Sample records for skills assessment program

  1. Two Reading Assessments for Youth in Alternative Basic Skills and Livelihood Skills Training Programs

    ERIC Educational Resources Information Center

    Comings, John P.; Strucker, John; Bell, Brenda

    2017-01-01

    This article describes two assessment tools that have been used to assess the reading skills of youth participating in alternative basic skills and livelihood skills training programs. The Rapid Assessment of Reading Skills (RARS) was developed to identify potential participants who needed to improve their reading skills before beginning training…

  2. Toward an objective assessment of technical skills: a national survey of surgical program directors in Saudi Arabia.

    PubMed

    Alkhayal, Abdullah; Aldhukair, Shahla; Alselaim, Nahar; Aldekhayel, Salah; Alhabdan, Sultan; Altaweel, Waleed; Magzoub, Mohi Elden; Zamakhshary, Mohammed

    2012-01-01

    After almost a decade of implementing competency-based programs in postgraduate training programs, the assessment of technical skills remains more subjective than objective. National data on the assessment of technical skills during surgical training are lacking. We conducted this study to document the assessment tools for technical skills currently used in different surgical specialties, their relationship with remediation, the recommended tools from the program directors' perspective, and program directors' attitudes toward the available objective tools to assess technical skills. This study was a cross-sectional survey of surgical program directors (PDs). The survey was initially developed using a focus group and was then sent to 116 PDs. The survey contains demographic information about the program, the objective assessment tools used, and the reason for not using assessment tools. The last section discusses the recommended tools to be used from the PDs' perspective and the PDs' attitude and motivation to apply these tools in each program. The associations between the responses to the assessment questions and remediation were statistically evaluated. Seventy-one (61%) participants responded. Of the respondents, 59% mentioned using only nonstandardized, subjective, direct observation for technical skills assessment. Sixty percent use only summative evaluation, whereas 15% perform only formative evaluations of their residents, and the remaining 22% conduct both summative and formative evaluations of their residents' technical skills. Operative portfolios are kept by 53% of programs. The percentage of programs with mechanisms for remediation is 29% (19 of 65). The survey showed that surgical training programs use different tools to assess surgical skills competency. Having a clear remediation mechanism was highly associated with reporting remediation, which reflects the capability to detect struggling residents. Surgical training leadership should invest more in standardizing the assessment of surgical skills.

  3. Communication and Research Skills in the Information Systems Curriculum: A Method of Assessment

    ERIC Educational Resources Information Center

    Lazarony, Paul J.; Driscoll, Donna A.

    2010-01-01

    Assessment of learning goals has become the norm in business programs in higher education across the country. This paper offers a methodology for the assessment of both communication skills and research skills within a curriculum of the Bachelor of Science in Information Systems Program. Program level learning goals assessed in this paper are: (1)…

  4. Does Computer-Based Motor Skill Assessment Training Transfer to Live Assessing?

    ERIC Educational Resources Information Center

    Kelly, Luke E.; Taliaferro, Andrea; Krause, Jennifer

    2012-01-01

    Developing competency in motor skill assessment has been identified as a critical need in physical educator preparation. We conducted this study to evaluate (a) the effectiveness of a web-based instructional program--Motor Skill Assessment Program (MSAP)--for developing assessment competency, and specifically (b) whether competency developed by…

  5. Work Keys: Developing the Assessments.

    ERIC Educational Resources Information Center

    McLarty, Joyce R.

    The American College Testing Program is developing a new program, Work Keys, a system to develop and assess employability skills. It consists of four components: (1) a systematic process for profiling job skill requirements; (2) assessments that measure learners' job skill levels; (3) procedures and formats for conveying assessment results so they…

  6. The use of physical assessment skills by registered nurses in Australia: issues for nursing education.

    PubMed

    Birks, Melanie; Cant, Robyn; James, Ainsley; Chung, Catherine; Davis, Jenny

    2013-01-01

    The purpose of pre-service nursing education programs is to prepare competent graduates who are able to function as safe, professional registered nurses. An extensive element of these programs is the teaching of physical assessment skills, with most programs educating students to perform over 120 such skills. Previous research from North America suggests that the majority of skills taught to nurses in their pre-service programs are not used in practice. As part of a larger study, an online survey was used to explore use of 121 physical assessment skills by Australian nurses. Recruitment occurred via mailed invitation to members of the Australian Nursing Federation. Data were extracted from 1220 completed questionnaires returned by nurses who were mostly employed in New South Wales, were female and experienced nurses. Respondents indicated that they used only 34% of skills routinely. Results reinforce evidence found in the literature that many of the skills taught to nurses are either not used at all (35.5%) or are used rarely (31%). These findings have implications for the teaching of physical assessment skills in pre-service nursing programs, and raise questions about the value of extensive skills teaching in the context of contemporary health care. Further research into barriers to the use of physical assessment skills in nursing and the need for comprehensive skills preparation for the generalist nurse is likely to offer some solutions to these questions.

  7. Clinical skills assessment of procedural and advanced communication skills: performance expectations of residency program directors.

    PubMed

    Langenau, Erik E; Zhang, Xiuyuan; Roberts, William L; DeChamplain, Andre F; Boulet, John R

    2012-01-01

    High stakes medical licensing programs are planning to augment and adapt current examinations to be relevant for a two-decision point model for licensure: entry into supervised practice and entry into unsupervised practice. Therefore, identifying which skills should be assessed at each decision point is critical for informing examination development, and gathering input from residency program directors is important. Using data from previously developed surveys and expert panels, a web-delivered survey was distributed to 3,443 residency program directors. For each of the 28 procedural and 18 advanced communication skills, program directors were asked which clinical skills should be assessed, by whom, when, and how. Descriptive statistics were collected, and Intraclass Correlations (ICC) were conducted to determine consistency across different specialties. Among 347 respondents, program directors reported that all advanced communication and some procedural tasks are important to assess. The following procedures were considered 'important' or 'extremely important' to assess: sterile technique (93.8%), advanced cardiovascular life support (ACLS) (91.1%), basic life support (BLS) (90.0%), interpretation of electrocardiogram (89.4%) and blood gas (88.7%). Program directors reported that most clinical skills should be assessed at the end of the first year of residency (or later) and not before graduation from medical school. A minority were considered important to assess prior to the start of residency training: demonstration of respectfulness (64%), sterile technique (67.2%), BLS (68.9%), ACLS (65.9%) and phlebotomy (63.5%). Results from this study support that assessing procedural skills such as cardiac resuscitation, sterile technique, and phlebotomy would be amenable to assessment at the end of medical school, but most procedural and advanced communications skills would be amenable to assessment at the end of the first year of residency training or later. Gathering data from residency program directors provides support for developing new assessment tools in high-stakes licensing examinations.

  8. Clinical skills assessment of procedural and advanced communication skills: performance expectations of residency program directors

    PubMed Central

    Langenau, Erik E.; Zhang, Xiuyuan; Roberts, William L.; DeChamplain, Andre F.; Boulet, John R.

    2012-01-01

    Background High stakes medical licensing programs are planning to augment and adapt current examinations to be relevant for a two-decision point model for licensure: entry into supervised practice and entry into unsupervised practice. Therefore, identifying which skills should be assessed at each decision point is critical for informing examination development, and gathering input from residency program directors is important. Methods Using data from previously developed surveys and expert panels, a web-delivered survey was distributed to 3,443 residency program directors. For each of the 28 procedural and 18 advanced communication skills, program directors were asked which clinical skills should be assessed, by whom, when, and how. Descriptive statistics were collected, and Intraclass Correlations (ICC) were conducted to determine consistency across different specialties. Results Among 347 respondents, program directors reported that all advanced communication and some procedural tasks are important to assess. The following procedures were considered ‘important’ or ‘extremely important’ to assess: sterile technique (93.8%), advanced cardiovascular life support (ACLS) (91.1%), basic life support (BLS) (90.0%), interpretation of electrocardiogram (89.4%) and blood gas (88.7%). Program directors reported that most clinical skills should be assessed at the end of the first year of residency (or later) and not before graduation from medical school. A minority were considered important to assess prior to the start of residency training: demonstration of respectfulness (64%), sterile technique (67.2%), BLS (68.9%), ACLS (65.9%) and phlebotomy (63.5%). Discussion Results from this study support that assessing procedural skills such as cardiac resuscitation, sterile technique, and phlebotomy would be amenable to assessment at the end of medical school, but most procedural and advanced communications skills would be amenable to assessment at the end of the first year of residency training or later. Conclusions Gathering data from residency program directors provides support for developing new assessment tools in high-stakes licensing examinations. PMID:22833698

  9. The Impact of Diagnosing Skill Deficiencies and Assessment-Based Communication Training on Managerial Performance.

    ERIC Educational Resources Information Center

    Papa, Michael J.; Graham, Elizabeth E.

    1991-01-01

    Evaluates an organizational diagnosis program that assesses managerial communication skills and provides the frame for follow-up training programs. Finds that managers participating in follow-up communication skills training performed significantly higher on interpersonal skills, problem-solving ability, and productivity over three long-term…

  10. Facilitating the implementation of the American College of Surgeons/Association of Program Directors in Surgery phase III skills curriculum: training faculty in the assessment of team skills.

    PubMed

    Hull, Louise; Arora, Sonal; Stefanidis, Dimitrios; Sevdalis, Nick

    2015-11-01

    Effective teamwork is critical to safety in the operating room; however, implementation of phase III of the American College of Surgeons (ACS) and Association of Program Directors in Surgery (APDS) Curriculum that focuses on team-based skills remains worryingly low. Training and assessing the complexities of teamwork is challenging. The objective of this study was to establish guidelines and recommendations for training faculty in assessing/debriefing team skills. A multistage survey-based consensus study was completed by 108 experts responsible for training and assessing surgical residents from the ACS Accredited Educational Institutes. Experts agreed that a program to teach faculty to assess team-based skills should include training in the recognition of teamwork skills, practice rating these skills, and training in the provision of feedback/debriefing. Agreement was reached that faculty responsible for conducting team-based skills assessment should be revalidated every 2 years and stringent proficiency criteria should be met. Faculty development is critical to ensure high-quality, standardized training and assessment. Training faculty to assess team-based skills has the potential to facilitate the effective implementation of phase III of the ACS and APDS Curriculum. Copyright © 2015 Elsevier Inc. All rights reserved.

  11. Concrete Steps for Assessing the "Soft Skills" in an MBA Program

    ERIC Educational Resources Information Center

    Ingols, Cynthia; Shapiro, Mary

    2014-01-01

    In 2006, our School of Management began the serious path of assessing both the "hard skills" (such as accounting, finance, and strategy) and the "soft skills" (such as leadership, team work, and ethics) of our MBA Program. The data generated from examining the "soft skills" that we want students to learn within our…

  12. Teaching-skills training programs for family medicine residents: systematic review of formats, content, and effects of existing programs.

    PubMed

    Lacasse, Miriam; Ratnapalan, Savithiri

    2009-09-01

    To review the literature on teaching-skills training programs for family medicine residents and to identify formats and content of these programs and their effects. Ovid MEDLINE (1950 to mid-July 2008) and the Education Resources Information Center database (pre-1966 to mid-July 2008) were searched using and combining the MeSH terms teaching, internship and residency, and family practice; and teaching, graduate medical education, and family practice. The initial MEDLINE and Education Resources Information Center database searches identified 362 and 33 references, respectively. Titles and abstracts were reviewed and studies were included if they described the format or content of a teaching-skills program or if they were primary studies of the effects of a teaching-skills program for family medicine residents or family medicine and other specialty trainees. The bibliographies of those articles were reviewed for unidentified studies. A total of 8 articles were identified for systematic review. Selection was limited to articles published in English. Teaching-skills training programs for family medicine residents vary from half-day curricula to a few months of training. Their content includes leadership skills, effective clinical teaching skills, technical teaching skills, as well as feedback and evaluation skills. Evaluations mainly assessed the programs' effects on teaching behaviour, which was generally found to improve following participation in the programs. Evaluations of learner reactions and learning outcomes also suggested that the programs have positive effects. Family medicine residency training programs differ from all other residency training programs in their shorter duration, usually 2 years, and the broader scope of learning within those 2 years. Few studies on teaching-skills training, however, were designed specifically for family medicine residents. Further studies assessing the effects of teaching-skills training in family medicine residents are needed to stimulate development of adapted programs for the discipline. Future research should also assess how residents' teaching-skills training can affect their learners' clinical training and eventually patient care.

  13. Learning clinical communication skills: outcomes of a program for professional practitioners.

    PubMed

    Carvalho, Irene P; Pais, Vanessa G; Almeida, Susana S; Ribeiro-Silva, Raquel; Figueiredo-Braga, Margarida; Teles, Ana; Castro-Vale, Ivone; Mota-Cardoso, Rui

    2011-07-01

    To assess the effects of a communication skills program on professional practitioners' performance and self-confidence in clinical interviewing. Twenty-five health professionals took 3 months of basic communication skills followed by 3 months of advanced communication skills. An additional quarter dealt with self-awareness and communication in special situations. Participants' performances were evaluated in clinical interviews with standardized patients before, during and after the program by external observers and standardized patients, using standardized instruments. Participants assessed their own confidence in their communication skills before and after the program. Data were analysed using GLM repeated-measures procedures in SPSS. Basic communication skills and self-confidence improved throughout the 6 months; competencies declined but self-confidence continued to increase 4 months later. Compared with taking no course, differences were statistically significant after the 6 months (external observers only) and 4 months later (external observers and participants). The program effectively improved communication skills, although significantly only when assessed by external observers. Four months later, effects were significant in communication skills (external observers), despite the decline and in self-confidence. While periodical enrollment in programs for the practice of communication skills may help maintain performance, more knowledge on communication and self-awareness may enhance self-confidence. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  14. Assessment of DoD Job Skill Enhancement Programs.

    ERIC Educational Resources Information Center

    Fletcher, J. D.; And Others

    In response to Congressional direction, an assessment was undertaken of programs developed by the Department of Defense (DoD) that can be made available to civilian organizations to provide immediate support and assistance to upgrade skills for better civilian employment opportunities. The assessment focuses on interactive courseware programs and…

  15. Technical Skill Attainment and Post-Program Outcomes: An Analysis of Pennsylvania Secondary Career and Technical Education Graduates

    ERIC Educational Resources Information Center

    Staklis, Sandra; Klein, Steven

    2010-01-01

    Since the mid-1990s, the Pennsylvania Department of Education (PDE) has required all students concentrating in career and technical education (CTE) programs to complete a standardized technical skill assessment at or near the end of their program. Results of technical skill assessments are used for a number of purposes, including recognizing…

  16. A National Survey on Teaching and Assessing Technical Proficiency in Vascular Surgery in Canada.

    PubMed

    Drudi, Laura; Hossain, Sajjid; Mackenzie, Kent S; Corriveau, Marc-Michel; Abraham, Cherrie Z; Obrand, Daniel I; Vassiliou, Melina; Gill, Heather; Steinmetz, Oren K

    2016-05-01

    This survey aims to explore trainees' perspectives on how Canadian vascular surgery training programs are using simulation in teaching and assessing technical skills through a cross-sectional national survey. A 10-min online questionnaire was sent to Program Directors of Canada's Royal College of Physicians and Surgeons' of Canada approved training programs in vascular surgery. This survey was distributed among residents and fellows who were studying in the 2013-2014 academic year. Twenty-eight (58%) of the 48 Canadian vascular surgery trainees completed the survey. A total of 68% of the respondents were part of the 0 + 5 integrated vascular surgery training program. The use of simulation in the assessment of technical skills at the beginning of training was reported by only 3 (11%) respondents, whereas 43% reported that simulation was used in their programs in the assessment of technical skills at some time during their training. Training programs most often provided simulation as a method of teaching and learning endovascular abdominal aortic or thoracic aneurysm repair (64%). Furthermore, 96% of trainees reported the most common resource to learn and enhance technical skills was dialog with vascular surgery staff. Surveyed vascular surgery trainees in Canada report that simulation is rarely used as a tool to assess baseline technical skills at the beginning of training. Less than half of surveyed trainees in vascular surgery programs in Canada report that simulation is being used for skills acquisition. Currently, in Canadian training programs, simulation is most commonly used to teach endovascular skills. Copyright © 2016 Elsevier Inc. All rights reserved.

  17. Perceptions of the use of critical thinking teaching methods.

    PubMed

    Kowalczyk, Nina; Hackworth, Ruth; Case-Smith, Jane

    2012-01-01

    To identify the perceived level of competence in teaching and assessing critical thinking skills and the difficulties facing radiologic science program directors in implementing student-centered teaching methods. A total of 692 program directors received an invitation to complete an electronic survey soliciting information regarding the importance of critical thinking skills, their confidence in applying teaching methods and assessing student performance, and perceived obstacles. Statistical analysis included descriptive data, correlation coefficients, and ANOVA. Responses were received from 317 participants indicating program directors perceive critical thinking to be an essential element in the education of the student; however, they identified several areas for improvement. A high correlation was identified between the program directors' perceived level of skill and their confidence in critical thinking, and between their perceived level of skill and ability to assess the students' critical thinking. Key barriers to implementing critical thinking teaching strategies were identified. Program directors value the importance of implementing critical thinking teaching methods and perceive a need for professional development in critical thinking educational methods. Regardless of the type of educational institution in which the academic program is located, the level of education held by the program director was a significant factor regarding perceived confidence in the ability to model critical thinking skills and the ability to assess student critical thinking skills.

