    Clark, Noreen M; Shah, Smita; Dodge, Julia A; Thomas, Lara J; Andridge, Rebecca R; Little, Roderick J A

    2010-02-01

    Asthma is a serious problem for low-income preteens living in disadvantaged communities. Among the chronic diseases of childhood and adolescence, asthma has the highest prevalence and related health care use. School-based asthma interventions have proven successful for older and younger students, but results have not been demonstrated for those in middle school. This randomized controlled study screened students 10-13 years of age in 19 middle schools in low-income communities in Detroit, Michigan. Of the 6,872 students who were screened, 1,292 students were identified with asthma. Schools were matched and randomly assigned to Program 1 or 2 or control. Baseline, 12, and 24 months data were collected by telephone (parents), at school (students) and from school system records. Measures were the students' asthma symptoms, quality of life, academic performance, self-regulation, and asthma management practices. Data were analyzed using multiple imputation with sequential regression analysis. Mixed models and Poisson regressions were used to develop final models. Neither program produced significant change in asthma symptoms or quality of life. One produced improved school grades (p = .02). The other enhanced self-regulation (p = .01) at 24 months. Both slowed the decline in self-regulation in undiagnosed preteens at 12 months and increased self-regulation at 24 months (p = .04; p = .003). Programs had effects on academic performance and self-regulation capacities of students. More developmentally focused interventions may be needed for students at this transitional stage. Disruptive factors in the schools may have reduced both program impact and the potential for outcome assessment.

  17. A Comprehensive Framework for International Medical Programs: A 2017 consensus statement from the American College of Academic International Medicine

    PubMed Central

    Garg, Manish; Peck, Gregory L.; Arquilla, Bonnie; Miller, Andrew C.; Soghoian, Sari E.; Anderson III, Harry L.; Bloem, Christina; Firstenberg, Michael S.; Galwankar, Sagar C.; Guo, Weidun Alan; Izurieta, Ricardo; Krebs, Elizabeth; Hansoti, Bhakti; Nanda, Sudip; Nwachuku, Chinenye O.; Nwomeh, Benedict; Paladino, Lorenzo; Papadimos, Thomas J.; Sharpe, Richard P.; Swaroop, Mamta; Stawicki, Stanislaw P.

    2017-01-01

    The American College of Academic International Medicine (ACAIM) represents a group of clinicians who seek to promote clinical, educational, and scientific collaboration in the area of Academic International Medicine (AIM) to address health care disparities and improve patient care and outcomes globally. Significant health care delivery and quality gaps persist between high-income countries (HICs) and low-and-middle-income countries (LMICs). International Medical Programs (IMPs) are an important mechanism for addressing these inequalities. IMPs are international partnerships that primarily use education and training-based interventions to build sustainable clinical capacity. Within this overall context, a comprehensive framework for IMPs (CFIMPs) is needed to assist HICs and LMICs navigate the development of IMPs. The aim of this consensus statement is to highlight best practices and engage the global community in ACAIM's mission. Through this work, we highlight key aspects of IMPs including: (1) the structure; (2) core principles for successful and ethical development; (3) information technology; (4) medical education and training; (5) research and scientific investigation; and (6) program durability. The ultimate goal of current initiatives is to create a foundation upon which ACAIM and other organizations can begin to formalize a truly global network of clinical education/training and care delivery sites, with long-term sustainability as the primary pillar of international inter-institutional collaborations. PMID:29291171

  18. The Armstrong Institute: An Academic Institute for Patient Safety and Quality Improvement, Research, Training, and Practice.

    PubMed

    Pronovost, Peter J; Holzmueller, Christine G; Molello, Nancy E; Paine, Lori; Winner, Laura; Marsteller, Jill A; Berenholtz, Sean M; Aboumatar, Hanan J; Demski, Renee; Armstrong, C Michael

    2015-10-01

    Academic medical centers (AMCs) could advance the science of health care delivery, improve patient safety and quality improvement, and enhance value, but many centers have fragmented efforts with little accountability. Johns Hopkins Medicine, the AMC under which the Johns Hopkins University School of Medicine and the Johns Hopkins Health System are organized, experienced similar challenges, with operational patient safety and quality leadership separate from safety and quality-related research efforts. To unite efforts and establish accountability, the Armstrong Institute for Patient Safety and Quality was created in 2011.The authors describe the development, purpose, governance, function, and challenges of the institute to help other AMCs replicate it and accelerate safety and quality improvement. The purpose is to partner with patients, their loved ones, and all interested parties to end preventable harm, continuously improve patient outcomes and experience, and eliminate waste in health care. A governance structure was created, with care mapped into seven categories, to oversee the quality and safety of all patients treated at a Johns Hopkins Medicine entity. The governance has a Patient Safety and Quality Board Committee that sets strategic goals, and the institute communicates these goals throughout the health system and supports personnel in meeting these goals. The institute is organized into 13 functional councils reflecting their behaviors and purpose. The institute works daily to build the capacity of clinicians trained in safety and quality through established programs, advance improvement science, and implement and evaluate interventions to improve the quality of care and safety of patients.

  19. Doctors or technicians: assessing quality of medical education

    PubMed Central

    Hasan, Tayyab

    2010-01-01

    Medical education institutions usually adapt industrial quality management models that measure the quality of the process of a program but not the quality of the product. The purpose of this paper is to analyze the impact of industrial quality management models on medical education and students, and to highlight the importance of introducing a proper educational quality management model. Industrial quality management models can measure the training component in terms of competencies, but they lack the educational component measurement. These models use performance indicators to assess their process improvement efforts. Researchers suggest that the performance indicators used in educational institutions may only measure their fiscal efficiency without measuring the quality of the educational experience of the students. In most of the institutions, where industrial models are used for quality assurance, students are considered as customers and are provided with the maximum services and facilities possible. Institutions are required to fulfill a list of recommendations from the quality control agencies in order to enhance student satisfaction and to guarantee standard services. Quality of medical education should be assessed by measuring the impact of the educational program and quality improvement procedures in terms of knowledge base development, behavioral change, and patient care. Industrial quality models may focus on academic support services and processes, but educational quality models should be introduced in parallel to focus on educational standards and products. PMID:23745059

  20. Doctors or technicians: assessing quality of medical education.

    PubMed

    Hasan, Tayyab

    2010-01-01

    Medical education institutions usually adapt industrial quality management models that measure the quality of the process of a program but not the quality of the product. The purpose of this paper is to analyze the impact of industrial quality management models on medical education and students, and to highlight the importance of introducing a proper educational quality management model. Industrial quality management models can measure the training component in terms of competencies, but they lack the educational component measurement. These models use performance indicators to assess their process improvement efforts. Researchers suggest that the performance indicators used in educational institutions may only measure their fiscal efficiency without measuring the quality of the educational experience of the students. In most of the institutions, where industrial models are used for quality assurance, students are considered as customers and are provided with the maximum services and facilities possible. Institutions are required to fulfill a list of recommendations from the quality control agencies in order to enhance student satisfaction and to guarantee standard services. Quality of medical education should be assessed by measuring the impact of the educational program and quality improvement procedures in terms of knowledge base development, behavioral change, and patient care. Industrial quality models may focus on academic support services and processes, but educational quality models should be introduced in parallel to focus on educational standards and products.

  1. Academic Year Abroad, 1994/95. The Most Complete Guide to Planning Academic Year Study Abroad.

    ERIC Educational Resources Information Center

    Steen, Sara J., Ed.

    This book describes over 2,100 academic programs (at least one academic quarter in length) sponsored by accredited U.S. postsecondary institutions or developed for U.S. students by foreign universities and other organizations. Entries are based on a 1993 survey. While most programs listed are available to undergraduates, many programs are also…

  2. 25 CFR 39.801 - What is the formula to determine the amount necessary to sustain a school's academic or...

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... sustain a school's academic or residential program? 39.801 Section 39.801 Indians BUREAU OF INDIAN AFFAIRS... To Sustain an Academic or Residential Program § 39.801 What is the formula to determine the amount necessary to sustain a school's academic or residential program? (a) The Secretary's formula to determine...