  18. Teaching-skills training programs for family medicine residents

    PubMed Central

    Lacasse, Miriam; Ratnapalan, Savithiri

    2009-01-01

    ABSTRACT OBJECTIVE To review the literature on teaching-skills training programs for family medicine residents and to identify formats and content of these programs and their effects. DATA SOURCES Ovid MEDLINE (1950 to mid-July 2008) and the Education Resources Information Center database (pre-1966 to mid-July 2008) were searched using and combining the MeSH terms teaching, internship and residency, and family practice; and teaching, graduate medical education, and family practice. STUDY SELECTION The initial MEDLINE and Education Resources Information Center database searches identified 362 and 33 references, respectively. Titles and abstracts were reviewed and studies were included if they described the format or content of a teaching-skills program or if they were primary studies of the effects of a teaching-skills program for family medicine residents or family medicine and other specialty trainees. The bibliographies of those articles were reviewed for unidentified studies. A total of 8 articles were identified for systematic review. Selection was limited to articles published in English. SYNTHESIS Teaching-skills training programs for family medicine residents vary from half-day curricula to a few months of training. Their content includes leadership skills, effective clinical teaching skills, technical teaching skills, as well as feedback and evaluation skills. Evaluations mainly assessed the programs’ effects on teaching behaviour, which was generally found to improve following participation in the programs. Evaluations of learner reactions and learning outcomes also suggested that the programs have positive effects. CONCLUSION Family medicine residency training programs differ from all other residency training programs in their shorter duration, usually 2 years, and the broader scope of learning within those 2 years. Few studies on teaching-skills training, however, were designed specifically for family medicine residents. Further studies assessing the effects of teaching-skills training in family medicine residents are needed to stimulate development of adapted programs for the discipline. Future research should also assess how residents’ teaching-skills training can affect their learners’ clinical training and eventually patient care. PMID:19752261

  19. The Effectiveness of a Web-Based Motor Skill Assessment Training Program

    ERIC Educational Resources Information Center

    Kelly, Luke E.; Moran, Thomas E.

    2010-01-01

    The purpose of this study was to evaluate the effectiveness of a web-based, intereactive video assessment program on teaching preservice physical education majors to assess the motor skill of kicking. The program provided component specific feedback through tutorial, guided practice, and competency training options. The 72 participants were…

  20. Learning Skills Profiles of master's students in nursing administration: assessing the impact of problem-based learning.

    PubMed

    Baker, Constance M; McDaniel, Anna M; Pesut, Daniel J; Fisher, Mary L

    2007-01-01

    Attempts to compare graduate student performances before and after introducing new curricula are rare; yet faculties need outcome measures to justify program costs and demonstrate effectiveness. Boyatzis and Kolb's Learning Skills Profile is used to assess the outcomes of a problem-based learning MSN program. Increases were demonstrated among all 12 learning skills; statistically significant increases were found in eight of the personal learning skills and six of the job skill demands. Comparisons are made between scores of students in the MSN program and scores of master's students in business administration.

  1. Developmental Aquatics: Assessment and Instructional Programming.

    ERIC Educational Resources Information Center

    Doremus, Wendy A.

    1992-01-01

    This article provides an assessment tool and guidelines for creating instructional programing in aquatic skills development for children with disabilities functioning below levels required for most adapted beginning aquatics programs. It covers individualized goals and objectives, adjustment to the water, and specific aquatic skills. (DB)

  2. A survey of physical assessment techniques performed by RNs: lessons for nursing education.

    PubMed

    Giddens, Jean F

    2007-02-01

    There is ongoing concern about the adequacy of the educational preparation of nursing graduates; at the same time, there is concern regarding excessive content within nursing curricula. The purpose of this study was to identify physical examination skills performed by practicing nurses to better understand the competencies needed by graduates of nursing programs. A sample of 193 nurses completed a survey indicating the frequency they performed various physical assessment techniques. Thirty skills routinely performed by nurses were identified; the remaining skills were reportedly performed occasionally or were not performed. The fact that only 30 skills were reportedly performed regularly by the sample raises questions about the depth at which examinations should be conducted in the clinical setting and the depth at which physical examination skills should be taught in nursing programs. Nurse educators should assess the skills currently taught in nursing programs and consider what skills graduates actually need to enter nursing practice.

  3. A multi-level assessment of a program to teach medical students to teach.

    PubMed

    Blatt, Benjamin; Greenberg, Larrie

    2007-02-01

    Few longitudinal programs exist to teach senior students (MS4s) to be teachers, nor have there been any reports of comprehensive program evaluation in this area. The primary objectives of this study were to describe our ongoing faculty development effort and to develop a multi-level program evaluation, using Dixon's model. The TALKS (Teaching and Learning Communication Skills) program is a senior elective and open to all MS4s. We evaluated our program through assessment of its participants at three levels: level 1, opinion; level 2, competence; and level 3, performance; but not level 4, patient outcomes. The authors used a retrospective, pre-post questionnaire to assess MS4 attitudes about their educational experiences, a traditional instrument to assess their teaching, an interaction analysis technique using Bloom's taxonomy to assess MS4s' feedback skills, and a SP exam to assess MS4 communication skills. The authors hypothesized that MS4s participating in TALKS would view medical education more positively and informatively, would demonstrate important principles in giving feedback, would be assessed as excellent teachers, and would perform better than controls in an SP exam emphasizing communication skills. Results revealed that MS4s' ratings as teachers were very good to excellent, with the highest scores on the items "knowledgeable, supportive of me, and answering questions clearly." (Level 1, Opinion) MS4s' perceptions of their knowledge, attitudes and skills increased significantly from the pre to the post-questionnaire. (Level 2, Competence) MS4 feedback skills to MS2s revealed they did more talking than ideal, often at the lowest levels of Bloom's taxonomy. (Level 3, Performance) MS4s demonstrated better communication skills than controls on an evaluation by professional SPs. (Level 3, Performance).

  4. Assessment of surgical competence in North American graduate periodontics programs: a survey of current practices.

    PubMed

    Ghiabi, Edmond; Taylor, K Lynn

    2010-08-01

    This cross-sectional study was designed to document the methods utilized by North American graduate periodontics programs in assessing their residents' surgical skills. A survey of clinical skills assessment was mailed to directors of all fifty-eight graduate periodontics programs in Canada and the United States. Thirty-four programs (59 percent) responded. The data collected were analyzed using SPSS version 15.0. The results demonstrate that the most common practice for providing feedback and documenting residents' surgical skills in the programs surveyed was daily one-on-one verbal feedback given by an instructor. The next two most commonly reported methods were a standard checklist developed at program level and a combination of a checklist and verbal comments. The majority of the programs reported that the instructors met collectively once per term to evaluate the residents' progress. The results suggest that graduate periodontics programs provide their residents frequent opportunities for daily practice with verbal feedback from instructors. However, assessment strategies identified in other health professions as beneficial in fostering the integration of clinical skills practices are not employed.

  5. Assessing Leadership and Problem-Solving Skills and Their Impacts in the Community.

    ERIC Educational Resources Information Center

    Rohs, F. Richard; Langone, Christine A.

    1993-01-01

    A pretest-posttest control group design was used to assess the leadership and problem-solving skills of 281 participants and 110 controls in a statewide community leadership development program. Quantitative and qualitative data demonstrate that the program has been a catalyst to influence leadership and problem-solving skills for community…

  6. Performance Tasks: An Assessment Technique Used at TOSTP.

    ERIC Educational Resources Information Center

    Galway, Janis; Whittington, Andrew

    1984-01-01

    Discusses evolution of task performance assessment technique of the Toronto Office Skills Training Project (TOSTP), a 45-week training program for women from Vietnam, Laos, and Cambodia. Training in office skills, language, and life skills is uniquely integrated in a program designed to enable the women to overcome the obstacles of language…

  7. The Development of a Comprehensive Student Basic Skills Assessment Program at St. Louis Community College's Florissant Valley Campus.

    ERIC Educational Resources Information Center

    Webb, Mel

    A comprehensive student basic skills assessment program was developed at St. Louis Community College (SLCC) at Florissant Valley to appraise student readiness to take courses, gather information for counseling and advising, diagnose student problems, and evaluate program efficiency and effectiveness. The steps taken in developing the program were:…

  8. Softball: Special Olympics Sports Skills Instructional Program.

    ERIC Educational Resources Information Center

    Special Olympics, Inc., Washington, DC.

    One of seven instructional units on Special Olympics Sports Skills Instructional Programs, this guide presents suggestions for coaching softball for mentally retarded persons. An overview section provides information on teaching suggestions, followed by a list of program goals, objectives, and benefits. Sports skill assessments measure athletes'…

  9. Transfer of communication skills to the workplace: impact of a 38-hour communication skills training program designed for radiotherapy teams.

    PubMed

    Merckaert, Isabelle; Delevallez, France; Gibon, Anne-Sophie; Liénard, Aurore; Libert, Yves; Delvaux, Nicole; Marchal, Serge; Etienne, Anne-Marie; Bragard, Isabelle; Reynaert, Christine; Slachmuylder, Jean-Louis; Scalliet, Pierre; Van Houtte, Paul; Coucke, Philippe; Razavi, Darius

    2015-03-10

    This study assessed the efficacy of a 38-hour communication skills training program designed to train a multidisciplinary radiotherapy team. Four radiotherapy teams were randomly assigned to a training program or a waiting list. Assessments were scheduled at baseline and after training for the training group and at baseline and 4 months later for the waiting list group. Assessments included an audio recording of a radiotherapy planning session to assess team members' communication skills and expression of concerns of patients with breast cancer (analyzed with content analysis software) and an adapted European Organisation for Research and Treatment of Cancer satisfaction with care questionnaire completed by patients at the end of radiotherapy. Two hundred thirty-seven radiotherapy planning sessions were recorded. Compared with members of the untrained teams, members of the trained teams acquired, over time, more assessment skills (P = .003) and more supportive skills (P = .050) and provided more setting information (P = .010). Over time, patients interacting with members of the trained teams asked more open questions (P = .022), expressed more emotional words (P = .025), and exhibited a higher satisfaction level regarding nurses' interventions (P = .028). The 38-hour training program facilitated transfer of team member learned communication skills to the clinical practice and improved patients' satisfaction with care. © 2015 by American Society of Clinical Oncology.

  10. Training oncology and palliative care clinical nurse specialists in psychological skills: evaluation of a pilot study.

    PubMed

    Clark, Jane E; Aitken, Susan; Watson, Nina; McVey, Joanne; Helbert, Jan; Wraith, Anita; Taylor, Vanessa; Catesby, Sarah

    2015-06-01

    National guidelines in the United Kingdom recommend training Clinical Nurse Specialists in psychological skills to improve the assessment and intervention with psychological problems experienced by people with a cancer diagnosis (National Institute for Health and Clinical Excellence, 2004). This pilot study evaluated a three-day training program combined with supervision sessions from Clinical Psychologists that focused on developing skills in psychological assessment and intervention for common problems experienced by people with cancer. Questionnaires were developed to measure participants' levels of confidence in 15 competencies of psychological skills. Participants completed these prior to the program and on completion of the program. Summative evaluation was undertaken and results were compared. In addition, a focus group interview provided qualitative data of participants' experiences of the structure, process, and outcomes of the program. Following the program, participants rated their confidence in psychological assessment and skills associated with providing psychological support as having increased in all areas. This included improved knowledge of psychological theories, skills in assessment and intervention and accessing and using supervision appropriately. The largest increase was in providing psycho-education to support the coping strategies of patients and carers. Thematic analysis of interview data identified two main themes including learning experiences and program enhancements. The significance of the clinical supervision sessions as key learning opportunities, achieved through the development of a community of practice, emerged. Although this pilot study has limitations, the results suggest that a combined teaching and supervision program is effective in improving Clinical Nurse Specialists' confidence level in specific psychological skills. Participants' experiences highlighted suggestions for refinement and development of the program. Opportunities for further research and developments in this area are discussed.

  11. Basic Skills Assessment Program. Technical Report.

    ERIC Educational Resources Information Center

    Los Angeles County Superintendent of Schools, CA.

    This is the second technical report on the Basic Skills Assessment Program for the Department of Defense Dependents Schools (DoDDS). The report includes a summary of 1979-80 testing activities organized into five chapters. The first chapter provides an overview of report contents and a brief history of the testing program. The second chapter…

  12. Soccer: Special Olympics Sports Skills Instructional Program.

    ERIC Educational Resources Information Center

    Joseph P. Kennedy, Jr. Foundation, Washington, DC.

    One of five guides in the Sports Skills Instructional Program of the Special Olympics, the booklet describes an approach to teaching soccer skills to mentally retarded persons. An introductory section lists the goals, objectives, and benefits of the program and provides criterion referenced instruments to assess the individual's current…

  13. Communication Skills Training in Ophthalmology: Results of a Needs Assessment and Pilot Training Program.

    PubMed

    Mishra, Anuradha; Browning, David; Haviland, Miriam J; Jackson, Mary Lou; Luff, Donna; Meyer, Elaine C; Talcott, Katherine; Kloek, Carolyn E

    To conduct a needs assessment to identify gaps in communication skills training in ophthalmology residency programs and to use these results to pilot a communication workshop that prepares residents for difficult conversations. A mixed-methods design was used to perform the needs assessment. A pre-and postsurvey was administered to workshop participants. Mass Eye and Ear Infirmary, Harvard Medical School (HMS), Department of Ophthalmology. HMS ophthalmology residents from postgraduate years 2-4 participated in the needs assessment and the workshop. Ophthalmology residency program directors in the United States participated in national needs assessment. Ophthalmology program directors across the United States were queried on their perception of resident communication skills training through an online survey. A targeted needs assessment in the form of a narrative exercise captured resident perspectives on communication in ophthalmology from HMS residents. A group of HMS residents participated in the pilot workshop and a pre- and postsurvey was administered to participants to assess its effectiveness. The survey of program directors yielded a response rate of 40%. Ninety percent of respondents agreed that the communication skills training in their programs could be improved. Fifteen of 24 residents (62%) completed the needs assessment. Qualitative analysis of the narrative material revealed four themes; (1) differing expectations, (2) work role and environment, (3) challenges specific to ophthalmology, and (4) successful strategies adopted. Nine residents participated in the workshop. There was a significant improvement post-workshop in resident reported scores on their ability to manage their emotions during difficult conversations (p = 0.03). There is an opportunity to improve communication skills training in ophthalmology residency through formalized curriculum. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  14. NPEC Sourcebook on Assessment: Definitions and Assessment Methods for Communication, Leadership, Information Literacy, Quantitative Reasoning, and Quantitative Skills. NPEC 2005-0832

    ERIC Educational Resources Information Center

    Jones, Elizabeth A.; RiCharde, Stephen

    2005-01-01

    Faculty, instructional staff, and assessment professionals are interested in student outcomes assessment processes and tools that can be used to improve learning experiences and academic programs. How can students' skills be assessed effectively? What assessments measure skills in communication? Leadership? Information literacy? Quantitative…

  15. Interpersonal Skills in MBA Admissions: How Are They Conceptualized and Assessed?

    ERIC Educational Resources Information Center

    Beenen, Gerard; Pichler, Shaun; Davoudpour, Shahin

    2018-01-01

    Employers and students concur that soft skills or interpersonal skills are critical to managerial success, yet we know little about how MBA program admissions professionals conceptualize and assess these skills in the context of global management education. Such practices have key implications for interpersonal skills curriculum and training in…

  16. Development of a Measure of Behavioral Coping Skills for Adolescents.

    ERIC Educational Resources Information Center

    Egan, Mary A.; And Others

    Development and initial validation are described for an instrument to assess the behavioral coping skills of adolescents. The Assessment of Behavioral Coping Skills (ABCS) was designed for use in the South Carolina Coping Skills Project, a school-based coping skills prevention program for adolescents at high risk for substance abuse. The ABCS…

  17. A Virtual Patient Software Program to Improve Pharmacy Student Learning in a Comprehensive Disease Management Course

    PubMed Central

    Casale, Jillian P.; Skirvin, J. Andrew; DiVall, Margarita V.

    2013-01-01

    Objective. To implement and assess the impact of a virtual patient pilot program on pharmacy students’ clinical competence skills. Design. Pharmacy students completed interactive software-based patient case scenarios embedded with drug-therapy problems as part of a course requirement at the end of their third year. Assessment. Assessments included drug-therapy problem competency achievement, performance on a pretest and posttest, and pilot evaluation survey instrument. Significant improvements in students’ posttest scores demonstrated advancement of clinical skills involving drug-therapy problem solving. Students agreed that completing the pilot program improved their chronic disease management skills and the program summarized the course series well. Conclusion. Using virtual patient technology allowed for assessment of student competencies and improved learning outcomes. PMID:24159213

  18. The reliability of a modified Kalamazoo Consensus Statement Checklist for assessing the communication skills of multidisciplinary clinicians in the simulated environment.

    PubMed

    Peterson, Eleanor B; Calhoun, Aaron W; Rider, Elizabeth A

    2014-09-01

    With increased recognition of the importance of sound communication skills and communication skills education, reliable assessment tools are essential. This study reports on the psychometric properties of an assessment tool based on the Kalamazoo Consensus Statement Essential Elements Communication Checklist. The Gap-Kalamazoo Communication Skills Assessment Form (GKCSAF), a modified version of an existing communication skills assessment tool, the Kalamazoo Essential Elements Communication Checklist-Adapted, was used to assess learners in a multidisciplinary, simulation-based communication skills educational program using multiple raters. 118 simulated conversations were available for analysis. Internal consistency and inter-rater reliability were determined by calculating a Cronbach's alpha score and intra-class correlation coefficients (ICC), respectively. The GKCSAF demonstrated high internal consistency with a Cronbach's alpha score of 0.844 (faculty raters) and 0.880 (peer observer raters), and high inter-rater reliability with an ICC of 0.830 (faculty raters) and 0.89 (peer observer raters). The Gap-Kalamazoo Communication Skills Assessment Form is a reliable method of assessing the communication skills of multidisciplinary learners using multi-rater methods within the learning environment. The Gap-Kalamazoo Communication Skills Assessment Form can be used by educational programs that wish to implement a reliable assessment and feedback system for a variety of learners. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  19. Designing and Evaluating a Personal Skills Development Program for Management Education

    ERIC Educational Resources Information Center

    Pang, Elvy; Hung, Humphry

    2012-01-01

    Success in preparing business students for professional careers requires these students to develop a set of well-defined personal skills. The present study examined 145 business students to assess the effectiveness of a personal skills development (PSD) program by measuring the impact of the training on the students' attitudes in skill development…

  20. Career Skills Enhancement Program (CSEP). A National Workplace Literacy Program, Final Report To Cover Activities April 1, 1990-September 30, 1991.

    ERIC Educational Resources Information Center

    Gray, Brenda

    The Career Skills Enhancement Program (CSEP) was a National Workplace Literacy Program offered to Santa Clara County (California) Office of Education (COE) employees. A job skills study involved personal interviews, job shadowing, and examination of job descriptions and materials used by employees. Based on the study and initial needs assessment,…

  1. Interpersonal Skills Training: Evaluation of a Program with Adult Male Offenders.

    ERIC Educational Resources Information Center

    Bornstein, Philip H.; And Others

    1979-01-01

    To assess the efficacy of an interpersonal skill training program, adult offenders were randomly assigned to either interpersonal effectiveness training or waiting-list control. Results indicated interpersonal effectiveness training group superiority on Interpersonal Behavior Role-Play Test training and generalization assessment items. Findings…

  2. A virtual patient software program to improve pharmacy student learning in a comprehensive disease management course.

    PubMed

    Douglass, Mark A; Casale, Jillian P; Skirvin, J Andrew; DiVall, Margarita V

    2013-10-14

    To implement and assess the impact of a virtual patient pilot program on pharmacy students' clinical competence skills. Pharmacy students completed interactive software-based patient case scenarios embedded with drug-therapy problems as part of a course requirement at the end of their third year. Assessments included drug-therapy problem competency achievement, performance on a pretest and posttest, and pilot evaluation survey instrument. Significant improvements in students' posttest scores demonstrated advancement of clinical skills involving drug-therapy problem solving. Students agreed that completing the pilot program improved their chronic disease management skills and the program summarized the course series well. Using virtual patient technology allowed for assessment of student competencies and improved learning outcomes.

  3. A Case Study in Effectively Bridging the Business Skills Gap for the Information Technology Professional

    ERIC Educational Resources Information Center

    Gorman, Michael F.

    2011-01-01

    A longitudinal study of information technology (IT) managers at a Fortune 200 company in the Southwest United States was conducted to assess the effectiveness of a training program at bridging the perceived business skills gap for IT employees. A needs assessment was carried out, resulting in a 4-module training program. The program was evaluated…

  4. Assessing Elementary Students' Writing Skills. Publication No. 78.74.

    ERIC Educational Resources Information Center

    Friedman, Myron; Fowler, Elaine

    An instrument was developed for use in the evaluation of a pilot program to improve the writing skills of elementary school students in the Austin (Texas) Independent School District. Called the "Assessment of Writing Skills" (AWS), the instrument assesses writing maturity, productivity, and writing mechanics by collecting a holistic evaluation…

  5. Assessing Students' Communication Skills: Validation of a Global Rating

    ERIC Educational Resources Information Center

    Scheffer, Simone; Muehlinghaus, Isabel; Froehmel, Annette; Ortwein, Heiderose

    2008-01-01

    Communication skills training is an accepted part of undergraduate medical programs nowadays. In addition to learning experiences its importance should be emphasised by performance-based assessment. As detailed checklists have been shown to be not well suited for the assessment of communication skills for different reasons, this study aimed to…

  6. A standardized patient model to teach and assess professionalism and communication skills: the effect of personality type on performance.

    PubMed

    Lifchez, Scott D; Redett, Richard J

    2014-01-01

    Teaching and assessing professionalism and interpersonal communication skills can be more difficult for surgical residency programs than teaching medical knowledge or patient care, for which many structured educational curricula and assessment tools exist. Residents often learn these skills indirectly, by observing the behavior of their attendings when communicating with patients and colleagues. The purpose of this study was to assess the results of an educational curriculum we created to teach and assess our residents in professionalism and communication. We assessed resident and faculty prior education in delivering bad news to patients. Residents then participated in a standardized patient (SP) encounter to deliver bad news to a patient's family regarding a severe burn injury. Residents received feedback from the encounter and participated in an education curriculum on communication skills and professionalism. As a part of this curriculum, residents underwent assessment of communication style using the Myers-Briggs type inventory. The residents then participated in a second SP encounter discussing a severe pulmonary embolus with a patient's family. Resident performance on the SP evaluation correlated with an increased comfort in delivering bad news. Comfort in delivering bad news did not correlate with the amount of prior education on the topic for either residents or attendings. Most of our residents demonstrated an intuitive thinking style (NT) on the Myers-Briggs type inventory, very different from population norms. The lack of correlation between comfort in delivering bad news and prior education on the subject may indicate the difficulty in imparting communication and professionalism skills to residents effectively. Understanding communication style differences between our residents and the general population can help us teach professionalism and communication skills more effectively. With the next accreditation system, residency programs would need to demonstrate that residents are acquiring these skills in their training. SP encounters are effective in teaching and assessing these skills. © 2013 Published by Association of Program Directors in Surgery on behalf of Association of Program Directors in Surgery.

  7. Peer teaching in paediatrics - medical students as learners and teachers on a paediatric course.

    PubMed

    Schauseil-Zipf, Ulrike; Karay, Yassin; Ehrlich, Roland; Knoop, Kai; Michalk, Dietrich

    2010-01-01

    Peer assisted learning is known as an effective educational strategy in medical teaching. We established a peer assisted teaching program by student tutors with a focus on clinical competencies for students during their practical training on paediatric wards. It was the purpose of this study to investigate the effects of a clinical skills training by tutors, residents and consultants on students evaluations of the teaching quality and the effects of a peer teaching program on self assessed clinical competencies by the students. Medical student peers in their 6(th) year were trained by an intensive instruction program for teaching clinical skills by paediatric consultants, doctors and psychologists. 109 students in their 5(th) year (study group) participated in a peer assisted teaching program for training clinical skills in paediatrics. The skills training by student peer teachers were supervised by paediatric doctors. 45 students (control group) participated in a conventional paediatric skills training by paediatric doctors and consultants. Students from both groups, which were consecutively investigated, completed a questionnaire with an evaluation of the satisfaction with their practical training and a self assessment of their practical competencies. The paediatric skills training with student peer teachers received significantly better ratings than the conventional skills training by paediatric doctors concerning both the quality of the practical training and the support by the teaching medical staff. Self assessed learning success in practical skills was higher rated in the peer teaching program than in the conventional training. The peer assisted teaching program of paediatric skills training was rated higher by the students regarding their satisfaction with the teaching quality and their self assessment of the acquired skills. Clinical skills training by student peer teachers have to be supervised by paediatric doctors. Paediatric doctors seem to be more motivated for their own teaching tasks if they are assisted by student peer teachers. More research is needed to investigate the influence of peer teaching on the motivation of paediatric doctors to teach medical students und the academic performance of the student peers.

  8. Evaluating the short-term effects of a communication skills program for preclinical medical students.

    PubMed

    Lee, Young-Mee; Lee, Young Hee

    2014-09-01

    Regardless of the growing importance of communication skills as a core clinical competence, few studies have determined the effects of communication skills courses in undergraduate medical curricula in Asian medical schools. The purpose of this study was to examine the effectiveness of a communication skills program for preclinical medical students. A communication skills course was provided to 111 second-year medical students in a medical college in Korea. Students' self-assessed competency of communication skills was evaluated by a questionnaire survey. To examine the improvement in observed communication skills, the students' encounters with standardized patients (SPs) were assessed at the first session and at the final course assessment. A structured checklist, consisting of 25 communication skills items, was used for the assessment. Students' self-assessed competency of communication skills increased significantly after completion of the course (p<0.001). The observed communication skills scores also improved significantly at the end of the course; the mean scores of the first SPs encounters was 49.6 (standard deviation [SD], 11.1), and those of cases A and B at the final assessment were 61.5 (SD, 8.4) and 69.6 (SD, 7.8), respectively (F61=269.54, p<0.001). Even a short period of medical communication skills course was beneficial in developing and improving communication skills competency in preclinical medical students. Further studies should be followed to examine whether the acquisition of communication skills during preclinical studies can be sustained into clerkship and actual practice.

  9. Evaluation of the ARDESOS Program: An Initiative to Improve Critical Thinking Skills

    ERIC Educational Resources Information Center

    Saiz, Carlos; Rivas, Silvia F.

    2011-01-01

    It is desirable that reasoning, problem-solving and decision-making skills should form an integral part of our private and professional lives. Here we show how these skills can be improved through the use of the ARDESOS program. To test the effect of the program, we have also developed an assessment test (PENCRISAL). Our results are going in the…

  10. Assessing the Content and Quality of Commercially Available Reading Software Programs: Do They Have the Fundamental Structures to Promote the Development of Early Reading Skills in Children?

    ERIC Educational Resources Information Center

    Grant, Amy; Wood, Eileen; Gottardo, Alexandra; Evans, Mary Ann; Phillips, Linda; Savage, Robert

    2012-01-01

    The current study developed a taxonomy of reading skills and compared this taxonomy with skills being trained in 30 commercially available software programs designed to teach emergent literacy or literacy-specific skills for children in preschool, kindergarten, and Grade 1. Outcomes suggest that, although some skills are being trained in a…

  11. Assessing Students' Structured Programming Skills with Java: The "Blue, Berry, and Blueberry" Assignment

    ERIC Educational Resources Information Center

    Zhang, Xihui

    2010-01-01

    Java is an object-oriented programming language. From a software engineering perspective, object-oriented design and programming is used at the architectural design, and structured design and programming is used at the detailed design within methods. As such, structured programming skills are fundamental to more advanced object-oriented…

  12. Design and Implementation of an Assessment Model for Students Entering Vocational Education Programs in the State of Colorado. Welding.

    ERIC Educational Resources Information Center

    Hartley, Nancy K.; And Others

    This basic vocational related skills assessment module in welding is one of sixteen modules designed to help teachers assess and identify some of the areas in which special needs students may encounter learning difficulties. The materials in the module allow for informal assessment in three basic areas: academic skills, motor skills, and…

  13. Implementation and evaluation of the Johns Hopkins University School of Medicine leadership program for women faculty.

    PubMed

    Levine, Rachel B; González-Fernández, Marlís; Bodurtha, Joann; Skarupski, Kimberly A; Fivush, Barbara

    2015-05-01

    Women continue to be underrepresented in top leadership roles in academic medicine. Leadership training programs for women are designed to enhance women's leadership skills and confidence and increase overall leadership diversity. The authors present a description and evaluation of a longitudinal, cohort-based, experiential leadership program for women faculty at the Johns Hopkins University School of Medicine. We compared pre- and post-program self-assessed ratings of 11 leadership skills and specific negotiation behaviors from 3 cohorts of leadership program participants (n=134) from 2010 to 2013. Women reported significant improvements in skills across 11 domains with the exceptions of 2 domains, Public Speaking and Working in Teams, both of which received high scores in the pre-program assessment. The greatest improvement in rankings occurred within the domain of negotiation skills. Although women reported an increase in their negotiation skills, we were not able to demonstrate an increase in the number of times that women negotiated for salary, space, or promotion following participation in the program. The Johns Hopkins School of Medicine Leadership Program for Women Faculty has demonstrable value for the professional development of participants and addresses institutional strategies to enhance leadership diversity and the advancement of women.

  14. Assessment of Critical Business Skill Development by MBA Alumni

    ERIC Educational Resources Information Center

    Glynn, Joseph G.; Wood, Gregory R.

    2008-01-01

    Six years of survey data were analyzed to assess, among other things, the degree to which an AACSB accredited graduate business program successfully developed student skills in a variety of areas deemed important for career success. The study illustrates a methodology institutions can use to respond to increasing demands for program evaluation and…

  15. Competency-Based Achievement System

    PubMed Central

    Ross, Shelley; Poth, Cheryl N.; Donoff, Michel; Humphries, Paul; Steiner, Ivan; Schipper, Shirley; Janke, Fred; Nichols, Darren

    2011-01-01

    Abstract Problem addressed Family medicine residency programs require innovative means to assess residents’ competence in “soft” skills (eg, patient-centred care, communication, and professionalism) and to identify residents who are having difficulty early enough in their residency to provide remedial training. Objective of program To develop a method to assess residents’ competence in various skills and to identify residents who are having difficulty. Program description The Competency-Based Achievement System (CBAS) was designed to measure competence using 3 main principles: formative feedback, guided self-assessment, and regular face-to-face meetings. The CBAS is resident driven and provides a framework for meaningful interactions between residents and advisors. Residents use the CBAS to organize and review their feedback, to guide their own assessment of their progress, and to discern their future learning needs. Advisors use the CBAS to monitor, guide, and verify residents’ knowledge of and competence in important skills. Conclusion By focusing on specific skills and behaviour, the CBAS enables residents and advisors to make formative assessments and to communicate their findings. Feedback indicates that the CBAS is a user-friendly and helpful system to assess competence. PMID:21918129

  16. Increasing prosocial behavior and academic achievement among adolescent African American males.

    PubMed

    Martin, Don; Martin, Magy; Gibson, Suzanne Semivan; Wilkins, Jonathan

    2007-01-01

    African American adolescents disproportionately perform poorly compared to peers in both behavioral and academic aspects of their educational experience. In this study, African American male students participated in an after-school program involving tutoring, group counseling, and various enrichment activities. All students were assessed regarding their behavioral changes using attendance, discipline referrals, suspensions, and expulsions reports. The Kaufman Brief Intelligence Test (KBIT) and the Kaufman Test of Educational Achievement (KTEA) were used to assess the adolescents' improvement in their skills in reading and mathematics. After the end of the two-year program, initial results showed that the adolescents had increased their daily attendance, decreased discipline referrals, and had no suspensions or expulsions. These results also indicated that although the students entered the program at different skill levels, they were assessed to have the ability to function at their appropriate grade level. Their average improvement in basic skills was at least two grade levels. Implications drawn from the findings include: (a) there is a need to emphasize appropriate assessment prior to beginning a skill improvement program; (b) a need to emphasize the use of individualized learning plans and tutors; and (c) a need to further investigate the role of assessment and intervention in after-school programming in order to close the achievement gap.

  17. Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients

    PubMed Central

    2014-01-01

    Background Communication is important for the quality of clinical practice, and programs have been implemented to improve healthcare providers’ communication skills. However, the consistency of programs teaching communication skills has received little attention, and debate exists about the application of acquired skills to real patients. This study inspects whether (1) results from a communication program are replicated with different samples, and (2) results with standardized patients apply to interviews with real patients. Methods A structured, nine-month communication program was applied in two consecutive years to two different samples of healthcare professionals (25 in the first year, 20 in the second year). Results were assessed at four different points in time, each year, regarding participants’ confidence levels (self-rated), basic communication skills in interviews with standardized patients, and basic communication skills in interviews with real patients. Data were analyzed using GLM Repeated-Measures procedures. Results Improvements were statistically significant in both years in all measures except in simulated patients’ assessment of the 2008 group. Differences between the two samples were non-significant. Differences between interviews with standardized and with real patients were also non-significant. Conclusions The program’s positive outcomes were replicated in different samples, and acquired skills were successfully applied to real-patient interviews. This reinforces this type of program structure as a valuable training tool, with results translating into real situations. It also adds to the reliability of the assessment instruments employed, though these may need adaptation in the case of real patients. PMID:24886341

  18. Assessing impact of physical activity-based youth development programs: validation of the Life Skills Transfer Survey (LSTS).

    PubMed

    Weiss, Maureen R; Bolter, Nicole D; Kipp, Lindsay E

    2014-09-01

    A signature characteristic of positive youth development (PYD) programs is the opportunity to develop life skills, such as social, behavioral, and moral competencies, that can be generalized to domains beyond the immediate activity. Although context-specific instruments are available to assess developmental outcomes, a measure of life skills transfer would enable evaluation of PYD programs in successfully teaching skills that youth report using in other domains. The purpose of our studies was to develop and validate a measure of perceived life skills transfer, based on data collected with The First Tee, a physical activity-based PYD program. In 3 studies, we conducted a series of steps to provide content and construct validity and internal consistency reliability for the Life Skills Transfer Survey (LSTS), a measure of perceived life skills transfer. Study 1 provided content validity for the LSTS that included 8 life skills and 50 items. Study 2 revealed construct validity (structural validity) through a confirmatory factor analysis and convergent validity by correlating scores on the LSTS with scores on an assessment tool that measures a related construct. Study 3 offered additional construct validity by reassessing youth 1 year later and showing that scores during both time periods were invariant in factor pattern, loadings, and variances and covariances. Studies 2 and 3 demonstrated internal consistency reliability of the LSTS. RESULTS from 3 studies provide evidence of content and construct validity and internal consistency reliability for the LSTS, which can be used in evaluation research with youth development programs.

  19. Using the Academic Skills Inventory to Assess the Biology Major

    ERIC Educational Resources Information Center

    Seifert, Kyle; Hurney, Carol A.; Wigtil, Clifton J.; Sundre, Donna L.

    2009-01-01

    The Academic Skills Inventory (Kruger and Zechmeister, 2001) was developed at Loyola University of Chicago and originally designed for use with psychology majors. It was later extended for use in a variety of academic programs. The Academic Skills Inventory (ASI) assesses student self-reports of behaviors in 10 skill areas: (1) written and oral…

  20. Evaluative Assessment for NASA/GSFC Equal Opportunity Programs Office Sponsored Programs

    NASA Technical Reports Server (NTRS)

    Jarrell, H. Judith

    1995-01-01

    The purpose of PREP (Pre-College Minority Engineering Program) is to upgrade skills of minority students who have shown an interest in pursuing academic degrees in electrical engineering. The goal is to upgrade skills needed for successful completion of the rigorous curriculum leading to a Bachelor of Science degree in engineering through a comprehensive upgrade of academic, study and interpersonal skills.

  1. Designing a physician leadership development program based on effective models of physician education.

    PubMed

    Hopkins, Joseph; Fassiotto, Magali; Ku, Manwai Candy; Mammo, Dagem; Valantine, Hannah

    2017-02-02

    Because of modern challenges in quality, safety, patient centeredness, and cost, health care is evolving to adopt leadership practices of highly effective organizations. Traditional physician training includes little focus on developing leadership skills, which necessitates further training to achieve the potential of collaborative management. The aim of this study was to design a leadership program using established models for continuing medical education and to assess its impact on participants' knowledge, skills, attitudes, and performance. The program, delivered over 9 months, addressed leadership topics and was designed around a framework based on how physicians learn new clinical skills, using multiple experiential learning methods, including a leadership active learning project. The program was evaluated using Kirkpatrick's assessment levels: reaction to the program, learning, changes in behavior, and results. Four cohorts are evaluated (2008-2011). Reaction: The program was rated highly by participants (mean = 4.5 of 5). Learning: Significant improvements were reported in knowledge, skills, and attitudes surrounding leadership competencies. Behavior: The majority (80%-100%) of participants reported plans to use learned leadership skills in their work. Improved team leadership behaviors were shown by increased engagement of project team members. All participants completed a team project during the program, adding value to the institution. Results support the hypothesis that learning approaches known to be effective for other types of physician education are successful when applied to leadership development training. Across all four assessment levels, the program was effective in improving leadership competencies essential to meeting the complex needs of the changing health care system. Developing in-house programs that fit the framework established for continuing medical education can increase physician leadership competencies and add value to health care institutions. Active learning projects provide opportunities to practice leadership skills addressing real word problems.