  3. 25 CFR 39.801 - What is the formula to determine the amount necessary to sustain a school's academic or...

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... sustain a school's academic or residential program? 39.801 Section 39.801 Indians BUREAU OF INDIAN AFFAIRS... To Sustain an Academic or Residential Program § 39.801 What is the formula to determine the amount necessary to sustain a school's academic or residential program? (a) The Secretary's formula to determine...

  4. 25 CFR 39.801 - What is the formula to determine the amount necessary to sustain a school's academic or...

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... sustain a school's academic or residential program? 39.801 Section 39.801 Indians BUREAU OF INDIAN AFFAIRS... To Sustain an Academic or Residential Program § 39.801 What is the formula to determine the amount necessary to sustain a school's academic or residential program? (a) The Secretary's formula to determine...

  5. Academic self-concept in children with epilepsy and its relation to their quality of life.

    PubMed

    Brabcova, Dana; Krsek, Pavel; Kohout, Jiri; Jost, Jiri; Zarubova, Jana

    2015-04-01

    Academic achievement in children with epilepsy is a highly studied topic with many important implications. However, only little attention has been devoted to academic self-concept of such children and the relation of academic self-concept to their quality of life. We aimed to examine academic self-concept in children with epilepsy, to assess its relationship to academic achievement and to determine possible correlations between academic self-concept and quality of life. The study group consisted of 182 children and adolescents aged 9-14 years who completed the student's perception of ability scale (SPAS) questionnaire to determine their academic self-concept and the modified Czech version of the CHEQOL-25 questionnaire to determine their health-related quality of life. We found that academic self-concept in children with epilepsy was on average significantly lower than in their peers without seizures, especially with regard to general school-related abilities, reading, and spelling. On the other hand, the variance in the data obtained from the group of children with epilepsy was significantly higher than in the whole population and the proportion of individuals with very high academic self-concept seems comparable among children with and without epilepsy. Moreover, it was found that correlations between academic self-concept and academic achievement are significantly lower in children with epilepsy than in the whole population. The presented results suggest that considerable attention should be paid to the role of academic self-concept in education of children with epilepsy and to the factors influencing this self-concept in this group.

  6. A Case Study and Analysis of a Successful and Collaborative Student-Centered Textbook Reserve Program in a Mid-Size Academic Library

    ERIC Educational Resources Information Center

    Schlak, Timothy M.; Johnston, Bruce

    2018-01-01

    This article presents an innovative textbook reserve program at a mid-sized academic library. Research conducted subsequent to the program's launch showed a positive correlation between students' use of the program and their perceived academic success. In addition, the program has proved effective at helping students with college affordability.…

  7. An Exploratory Study of the Relationship between Academic Library Work Experience and Perceptions of Leadership Skill Development Relevant to Academic Library Directorship

    ERIC Educational Resources Information Center

    Harris-Keith, Colleen Susan

    2015-01-01

    Though research into academic library director leadership has established leadership skills and qualities required for success, little research has been done to establish where in their career library directors were most likely to acquire those skills and qualities. This research project surveyed academic library directors at Carnegie-designated…

  8. School Nurse Case Management for Children with Chronic Illness: Health, Academic, and Quality of Life Outcomes

    ERIC Educational Resources Information Center

    Engelke, Martha Keehner; Guttu, Martha; Warren, Michelle B.; Swanson, Melvin

    2008-01-01

    More children with chronic illnesses are attending school, and some of them struggle academically because of issues related to their health. School-based case management has been suggested as one strategy to improve the academic success of these children. This study tracked the academic, health, and quality of life outcomes for 114 children with…

  9. Reaching Out, But In Which Direction? The Future Focus of Academic Outreach Programs.

    ERIC Educational Resources Information Center

    Rodriguez, Roberto

    1997-01-01

    A new trend in academic outreach programs, initiated to inspire and motivate minority students to prepare generally for college, is to create curriculum-based programs targeting students' specific academic or career interests. The MESA (Mathematics, Science, Engineering Achievement) Program serves as a model for development of other…

  10. Rethinking the "Apprenticeship of Liberty": The Case for Academic Programs in Community Engagement in Higher Education

    ERIC Educational Resources Information Center

    Butin, Dan W.

    2012-01-01

    This article articulates a model for the "engaged campus" through academic programs focused on community engagement, broadly construed. Such academic programs--usually coalesced in certificate programs, minors, and majors--provide a complementary vision for the deep institutionalization of civic and community engagement in the academy that can…

  11. Academic Program Review: Guidelines and Procedures.

    ERIC Educational Resources Information Center

    State Univ. of New York, Delhi. Agricultural and Technical Coll.

    The Academic Program Review system at the State University Agricultural and Technical College at Delhi consists of two phases: preparation of a self-study report by specialized faculty providing instruction in the particular program, and review of the report and program operation by a visiting panel of experts in the field or academic discipline.…

  12. Effectiveness of sleep education programs to improve sleep hygiene and/or sleep quality in college students: a systematic review.

    PubMed

    Dietrich, Shellene K; Francis-Jimenez, Coleen M; Knibbs, Melida Delcina; Umali, Ismael L; Truglio-Londrigan, Marie

    2016-09-01

    Sleep health is essential for overall health, quality of life and safety. Researchers have found a reduction in the average hours of sleep among college students. Poor sleep has been associated with deficits in attention, reduction in academic performance, impaired driving, risk-taking behaviors, depression, impaired social relationships and poorer health. College students may have limited knowledge about sleep hygiene and the behaviors that supports sleep health, which may lead to poor sleep hygiene behavior. To identify, appraise and synthesize the best available evidence on the effectiveness of sleep education programs in improving sleep hygiene knowledge, sleep hygiene behavior and/or sleep quality versus traditional strategies. All undergraduate or graduate college students, male or female, 18 years and older and of any culture or ethnicity. Formal sleep education programs that included a curriculum on sleep hygiene behavior. Educational delivery methods that took place throughout the participants' college experience and included a variety of delivery methods. Randomized controlled trials (RCTs) and quasi-experimental studies. Sleep hygiene knowledge, sleep hygiene behavior and/or sleep quality. Literature including published and unpublished studies in the English language from January 1, 1980 through August 17, 2015. A search of CINAHL, CENTRAL, EMBASE, Academic Search Complete, PsychINFO, Healthsource: Nursing/Academic edition, ProQuest Central, PubMed and ERIC were conducted using identified keywords and indexed terms. A gray literature search was also performed. Quantitative papers were assessed by two reviewers using critical appraisal instruments from the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument (JBI-MAStARI). Data were extracted using the JBI-MAStARI data extraction tool. Data extracted included interventions, populations, study methods and outcomes of significance to the review question and objectives. Meta-analysis was not possible due to limited studies and variability of design and interventions; therefore, results are presented in narrative form. This systematic review yielded three RCTs and one quasi-experimental study for inclusion. Two studies reported outcomes on sleep hygiene knowledge; one showing a statistically significant improvement (P = 0.025) and the other reported no difference (test of significance not provided). Two studies reported on sleep hygiene behavior; one showing no difference (P > 0.05) and the other reporting a statistically significant improvement (P = 0.0001). Four studies reported on sleep quality; three reporting no difference (P > 0.05) and the other reporting a statistically significant improvement (P = 0.017). This reviewed article identified insufficient evidence to determine the effectiveness of sleep education on sleep hygiene knowledge, sleep hygiene behavior or sleep quality in this population.

  13. "Talkin' about a revolution": How electronic health records can facilitate the scale-up of HIV care and treatment and catalyze primary care in resource-constrained settings.

    PubMed

    Braitstein, Paula; Einterz, Robert M; Sidle, John E; Kimaiyo, Sylvester; Tierney, William

    2009-11-01

    Health care for patients with HIV infection in developing countries has increased substantially in response to major international funding. Scaling up treatment programs requires timely data on the type, quantity, and quality of care being provided. Increasingly, such programs are turning to electronic health records (EHRs) to provide these data. We describe how a medical school in the United States and another in Kenya collaborated to develop and implement an EHR in a large HIV/AIDS care program in western Kenya. These data were used to manage patients, providers, and the program itself as it grew to encompass 18 sites serving more than 90,000 patients. Lessons learned have been applicable beyond HIV/AIDS to include primary care, chronic disease management, and community-based health screening and disease prevention programs. EHRs will be key to providing the highest possible quality of care for the funds developing countries can commit to health care. Public, private, and academic partnerships can facilitate the development and implementation of EHRs in resource-constrained settings.