  2. Needs Assessment for the Construction Industry in B.C. & the Yukon. Skill Plan.

    ERIC Educational Resources Information Center

    Lewe, Glenda

    A basic skills needs assessment developed a picture of the basic skills levels and needs of the construction industry in British Columbia and the Yukon. The three parts of the assessment were interviews with business managers and managers of other programs provided through joint labor/management initiatives, a questionnaire administered to…

  3. Improving communication in cancer pain management nursing: a randomized controlled study assessing the efficacy of a communication skills training program.

    PubMed

    Canivet, Delphine; Delvaux, Nicole; Gibon, Anne-Sophie; Brancart, Cyrielle; Slachmuylder, Jean-Louis; Razavi, Darius

    2014-12-01

    Effective communication is needed for optimal cancer pain management. This study assessed the efficacy of a general communication skills training program for oncology nurses on communication about pain management. A total of 115 nurses were randomly assigned to a training group (TG) or control group (CG). The assessment included the recording of interviews with a simulated cancer patient at baseline for both groups and after training (TG) or 3 months after baseline (CG). Two psychologists rated the content of interview transcripts to assess cancer pain management communication. Group-by-time effects were measured using a generalized estimating equation. Trained nurses asked the simulated patient more questions about emotions associated with pain (relative rate [RR] = 4.28, p = 0.049) and cognitions associated with pain treatment (RR = 3.23, p < 0.001) and used less paternalistic statements about cancer pain management (RR = 0.40, p = 0.006) compared with untrained nurses. The general communication skills training program improved only a few of the communication strategies needed for optimal cancer pain management in nursing. General communication skills training programs should be consolidated using specific modules focusing on communication skills related to cancer pain management.

  4. Design and Implementation of an Assessment Model for Students Entering Vocational Education Programs in the State of Colorado. Automotive.

    ERIC Educational Resources Information Center

    University of Northern Colorado, Greeley.

    This basic vocational related skills assessment module in automotive mechanics is one of sixteen modules designed to help teachers assess and identify some of the areas in which special needs students may encounter learning difficulties. The materials in the module allow for informal assessment in three basic areas: academic skills, motor skills,…

  5. Design and Implementation of an Assessment Model for Students Entering Vocational Education Programs in the State of Colorado. Graphic Arts.

    ERIC Educational Resources Information Center

    Hartley, Nancy K.; And Others

    This basic vocational related skills assessment module in graphic arts is one of sixteen modules designed to help teachers assess and identify some of the areas in which special needs students may encounter learning difficulties. The materials in the module allow for informal assessment in three basic areas: academic skills, motor skills, and…

  6. Study of a Nongraded Supplementary Group Communication Skills Program: Rationale, Pupil Personal-Social Characteristics, and Program Effects.

    ERIC Educational Resources Information Center

    Stumpe, Doris M.

    The purposes of this study were to design an experimental communications skills improvement program for low-achieving middle-grade pupils, to investigate certain assumed pupil personal-social characteristics on which the program was based, and to assess the effectiveness of the program. Two basic features incorporated into the new program were (1)…

  7. Building Professional and Technical Skills in the Use of Earth Observations through the NASA DEVELOP National Program: Best Practices & Lessons Learned

    NASA Astrophysics Data System (ADS)

    Crepps, G.; Ross, K. W.; Childs-Gleason, L. M.; Allsbrook, K. N.; Rogers, L.; Ruiz, M. L.; Clayton, A.

    2017-12-01

    The NASA DEVELOP National Program offers 10-week research opportunities to participants to work on rapid feasibility projects utilizing NASA Earth observations in a variety of applications, including ecological forecasting, water resources, disasters, and health and air quality. DEVELOP offers a unique collaborative environment in which students, recent graduates, and transitioning career professionals are placed on interdisciplinary teams to conduct projects. DEVELOP offers a variety of opportunities and resources to build participants technical skills in remote sensing and GIS, as well as interpersonal and leadership skills. As a capacity building program, DEVELOP assesses participants' growth by using entrance and exit personal growth assessments, as well as gathering general program feedback through an exit survey. All of this information is fed back into the program for continual improvement. DEVELOP also offers a progression of opportunities through which participants can advance through the program, allowing participants to build a diverse set of technical and leadership skills. This presentation will explore best practices including the use of pre- and post-growth assessments, offering advanced leadership opportunities, and overall capacity building impacts on participants.

  8. Assessing Impact of Physical Activity-Based Youth Development Programs: Validation of the "Life Skills Transfer Survey" (LSTS)

    ERIC Educational Resources Information Center

    Weiss, Maureen R.; Bolter, Nicole D.; Kipp, Lindsay E.

    2014-01-01

    Purpose: A signature characteristic of positive youth development (PYD) programs is the opportunity to develop life skills, such as social, behavioral, and moral competencies, that can be generalized to domains beyond the immediate activity. Although context-specific instruments are available to assess developmental outcomes, a measure of…

  9. Critical Thinking Skills: Levels of Preservice Elementary, Secondary, and Special Education Students.

    ERIC Educational Resources Information Center

    Melancon, Burton; Shaughnessy, Michael; Acheson-Brown, Dan; Gaedke, Bill; Moore, Jack

    This paper presents the preliminary results of a longitudinal study to assess the development of critical thinking as preservice teachers progress through their educational program. Students will be assessed during their final year in the program to help give an overview of the growth of their critical thinking skills. The Cornell Critical…

  10. Generalizable Skills in Individualized Vocational Program Planning for Special Needs Students.

    ERIC Educational Resources Information Center

    Stodden, Robert A.; Boone, Rosalie

    1986-01-01

    The authors address planning issues and suggest methods of interagency cooperation, integration of generalizable skills in individualized educational planning/programming, developing goals and objectives, and using student assessment and evaluation information. (CT)

  11. Assessing Learning with Logo: A Pilot Study.

    ERIC Educational Resources Information Center

    Horton, Jane; Ryba, Ken

    1986-01-01

    This study used the Model for Assessing Learning with Logo (Nolan and Ryba) to examine effects of Logo programming on junior high school students' thinking skills. The model addresses both student acquisition of Logo-related thinking skills and the extent to which they transfer skills to noncomputer problem solving tasks. (MBR)

  12. Implementation of an Electronic Objective Structured Clinical Exam for Assessing Practical Skills in Pre-Professional Physiotherapy and Occupational Therapy Programs: Examiner and Course Coordinator Perspectives

    ERIC Educational Resources Information Center

    Snodgrass, Suzanne J.; Ashby, Samantha E.; Rivett, Darren A.; Russell, Trevor

    2014-01-01

    Assessment of practical clinical skills is essential in the health fields. Objective Structured Clinical Exams (OSCEs), where examiners assess students performing clinical procedures on simulated patients (actors), are central to the evaluation of practical skills. However, traditional OSCEs require considerable time-investment to administer, and…

  13. Multi-rater feedback with gap analysis: an innovative means to assess communication skill and self-insight.

    PubMed

    Calhoun, Aaron W; Rider, Elizabeth A; Peterson, Eleanor; Meyer, Elaine C

    2010-09-01

    Multi-rater assessment with gap analysis is a powerful method for assessing communication skills and self-insight, and enhancing self-reflection. We demonstrate the use of this methodology. The Program for the Approach to Complex Encounters (PACE) is an interdisciplinary simulation-based communication skills program. Encounters are assessed using an expanded Kalamazoo Consensus Statement Essential Elements Checklist adapted for multi-rater feedback and gap analysis. Data from a representative conversation were analyzed. Likert and forced-choice data with gap analysis are used to assess performance. Participants were strong in Demonstrating Empathy and Providing Closure, and needed to improve Relationship Building, Gathering Information, and understanding the Patient's/Family's Perspective. Participants under-appraised their abilities in Relationship Building, Providing Closure, and Demonstrating Empathy, as well as their overall performance. The conversion of these results into verbal feedback is discussed. We describe an evaluation methodology using multi-rater assessment with gap analysis to assess communication skills and self-insight. This methodology enables faculty to identify undervalued skills and perceptual blind spots, provide comprehensive, data driven, feedback, and encourage reflection. Implementation of graphical feedback forms coupled with one-on-one discussion using the above methodology has the potential to enhance trainee self-awareness and reflection, improving the impact of educational programs. Copyright (c) 2010 Elsevier Ireland Ltd. All rights reserved.

  14. A Survey of Automated Assessment Approaches for Programming Assignments

    ERIC Educational Resources Information Center

    Ala-Mutka, Kirsti M.

    2005-01-01

    Practical programming is one of the basic skills pursued in computer science education. On programming courses, the coursework consists of programming assignments that need to be assessed from different points of view. Since the submitted assignments are executable programs with a formal structure, some features can be assessed automatically. The…

  15. Assessment Practices in Undergraduate Accounting Programs

    ERIC Educational Resources Information Center

    Lusher, Anna L.

    2010-01-01

    This study examined accounting program assessment plans at 102 colleges and universities in the United States. The research focused on identifying assessment practices in undergraduate accounting programs by examining the skills and competencies assessed and determining the methods of assessment used. The study also investigated what course and/or…

  16. Predictive validity of five cognitive skills tests among women receiving engineering training

    NASA Astrophysics Data System (ADS)

    Wittig, Michele Andrisin; Hennix Sasse, Sharon; Giacomi, Jean

    This article addresses two sets of theoretical and practical issues related to increasing the percentage of women engineers. First, the measurement of women's aptitude for and changes in skills during engineering training was assessed. Five cognitive skills tests were administered in a one-group pretest-posttest design to 24 baccalaureate women enrolled in an eleven-month engineering training course. Significant increases in skills were shown on three of the five assessments. Scores on a mathematics anxiety scale and a measure of conservation of horizontality are also reported. Second, the relationship of academic and demographic information and cognitive skills to degree of success in the program is reported. Pretraining spatial visualization scores predicted posttraining GPA group membership. The results are compared and contrasted with those of studies of male undergraduates. Implications are drawn concerning the ways in which evaluations of such programs can contribute to our understanding of the changes in skills that occur with training in engineering and of the factors that predict success in such programs.

  17. Skills of U.S. Unemployed, Young, and Older Adults in Sharper Focus: Results from the Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014. First Look. NCES 2016-039

    ERIC Educational Resources Information Center

    Rampey, Bobby D.; Finnegan, Robert; Goodman, Madeline; Mohadjer, Leyla; Krenzke, Tom; Hogan, Jacquie; Provasnik, Stephen

    2016-01-01

    The "Program for the International Assessment of Adult Competencies" (PIAAC) is a cyclical, large-scale study of adult skills and life experiences focusing on education and employment. Nationally representative samples of adults between the ages of 16 and 65 are administered an assessment of literacy, numeracy, and problem solving in…

  18. Evaluating Market Orientation of an Executive MBA Program.

    ERIC Educational Resources Information Center

    Dubas, Khalid M.; Ghani, Waqar I.; Davis, Stanley; Strong, James T.

    1998-01-01

    A study assessed the market orientation of the executive Master's in Business Administration (MBA) program at Saint Joseph's University (Pennsylvania) in terms of 12 skills and knowledge areas that reflect effective managerial performance and the student-executives' perceptions of program strengths and weaknesses in delivering these skills.…

  19. Intellectual Skills Development Program. Annual Report, 1986-1987.

    ERIC Educational Resources Information Center

    McCauley, Lynne

    The 1986-1987 annual report on the Intellectual Skills Development Program (ISDP) at Western Michigan University is presented. The program is designed to identify new students who do not meet entry-level competencies in reading, writing, and mathematics, and to provide academic support for these students. In reviewing assessment policies and…

  20. The Basic Skills Assessment Program, Spring 1987. Annual Report No. 87-24.

    ERIC Educational Resources Information Center

    Siskind, Theresa G.

    Information from the administration of the Basic Skills Assessment Program (BSAP) within the Charleston County (South Carolina) School District is presented. Tests are administered in the spring of each school year to students in grades 1, 2, 3, 6, and 8 as part of the BSAP. These tests have been administered statewide since 1981. BSAP tests were…

  1. Computer Assisted Instruction to Teach Item Selection in Grocery Stores: An Assessment of Acquisition and Generalization

    ERIC Educational Resources Information Center

    Hutcherson, Karen; Langone, John; Ayres, Kevin; Clees, Tom

    2004-01-01

    One principle of applied research is to design intervention programs targeted to teach useful skills to the participants (Baer, Wolf, & Risley, 1968), while structuring the program to promote generalization of the skills to the natural environment (Stokes & Baer, 1977). Proficiency in community skills (e.g., community navigation and…

  2. Transfer of communication skills to the workplace during clinical rounds: impact of a program for residents.

    PubMed

    Liénard, Aurore; Merckaert, Isabelle; Libert, Yves; Bragard, Isabelle; Delvaux, Nicole; Etienne, Anne-Marie; Marchal, Serge; Meunier, Julie; Reynaert, Christine; Slachmuylder, Jean-Louis; Razavi, Darius

    2010-08-26

    Communication with patients is a core clinical skill in medicine that can be acquired through communication skills training. Meanwhile, the importance of transfer of communication skills to the workplace has not been sufficiently studied. This study aims to assess the efficacy of a 40-hour training program designed to improve patients' satisfaction and residents' communication skills during their daily clinical rounds. Residents were randomly assigned to the training program or to a waiting list. Patients' satisfaction was assessed with a visual analog scale after each visit. Transfer of residents' communication skills was assessed in audiotaped actual inpatient visits during a half-day clinical round. Transcripted audiotapes were analyzed using content analysis software (LaComm). Training effects were tested with Mann-Whitney tests and generalized linear Poisson regression models. Eighty-eight residents were included. First, patients interacting with trained residents reported a higher satisfaction with residents' communication (Median=92) compared to patients interacting with untrained residents (Median=88) (p=.046). Second, trained residents used more assessment utterances (Relative Risk (RR)=1.17; 95% Confidence intervals (95%CI)=1.02-1.34; p=.023). Third, transfer was also observed when residents' training attendance was considered: residents' use of assessment utterances (RR=1.01; 95%CI=1.01-1.02; p=.018) and supportive utterances (RR=0.99; 95%CI=0.98-1.00; p=.042) (respectively 1.15 (RR), 1.08-1.23 (95%CI), p<.001 for empathy and 0.95 (RR), 0.92-0.99 (95%CI), p=.012 for reassurance) was proportional to the number of hours of training attendance. The training program improved patients' satisfaction and allowed the transfer of residents' communication skills learning to the workplace. Transfer was directly related to training attendance but remained limited. Future studies should therefore focus on the improvement of the efficacy of communication skills training in order to ensure a more important training effect size on transfer.

  3. A suicide awareness and intervention program for health professional students.

    PubMed

    De Silva, Eve; Bowerman, Lisa; Zimitat, Craig

    2015-01-01

    Many emergency service professionals and health professionals play important roles in the assessment and management of suicide risk but often receive inadequate mental health training in this area. A 'Suicide Awareness and Intervention Program' (SAIP) was developed for first year medical, paramedical and pharmacy students at the University of Tasmania, Australia. The program aimed to increase students' knowledge and awareness about suicide-related issues, develop interpersonal skills around suicide screening and increase awareness of available support services. A 5-hour experiential SAIP was embedded within the curriculum. A pre and post evaluation of knowledge, skills and attitudes was conducted, with an open-ended follow-up survey regarding use of what was learned in the program. Pre and post SAIP surveys showed significant improvement inknowledge and practical skills. Feedback from students and the counselling service indicated enduring impact of the program. Participation in the SAIP increased knowledge, skills and attitudes related to the assessment and management of individuals at risk for suicide, and the application of this ability to students' personal and professional lives.

  4. Technology-Based Assessments for 21st Century Skills: Theoretical and Practical Implications from Modern Research. Current Perspectives on Cognition, Learning and Instruction

    ERIC Educational Resources Information Center

    Mayrath, Michael C., Ed.; Clarke-Midura, Jody, Ed.; Robinson, Daniel H., Ed.; Schraw, Gregory, Ed.

    2012-01-01

    Creative problem solving, collaboration, and technology fluency are core skills requisite of any nation's workforce that strives to be competitive in the 21st Century. Teaching these types of skills is an economic imperative, and assessment is a fundamental component of any pedagogical program. Yet, measurement of these skills is complex due to…

  5. Adult Bronchoscopy Training

    PubMed Central

    Wahidi, Momen M.; Read, Charles A.; Buckley, John D.; Addrizzo-Harris, Doreen J.; Shah, Pallav L.; Herth, Felix J. F.; de Hoyos Parra, Alberto; Ornelas, Joseph; Yarmus, Lonny; Silvestri, Gerard A.

    2015-01-01

    BACKGROUND: The determination of competency of trainees in programs performing bronchoscopy is quite variable. Some programs provide didactic lectures with hands-on supervision, other programs incorporate advanced simulation centers, whereas others have a checklist approach. Although no single method has been proven best, the variability alone suggests that outcomes are variable. Program directors and certifying bodies need guidance to create standards for training programs. Little well-developed literature on the topic exists. METHODS: To provide credible and trustworthy guidance, rigorous methodology has been applied to create this bronchoscopy consensus training statement. All panelists were vetted and approved by the CHEST Guidelines Oversight Committee. Each topic group drafted questions in a PICO (population, intervention, comparator, outcome) format. MEDLINE data through PubMed and the Cochrane Library were systematically searched. Manual searches also supplemented the searches. All gathered references were screened for consideration based on inclusion criteria, and all statements were designated as an Ungraded Consensus-Based Statement. RESULTS: We suggest that professional societies move from a volume-based certification system to skill acquisition and knowledge-based competency assessment for trainees. Bronchoscopy training programs should incorporate multiple tools, including simulation. We suggest that ongoing quality and process improvement systems be introduced and that certifying agencies move from a volume-based certification system to skill acquisition and knowledge-based competency assessment for trainees. We also suggest that assessment of skill maintenance and improvement in practice be evaluated regularly with ongoing quality and process improvement systems after initial skill acquisition. CONCLUSIONS: The current methods used for bronchoscopy competency in training programs are variable. We suggest that professional societies and certifying agencies move from a volume- based certification system to a standardized skill acquisition and knowledge-based competency assessment for pulmonary and thoracic surgery trainees. PMID:25674901

  6. Measuring Motor Skill Learning--A Practical Application

    ERIC Educational Resources Information Center

    Kovacs, Christopher R.