  14. Process and Performance Outcomes of a Nontraditional Postbaccalaureate PharmD Program Geared Toward Internationally Trained Pharmacists

    PubMed Central

    Chung, Eunice; Le, Quang A.; Nguyen, Megan; Robinson, Daniel

    2015-01-01

    Established in 2003, the fully accredited international postbaccalaureate doctor of pharmacy (IPBP) program has attracted internationally trained pharmacists from approximately 25 countries and 6 continents, mostly residents of the United States, to attain the doctor of pharmacy (PharmD) degree at the Western University of Health Sciences. While recent trends in the IPBP applicant pool have shown a decline from its peak numbers in 2009 (222 applicants) for the 20 available seats each year, the quality of students remains high. Benchmark measures assessed for this group of students include the internal assessment entrance examination, admissions scores, academic assessments from didactic blocks, and scores on the North American Pharmacy Licensure Examination (NAPLEX), all of which indicate this quality. Moreover, graduates from the program not only consistently demonstrate excellence in the pharmacy curriculum and board examinations, but also go on to establish themselves as competent practitioners and educators. While the long-term future of the program is unknown, the status of the program and its graduates provides ample evidence of its value and ensures its continued success going forward. PMID:26689176

  15. Process and Performance Outcomes of a Nontraditional Postbaccalaureate PharmD Program Geared Toward Internationally Trained Pharmacists.

    PubMed

    Prabhu, Sunil; Chung, Eunice; Le, Quang A; Nguyen, Megan; Robinson, Daniel

    2015-10-25

    Established in 2003, the fully accredited international postbaccalaureate doctor of pharmacy (IPBP) program has attracted internationally trained pharmacists from approximately 25 countries and 6 continents, mostly residents of the United States, to attain the doctor of pharmacy (PharmD) degree at the Western University of Health Sciences. While recent trends in the IPBP applicant pool have shown a decline from its peak numbers in 2009 (222 applicants) for the 20 available seats each year, the quality of students remains high. Benchmark measures assessed for this group of students include the internal assessment entrance examination, admissions scores, academic assessments from didactic blocks, and scores on the North American Pharmacy Licensure Examination (NAPLEX), all of which indicate this quality. Moreover, graduates from the program not only consistently demonstrate excellence in the pharmacy curriculum and board examinations, but also go on to establish themselves as competent practitioners and educators. While the long-term future of the program is unknown, the status of the program and its graduates provides ample evidence of its value and ensures its continued success going forward.

  16. The Importance and Degree of Implementation of the European Standards and Guidelines for Internal Quality Assurance in Universities: The Views of Portuguese Academics

    ERIC Educational Resources Information Center

    Manatos, Maria J.; Rosa, Maria J.; Sarrico, Cláudia S.

    2015-01-01

    This research seeks to explore academics' perceptions of the importance and degree of implementation of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) for internal quality assurance. It uses empirical evidence from Portugal, gathered via a questionnaire given to all university academics. Results show…

  17. Preliminary Evaluation of Office of Academic Achievement's Programs 1990-1991. Report No. 91-4.

    ERIC Educational Resources Information Center

    Swanson, Judy

    Three programs sponsored by the Seattle (Washington) public schools' Office of Academic Achievement were evaluated: the Academic Achievement Project, Early Childhood Model (ECM) Schools, and Pilot Projects. Academic Achievement projects were designed to increase the academic achievement of at-risk learners and to decrease disproportionality. The…

  18. Are university rankings useful to improve research? A systematic review.

    PubMed

    Vernon, Marlo M; Balas, E Andrew; Momani, Shaher

    2018-01-01

    Concerns about reproducibility and impact of research urge improvement initiatives. Current university ranking systems evaluate and compare universities on measures of academic and research performance. Although often useful for marketing purposes, the value of ranking systems when examining quality and outcomes is unclear. The purpose of this study was to evaluate usefulness of ranking systems and identify opportunities to support research quality and performance improvement. A systematic review of university ranking systems was conducted to investigate research performance and academic quality measures. Eligibility requirements included: inclusion of at least 100 doctoral granting institutions, be currently produced on an ongoing basis and include both global and US universities, publish rank calculation methodology in English and independently calculate ranks. Ranking systems must also include some measures of research outcomes. Indicators were abstracted and contrasted with basic quality improvement requirements. Exploration of aggregation methods, validity of research and academic quality indicators, and suitability for quality improvement within ranking systems were also conducted. A total of 24 ranking systems were identified and 13 eligible ranking systems were evaluated. Six of the 13 rankings are 100% focused on research performance. For those reporting weighting, 76% of the total ranks are attributed to research indicators, with 24% attributed to academic or teaching quality. Seven systems rely on reputation surveys and/or faculty and alumni awards. Rankings influence academic choice yet research performance measures are the most weighted indicators. There are no generally accepted academic quality indicators in ranking systems. No single ranking system provides a comprehensive evaluation of research and academic quality. Utilizing a combined approach of the Leiden, Thomson Reuters Most Innovative Universities, and the SCImago ranking systems may provide institutions with a more effective feedback for research improvement. Rankings which extensively rely on subjective reputation and "luxury" indicators, such as award winning faculty or alumni who are high ranking executives, are not well suited for academic or research performance improvement initiatives. Future efforts should better explore measurement of the university research performance through comprehensive and standardized indicators. This paper could serve as a general literature citation when one or more of university ranking systems are used in efforts to improve academic prominence and research performance.

  19. Effect of learning disabilities on academic self-concept in children with epilepsy and on their quality of life.

    PubMed

    Brabcová, Dana; Zárubová, Jana; Kohout, Jiří; Jošt, Jiří; Kršek, Pavel

    2015-01-01

    Academic self-concept could significantly affect academic achievement and self-confidence in children with epilepsy. However, limited attention has been devoted to determining factors influencing academic self-concept of children with epilepsy. We aimed to analyze potentially significant variables (gender, frequency of seizures, duration of epilepsy, intellectual disability, learning disability and attention deficit hyperactivity disorder) in relation to academic self-concept in children with epilepsy and to additional domains of their quality of life. The study group consisted of 182 children and adolescents aged 9-14 years who completed the SPAS (Student's Perception of Ability Scale) questionnaire determining their academic self-concept and the modified Czech version of the CHEQOL-25 (Health-Related Quality of Life Measure for Children with Epilepsy) questionnaire evaluating their health-related quality of life. Using regression analysis, we identified learning disability as a key predictor for academic-self concept of children with epilepsy. While children with epilepsy and with no learning disability exhibited results comparable to children without epilepsy, participants with epilepsy and some learning disability scored significantly lower in almost all domains of academic self-concept. We moreover found that children with epilepsy and learning disability have significantly lower quality of life in intrapersonal and interpersonal domains. In contrast to children with epilepsy and with no learning disability, these participants have practically no correlation between their quality of life and academic self-concept. Our findings suggest that considerable attention should be paid to children having both epilepsy and learning disability. It should comprise services of specialized counselors and teaching assistants with an appropriate knowledge of epilepsy and ability to empathize with these children as well as educational interventions focused on their teachers and classmates. Copyright © 2015 Elsevier Ltd. All rights reserved.

  20. Registrar interest in academic obstetrics and gynaecology: a cross-sectional survey.

    PubMed

    McDonald, Andrea; Paterson, Helen; Herbison, Peter

    2012-10-01

    New Zealand has an urgent need to train and retain obstetrics and gynaecology academics, and postgraduate training pathways are being considered. To gauge registrar interest in an academic training position and an academic career; analyse the importance of various encouraging factors; and investigate how demographics, experience and encouragers may be associated with academic interest. All obstetric and gynaecology registrars working in New Zealand were invited by their clinical directors to participate in an online survey in March-June 2011. Statistical analysis, using Fisher's Exact and chi-squared tests, was used to investigate how demographic, experience and encourager variables were associated with academic interest. Of the 58 participants, 46 were women, 32 were New Zealand medical graduates and 43 were on the training program. Over half (54%) indicated they would consider a 1-year rotating research/teaching position and 45% an academic career. The most important encouraging factors for academic work were interest, opportunity to balance clinical and academic roles, job flexibility (lifestyle and family) and a supportive academic environment. Women were nearly nine times more likely to consider academic training (OR 8.75, P = 0.007), and trainees were one-third as likely to consider it compared to non-trainees (OR 0.31, P = 0.073). New Zealand has the unique ability to approach retention and training issues in a flexible and innovative manner which utilises international links. Clinical academic training positions should be set-up with quality supervision and support similar pay scales and the opportunity for simultaneous part-time clinical practice. © 2012 The Authors ANZJOG © 2012 The Royal Australian and New Zealand College of Obstetricians and Gynaecologists.

  1. Starting a Lung Transplant Program

    PubMed Central

    Eberlein, Michael; Geist, Lois; Keech, John; Zabner, Joseph; Gruber, Peter J.; Iannettoni, Mark D.; Parekh, Kalpaj

    2015-01-01

    Lung transplantation is an effective therapy for many patients with end-stage lung disease. Few centers across the United States offer this therapy, as a successful lung transplant program requires significant institutional resources and specialized personnel. Analysis of the United Network of Organ Sharing database reveals that the failure rate of new programs exceeds 40%. These data suggest that an accurate assessment of program viability as well as a strategy to continuously assess defined quality measures is needed. As part of strategic planning, regional availability of recipient and donors should be assessed. Additionally, analysis of institutional expertise at the physician, support staff, financial, and administrative levels is necessary. In May of 2007, we started a new lung transplant program at the University of Iowa Hospitals and Clinics and have performed 101 transplants with an average recipient 1-year survival of 91%, placing our program among the top in the country for the past 5 years. Herein, we review internal and external factors that impact the viability of a new lung transplant program. We discuss the use of four prospectively identified quality measures: volume, recipient outcomes, financial solvency, and academic contribution as one approach to achieve programmatic excellence. PMID:25940255

  2. Leading Them to Water: A Study of the Efficacy of a Mandatory Placement Project in First-Year Academic Courses at a Community College

    ERIC Educational Resources Information Center

    Emmerson, Janet Elizabeth

    2009-01-01

    Student retention is a topic at the forefront for all post secondary education institutions. Supporting students in their studies, providing the resources to empower them to complete their education is a critical component in the quality and success of colleges. It is also a fiscal concern for colleges. While first year programs abound, community…

  3. Supporting Social and Emotional Development through Quality Afterschool Programs. Beyond the Bell: Research to Practice in the Afterschool and Expanded Learning Field

    ERIC Educational Resources Information Center

    Devaney, Elizabeth

    2015-01-01

    During the past 20 years, the afterschool field has been held accountable in varying ways--first, on the ability to provide safe places for young people to spend time while their parents work; then, on success in helping to improve participants' academic achievement as a supplement to the school day. Today, measuring success in afterschool…

  4. Comparison of requirements and capabilities of major multipurpose software packages.

    PubMed

    Igo, Robert P; Schnell, Audrey H

    2012-01-01

    The aim of this chapter is to introduce the reader to commonly used software packages and illustrate their input requirements, analysis options, strengths, and limitations. We focus on packages that perform more than one function and include a program for quality control, linkage, and association analyses. Additional inclusion criteria were (1) programs that are free to academic users and (2) currently supported, maintained, and developed. Using those criteria, we chose to review three programs: Statistical Analysis for Genetic Epidemiology (S.A.G.E.), PLINK, and Merlin. We will describe the required input format and analysis options. We will not go into detail about every possible program in the packages, but we will give an overview of the packages requirements and capabilities.

  5. Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

    NASA Astrophysics Data System (ADS)

    Berger, Roland; Hänze, Martin

    2015-01-01

    We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning ('jigsaw classroom'). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when aggregating across all four subtopics taught, regression analysis revealed that academic performance of novice students increases with the quality of expert students' instruction. The difficulty of subtopics, however, moderates this effect: higher instructional quality of more difficult subtopics did not lead to better academic performance of novice students. We interpret this finding in the light of Cognitive Load Theory. Demanding tasks cause high intrinsic cognitive load and hindered the novice students' learning.

  6. American surgery and the Affordable Care Act.

    PubMed

    Stain, Steven C; Hoyt, David B; Hunter, John G; Joyce, Geoffrey; Hiatt, Jonathan R

    2014-09-01

    The Affordable Care Act (ACA) attempts to change the way we finance and deliver health care by coordinating the delivery of primary, specialty, and hospital services in accountable care organizations. The ways in which accountable care organizations will develop and evolve is unclear; however, the effects on surgeons and their patients will be substantial. High-value care in the ACA emphasizes quality, safety, resource use and appropriateness, and the patient's experience of care. Payment will be linked to these principles. Department chairs overseeing a clinical enterprise in academic medical centers now must add financial and quality measures to the traditional missions of education, research, and clinical service. At a time when surgical training is in dramatic evolution, with work hour limitations for residents and an emphasis on quality, productivity, and increasing oversight of trainees for faculty, residency programs will need to meet the increasing demands of an aging population and newly insured patients under the ACA. The American College of Surgeons, with its century-long commitment to quality improvement, research-based standards, and performance measurement and verification, has begun its Inspiring Quality Campaign, is developing new educational tools, and is preparing proposals for payment reform based on surgeons' participation in quality programs.

  7. Are mothers’ and fathers’ parenting characteristics associated with emerging adults’ academic engagement?

    PubMed Central

    Waterman, Emily A.; Lefkowitz, Eva S.

    2017-01-01

    Although parenting is clearly linked to academic engagement in adolescence, less is known about links between parenting and academic engagement in emerging adulthood. A diverse sample of college students (N = 633; 53.1% female, 45.7% White/European American, 28.3% Asian American/Hawaiian/Pacific Islander, 26.4% Hispanic/Latino American, 21.6% Black/African American, and 2.8% Native American/American Indian) answered surveys about mothers’ and fathers’ parenting style, parent-offspring relationship quality, academic attitudes, academic behaviors, and academic performance. Emerging adults with more permissive mothers viewed grades as less important than emerging adults with less permissive mothers. Mothers’ authoritarian parenting, mothers’ permissive parenting, and relationship quality with father were differentially related to academic engagement depending on emerging adults’ gender. Both mothers’ and fathers’ parenting characteristics may impact the academic engagement of emerging adults via past parenting behaviors and current quality of the parent-offspring relationship, despite decreased physical proximity of emerging adults and their parents. PMID:28529398

  8. Are mothers' and fathers' parenting characteristics associated with emerging adults' academic engagement?

    PubMed

    Waterman, Emily A; Lefkowitz, Eva S

    2017-06-01

    Although parenting is clearly linked to academic engagement in adolescence, less is known about links between parenting and academic engagement in emerging adulthood. A diverse sample of college students ( N = 633; 53.1% female, 45.7% White/European American, 28.3% Asian American/Hawaiian/Pacific Islander, 26.4% Hispanic/Latino American, 21.6% Black/African American, and 2.8% Native American/American Indian) answered surveys about mothers' and fathers' parenting style, parent-offspring relationship quality, academic attitudes, academic behaviors, and academic performance. Emerging adults with more permissive mothers viewed grades as less important than emerging adults with less permissive mothers. Mothers' authoritarian parenting, mothers' permissive parenting, and relationship quality with father were differentially related to academic engagement depending on emerging adults' gender. Both mothers' and fathers' parenting characteristics may impact the academic engagement of emerging adults via past parenting behaviors and current quality of the parent-offspring relationship, despite decreased physical proximity of emerging adults and their parents.