    2008-01-01

    The assessment of fundamental motor skills in early learners is critical to the overall well-being and physical development of the students within the physical education setting. Olrich (2002) has suggested that any physical education program must be designed to assess both measures of physical fitness and fundamental motor skills in all students.…

  7. Analysis of the study skills of undergraduate pharmacy students of the University of Zambia School of Medicine.

    PubMed

    Ezeala, Christian Chinyere; Siyanga, Nalucha

    2015-01-01

    It aimed to compare the study skills of two groups of undergraduate pharmacy students in the School of Medicine, University of Zambia using the Study Skills Assessment Questionnaire (SSAQ), with the goal of analysing students' study skills and identifying factors that affect study skills. A questionnaire was distributed to 67 participants from both programs using stratified random sampling. Completed questionnaires were rated according to participants study skill. The total scores and scores within subscales were analysed and compared quantitatively. Questionnaires were distributed to 37 students in the regular program, and to 30 students in the parallel program. The response rate was 100%. Students had moderate to good study skills: 22 respondents (32.8%) showed good study skills, while 45 respondents (67.2%) were found to have moderate study skills. Students in the parallel program demonstrated significantly better study skills (mean SSAQ score, 185.4±14.5), particularly in time management and writing, than the students in the regular program (mean SSAQ score 175±25.4; P<0.05). No significant differences were found according to age, gender, residential or marital status, or level of study. The students in the parallel program had better time management and writing skills, probably due to their prior work experience. The more intensive training to students in regular program is needed in improving time management and writing skills.

  8. The effect of a multi-component camp-based weight-loss program on children's motor skills and physical fitness: a randomized controlled trial.

    PubMed

    Larsen, Kristian Traberg; Huang, Tao; Larsen, Lisbeth Runge; Olesen, Line Grønholt; Andersen, Lars Bo; Møller, Niels Christian

    2016-07-15

    Many weight-loss programs in children are performed without specific foci on training both physical fitness and motor skills. The aim of this study was to describe the effect of a one-year weight-loss program on children's motor skills and physical fitness. Participants included 115 overweight fifth-grade children (12.0 years) randomized into either a Day-Camp Intervention Arm (DCIA), with a subsequent family-based support program or a low-intense Standard Intervention Arm (SIA). Physical fitness was assessed by vertical jump, hand grip strength, and a progressive cardio-respiratory fitness test. Motor skills were assessed by the Movement Assessment Battery for Children - second edition (M-ABC-2), age band 3. Loss to follow-up after 52 weeks was 19 % and 32 % in the DCIA and SIA, respectively. Balance skills were improved post-camp, but not after 52 weeks in children from the DCIA compared to the SIA. Contrary to the expected, children from the SIA improved aiming and catching skills relative to the DCIA children. Overall z-scores of the physical fitness components and cardio-respiratory fitness improved more in children from the DCIA compared to children from the SIA. In conclusion, the day-camp intervention led to improvements in physical fitness but not in motor skills compared to the standard intervention. Including both motor skills and physical fitness could advantageously be considered in future immersive intervention programmes. Clinicaltrials NCT01574352, March 26, 2012 (retrospectively registered).

  9. Does a brief suicide prevention gatekeeper training program enhance observed skills?

    PubMed

    Cross, Wendi; Matthieu, Monica M; Lezine, Dequincy; Knox, Kerry L

    2010-01-01

    Suicide is a significant public health problem worldwide that requires evidence-based prevention efforts. One approach to prevention is gatekeeper training. Gatekeeper training programs for community members have demonstrated positive changes in knowledge and attitudes about suicide. Changes in gatekeeper skills have not been well established. To assess and to predict the impact of a brief, gatekeeper training on community members' observed skills. Participants in a community gatekeeper training were employees at US universities. 50 participants were randomly selected for skills assessment and videotaped interacting with a standardized actor prior to and following training. Tapes were reliably rated for general and suicide-specific skills. Gatekeeper skills increased from pre- to posttest: 10% of participants met criteria for acceptable gatekeeper skills before training, while 54% met criteria after training. Pretraining variables did not predict increased skills. Results do not provide conclusions about the relationship between observed gatekeeper skills and actual use of those skills in the future. Gatekeeper training enhances suicide-specific skills for the majority of participants. Other strategies, such as behavioral rehearsal, may be necessary to enhance skills in the remaining participants.

  10. Needs assessment and evaluation of a short course to improve faculties teaching skills at a former World Health Organization regional teacher training center

    PubMed Central

    KOJURI, JAVAD; AMINI, MITRA; KARIMIAN, ZAHRA; DEHGHANI, MOHAMMAD REZA; SABER, MAHBOOBEH; BAZRAFCAN, LEILA; EBRAHIMI, SEDIGHEH; REZAEE, RITA

    2015-01-01

    Introduction: In the design of educational programs, much attention has been paid to teaching methods, needs assessment, an important part of the development of educational programs, generally is neglected. Another important aspect in educational program design is assessing effectiveness. The aims of this study were to design a formal needs assessment program to define the core contents of a faculty development program, and to determine whether participation in the faculty development program reinforced new teaching skills. Methods: A teacher-training program was designed at Shiraz University of Medical Sciences to help medical instructors boost their teaching skills. Needs assessment was done with nominal group technique followed by a 5-point Likert scale questionnaire. The program, imparted in workshop format, covered effective teaching methods, feedback, assessing knowledge and time management. Instruction was in the form of lectures, group discussions, case simulations, video presentations and role-plays. The program was evaluated in several phases using data triangulation and multi-item assessments of overall program quality in three major dimensions: Kirkpatrick program evaluation model, evaluation of the educational environment and qualitative analysis with open-ended questions. All participants in the study belonged to the academic staff of Shiraz University of Medical Sciences (n=396). Results: Seven main categories were derived from nominal group techniques and questionnaires. After the program, participants rated the quality of the program highly. They felt that the educational intervention was appropriate and had a positive impact on their knowledge of effective teaching methods, feedback, knowledge assessment and time management. Assessment of the effectiveness of the program showed that participants reported significant improvements in their teaching abilities. Conclusions: Our faculty development program  have a significant positive effect on medical university teaching staff members’ competencies. Further research is needed to investigate whether the faculty development program actually results in improved teaching performance. PMID:25587548

  11. Evaluation of graduate nursing students' information literacy self-efficacy and applied skills.

    PubMed

    Robertson, D Susie; Felicilda-Reynaldo, Rhea Faye D

    2015-03-01

    Maintaining evidence-based nursing practice requires information literacy (IL) skills that should be established prior to completing an undergraduate nursing degree. Based on Bandura's social cognitive theory, this cross-sectional descriptive correlational study assessed the perceived and applied IL skills of graduate nursing students from two family nurse practitioner (FNP) programs in the midwestern United States. Results showed that although the 26 newly admitted FNP students demonstrated a high level of confidence in their IL skills, the students did not perform well in the actual IL skills test. According to Bandura, the students' confidence in their IL knowledge should allow students to be engaged in course activities requiring IL skills. Nurse educators teaching in undergraduate or graduate programs are in key positions to incorporate IL experiences into class activities to allow for skill assessment and further practice. Further research is needed on nursing students' IL self-efficacy and performance. Copyright 2015, SLACK Incorporated.

  12. Concurrent Validity of the Strength-Based "Behavioral Objective Sequence"

    ERIC Educational Resources Information Center

    Wilder, Lynn K.; Braaten, Sheldon; Wilhite, Kathi; Algozzine, Bob

    2006-01-01

    An essential task of diagnosticians is the accurate assessment of behavioral skills. Traditionally, deficit-based behavioral assessments have underscored student social skill deficits. Strength-based assessments delineate student competencies and are useful for individualized education program (IEP) and behavioral intervention plan (BIP)…

  13. Innovative cardiopulmonary resuscitation and automated external defibrillator programs in schools: Results from the Student Program for Olympic Resuscitation Training in Schools (SPORTS) study.

    PubMed

    Vetter, Victoria L; Haley, Danielle M; Dugan, Noreen P; Iyer, V Ramesh; Shults, Justine

    2016-07-01

    Bystander cardiopulmonary resuscitation (CPR) rates are low. Our study objective was to encourage Philadelphia high school students to develop CPR/AED (automated external defibrillator) training programs and to assess their efficacy. The focus was on developing innovative ways to learn the skills of CPR/AED use, increasing willingness to respond in an emergency, and retention of effective psychomotor resuscitation skills. Health education classes in 15 Philadelphia School District high schools were selected, with one Control and one Study Class per school. Both completed CPR/AED pre- and post-tests to assess cognitive knowledge and psychomotor skills. After pre-tests, both were taught CPR skills and AED use by their health teacher. Study Classes developed innovative programs to learn, teach, and retain CPR/AED skills. The study culminated with Study Classes competing in multiple CPR/AED skills events at the CPR/AED Olympic event. Outcomes included post-tests, Mock Code, and presentation scores. All students' cognitive and psychomotor skills improved with standard classroom education (p<0.001). Competition with other schools at the CPR/AED Olympics and the development of their own student-directed education programs resulted in remarkable retention of psychomotor skill scores in the Study Class (88%) vs the Control Class (79%) (p<0.001). Olympic participants averaged 93.1% on the Mock Code with 10 of 12 schools ≥94%. Students who developed creative and novel methods of teaching and learning resuscitation skills showed outstanding application of these skills in a Mock Code with remarkable psychomotor skill retention, potentially empowering a new generation of effectively trained CPR bystanders. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  14. A survey of physical examination skills taught in undergraduate nursing programs: are we teaching too much?

    PubMed

    Giddens, Jean Foret; Eddy, Linda

    2009-01-01

    Because content saturation is a growing concern, as reflected in the nursing literature, the content taught in undergraduate nursing curricula should be critically examined. The purpose of this descriptive cross-sectional research was to determine and analyze the physical assessment content currently taught in undergraduate nursing programs. A total of 198 individuals teaching in undergraduate nursing programs completed a Web-based survey. Of the 122 skills included on the survey, 81% were reportedly being taught in most of the nursing programs. Total scores for 18 systems-based assessment categories were significantly different among associate and baccalaureate nursing programs in all but three categories: assessment of integument, breast, and female genitals. Previous research has shown that nurses use less than 25% of these same skills regularly in clinical practice, regardless of their educational preparation. Findings from this research raise questions about the breadth to which physical examination content should be taught in undergraduate nursing education.

  15. Skills of U.S. Unemployed, Young, and Older Adults in Sharper Focus: Results from the Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014. First Look. NCES 2016-039rev

    ERIC Educational Resources Information Center

    Rampey, Bobby D.; Finnegan, Robert; Mohadjer, Leyla; Krenzke, Tom; Hogan, Jacquie; Provasnik, Stephen

    2016-01-01

    The Program for the International Assessment of Adult Competencies (PIAAC) is a cyclical, large-scale study of adult skills and life experiences focusing on education and employment. Nationally representative samples of adults between the ages of 16 and 65 are administered an assessment of literacy, numeracy, and problem solving in technology rich…

  16. Enhancing Student Teachers' Teaching Skills through a Blended Learning Approach

    ERIC Educational Resources Information Center

    Albhnsawy, Abeer Abdalhalim; Aliweh, Ahmed Mahmoud

    2016-01-01

    This study investigated the effect of a blended learning program on student teachers' teaching skills in an undergraduate microteaching course. The blended learning program lasted for nine weeks. This program aimed at integrating social network tasks and face-to-face teaching activities. Pre- and post-tests were administered to assess student…

  17. Department of Energy Actions Necessary to Improve DOE’s Training Program

    DTIC Science & Technology

    1999-02-01

    assessments, the Department has completed analyses and implemented training programs for the defense nuclear facilities technical workforce and...certification standards, such as those examined by the Defense Nuclear Facilities Safety Board in its reviews of Department operations, impose... nuclear facilities will have their technical skills assessed and will receive continuing training to maintain certain necessary skills. Page 17 GAO/RCED

  18. Effects of a Peer Tutor Training Program on Tutors and Tutees with Severe Disabilities in Adapted Physical Education

    ERIC Educational Resources Information Center

    Vonlintel, Drew James

    2015-01-01

    This dissertation examines the efficacy of peer tutor training in adapted physical education (APE). A peer tutor evaluation form was created to assess the skills of untrained peer tutors (n = 12). Once skills were assessed, a peer tutor training protocol was created. The protocol was implemented in a peer tutor training program. After peer tutors…

  19. [Use of physical assessment skills and education needs of advanced practice nurses and nurse specialists].

    PubMed

    Shin, Hyunsook; Kim, Bog-Ja; Kang, Hee Sun

    2009-10-01

    The study was done to investigate physical assessment skills used by, and educational needs of, advanced practice nurses (APNs) and nurse specialists in Korea. A total of 123 APNs and nurse specialists working in five major hospitals in Seoul were surveyed from July 15 to August 20, 2007. Fourteen skills out of 126 items were reported as being performed on a regular basis by participants. The majority of these skills involved general observation. Forty-six skills were rarely used. Some participants showed a lack of confidence in certain assessment skills, such as in doing a rectal or pelvic exam, and the use of some assessment equipment. Over 90% of participants required in-depth education on health assessment provided by specialists or nursing professional organizations. More educational opportunities in physical assessment should be provided including education programs based on the nurses' skill levels and needs. This effort will help to increase confidence of APNs and nurse specialists in physical assessment skills, ultimately resulting in better nursing outcomes.

  20. Manufacturing Mississippi's Workforce: An Assessment of Employability Skills as Perceived by Faculty and Senior Students of Four Year Manufacturing Related Degree Programs

    ERIC Educational Resources Information Center

    Griffin, Mamie Yvette

    2012-01-01

    A worldwide concern exists that undergraduate programs are not producing graduates with the kind of lifelong learning and professional skills needed for workplace success. Numerous research studies indicate new employees lack needed employability skills such as teamwork, decision-making, and communication. Similarly, recent national and state…

  1. Academic Program Assessment: A New Expertise for Faculty to Develop

    ERIC Educational Resources Information Center

    Blumberg, Phyllis

    2017-01-01

    Faculty are assuming greater responsibility for assessment of educational programs, which may be a new and daunting role. Therefore, faculty need to develop expertise and skills to do these assessments meaningfully. The overall purpose of this article is to provide faculty a program assessment resource. Assessments are conducted for accountability…

  2. Teaching and assessing procedural skills: a qualitative study.

    PubMed

    Touchie, Claire; Humphrey-Murto, Susan; Varpio, Lara

    2013-05-14

    Graduating Internal Medicine residents must possess sufficient skills to perform a variety of medical procedures. Little is known about resident experiences of acquiring procedural skills proficiency, of practicing these techniques, or of being assessed on their proficiency. The purpose of this study was to qualitatively investigate resident 1) experiences of the acquisition of procedural skills and 2) perceptions of procedural skills assessment methods available to them. Focus groups were conducted in the weeks following an assessment of procedural skills incorporated into an objective structured clinical examination (OSCE). Using fundamental qualitative description, emergent themes were identified and analyzed. Residents perceived procedural skills assessment on the OSCE as a useful formative tool for direct observation and immediate feedback. This positive reaction was regularly expressed in conjunction with a frustration with available assessment systems. Participants reported that proficiency was acquired through resident directed learning with no formal mechanism to ensure acquisition or maintenance of skills. The acquisition and assessment of procedural skills in Internal Medicine programs should move toward a more structured system of teaching, deliberate practice and objective assessment. We propose that directed, self-guided learning might meet these needs.

  3. A Curriculum Skills Matrix for Development and Assessment of Undergraduate Biochemistry and Molecular Biology Laboratory Programs

    ERIC Educational Resources Information Center

    Caldwell, Benjamin; Rohlman, Christopher; Benore-Parsons, Marilee

    2004-01-01

    We have designed a skills matrix to be used for developing and assessing undergraduate biochemistry and molecular biology laboratory curricula. We prepared the skills matrix for the Project Kaleidoscope Summer Institute workshop in Snowbird, Utah (July 2001) to help current and developing undergraduate biochemistry and molecular biology program…

  4. International comparison and review of a health technology assessment skills program.

    PubMed

    Wanke, Margaret I; Juzwishin, Don

    2005-01-01

    A review of the Alberta Heritage Foundation for Medical Research's (AHFMR) 6-month Health Technology Skills Development Program was undertaken within an international context with the purpose of describing and assessing the current program, further formalizing the program based on identified opportunities for improvement, and enhancing collaborative linkages with other agencies. The objectives of the review were to (i) compare the AHFMR program with similar programs in other health technology assessment (HTA) agencies internationally; (ii) assess the value of the program; (iii) identify program strengths and opportunities for improvement; and (iv) review, critique, and recommend enhancements to the program model and role description. The review involved a qualitative study design that included a survey of the Skills Development Program participants' experience and perceptions; semistructured interviews with program stakeholders, and a written survey of HTA agencies/programs in other Canadian and international jurisdictions. The review concluded that the program was successful and valued by participants, the Foundation, and stakeholders in the policy and research communities. Findings suggest participant products have a potential for broad influence, including impact on funding decisions related to technology diffusion, influence through publications and presentations, and knowledge transfer in the participants' disciplines and employment settings. The main opportunity for enhancement was to differentiate the program into two streams according to different needs of participants, specifically between those who desire to be HTA producers and/or make HTA their careers, and those who desire to apply HTA in their employment capacity as policy or clinical decision-makers.

  5. Communicating With Patients: Skills Assessment in US Colleges of Pharmacy

    PubMed Central

    2006-01-01

    Objective To describe current practices in assessing patient communication skills in US colleges and schools of pharmacy. Methods Syllabi and behavioral assessment forms were solicited and key faculty members were interviewed. Forms were analyzed to determine skills most commonly assessed in communication with simulated or role-playing patients. Results Fifty schools submitted behavioral assessment forms for patient communication skills. Individuals from 47 schools were interviewed. Colleges were found to vary in the way communication skills were assessed. Assessment forms focused more on dispensing a new prescription than monitoring ongoing therapy. Providing information was emphasized more than promoting adherence. Common faculty concerns were lack of continuity and congruence of assessment across the curriculum. Conclusions A common understanding of the standards and procedures for determining competence is needed. Experience and assessment activities should be sequenced throughout a program to build competence. PMID:17136187

  6. Cook It Up! A community-based cooking program for at-risk youth: overview of a food literacy intervention.

    PubMed

    Thomas, Heather Mc; Irwin, Jennifer D

    2011-11-15

    In Canada, there are limited occasions for youth, and especially at-risk youth, to participate in cooking programs. The paucity of these programs creates an opportunity for youth-focused cooking programs to be developed, implemented, and evaluated with the goal of providing invaluable life skills and food literacy to this potentially vulnerable group. Thus, an 18-month community-based cooking program for at-risk youth was planned and implemented to improve the development and progression of cooking skills and food literacy. This paper provides an overview of the rationale for and implementation of a cooking skills intervention for at-risk youth. The manuscript provides information about the process of planning and implementing the intervention as well as the evaluation plan. Results of the intervention will be presented elsewhere. Objectives of the intervention included the provision of applied food literacy and cooking skills education taught by local chefs and a Registered Dietitian, and augmented with fieldtrips to community farms to foster an appreciation and understanding of food, from 'gate to plate'. Eight at-risk youth (five girls and three boys, mean age = 14.6) completed the intervention as of November 2010. Pre-test cooking skills assessments were completed for all participants and post-test cooking skills assessments were completed for five of eight participants. Post intervention, five of eight participants completed in-depth interviews about their experience. The Cook It Up! program can provide an effective template for other agencies and researchers to utilize for enhancing existing programs or to create new applied cooking programs for relevant vulnerable populations. There is also a continued need for applied research in this area to reverse the erosion of cooking skills in Canadian society.

  7. Cook It Up! A community-based cooking program for at-risk youth: overview of a food literacy intervention

    PubMed Central

    2011-01-01

    Background In Canada, there are limited occasions for youth, and especially at-risk youth, to participate in cooking programs. The paucity of these programs creates an opportunity for youth-focused cooking programs to be developed, implemented, and evaluated with the goal of providing invaluable life skills and food literacy to this potentially vulnerable group. Thus, an 18-month community-based cooking program for at-risk youth was planned and implemented to improve the development and progression of cooking skills and food literacy. Findings This paper provides an overview of the rationale for and implementation of a cooking skills intervention for at-risk youth. The manuscript provides information about the process of planning and implementing the intervention as well as the evaluation plan. Results of the intervention will be presented elsewhere. Objectives of the intervention included the provision of applied food literacy and cooking skills education taught by local chefs and a Registered Dietitian, and augmented with fieldtrips to community farms to foster an appreciation and understanding of food, from 'gate to plate'. Eight at-risk youth (five girls and three boys, mean age = 14.6) completed the intervention as of November 2010. Pre-test cooking skills assessments were completed for all participants and post-test cooking skills assessments were completed for five of eight participants. Post intervention, five of eight participants completed in-depth interviews about their experience. Discussion The Cook It Up! program can provide an effective template for other agencies and researchers to utilize for enhancing existing programs or to create new applied cooking programs for relevant vulnerable populations. There is also a continued need for applied research in this area to reverse the erosion of cooking skills in Canadian society. PMID:22085523

  8. Effectiveness and safety of wheelchair skills training program in improving the wheelchair skills capacity: a systematic review.

    PubMed

    Tu, Chun-Jing; Liu, Lin; Wang, Wei; Du, He-Ping; Wang, Yu-Ming; Xu, Yan-Bing; Li, Ping

    2017-12-01

    To comprehensively assess the effectiveness and safety of wheelchair skills training program in improving wheelchair skills capacity. PubMed, OVID, EBSCO, ScienceDirect, Web of Science, CINAHL, Cochrane Library, Google Scholar, and China Knowledge Resource Integrated Database were searched up to March 2017. Controlled clinical trials that compared a wheelchair skills training program with a control group that received other interventions and used the wheelchair skills test scores to evaluate wheelchair skills capacity were included. Two authors independently screened articles, extracted data, and assessed the methodological quality using the Cochrane risk-of-bias tool in randomized controlled trial (RCT) and methodological index for non-randomized studies. The data results of wheelchair skills test scores were extracted. Data from 455 individuals in 10 RCTs and from 140 participants in seven non-randomized studies were included for meta-analysis using Stata version 12.0 (Stata Corporation, College Station, TX, USA). In the short term (immediately to one week) post-intervention, relative to a control group, manual wheelchair skills training could increase the total wheelchair skills test scores by 13.26% in RCTs (95% confidence interval (CI), 6.19%-20.34%; P < 0.001) and by 23.44% in non-randomized studies (95% CI, 13.98%-32.90%; P < 0.001). Few adverse events occurred during training; however, compared with a control group, evidence was insufficient to support the effectiveness of powered wheelchair skills training and the long-term (3-12 months) advantage of manual wheelchair skills training ( P = 0.755). The limited evidence suggests that wheelchair skills training program is beneficial in the short term, but its long-term effects remain unclear.

  9. Is it possible to improve radiotherapy team members' communication skills? A randomized study assessing the efficacy of a 38-h communication skills training program.

    PubMed

    Gibon, Anne-Sophie; Merckaert, Isabelle; Liénard, Aurore; Libert, Yves; Delvaux, Nicole; Marchal, Serge; Etienne, Anne-Marie; Reynaert, Christine; Slachmuylder, Jean-Louis; Scalliet, Pierre; Van Houtte, Paul; Coucke, Philippe; Salamon, Emile; Razavi, Darius

    2013-10-01

    Optimizing communication between radiotherapy team members and patients and between colleagues requires training. This study applies a randomized controlled design to assess the efficacy of a 38-h communication skills training program. Four radiotherapy teams were randomly assigned either to a training program or to a waiting list. Team members' communication skills and their self-efficacy to communicate in the context of an encounter with a simulated patient were the primary endpoints. These encounters were scheduled at the baseline and after training for the training group, and at the baseline and four months later for the waiting list group. Encounters were audiotaped and transcribed. Transcripts were analyzed with content analysis software (LaComm) and by an independent rater. Eighty team members were included in the study. Compared to untrained team members, trained team members used more turns of speech with content oriented toward available resources in the team (relative rate [RR]=1.38; p=0.023), more assessment utterances (RR=1.69; p<0.001), more empathy (RR=4.05; p=0.037), more negotiation (RR=2.34; p=0.021) and more emotional words (RR=1.32; p=0.030), and their self-efficacy to communicate increased (p=0.024 and p=0.008, respectively). The training program was effective in improving team members' communication skills and their self-efficacy to communicate in the context of an encounter with a simulated patient. Future study should assess the effect of this training program on communication with actual patients and their satisfaction. Moreover a cost-benefit analysis is needed, before implementing such an intensive training program on a broader scale. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

  10. Moving Nursing Program Portfolio Assessment From Midterm to End of Program: Lessons Learned.

    PubMed

    Hickey, Kari; Rossetti, Jeanette; Oldenburg, Nancy; Abendroth, Maryann; Uhlken, Connie; Musker, Kathleen; Peters, Bradley; Paramore, Patricia

    Portfolio assessment promotes a culture of evidence, evaluates program outcomes, and provides an opportunity to assess the acquisition of knowledge and skills that are not easily assessed by examinations and other traditional assessment methods in nursing curricula. The portfolio program of 1 Midwestern school of nursing recently moved portfolio assessment to the end of program. The process of this change including logistics, rubric development, and lessons learned is highlighted.

  11. To Assess Students' Attitudes, Skills and Competencies in Mathematical Modeling

    ERIC Educational Resources Information Center

    Lingefjard, Thomas; Holmquist, Mikael

    2005-01-01

    Peer-to-peer assessment, take-home exams and a mathematical modeling survey were used to monitor and assess students' attitudes, skills and competencies in mathematical modeling. The students were all in a secondary mathematics, teacher education program with a comprehensive amount of mathematics studies behind them. Findings indicate that…

  12. Needs Assessments for Automated Manufacturing Training Programs.

    ERIC Educational Resources Information Center

    Northampton Community Coll., Bethlehem, PA.

    This document contains needs assessments used by Northampton Community College to develop training courses for a business-industry technology resource center for firms in eastern Pennsylvania. The following needs assessments are included: (1) individual skills survey for workers at Keystone Cement Company; (2) Keystone group skills survey; (3)…

  13. Assessment of communication, professionalism, and surgical skills in an objective structured performance-related examination (OSPRE): a psychometric study.

    PubMed

    Ponton-Carss, Alicia; Hutchison, Carol; Violato, Claudio

    2011-10-01

    The purpose of this study was to investigate the reliability and validity of a performance assessment of communication, professionalism, and surgical skills competencies for surgery residents. Fourteen residents from the general surgery program of the University of Calgary were assessed in 7 surgical simulation stations that included communication and professionalism skills. The internal consistency reliability of the checklists and global rating scales combined was adequate for communication (α = .75-.92) and surgical skills (α = .86-.96), but not for professionalism (α = 0). There was evidence of validity as surgical skills performance improved as a function of postgraduate year level but not for the professionalism checklist. Surgical skills and communication correlated in the 2 stations assessed (r = .55 and .57; P < .05). There is evidence for both reliability and validity for simultaneously assessing surgical skills and communication skills. Further instrument development is required to assess professionalism in a structured examination context. Copyright © 2011 Elsevier Inc. All rights reserved.

  14. Using the Entrustable Professional Activities Framework in the Assessment of Procedural Skills.

    PubMed

    Pugh, Debra; Cavalcanti, Rodrigo B; Halman, Samantha; Ma, Irene W Y; Mylopoulos, Maria; Shanks, David; Stroud, Lynfa

    2017-04-01

    The entrustable professional activity (EPA) framework has been identified as a useful approach to assessment in competency-based education. To apply an EPA framework for assessment, essential skills necessary for entrustment to occur must first be identified. Using an EPA framework, our study sought to (1) define the essential skills required for entrustment for 7 bedside procedures expected of graduates of Canadian internal medicine (IM) residency programs, and (2) develop rubrics for the assessment of these procedural skills. An initial list of essential skills was defined for each procedural EPA by focus groups of experts at 4 academic centers using the nominal group technique. These lists were subsequently vetted by representatives from all Canadian IM training programs through a web-based survey. Consensus (more than 80% agreement) about inclusion of each item was sought using a modified Delphi exercise. Qualitative survey data were analyzed using a framework approach to inform final assessment rubrics for each procedure. Initial lists of essential skills for procedural EPAs ranged from 10 to 24 items. A total of 111 experts completed the national survey. After 2 iterations, consensus was reached on all items. Following qualitative analysis, final rubrics were created, which included 6 to 10 items per procedure. These EPA-based assessment rubrics represent a national consensus by Canadian IM clinician educators. They provide a practical guide for the assessment of procedural skills in a competency-based education model, and a robust foundation for future research on their implementation and evaluation.

  15. Assessing competence in communication and interpersonal skills: the Kalamazoo II report.

    PubMed

    Duffy, F Daniel; Gordon, Geoffrey H; Whelan, Gerald; Cole-Kelly, Kathy; Frankel, Richard; Buffone, Natalie; Lofton, Stephanie; Wallace, MaryAnne; Goode, Leslie; Langdon, Lynn

    2004-06-01

    Accreditation of residency programs and certification of physicians requires assessment of competence in communication and interpersonal skills. Residency and continuing medical education program directors seek ways to teach and evaluate these competencies. This report summarizes the methods and tools used by educators, evaluators, and researchers in the field of physician-patient communication as determined by the participants in the "Kalamazoo II" conference held in April 2002. Communication and interpersonal skills form an integrated competence with two distinct parts. Communication skills are the performance of specific tasks and behaviors such as obtaining a medical history, explaining a diagnosis and prognosis, giving therapeutic instructions, and counseling. Interpersonal skills are inherently relational and process oriented; they are the effect communication has on another person such as relieving anxiety or establishing a trusting relationship. This report reviews three methods for assessment of communication and interpersonal skills: (1) checklists of observed behaviors during interactions with real or simulated patients; (2) surveys of patients' experience in clinical interactions; and (3) examinations using oral, essay, or multiple-choice response questions. These methods are incorporated into educational programs to assess learning needs, create learning opportunities, or guide feedback for learning. The same assessment tools, when administered in a standardized way, rated by an evaluator other than the teacher, and using a predetermined passing score, become a summative evaluation. The report summarizes the experience of using these methods in a variety of educational and evaluation programs and presents an extensive bibliography of literature on the topic. Professional conversation between patients and doctors shapes diagnosis, initiates therapy, and establishes a caring relationship. The degree to which these activities are successful depends, in large part, on the communication and interpersonal skills of the physician. This report focuses on how the physician's competence in professional conversation with patients might be measured. Valid, reliable, and practical measures can guide professional formation, determine readiness for independent practice, and deepen understanding of the communication itself.

  16. Relationships between high-stakes clinical skills exam scores and program director global competency ratings of first-year pediatric residents

    PubMed Central

    Langenau, Erik E.; Pugliano, Gina; Roberts, William L.

    2011-01-01

    Background Responding to mandates from the Accreditation Council for Graduate Medical Education (ACGME) and American Osteopathic Association (AOA), residency programs have developed competency-based assessment tools. One such tool is the American College of Osteopathic Pediatricians (ACOP) program directors’ annual report. High-stakes clinical skills licensing examinations, such as the Comprehensive Osteopathic Medical Licensing Examination Level 2-Performance Evaluation (COMLEX-USA Level 2-PE), also assess competency in several clinical domains. Objective The purpose of this study is to investigate the relationships between program director competency ratings of first-year osteopathic residents in pediatrics and COMLEX-USA Level 2-PE scores from 2005 to 2009. Methods The sample included all 94 pediatric first-year residents who took COMLEX-USA Level 2-PE and whose training was reviewed by the ACOP for approval of training between 2005 and 2009. Program director competency ratings and COMLEX-USA Level 2-PE scores (domain and component) were merged and analyzed for relationships. Results Biomedical/biomechanical domain scores were positively correlated with overall program director competency ratings. Humanistic domain scores were not significantly correlated with overall program director competency ratings, but did show moderate correlation with ratings for interpersonal and communication skills. The six ACGME or seven AOA competencies assessed empirically by the ACOP program directors’ annual report could not be recovered by principal component analysis; instead, three factors were identified, accounting for 86% of the variance between competency ratings. Discussion A few significant correlations were noted between COMLEX-USA Level 2-PE scores and program director competency ratings. Exploring relationships between different clinical skills assessments is inherently difficult because of the heterogeneity of tools used and overlap of constructs within the AOA and ACGME core competencies. PMID:21927550

  17. Manitoba Mathematics Assessment Program, 1981. Final Report.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education, Winnipeg.

    This document contains conclusions, recommendations, a summary of results, and interpretations of the 1981 Mathematics Assessment Program. The Assessment Program involved the production of achievement tests and teacher questionnaires for the third, sixth, ninth, and twelth-grade students. These were a test related to general mathematics skills,…

  18. Improving the Teaching Skills of Residents in a Surgical Training Program: Results of the Pilot Year of a Curricular Initiative in an Ophthalmology Residency Program.

    PubMed

    Chee, Yewlin E; Newman, Lori R; Loewenstein, John I; Kloek, Carolyn E

    2015-01-01

    To design and implement a teaching skills curriculum that addressed the needs of an ophthalmology residency training program, to assess the effect of the curriculum, and to present important lessons learned. A teaching skills curriculum was designed for the Harvard Medical School (HMS) Residency Training Program in Ophthalmology. Results of a needs assessment survey were used to guide curriculum objectives. Overall, 3 teaching workshops were conducted between October 2012 and March 2013 that addressed areas of need, including procedural teaching. A postcurriculum survey was used to assess the effect of the curriculum. Massachusetts Eye and Ear Infirmary, a tertiary care institution in Boston, MA. Overall, 24 residents in the HMS Residency Training Program in Ophthalmology were included. The needs assessment survey demonstrated that although most residents anticipated that teaching would be important in their future career, only one-third had prior formal training in teaching. All residents reported they found the teaching workshops to be either very or extremely useful. All residents reported they would like further training in teaching, with most residents requesting additional training in best procedural teaching practices for future sessions. The pilot year of the resident-as-teacher curriculum for the HMS Residency Training Program in Ophthalmology demonstrated a need for this curriculum and was perceived as beneficial by the residents, who reported increased comfort in their teaching skills after attending the workshops. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  19. Does a brief suicide prevention gatekeeper training program enhance observed skills?

    PubMed Central

    Cross, Wendi; Matthieu, Monica M.; Lezine, DeQuincy; Knox, Kerry L.