  9. Factors affecting academic leadership in dermatology.

    PubMed

    Martires, Kathryn J; Aquino, Lisa L; Wu, Jashin J

    2015-02-01

    Although prior studies have examined methods by which to recruit and retain academic dermatologists, few have examined factors that are important for developing academic leaders in dermatology. This study sought to examine characteristics of dermatology residency programs that affect the odds of producing department or division chairs/chiefs and program directors (PDs). Data regarding program size, faculty, grants, alumni residency program attended, lectures, and publications for all accredited US dermatology residency programs were collected. Of the 103 programs examined, 46% had graduated at least 1 chair/chief, and 53% had graduated at least 1 PD. Results emphasize that faculty guidance and research may represent modifiable factors by which a dermatology residency program can increase its graduation of academic leaders.

  10. Can a Clinician-Scientist Training Program Develop Academic Orthopaedic Surgeons? One Program's Thirty-Year Experience.

    PubMed

    Brandt, Aaron M; Rettig, Samantha A; Kale, Neel K; Zuckerman, Joseph D; Egol, Kenneth A

    2017-10-25

    Clinician-scientist numbers have been stagnant over the past few decades despite awareness of this trend. Interventions attempting to change this problem have been seemingly ineffective, but research residency positions have shown potential benefit. We sought to evaluate the effectiveness of a clinician-scientist training program (CSTP) in an academic orthopedic residency in improving academic productivity and increasing interest in academic careers. Resident training records were identified and reviewed for all residents who completed training between 1976 and 2014 (n = 329). There were no designated research residents prior to 1984 (pre-CSTP). Between 1984 and 2005, residents self-selected for the program (CSTP-SS). In 2005, residents were selected by program before residency (CSTP-PS). Residents were also grouped by program participation, research vs. clinical residents (RR vs. CR). Data were collected on academic positions and productivity through Internet-based and PubMed search, as well as direct e-mail or phone contact. Variables were then compared based on the time duration and designation. Comparing all RR with CR, RR residents were more likely to enter academic practice after training (RR, 34%; CR, 20%; p = 0.0001) and were 4 times more productive based on median publications (RR, 14; CR, 4; p < 0.0001). Furthermore, 42% of RR are still active in research compared to 29% of CR (p = 0.04), but no statistical difference in postgraduate academic productivity identified. The CSTP increased academic productivity during residency for the residents and the program. However, this program did not lead to a clear increase in academic productivity after residency and did not result in more trainees choosing a career as clinician-scientists. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  11. Teachers' views of a new general education program in Hong Kong: a qualitative study.

    PubMed

    Shek, Daniel T L; Yu, Lu; Wu, Florence K Y; Chai, Wen Y

    2017-02-01

    Under the new education reform in Hong Kong, The Hong Kong Polytechnic University (PolyU) has expanded its undergraduate education from 3 to 4 years since the 2012-2013 academic year. Along with the transition, the General University Requirements (GUR) has been developed as an integral part on general education of the new 4-year undergraduate curriculum of PolyU. The present study examined the implementation quality and effectiveness of the GUR in the 2012-2013 academic year based on focus group interviews with teachers. Twenty teachers who taught GUR subjects were interviewed for their perceptions and experiences about the GUR. Results revealed that the teachers generally had positive perceptions of the GUR in terms of its rationales, teaching and learning modes, and implementation quality. GUR subjects were also considered effective in helping students to develop in a holistic manner. The findings suggest that the first-year implementation of the GUR at PolyU was basically successful.

  12. Pursuing Authenticity From Process to Outcome in a Community-Based Participatory Research Study of Intimate Partner Violence and HIV Vulnerability in North Karnataka, India

    PubMed Central

    Blanchard, Andrea Katryn; Sangha, Chaitanya AIDS Tadegattuva Mahila; Nair, Sapna G.; Thalinja, Raghavendra; Srikantamurthy, H.S.; Ramanaik, Satyanaryana; Javalkar, Prakash; Pillai, Priya; Isac, Shajy; Collumbien, Martine; Heise, Lori; Bhattacharjee, Parinita; Bruce, Sharon Gail

    2016-01-01

    Community-based participatory research has been seen to hold great promise by researchers aiming to bridge research and action in global health programs and practice. However, there is still much debate around whether achieving authenticity in terms of in-depth collaboration between community and academic partners is possible while pursuing academic expectations for quality. This article describes the community-based methodology for a qualitative study to explore intimate partner violence and HIV/AIDS among women in sex work, or female sex workers, and their male partners in Karnataka, South India. Developed through collaborative processes, the study methodology followed an interpretive approach to qualitative inquiry, with three key components including long-term partnerships, knowledge exchange, and orientation toward action. We then discuss lessons learned on how to pursue authenticity in terms of truly collaborative processes with inherent value that also contribute to, rather than hinder, the instrumental goal of enhancing the quality and relevance of the research outcomes. PMID:27378133

  13. Facts and Statistics

    MedlinePlus

    ... Drug Listings Blood Cancer Conferences Researchers & Healthcare Professionals Academic Grants Academic Grant Programs Apply for a Grant Grant Finder Therapy Acceleration Program Academic Concierge Biotechnology Accelerator Clinical Trials Division Resources for ...

  14. The Learning Community: A Program to Address Issues of Academic Achievement and Retention.

    ERIC Educational Resources Information Center

    Hummel, Mary; Steele, Claude

    1996-01-01

    Describes the 21st Century Program at the University of Michigan, a program to address issues of academic achievement and student retention in higher education. The conceptual basis for this program comes from C. Steele's work that finds that there are disruptive pressures tied to racial stereotypes that in turn diminish academic performance. (SLD)

  15. The Impact of Modernization Programs on Academic Teachers' Work: A Mexican Case Study

    ERIC Educational Resources Information Center

    Zavala, Blanca Arciga

    2006-01-01

    For more than ten years, academics of public universities in Mexico have endured modernization programs that promote individual productivity and operate as a mechanism of selection and assessment. The implementation of the programs has exposed a tension between the values implicit in the programs and the values of the academic teachers. There is a…

  16. Illinois Prekindergarten Program for Children At Risk of Academic Failure. FY 93 Summary Report.

    ERIC Educational Resources Information Center

    Illinois State Board of Education, Springfield, Dept. of Planning, Research and Evaluation.

    The Illinois Prekindergarten Program for Children at Risk of Academic Failure was a grant program for public school districts to enhance growth and development of children ages 3 to 5 who are at risk of academic failure. The program has experienced significant growth since its initial implementation, and the number of participating projects…

  17. Summer at Oxford Requires Academic Rigor from U.S. Adults.

    ERIC Educational Resources Information Center

    Palmer, Stacy E.

    1987-01-01

    American universities are sponsoring overseas academic programs designed for their alumni and other adults. The programs last for 2 or 3 weeks, make money and cement cross-cultural academic ties. A program run by the University of California at Berkeley is described. (MLW)

  18. Quality and Variability of Online Physical Therapy Protocols for Isolated Meniscal Repairs.

    PubMed

    Trofa, David P; Parisien, Robert L; Noticewala, Manish S; Noback, Peter C; Ahmad, Christopher S; Moutzouros, Vasilios; Makhni, Eric C

    2018-05-31

    The ideal meniscal repair postoperative rehabilitation protocol has yet to be determined. Further, patients are attempting to access health care content online at a precipitously increasing rate given the efficiency of modern search engines. The purpose of this investigation was to assess the quality and variability of meniscal repair rehabilitation protocols published online with the hypothesis that there would be a high degree of variability found across available protocols. To this end, Web-based meniscal repair physical therapy protocols from U.S. academic orthopaedic programs as well as the first 10 protocols identified by the Google search engine for the term "meniscal repair physical therapy protocol" were reviewed and assessed via a custom scoring rubric. Twenty protocols were identified from 155 U.S. academic orthopaedic programs for a total of 30 protocols. Twenty-six protocols (86.6%) recommended immediate postoperative bracing. Twelve (40.0%) protocols permitted immediate weight-bearing as tolerated (WBAT) postoperatively, while the remaining protocols permitted WBAT at an average of 4.0 (range, 1-7) weeks. There was considerable variation in range of motion (ROM) goals, with most protocols (73.3%) initiating immediate passive ROM to 90°. The types and timing of strength, proprioception, agility, and pivoting exercises advised were extremely diverse. Only five protocols (16.7%) employed functional testing as a marker for return to athletics. The results of this study indicate that only a minority of academic orthopaedic programs publish meniscal repair physical therapy protocols online and that within the most readily available online protocols there are significant disparities in regards to brace use, ROM, weight-bearing, and strengthening and proprioception exercises. These discrepancies reflect the fact that the best rehabilitation practices after a meniscal repair have yet to be elucidated. This represents a significant area for improved patient care through standardization. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

  19. Essential Elements for a Pharmacy Practice Mentoring Program

    PubMed Central

    Hardy, Yolanda M.; Jarvis, Courtney; Stoner, Steven C.; Pitlick, Matthew; Hilaire, Michelle L.; Hanes, Scott; Carey, Katherine; Burke, Jack; Lodise, Nicole M.