    2010-01-01

    Background Suicide is a significant public health problem worldwide that requires evidence-based prevention efforts. One approach to prevention is gatekeeper training. Gatekeeper training programs for community members have demonstrated positive changes in knowledge and attitudes about suicide. Changes in gatekeeper skills have not been well established. Aims To assess and predict the impact of a brief, gatekeeper training on community members’ observed skills. Methods Participants in a community gatekeeper training were employees at US universities. 50 participants were randomly selected for skills assessment and videotaped interacting with a standardized actor prior to and following training. Tapes were reliability rated for general and suicide-specific skills. Results Gatekeeper skills increased from pre- to posttest: 10% of participants met criteria for acceptable gatekeeper skills before training, while 54% met criteria after training. Pretraining variables did not predict increased skills. Limitations Results do not provide conclusions about the relationship between observed gatekeeper skills and actual use of those skills in the future. Conclusions Gatekeeper training enhances suicide-specific skills for the majority of participants. Other strategies, such as behavioral rehearsal, may be necessary to enhance skills in the remaining participants. PMID:20573609

  20. Teaching interpersonal skills in family practice: results of a national survey.

    PubMed

    Kahn, G; Cohen, B; Jason, H

    1979-02-01

    The increasing recognition of the importance of a well-developed set of interpersonal skills to the competent family physician has resulted in a rapid growth in the formal teaching of interpersonal skills within family practice residencies. Of the 168 programs responding to a national survey of family practice residencies, 88 percent indicated that they have formal programs in interpersonal skills. It is estimated that there are well over 500 family practice faculty members who have special responsibilities in teaching interpersonal skills. While most programs address the component skills of the interpersonal process (eg, demonstrating empathy, information gathering, information giving, and psychological intervention), it is of concern that only about half offer explicit training in patient education (53 percent), specific types of counseling (eg, family counseling, 55 percent), or some of the specific interpersonal skills important in team practice and practice management (eg, supervisory skills). One of the most striking findings was that 88 percent of the reporting programs use videotechnology, with 77 percent of these planning to increase their use. Although most programs evaluate their interpersonal skills training using both indirect and direct assessment methods, only 25 percent attempt to use patient outcome as a measure of teaching effectiveness.

  1. A mentor-based portfolio program to evaluate pharmacy students' self-assessment skills.

    PubMed

    Kalata, Lindsay R; Abate, Marie A

    2013-05-13

    Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students.

  2. A Mentor-Based Portfolio Program to Evaluate Pharmacy Students’ Self-Assessment Skills

    PubMed Central

    Kalata, Lindsay R.

    2013-01-01

    Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students. PMID:23716749

  3. Exploring an educational assessment tool to measure registered nurses' knowledge of hearing impairment and effective communication strategies: A USA study.

    PubMed

    Ruesch, Amy L

    2018-01-01

    Poor communication between the Registered Nurse and a hearing impaired patient can affect quality of care and health outcomes. Communication skills training programs for healthcare providers are needed to improve patient centered care. A descriptive research study, using a knowledge assessment tool developed and validated by the researcher, was conducted on 339 Registered Nurses to identify knowledge deficits to be addressed in a communication skills training program being designed. The educational tool measured the Registered Nurses' knowledge across four areas - hearing impairment, hearing aids, communication strategies, and regulations regarding access to care for a person with a hearing disability. Knowledge deficits were detected in all four areas. Using this educational assessment tool may enable nurse educators to tailor communication skills training programs to specifically address the gaps identified regarding hearing impairment and how to effectively communicate with the hearing impaired patient. Post training program, nurse educators can use the tool to evaluate effectiveness. Copyright © 2017 Elsevier Ltd. All rights reserved.

  4. Helpers' Self-Assessment Biases Before and after Helping Skills Training.

    PubMed

    Jaeken, Marine; Zech, Emmanuelle; Brison, Céline; Verhofstadt, Lesley L; Van Broeck, Nady; Mikolajczak, Moïra

    2017-01-01

    Several studies have shown that therapists are generally biased concerning their performed helping skills, as compared to judges' ratings. As clients' ratings of therapists' performance are better predictors of psychotherapy effectiveness than judges' ratings, this study examined the validity and effectiveness of a helping skills training program at reducing novice helpers' self-enhancement biases concerning their helping skills, in comparison to their clients' ratings. Helping skills were assessed by three objective measures (a knowledge multiple choice test, a video test and a role play), as well as by a self- and peer-reported questionnaire. In addition, some performed helping skills' correlates (relationship quality, session quality, and helpers' therapeutic attitudes) were assessed both by helpers and their simulated helpees. Seventy-two sophomores in psychology participated to this study, 37 being assigned to a 12-h helping skills training program, and 35 to a control group. Helpers were expected to assess the aforementioned performed helping skills and correlates as being better than their helpees' assessments at pretest, thus revealing a self-enhancement bias. At posttest, we expected that trained helpers would objectively exhibit better helping skills than untrained helpers while beginning to underestimate their performance, thus indexing a self-diminishment bias. In contrast, we hypothesized that untrained helpers would continue to overestimate their performance. Our hypotheses were only partly confirmed but results reflected a skilled-unaware pattern among trainees. Trained helpers went either from a pretest overestimation to a posttest equivalence (performed helping skills and performed therapeutic attitudes), or from a pretest equivalence to a posttest underestimation (performed session quality and performed therapeutic relationship), as compared to helpees' ratings. Results showed that trained helpers improved on all helping skills objective measures and that helpees' perceptions of their performance had increased at posttest. In conclusion, helping skills training leads helpers not only to improve their helping skills but also to have more doubts about their skills, two variables associated with psychotherapy outcome.

  5. Helpers' Self-Assessment Biases Before and after Helping Skills Training

    PubMed Central

    Jaeken, Marine; Zech, Emmanuelle; Brison, Céline; Verhofstadt, Lesley L.; Van Broeck, Nady; Mikolajczak, Moïra

    2017-01-01

    Several studies have shown that therapists are generally biased concerning their performed helping skills, as compared to judges' ratings. As clients' ratings of therapists' performance are better predictors of psychotherapy effectiveness than judges' ratings, this study examined the validity and effectiveness of a helping skills training program at reducing novice helpers' self-enhancement biases concerning their helping skills, in comparison to their clients' ratings. Helping skills were assessed by three objective measures (a knowledge multiple choice test, a video test and a role play), as well as by a self- and peer-reported questionnaire. In addition, some performed helping skills' correlates (relationship quality, session quality, and helpers' therapeutic attitudes) were assessed both by helpers and their simulated helpees. Seventy-two sophomores in psychology participated to this study, 37 being assigned to a 12-h helping skills training program, and 35 to a control group. Helpers were expected to assess the aforementioned performed helping skills and correlates as being better than their helpees' assessments at pretest, thus revealing a self-enhancement bias. At posttest, we expected that trained helpers would objectively exhibit better helping skills than untrained helpers while beginning to underestimate their performance, thus indexing a self-diminishment bias. In contrast, we hypothesized that untrained helpers would continue to overestimate their performance. Our hypotheses were only partly confirmed but results reflected a skilled-unaware pattern among trainees. Trained helpers went either from a pretest overestimation to a posttest equivalence (performed helping skills and performed therapeutic attitudes), or from a pretest equivalence to a posttest underestimation (performed session quality and performed therapeutic relationship), as compared to helpees' ratings. Results showed that trained helpers improved on all helping skills objective measures and that helpees' perceptions of their performance had increased at posttest. In conclusion, helping skills training leads helpers not only to improve their helping skills but also to have more doubts about their skills, two variables associated with psychotherapy outcome. PMID:28861015

  6. Curriculum enrichment with self-testing activities in development of fundamental movement skills of first-grade children in Greece.

    PubMed

    Karabourniotis, Dimitrios; Evaggelinou, Christina; Tzetzis, George; Kourtessis, Thomas

    2002-06-01

    The purpose of this study was to investigate the effect of self-testing activities on the development of fundamental movement skills in first-grade children in Greece. Two groups of children were tested. The Control group (n = 23 children) received the regular 12-wk. physical education school program and the Experimental group (n = 22 children) received a 12-wk. skill-oriented program with an increasing allotment of self-testing activities. The Test of Gross Motor Development was used to assess fundamental movement skills, while the content areas of physical education courses were estimated with an assessment protocol, based on the interval recording system called the Academic Learning Time-Physical Education. A 2 x 2 repeated measures analysis of variance with group as the between factor and testing time (pretest vs posttest) as the repeated-measures factor was performed to assess differences between the two groups. A significant interaction of group with testing time was found for the Test of Gross Motor Development total score, with the Experimental group scoring higher then the Control group. A significant main effect was also found for test but not for group. This study provides evidence supporting the notion that a balanced allotment of the self-testing and game activities beyond the usual curriculum increases the fundamental motor-skill development of children. Also, it stresses the necessity for content and performance standards for the fundamental motor skills in educational programs. Finally, it seems that the Test of Gross Motor Development is a useful tool for the assessment of children's fundamental movement skills.

  7. Is it possible to improve communication around radiotherapy delivery: A randomized study to assess the efficacy of team training?

    PubMed

    Liénard, Aurore; Delevallez, France; Razavi, Darius; Gibon, Anne-Sophie; Libert, Yves; Delvaux, Nicole; Marchal, Serge; Etienne, Anne-Marie; Bragard, Isabelle; Reynaert, Christine; Slachmuylder, Jean-Louis; Durieux, Jean-François; Farvacques, Christine; Scalliet, Pierre; Van Houtte, Paul; Coucke, Philippe; Merckaert, Isabelle

    2016-05-01

    The aim of this study was to assess the efficacy of a 38-h communication skills training program designed for multidisciplinary radiotherapy teams. Four radiotherapy teams were randomly assigned to a training program or to a waiting list. Assessments were scheduled at baseline (T1) and then after the training was completed or four months later (T2), respectively. Communication around radiotherapy delivery was assessed based on audio recordings of the first and last radiotherapy sessions in order to assess team members' communication skills and the expression of concerns by breast cancer patients (analyzed with content analysis software LaComm). 198 radiotherapy sessions were recorded. During the first radiotherapy sessions, members of the trained teams exhibited more assessment skills (p=0.048), provided more setting information (p<0.001), and used more social words (p=0.019) compared to the members of the untrained teams. During the last radiotherapy session, members of the trained teams used more assessment skills (p=0.004) and patients interacting with members of the trained teams expressed more sadness words (p=0.023). Training of multidisciplinary teams has the potential to transfer skills that affect the short exchanges that take place around radiotherapy delivery. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  8. School-Based Fundamental-Motor-Skill Intervention for Children With Autism-Like Characteristics: An Exploratory Study.

    PubMed

    Bremer, Emily; Lloyd, Meghann

    2016-01-01

    The purpose of this pilot study was to demonstrate the impact of a fundamental-motor-skill (FMS) intervention on the motor skills of 3- to 7-year-old children with autism-like characteristics in an early intervention classroom. A secondary purpose was to qualitatively assess the impact of the program as described by the classroom's special education teacher. All children in the classroom (N = 5) took part in an FMS intervention for two 6-wk blocks (fall 2013 and winter 2014). Motor-skill proficiency and social skills were assessed at 3 times: baseline, after Block 1 of the intervention, and after Block 2 of the intervention. In addition, an interview was conducted with the classroom teacher after Assessment 3 to draw further insights into the relative success and impact of the program. Results were analyzed through a visual analysis and presented individually. They indicated improvements in the participants' individual FMS and social-skill scores, possible improvements in declarative knowledge, and an increase in the special education teacher's readiness to teach FMS; further research with larger, controlled samples is warranted.

  9. Teaching and assessing procedural skills: a qualitative study

    PubMed Central

    2013-01-01

    Background Graduating Internal Medicine residents must possess sufficient skills to perform a variety of medical procedures. Little is known about resident experiences of acquiring procedural skills proficiency, of practicing these techniques, or of being assessed on their proficiency. The purpose of this study was to qualitatively investigate resident 1) experiences of the acquisition of procedural skills and 2) perceptions of procedural skills assessment methods available to them. Methods Focus groups were conducted in the weeks following an assessment of procedural skills incorporated into an objective structured clinical examination (OSCE). Using fundamental qualitative description, emergent themes were identified and analyzed. Results Residents perceived procedural skills assessment on the OSCE as a useful formative tool for direct observation and immediate feedback. This positive reaction was regularly expressed in conjunction with a frustration with available assessment systems. Participants reported that proficiency was acquired through resident directed learning with no formal mechanism to ensure acquisition or maintenance of skills. Conclusions The acquisition and assessment of procedural skills in Internal Medicine programs should move toward a more structured system of teaching, deliberate practice and objective assessment. We propose that directed, self-guided learning might meet these needs. PMID:23672617

  10. Developing the IT Workforce: Certification Programs, Participants and Outcomes in High Schools and Two-Year Colleges. Final Report

    ERIC Educational Resources Information Center

    Haimson, Joshua; VanNoy, Michelle

    2004-01-01

    Many high school and two-year college vocational programs are exploring new ways to help students develop and document skills valued in the labor market. Over the past decade, some efforts to improve vocational programs have focused on reorganizing curricula around skill standards and assessments formulated by employers. One recent example of this…

  11. Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children.

    PubMed

    Ansari, Arya; Winsler, Adam

    2014-11-01

    Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (MSRP; Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino ( n = 7,045) and Black children ( n = 6,700) enrolled in two different types of Title-1 public school pre-K programs: those in programs using the Montessori curricula and those in more conventional programs using the High/Scope curricula with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (DECA), while children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile Diagnostic (LAP-D) at the beginning and end of their four-year-old pre-K year. All children, regardless of curricula, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities.

  12. Talking Typewriter Training Program in a Rehabilitation Setting.

    ERIC Educational Resources Information Center

    Kupshunas, Sue

    1984-01-01

    As part of a state residential center's 16-week training program to assist blind adults, aged 16-65, in acquiring employability skills, clients receive hands-on training in mastering the IBM Memory 100 Audio Unit typewriter. Training includes assessing prerequisite secretarial skills, using self-instructional materials, and evaluating performance.…

  13. Professional Skills as Cornerstones of Liberal Education: Moving Students from Theory to Action

    ERIC Educational Resources Information Center

    Nitkin, Mindell Reiss; White, Shelley K.; Shapiro, Mary

    2016-01-01

    This article presents the Simmons World Challenge curriculum, an intensive, interdisciplinary program for sophomore undergraduate students that emphasizes student-directed collaborative learning and skills development. The authors present the curricular approach and assessment outcomes, and they relate this program to goals of the AAC&U's…

  14. Physical Assessment Techniques in Nursing Education: A Replicated Study.

    PubMed

    Kohtz, Cindy; Brown, Suzanne C; Williams, Ryan; O'Connor, Patricia A

    2017-05-01

    It has been nearly a decade since findings revealed that a sample of U.S. nurses routinely used only 30 physical assessment techniques in clinical practice. In a time of differentiating nice-to-know from need-to-know knowledge and skills, what has changed in nursing education? This cross-sectional, descriptive study examines the physical assessment skills taught and used among nursing students at one baccalaureate nursing education program located in the midwestern United States. Findings highlight the similarities and differences from previous studies and offer insight as to how closely nursing education mirrors the skills needed for clinical practice. Nurse educators must continue to discriminate content taught in prelicensure nursing education programs and should consider the attainment of competency of those essential skills that most lend to optimal patient outcomes. [J Nurs Educ. 2017;56(5):287-291.]. Copyright 2017, SLACK Incorporated.

  15. BTEC Integrative Assignments.

    ERIC Educational Resources Information Center

    Foot, G. E.

    1992-01-01

    To equip electrical engineering students with common and transferable work skills, a program of integrative assignments was created to develop communication and teamwork skills. Discusses assignment components; the log book, a personal account of each assignment; assessment; conversion of "common skills" to competence statements, and…

  16. Perception of Teaching and Assessing Technical Proficiency in American College of Veterinary Surgeons Small Animal Surgery Residency Programs.

    PubMed

    Kim, Stanley E; Case, J Brad; Lewis, Daniel D; Ellison, Gary W

    2015-08-01

    To determine how American College of Veterinary Surgeons (ACVS) small animal surgery residency programs are teaching and assessing technical skills, and ascertain the perceived value of those methods. Internet-based survey. Residents and Diplomate supervisors of ACVS small animal residency programs. Residents and supervisors were surveyed on their experience of surgery instruction, use of different resources for teaching, type and frequency of feedback, and perceived effectiveness of their programs in imparting technical proficiency. A total of 130 residents (62%) and 119 supervisors (44%) participated. Both residents and supervisors estimated the resident was the primary surgeon for a mean of 64% of cases, although this proportion varied widely between participants. The majority of residents and supervisors considered that direct intraoperative guidance was the most effective way for residents to develop technical skills. Verbal interactions between supervisor and resident occurred frequently and were highly valued. Regular wet laboratories and access to simulation models were uncommon. Despite over 90% of all participants reporting that a sufficient level of technical aptitude would be attained, only 58% of residents were satisfied with their technical skills training. Residents relied on direct interaction with supervisors to develop technical skills. The traditional mode of instruction for veterinary residents is the apprenticeship model, which is partly driven by ACVS requirements of supervisory support. Exposure to other teaching and assessment methods was variable. The current structure of residency programs is successful in imparting technical competency as perceived by supervisors and residents. However, consideration of a more formal method of residency training with structured assessment of technical skills as in human medicine should not be dismissed. © Copyright 2015 by The American College of Veterinary Surgeons.

  17. Test Content Specifications for the Survey of Basic Skills; Mathematics, Grades Six and Twelve.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    Under the California Assembly Bill 665 of 1972, the state assessment program must test all students in grades 1, 2, 3, 6, and 12 in reading skills, and those in grades 6 and 12 to assess their skills in effectiveness of written expression, spelling, and mathematics. The state may develop its own tests, and a matrix sampling approach may be used…

  18. Implementing a skillslab training program in a developing country.

    PubMed

    Tran, Trung Quang; Scherpbier, Albert; van Dalen, Jan; van Do, Dung; Wright, E Pamela

    2014-01-01

    Eight skills laboratories (skillslabs) were established by consensus of Vietnamese medical universities, with international support. A national list of basic skills needed for medical practice and suitable for skillslab training was developed; models, medical and teaching equipment were supplied; learning material was developed and core staff and teachers were trained. This study was designed to assess how closely eight schools in Vietnam came to implementing all recommended skills on list developed by educators of that country, and identify the facilitating factors and barriers to skillslab use within the country's largest school. Data were collected from reports from the eight skillslabs. Students and trainers from the largest university were surveyed for their perceptions of the quality of training on eight selected skills. Results of students' skill assessments were gathered, and focus group discussions with trainers were conducted. SPSS 16 was used to analyze the quantitative data and cluster analysis was used to test for differences. Only one medical school was able to train all 56 basic skills proposed by consensus among the eight Vietnamese medical universities. Deeper exploration within the largest school revealed that its skillslab training was successful for most skills, according to students' postprogram skills assessment and to students' and trainers' perceptions. However, through focus group discussions we learned that the quantity of training aids was perceived to be insufficient; some models/manikins were inappropriate for training; more consideration was needed in framing the expected requirements of students within each skill; too little time was allocated for the training of one of the eight skills investigated; and further curriculum development is needed to better integrate the skills training program into the broader curriculum. The fact that one medical school could teach all skills recommended for skillslab training demonstrates that all Vietnamese schools may be similarly able to teach the basic skills of the national consensus list. But as of now, it remains challenging for most schools in this developing country to fully implement a national skillslab training program.