    2013-01-01

    Formal guidelines for mentoring faculty members in pharmacy practice divisions of colleges and schools of pharmacy do not exist in the literature. This paper addresses the background literature on mentoring programs, explores the current state of mentoring programs used in pharmacy practice departments, and provides guidelines for colleges and schools instituting formal mentoring programs. As the number of pharmacy colleges and schools has grown, the demand for quality pharmacy faculty members has dramatically increased. While some faculty members gain teaching experience during postgraduate residency training, new pharmacy practice faculty members often need professional development to meet the demands of their academic responsibilities. A mentoring program can be 1 means of improving faculty success and retention. Many US colleges and schools of pharmacy have developed formal mentoring programs, whereas several others have informal processes in place. This paper discusses those programs and the literature available, and makes recommendations on the structure of mentoring programs. PMID:23519448

  20. A Korean survey on qualities and definition of a good psychiatrist.

    PubMed

    Kim, Ji Hyun; Tor, Phern-Chern; King, Joel; Seo, Jeong Seok

    2015-05-01

    The definition of a "good" psychiatrist has varied over the past decades due to changing roles of psychiatrists. Studies on the qualities of "good" psychiatrists have been completed in many countries. However, no such study has been undertaken in Korea. In Korea, recent growing interest in psychiatry demands the identification of qualities for a good psychiatrist. The purpose of this study was to define the qualities of a good psychiatrist in Korea, subsequently facilitating the improvement of psychiatric training programs. The questionnaire was based on a Singaporean survey with the permission from the original authors. Respondents were divided into patient group and psychiatrist group. The 40-item questionnaire contained items grouped into four themes: Professional, Personal Values, Academic Executive and Relationship. Of the four themes, both patient and psychiatrist groups considered Professional as the most important, whereas Academic Executive as the least important. The mean scores for all items of each theme in the patient group were higher than those in the psychiatrist group, reflecting higher expectations for good psychiatrist in the patient group. Patients emphasized Relationship more than psychiatrists did. It is concluded that a good psychiatrist in Korea can be defined as "a good communicator and listener with a professional manner, who respects confidentiality and has good doctor-patient relationships."

  1. A mobility program for an inpatient acute care medical unit.

    PubMed

    Wood, Winnie; Tschannen, Dana; Trotsky, Alyssa; Grunawalt, Julie; Adams, Danyell; Chang, Robert; Kendziora, Sandra; Diccion-MacDonald, Stephanie

    2014-10-01

    For many patients, hospitalization brings prolonged periods of bed rest, which are associated with such adverse health outcomes as increased length of stay, increased risk of falls, functional decline, and extended-care facility placement. Most studies of progressive or early mobility protocols designed to minimize these adverse effects have been geared toward specific patient populations and conducted by multidisciplinary teams in either ICUs or surgical units. Very few mobility programs have been developed for and implemented on acute care medical units. This evidence-based quality improvement project describes how a mobility program, devised for and put to use on a general medical unit in a large Midwestern academic health care system, improved patient outcomes.

  2. Student Retention in Athletic Training Education Programs

    PubMed Central

    Dodge, Thomas M; Mitchell, Murray F; Mensch, James M

    2009-01-01

    Context: The success of any academic program, including athletic training, depends upon attracting and keeping quality students. The nature of persistent students versus students who prematurely leave the athletic training major is not known. Understanding the profiles of athletic training students who persist or leave is important. Objective: To (1) explore the relationships among the following variables: anticipatory factors, academic integration, clinical integration, social integration, and motivation; (2) determine which of the aforementioned variables discriminate between senior athletic training students and major changers; and (3) identify which variable is the strongest predictor of persistence in athletic training education programs. Design: Descriptive study using a qualitative and quantitative mixed-methods approach. Setting: Thirteen athletic training education programs located in District 3 of the National Athletic Trainers' Association. Patients or Other Participants: Ninety-four senior-level athletic training students and 31 college students who changed majors from athletic training to another degree option. Data Collection: Data were collected with the Athletic Training Education Program Student Retention Questionnaire (ATEPSRQ). Analysis: Data from the ATEPSRQ were analyzed via Pearson correlations, multivariate analysis of variance, univariate analysis of variance, and a stepwise discriminant analysis. Open-ended questions were transcribed and analyzed using open, axial, and selective coding procedures. Member checks and peer debriefing techniques ensured trustworthiness of the study. Results: Pearson correlations identified moderate relationships among motivation and clinical integration (r  =  0.515, P < .01) and motivation and academic integration (r  =  0.509, P < .01). Univariate analyses of variance showed that academic integration (F1,122  =  8.483, P < .004), clinical integration (F1,119  =  30.214, P < .001), and motivation (F1,121  =  68.887, P < .001) discriminated between seniors and major changers. Discriminant analysis indicated that motivation was the strongest predictor of persistence in athletic training education, accounting for 37.2% of the variance between groups. The theoretic model accurately classified 95.7% of the seniors and 53.8% of the major changers. A common theme emerging from the qualitative data was the presence of a strong peer-support group that surrounded many of the senior-level students. Conclusions: Understanding student retention in athletic training is important for our profession. Results from this study suggest 3 key factors associated with student persistence in athletic training education programs: (1) student motivation, (2) clinical and academic integration, and (3) the presence of a peer-support system. Educators and program directors must create comprehensive recruitment and retention strategies that address factors influencing students' decisions to stay in the athletic training profession. PMID:19295966

  3. Student retention in athletic training education programs.

    PubMed

    Dodge, Thomas M; Mitchell, Murray F; Mensch, James M

    2009-01-01

    The success of any academic program, including athletic training, depends upon attracting and keeping quality students. The nature of persistent students versus students who prematurely leave the athletic training major is not known. Understanding the profiles of athletic training students who persist or leave is important. To (1) explore the relationships among the following variables: anticipatory factors, academic integration, clinical integration, social integration, and motivation; (2) determine which of the aforementioned variables discriminate between senior athletic training students and major changers; and (3) identify which variable is the strongest predictor of persistence in athletic training education programs. Descriptive study using a qualitative and quantitative mixed-methods approach. Thirteen athletic training education programs located in District 3 of the National Athletic Trainers' Association. Ninety-four senior-level athletic training students and 31 college students who changed majors from athletic training to another degree option. Data were collected with the Athletic Training Education Program Student Retention Questionnaire (ATEPSRQ). Data from the ATEPSRQ were analyzed via Pearson correlations, multivariate analysis of variance, univariate analysis of variance, and a stepwise discriminant analysis. Open-ended questions were transcribed and analyzed using open, axial, and selective coding procedures. Member checks and peer debriefing techniques ensured trustworthiness of the study. Pearson correlations identified moderate relationships among motivation and clinical integration (r = 0.515, P < .01) and motivation and academic integration (r = 0.509, P < .01). Univariate analyses of variance showed that academic integration (F(1,122) = 8.483, P < .004), clinical integration (F(1,119) = 30.214, P < .001), and motivation (F(1,121) = 68.887, P < .001) discriminated between seniors and major changers. Discriminant analysis indicated that motivation was the strongest predictor of persistence in athletic training education, accounting for 37.2% of the variance between groups. The theoretic model accurately classified 95.7% of the seniors and 53.8% of the major changers. A common theme emerging from the qualitative data was the presence of a strong peer-support group that surrounded many of the senior-level students. Understanding student retention in athletic training is important for our profession. Results from this study suggest 3 key factors associated with student persistence in athletic training education programs: (1) student motivation, (2) clinical and academic integration, and (3) the presence of a peer-support system. Educators and program directors must create comprehensive recruitment and retention strategies that address factors influencing students' decisions to stay in the athletic training profession.

  4. Effect of a Career, Academic, Personal and Social Growth High School Transition Program Option on 9th-Grade Students' Achievement, Behavior, and Engagement

    ERIC Educational Resources Information Center

    Gauchat, Tiffanie A.

    2010-01-01

    The purpose of this study was to determine the effect of a career, academic, personal, and social high school transition program option on 9th-grade students' achievement, behavior, and engagement. Students in the career, academic, personal, and social group (n = 30) and the comparison academic/elective course option programs group (n = 30)…

  5. ASHE Reader on Academic Programs in Colleges and Universities.

    ERIC Educational Resources Information Center

    Conrad, Clifton F., Ed.

    Historical and philosophical perspectives on college academic programs, current curriculum practices and agendas, and academic program development and implementation are considered in 20 articles in a reader designed for graduate classes in higher education administration. Titles and authors are as follows: "Frames of Reference" (Frederick…

  6. Geoinformation postgraduate education at Universiti Teknologi Malaysia - towards a centre of high quality postgraduate education and research

    NASA Astrophysics Data System (ADS)

    Peters, S.; Kanniah, K. D.; Rahman, A. A.

    2015-10-01

    Studying at Universiti Teknologi Malaysia (UTM) will ensure academic and technological excellence. The Faculty of Geoinformation and Real Estate (FGHT), established in 1972, focus on education and research for undergraduate as well as postgraduate programs in the related disciplines such as geomatic engineering, geoinformatics, remote sensing, property management and land administration & development. FGHT strives to be a leading academic center in geoinformation and real estate in Southeast Asia. Graduates and alumni form major strong professional societies and work force in the related industries. Many of our graduates end up with good jobs not just in Malaysia but also in other countries (Asian, Middle East, Africa and Europe). The strong team and knowledgeable academic members in this faculty provide excellent ingredients for the success of the programs (i.e. with the relevant and up-to-date curriculum and syllabus). FGHT is continuously working to provide and offer first-class geoinformation and real estate education and research in the country and be at a par with other leading institutions in other parts of the globe. The Department of Geoinformation at FGHT runs a Bachelor of Engineering in Geomatic and a Bachelor of Science in Geoinformatics. At the postgraduate levels, namely M.Sc. and PhD programs, the offered disciplines are Geomatic Engineering, Geoinformatics and Remote Sensing. In the following, the state of the art of FGHT's postgraduate education in Geoinformation is presented, including a comparison with other universities in Malaysia, program content and curriculum information, alumni statistics as well as future strategies.

  7. Managerialism and the Risky Business of Quality Assurance in Universities

    ERIC Educational Resources Information Center

    Davis, Annemarie

    2017-01-01

    Purpose: This paper aims to identify what is needed to enhance academic quality assurance in a university, with specific efforts to reduce the risks associated with ritualised quality assurance practices. Design/methodology/approach: The aspects to enhance academic quality assurance efforts in managerial universities are identified through a…

  8. Quality in Accounting Education: What Say the Academics?

    ERIC Educational Resources Information Center

    Watty, Kim

    2005-01-01

    Purpose: To provide a view of quality in accounting education from the perspective of a critical stakeholder group--academic accountants. The identification of this view adds to the growing discussions around quality, and how it is assured in higher education. Design/methodology/approach: Applying a framework for defining quality in higher…

  9. Perceptions of Higher Education Quality at Three Universities in Vietnam

    ERIC Educational Resources Information Center

    Pham, Huong Thi; Starkey, Louise

    2016-01-01

    Purpose: Vietnam is experiencing rapid expansion in the provision of higher education that requires quality assurance appropriate for the Vietnamese-centralised Confucian cultural context. This paper aims to examine the concept of quality from the perspectives of academic leaders, quality assurance members and academics at three higher education…

  10. Developmental cascade effects of the New Beginnings Program on adolescent adaptation outcomes.

    PubMed

    McClain, Darya Bonds; Wolchik, Sharlene A; Winslow, Emily; Tein, Jenn-Yun; Sandler, Irwin N; Millsap, Roger E

    2010-11-01

    Using data from a 6-year longitudinal follow-up sample of 240 youth who participated in a randomized experimental trial of a preventive intervention for divorced families with children ages 9-12, the current study tested alternative cascading pathways by which the intervention decreased symptoms of internalizing disorders, symptoms of externalizing disorders, substance use, and risky sexual behavior and increased self-esteem and academic performance in mid- to late adolescence (15-19 years old). It was hypothesized that the impact of the program on adolescent adaptation outcomes would be explained by progressive associations between program-induced changes in parenting and youth adaptation outcomes. The results supported a cascading model of program effects in which the program was related to increased mother-child relationship quality that was related to subsequent decreases in child internalizing problems, which then was related to subsequent increases in self-esteem and decreases in symptoms of internalizing disorders in adolescence. The results were also consistent with a model in which the program increased maternal effective discipline that was related to decreased child externalizing problems, which was related to subsequent decreases in symptoms of externalizing disorders, less substance use, and better academic performance in adolescence. There were no significant differences in the model based on level of baseline risk or adolescent gender. These results provide support for a cascading pathways model of child and adolescent development.

  11. [Excessive Daytime Sleepiness, Poor Quality Sleep, and Low Academic Performance in Medical Students].

    PubMed

    Machado-Duque, Manuel Enrique; Echeverri Chabur, Jorge Enrique; Machado-Alba, Jorge Enrique

    2015-01-01

    Quality of sleep and excessive daytime sleepiness (EDS) affect cognitive ability and performance of medical students. This study attempts to determine the prevalence of EDS, sleep quality, and assess their association with poor academic performance in this population. A descriptive, observational study was conducted on a random sample of 217 medical students from the Universidad Tecnológica de Pereira, who completed the Pittsburgh Sleep Quality Index (PSQI) questionnaire and the Epworth sleepiness scale. Sociodemographic, clinic and academic variables were also measured. Multivariate analyses for poor academic performance were performed. The included students had a mean age of 21.7±3.3 years, of whom 59.4% were men. Almost half (49.8%) had EDS criteria, and 79.3% were poor sleepers (PSQI ≥ 5), while 43.3% had poor academic performance during the last semester. The bivariate analysis showed that having used tobacco or alcohol until intoxicated, fairly bad subjective sleep quality, sleep efficiency < 65%, and being a poor sleeper were associated with increased risk of low performance. Sleep efficiency < 65% was statistically associated with poor academic performance (P=.024; OR = 4.23; 95% CI, 1.12-15.42) in the multivariate analysis. A poor sleep quality determined by low efficiency was related to poor academic achievement at the end of semester in medical students. Copyright © 2015 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

  12. Comparison of College/Career Readiness Outcomes between the Advancement via Individual Determination (AVID) Program and the Traditional High School Academic Program

    ERIC Educational Resources Information Center

    Day, Sandra K.

    2012-01-01

    This study compared selected college/career readiness outcomes for students attending an urban high school who voluntarily participated in an academic support program, Advancement Via Individual Determination (AVID), to demographically similar/same school peers who completed the traditional academic program (TAP) of study. Grade point average,…

  13. Sources of stress for students in high school college preparatory and general education programs: group differences and associations with adjustment.

    PubMed

    Suldo, Shannon M; Shaunessy, Elizabeth; Thalji, Amanda; Michalowski, Jessica; Shaffer, Emily

    2009-01-01

    Navigating puberty while developing independent living skills may render adolescents particularly vulnerable to stress, which may ultimately contribute to mental health problems (Compas, Orosan, & Grant, 1993; Elgar, Arlett, & Groves, 2003). The academic transition to high school presents additional challenges as youth are required to interact with a new and larger peer group and manage greater academic expectations. For students enrolled in academically rigorous college preparatory programs, such as the International Baccalaureate (IB) program, the amount of stress perceived may be greater than typical (Suldo, Shaunessy, & Hardesty, 2008). This study investigated the environmental stressors and psychological adjustment of 162 students participating in the IB program and a comparison sample of 157 students in general education. Factor analysis indicated students experience 7 primary categories of stressors, which were examined in relation to students' adjustment specific to academic and psychological functioning. The primary source of stress experienced by IB students was related to academic requirements. In contrast, students in the general education program indicated higher levels of stressors associated with parent-child relations, academic struggles, conflict within family, and peer relations, as well as role transitions and societal problems. Comparisons of correlations between categories of stressors and students' adjustment by curriculum group reveal that students in the IB program reported more symptoms of psychopathology and reduced academic functioning as they experienced higher levels of stress, particularly stressors associated with academic requirements, transitions and societal problems, academic struggles, and extra-curricular activities. Applied implications stem from findings suggesting that students in college preparatory programs are more likely to (a) experience elevated stress related to academic demands as opposed to more typical adolescent concerns, and (b) manifest worse outcomes in the face of stress.

  14. Development and Implementation of a Peer Mentoring Program for Early Career Gerontological Faculty

    PubMed Central

    Bryant, Ashley Leak; Brody, Ab; Perez, Adriana; Shillam, Casey; Edelman, Linda S.; Bond, Stewart M.; Foster, Victoria; Siegel, Elena

    2016-01-01

    Purpose In conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), the Hartford Gerontological Nursing Leaders (HGNL) developed and executed a program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of the HGNL. The purpose of this article is to describe key strategies used to develop and execute the mentoring program and to present the formative and summative program evaluation. Design The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts. Findings An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program. Conclusions Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce. Clinical Relevance Findings from development and implementation of a peer mentoring program for gerontological faculty could lead to new and adaptable programs in a variety of clinical and education settings. PMID:25808927

  15. Implementation and evaluation of a multisite drug usage evaluation program across Australian hospitals - a quality improvement initiative

    PubMed Central

    2011-01-01

    Background With the use of medicines being a broad and extensive part of health management, mechanisms to ensure quality use of medicines are essential. Drug usage evaluation (DUE) is an evidence-based quality improvement methodology, designed to improve the quality, safety and cost-effectiveness of drug use. The purpose of this paper is to describe a national DUE methodology used to improve health care delivery across the continuum through multi-faceted intervention involving audit and feedback, academic detailing and system change, and a qualitative assessment of the methodology, as illustrated by the Acute Postoperative Pain Management (APOP) project. Methods An established methodology, consisting of a baseline audit of inpatient medical records, structured patient interviews and general practitioner surveys, followed by an educational intervention and follow-up audit, is used. Australian hospitals, including private, public, metropolitan and regional, are invited to participate on a voluntary basis. De-identified data collected by hospitals are collated and evaluated nationally to provide descriptive comparative analyses. Hospitals benchmark their practices against state and national results to facilitate change. The educational intervention consists of academic detailing, group education, audit and feedback, point-of-prescribing prompts and system changes. A repeat data collection is undertaken to assess changes in practice. An online qualitative survey was undertaken to evaluate the APOP program. Qualitative assessment of hospitals' perceptions of the effectiveness of the overall DUE methodology and changes in procedure/prescribing/policy/clinical practice which resulted from participation were elicited. Results 62 hospitals participated in the APOP project. Among 23 respondents to the evaluation survey, 18 (78%) reported improvements in the documentation of pain scores at their hospital. 15 (65%) strongly agreed or agreed that participation in APOP directly resulted in increased prescribing of multimodal analgesia for pain relief in postoperative patients. Conclusions This national DUE program has facilitated the engagement and participation of a number of acute health care facilities to address issues relating to quality use of medicine. This approach has been perceived to be effective in helping them achieve improvements in patient care. PMID:21871132

  16. Implementation and evaluation of a multisite drug usage evaluation program across Australian hospitals - a quality improvement initiative.

    PubMed

    Pulver, Lisa K; Wai, Angela; Maxwell, David J; Robertson, Marion B; Riddell, Steven

    2011-08-29

    With the use of medicines being a broad and extensive part of health management, mechanisms to ensure quality use of medicines are essential. Drug usage evaluation (DUE) is an evidence-based quality improvement methodology, designed to improve the quality, safety and cost-effectiveness of drug use. The purpose of this paper is to describe a national DUE methodology used to improve health care delivery across the continuum through multi-faceted intervention involving audit and feedback, academic detailing and system change, and a qualitative assessment of the methodology, as illustrated by the Acute Postoperative Pain Management (APOP) project. An established methodology, consisting of a baseline audit of inpatient medical records, structured patient interviews and general practitioner surveys, followed by an educational intervention and follow-up audit, is used. Australian hospitals, including private, public, metropolitan and regional, are invited to participate on a voluntary basis. De-identified data collected by hospitals are collated and evaluated nationally to provide descriptive comparative analyses. Hospitals benchmark their practices against state and national results to facilitate change. The educational intervention consists of academic detailing, group education, audit and feedback, point-of-prescribing prompts and system changes. A repeat data collection is undertaken to assess changes in practice.An online qualitative survey was undertaken to evaluate the APOP program. Qualitative assessment of hospitals' perceptions of the effectiveness of the overall DUE methodology and changes in procedure/prescribing/policy/clinical practice which resulted from participation were elicited. 62 hospitals participated in the APOP project. Among 23 respondents to the evaluation survey, 18 (78%) reported improvements in the documentation of pain scores at their hospital. 15 (65%) strongly agreed or agreed that participation in APOP directly resulted in increased prescribing of multimodal analgesia for pain relief in postoperative patients. This national DUE program has facilitated the engagement and participation of a number of acute health care facilities to address issues relating to quality use of medicine. This approach has been perceived to be effective in helping them achieve improvements in patient care.

  17. Academic Skills Rovers: A Just in Time Peer Support Initiative for Academic Skills and Literacy Development

    ERIC Educational Resources Information Center

    Copeman, Peter; Keightley, Polly

    2014-01-01

    In 2013 the University of Canberra (UC) initiated a program of peer-assisted academic skills help, the Academic Skills Rovers program, with the goal of providing drop-in peer learning support to students at campus locations where they congregate to study. The Academic Skills Rovers were initially recruited from the teacher education discipline,…

  18. Criteria for acceptance to preprofessional dietetics programs vs desired qualities of professionals: an analysis.

    PubMed

    Moore, K K

    1995-01-01

    The objectives of this analysis were to examine the literature and compare and contrast (a) qualities preferred in preprofessional dietetics students by directors of internships and approved preprofessional practice programs (AP4s), (b) characteristics needed to succeed in a scientific field, (c) traits emphasized by dietetics training programs compared with those most valued by employers, (d) skills needed by high-level managerial dietitians and those in business and communications, and (e) qualities dietitians have aspired to develop for increased competitiveness in the marketplace. Even though the revised Standards of Education have been in place since 1988, recent evaluation of criteria for internship and AP4 admission has shown traditional emphasis on academic performance and the importance of work experience. Success in scientific pursuits has been linked with more than innate intelligence; a drive for success and enthusiasm for learning are also involved. Internships foster mostly technical learning, so development of skills in human and conceptual areas are somewhat lacking. These skills, which have been identified as valuable to employers, need greater development or more consistent identification in the selection and training process. Perhaps serious consideration should be given to applicants for preprofessional programs who have shown leadership qualities through extracurricular activities or who have given themselves the opportunity to develop and improve these skills. Such students might hasten the metamorphosis of dietetics practitioners toward improved levels of compensation and professional fulfillment.

  19. A Statewide Information Databases Program: What Difference Does It Make to Academic Libraries?

    ERIC Educational Resources Information Center

    Lester, June; Wallace, Danny P.

    2004-01-01

    The Oklahoma Department of Libraries (ODL) launched Oklahoma's statewide database program in 1997. For the state's academic libraries, the program extended access to information, increased database use, and fostered positive relationships among ODL, academic libraries, and Oklahoma State Regents for Higher Education (OSRHE), creating a more…

  20. 76 FR 69242 - Application for New Awards; College Assistance Migrant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-11-08

    ... Program: The purpose of CAMP is to provide academic and financial support to help migrant and seasonal... work study, exposure to academic programs and careers in STEM-related fields, and providing support services. These could include services to improve participants' academic skills and knowledge so that they...

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