  19. Analysis of Prospective Mathematics Teachers’ Basic Teaching Skills (a Study of Mathematics Education Departement Students’ Field Experience Program at STKIP Garut)

    NASA Astrophysics Data System (ADS)

    Rahayu, D. V.

    2017-02-01

    This study was intended to figure out basic teaching skills of Mathematics Department Students of STKIP Garut at Field Experience Program in academic year 2014/2015. This study was qualitative research with analysis descriptive technique. Instrument used in this study was observation sheet to measure basic teaching mathematics skills. The result showed that ability of content mastery and explaining skill were in average category. Questioning skill, conducting variations skill and conducting assessment skill were in good category. Managing classroom skill and giving motivation skill were in poor category. Based on the result, it can be concluded that the students’ basic teaching skills weren’t optimal. It is recommended for the collegians to get lesson with appropriate strategy so that they can optimize their basic teaching skills.

  20. Ability-Training-Oriented Automated Assessment in Introductory Programming Course

    ERIC Educational Resources Information Center

    Wang, Tiantian; Su, Xiaohong; Ma, Peijun; Wang, Yuying; Wang, Kuanquan

    2011-01-01

    Learning to program is a difficult process for novice programmers. AutoLEP, an automated learning and assessment system, was developed by us, to aid novice programmers to obtain programming skills. AutoLEP is ability-training-oriented. It adopts a novel assessment mechanism, which combines static analysis with dynamic testing to analyze student…

  1. Comprehensive Development Plan in Office Skills. Final Performance Report.

    ERIC Educational Resources Information Center

    Waubonsee Community Coll., Sugar Grove, IL.

    The Waubonsee Community College Comprehensive Development Plan in Office Skills served 208 students by assessment of basic skills and referral to appropriate programs or help with job skills and referral to employment during the 18-month grant period from December 1988 through June 30, 1990. The target population was minority women or economically…

  2. Learning Self-Care Skills. Functional Programming for People with Autism: A Series.

    ERIC Educational Resources Information Center

    DePalma, Valerie; Wheeler, Marci

    Many individuals with autism need systematic, intensive teaching in self-care skills due to deficits in language and attention skills, interfering behaviors, and/or sensory impairments. Teaching self-care skills should occur naturally during daily routines, in all environments. Assessments are done to determine current abilities, strengths, and…

  3. Increasing team skills: an evaluation of program effectiveness.

    PubMed

    Jacobsen-Webb, M L

    1985-11-01

    The need for health professionals with caring values and good communication skills is well established. To develop these skills requires building self-esteem, as is supported by the work of Carl Rogers, Maslow, and Jourard, and the development of communication skills, as is supported by Carkhuff. A six-hour developmental program was evaluated using alternate forms of the highly validated Personal Skills Map. The differences in participants' scores showed increases in self-esteem, comfort, and management skills (p less than .00), while aggression (p = .05) and deference (p less than .00) decreased. A longitudinal follow-up of participants showed that 65% continued to use the assessment tool six months to one year later. The program appears to be well suited for service settings, continuing education, and academic settings, and meets the need of a high tech, high touch era of change.

  4. Clinical Skills Assessment: The Effects of Moving Certification Requirements Into Neurology, Child Neurology, and Psychiatry Residency Training

    PubMed Central

    Juul, Dorthea; Brooks, Beth Ann; Jozefowicz, Ralph; Jibson, Michael; Faulkner, Larry

    2015-01-01

    Background A few years ago, when the American Board of Psychiatry and Neurology decided to phase out the patient-based oral examinations in its 3 primary specialties, requirements for assessing clinical skills during residency training were instituted. Objective The purpose of this report is to describe the experiences of training program directors and graduates with these new credentialing requirements (labeled CSEs) as well as other effects on the specialties. Methods Surveys were administered electronically in 2012 to all current neurology, child neurology, and psychiatry program directors, and to a convenience sample of graduates who applied for the 2012 certification examinations. Results Response rates for graduates were similar across the 3 specialties but low (28%–33%). Response rates were higher for program directors (53%–62%) and were similar across the 3 specialties. The results indicated that the CSEs were usually administered early in training, were completed toward the end, were often passed on first attempt, generally took place during routine clinical assignments, were used to assess additional competencies, almost always included feedback to the residents, and did not often lead to remediation. Furthermore, the CSEs were perceived to be useful components in the assessment of clinical skills. Conclusions The results obtained from the early implementation of the CSEs suggest that they provide an opportunity to assess clinical skills with the additional benefit of feedback to trainees. Other effects included eventual incorporation into training program requirements, milestones, and related faculty development and research efforts. PMID:26217432

  5. Clinical Skills Assessment: The Effects of Moving Certification Requirements Into Neurology, Child Neurology, and Psychiatry Residency Training.

    PubMed

    Juul, Dorthea; Brooks, Beth Ann; Jozefowicz, Ralph; Jibson, Michael; Faulkner, Larry

    2015-03-01

    A few years ago, when the American Board of Psychiatry and Neurology decided to phase out the patient-based oral examinations in its 3 primary specialties, requirements for assessing clinical skills during residency training were instituted. The purpose of this report is to describe the experiences of training program directors and graduates with these new credentialing requirements (labeled CSEs) as well as other effects on the specialties. Surveys were administered electronically in 2012 to all current neurology, child neurology, and psychiatry program directors, and to a convenience sample of graduates who applied for the 2012 certification examinations. Response rates for graduates were similar across the 3 specialties but low (28%-33%). Response rates were higher for program directors (53%-62%) and were similar across the 3 specialties. The results indicated that the CSEs were usually administered early in training, were completed toward the end, were often passed on first attempt, generally took place during routine clinical assignments, were used to assess additional competencies, almost always included feedback to the residents, and did not often lead to remediation. Furthermore, the CSEs were perceived to be useful components in the assessment of clinical skills. The results obtained from the early implementation of the CSEs suggest that they provide an opportunity to assess clinical skills with the additional benefit of feedback to trainees. Other effects included eventual incorporation into training program requirements, milestones, and related faculty development and research efforts.

  6. Assessment of Oral Communication Competencies at Johnson & Wales University. A Pilot Program Assessing Culinary Arts and Pastry Arts Students.

    ERIC Educational Resources Information Center

    Crossman, Joanne Marciano

    The Oral Communication Competencies Assessment Project was designed to determine student communication competency across the curriculum, transferring skills taught in the communication skills class to authentic classroom performances. The 505 students who were required to make oral presentations across the curriculum during the first term of the…

  7. The Relative Value of Skills, Knowledge, and Teaching Methods in Explaining Master of Business Administration (MBA) Program Return on Investment

    ERIC Educational Resources Information Center

    van Auken, Stuart; Wells, Ludmilla Gricenko; Chrysler, Earl

    2005-01-01

    In this article, the authors provide insight into alumni perceptions of Master of Business Administration (MBA) program return on investment (ROI). They sought to assess the relative value of skills, knowledge, and teaching methods in explaining ROI. By developing insight into the drivers of ROI, the real utility of MBA program ingredients can be…

  8. Exploring the Relationship between Participation in a Structured Sports Program and Development of Gross Motor Skills in Children Ages 3 to 6 Years

    ERIC Educational Resources Information Center

    Jahagirdar, Ishanee; Venditti, Laura Anne; Duncan, Andrea; Reed, Nick; Fleming, Sean

    2017-01-01

    This study looked at the relationship between participation in a structured sports program and gross-motor-skills development in children aged 3 to 6 years. Twenty-seven children participated in the study, with 16 children receiving an eight-week sports program intervention. Children were assessed at pre- and postintervention using a modified…

  9. Radiology resident teaching skills improvement: impact of a resident teacher training program.

    PubMed

    Donovan, Andrea

    2011-04-01

    Teaching is considered an essential competency for residents to achieve during their training. Instruction in teaching skills may assist radiology residents in becoming more effective teachers and increase their overall satisfaction with teaching. The purposes of this study were to survey radiology residents' teaching experiences during residency and to assess perceived benefits following participation in a teaching skills development course. Study participants were radiology residents with membership in the American Alliance of Academic Chief Residents in Radiology or the Siemens AUR Radiology Resident Academic Development Program who participated in a 1.5-hour workshop on teaching skills development at the 2010 Association of University Radiologists meeting. Participants completed a self-administered, precourse questionnaire that addressed their current teaching strategies, as well as the prevalence and structure of teaching skills training opportunities at their institutions. A second postcourse questionnaire enabled residents to evaluate the seminar and assessed new knowledge and skill acquisition. Seventy-eight residents completed the precourse and postcourse questionnaires. The vast majority of respondents indicated that they taught medical students (72 of 78 [92.3%]). Approximately 20% of residency programs (17 of 78) provided residents with formal didactic programs on teaching skills. Fewer than half (46.8%) of the resident respondents indicated that they received feedback on their teaching from attending physicians (36 of 77), and only 18% (13 of 78) routinely gave feedback to their own learners. All of the course participants agreed or strongly agreed that this workshop was helpful to them as teachers. Few residency programs had instituted resident teacher training curricula. A resident teacher training workshop was perceived as beneficial by the residents, and they reported improvement in their teaching skills. Copyright © 2011 AUR. Published by Elsevier Inc. All rights reserved.

  10. Feasibility and efficacy of the Great Leaders Active StudentS (GLASS) program on children's physical activity and object control skill competency: A non-randomised trial.

    PubMed

    Nathan, Nicole; Sutherland, Rachel; Beauchamp, Mark R; Cohen, Kristen; Hulteen, Ryan M; Babic, Mark; Wolfenden, Luke; Lubans, David R

    2017-12-01

    This study aimed to assess the feasibility and efficacy of the Great Leaders Active StudentS (GLASS) program, a school-based peer-led physical activity and object control skill intervention. The study employed a quasi-experimental design. The study was conducted in two elementary schools, one intervention and one comparison, in Newcastle, New South Wales (NSW), Australia from April to June 2015 (N=224 students). Peer leaders (n=20) in the intervention school received training to deliver two 30-min object control skill sessions per week to students in Kindergarten, Grades 1 and 2 (5-8 years, n=83) over one school term (10 weeks). The primary outcome was pedometer assessed physical activity during school hours. Secondary outcomes included students' object control skill competency and peers' leadership self-efficacy and teacher ratings of peers' leadership skills. Almost all (19/20) GLASS sessions were delivered by peer leaders who reported high acceptability of the program. The treatment-by-time interaction for students' physical activity during school hours was not significant (p=0.313). The intervention effect on students' overall object control skills was statistically significant (mean difference 5.8 (95% CI 4.1, 7.4; p<0.001)). Teacher-rated peer leadership significantly improved (0.70; 95% CI 0.38-1.01); p<.001)). The GLASS program was found to be both feasible and acceptable. The intervention also resulted in improvements in students' overall object control skills as well as teacher-rated peers' leadership behaviours. Future fully powered trials using peer leaders to deliver fundamental movement skill (FMS) programs are warranted. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

  11. Content and Methods used to Train Tobacco Cessation Treatment Providers: An International Survey.

    PubMed

    Kruse, Gina R; Rigotti, Nancy A; Raw, Martin; McNeill, Ann; Murray, Rachael; Piné-Abata, Hembadoon; Bitton, Asaf; McEwen, Andy

    2017-12-01

    There are limited existing data describing the training methods used to educate tobacco cessation treatment providers around the world. To measure the prevalence of tobacco cessation treatment content, skills training and teaching methods reported by tobacco treatment training programs across the world. Web-based survey in May-September 2013 among tobacco cessation training experts across six geographic regions and four World Bank income levels. Response rate was 73% (84 of 115 countries contacted). Of 104 individual programs from 84 countries, most reported teaching brief advice (78%) and one-to-one counseling (74%); telephone counseling was uncommon (33%). Overall, teaching of knowledge topics was more commonly reported than skills training. Programs in lower income countries less often reported teaching about medications, behavioral treatments and biomarkers and less often reported skills-based training about interviewing clients, medication management, biomarker measurement, assessing client outcomes, and assisting clients with co-morbidities. Programs reported a median 15 hours of training. Face-to-face training was common (85%); online programs were rare (19%). Almost half (47%) included no learner assessment. Only 35% offered continuing education. Nearly all programs reported teaching evidence-based treatment modalities in a face-to-face format. Few programs delivered training online or offered continuing education. Skills-based training was less common among low- and middle-income countries (LMICs). There is a large unmet need for tobacco treatment training protocols which emphasize practical skills, and which are more rapidly scalable than face-to-face training in LMICs.

  12. [Development and Testing of a Mastery Learning Program of Nursing Skills for Undergraduate Nursing Students].

    PubMed

    Park, SoMi; Hur, Hea Kung; Kim, Ki Kyong; Song, Hee Young

    2017-08-01

    This study was undertaken to develop and test a mastery learning program of nursing skills for undergraduate nursing students. In this methodological study, first, the preliminary draft of a mastery learning program to provide training for nursing skills was developed based on Bloom's framework for mastery learning. Second, to test the developed program, a single-blinded, nonequivalent control group nonsynchronized study was conducted on 50 senior nursing students in a University selected by convenient sampling. Thirteen students were assigned to a control group; 13, 12, and 13 of them were assigned to intravenous therapy, transfusion, and patient transfer groups, respectively. The achievement levels and performance scores of the selected nursing skills were measured before and after the completion of the program in all the groups. Lastly, the final program was confirmed based on the results of the program testing. Intravenous therapy, transfusion, and patient transfer were selected as essential nursing skills for the program based on the priorities rated by clinical instructors and staff nurses. The achievement levels of selected nursing skills were determined by Angoff scores. After participating in the program, the proportion of passers and performance scores of the nursing skills in the experimental groups were significantly higher than those in the control group. The final program was confirmed which included a diagnostic test, enrichment activities for the passers and three repetitions of corrective activities and formative assessments for non-passers. The results suggest that a mastery learning program for undergraduate students can lead to better improvement and performance of essential nursing skills. © 2017 Korean Society of Nursing Science

  13. Communication skills training on how to break bad news for Japanese nurses in oncology: effects of training on nurses' confidence and perceived effectiveness.

    PubMed

    Fukui, Sakiko; Ogawa, Keiko; Fukui, Naoshi

    2010-03-01

    Delivering bad news is an important communication skill for oncology nurses. No Asian study has developed a communication skills training program. We investigated the effect of such a program on the confidence and practical competence of Japanese oncology nurses. Thirty-one nurses participated, based on Western work in a 6-h workshop; the effect was assessed for 3 months. We evaluated the program effect by measuring nurse-rated confidence regarding communication with patients three times (before, immediately after, and 3 months after the program), in addition to interviewing them on the perception of the program at T3. On nurse-rated confidence in communication, 16/21 items were significantly increased 3 months after the program, and almost all nurses were positive about the course effectiveness. Communication skills training increased Japanese nurses' confidence as well as being perceived as effective.

  14. The implementation and evaluation of a communication skills training program for oncology nurses.

    PubMed

    Banerjee, Smita C; Manna, Ruth; Coyle, Nessa; Penn, Stacey; Gallegos, Tess E; Zaider, Talia; Krueger, Carol A; Bialer, Philip A; Bylund, Carma L; Parker, Patricia A

    2017-09-01

    Many nurses express difficulty in communicating with their patients, especially in oncology settings where there are numerous challenges and high-stake decisions during the course of diagnosis and treatment. Providing specific training in communication skills is one way to enhance the communication between nurses and their patients. We developed and implemented a communication skills training program for nurses, consisting of three teaching modules: responding empathically to patients; discussing death, dying, and end-of-life goals of care; and responding to challenging interactions with families. Training included didactic and experiential small group role plays. This paper presents results on program evaluation, self-efficacy, and behavioral demonstration of learned communication skills. Three hundred forty-two inpatient oncology nurses participated in a 1-day communication skills training program and completed course evaluations, self-reports, and pre- and post-standardized patient assessments. Participants rated the training favorably, and they reported significant gains in self-efficacy in their ability to communicate with patients in various contexts. Participants also demonstrated significant improvement in several empathic skills, as well as in clarifying skill. Our work demonstrates that implementation of a nurse communication skills training program at a major cancer center is feasible and acceptable and has a significant impact on participants' self-efficacy and uptake of communication skills.

  15. Assessing students' communication skills: validation of a global rating.

    PubMed

    Scheffer, Simone; Muehlinghaus, Isabel; Froehmel, Annette; Ortwein, Heiderose

    2008-12-01

    Communication skills training is an accepted part of undergraduate medical programs nowadays. In addition to learning experiences its importance should be emphasised by performance-based assessment. As detailed checklists have been shown to be not well suited for the assessment of communication skills for different reasons, this study aimed to validate a global rating scale. A Canadian instrument was translated to German and adapted to assess students' communication skills during an end-of-semester-OSCE. Subjects were second and third year medical students at the reformed track of the Charité-Universitaetsmedizin Berlin. Different groups of raters were trained to assess students' communication skills using the global rating scale. Validity testing included concurrent validity and construct validity: Judgements of different groups of raters were compared to expert ratings as a defined gold standard. Furthermore, the amount of agreement between scores obtained with this global rating scale and a different instrument for assessing communication skills was determined. Results show that communication skills can be validly assessed by trained non-expert raters as well as standardised patients using this instrument.

  16. A scoping review of assessment tools for laparoscopic suturing.

    PubMed

    Bilgic, Elif; Endo, Satoshi; Lebedeva, Ekaterina; Takao, Madoka; McKendy, Katherine M; Watanabe, Yusuke; Feldman, Liane S; Vassiliou, Melina C

    2018-05-03

    A needs assessment identified a gap in teaching and assessment of laparoscopic suturing (LS) skills. The purpose of this review is to identify assessment tools that were used to assess LS skills, to evaluate validity evidence available, and to provide guidance for selecting the right assessment tool for specific assessment conditions. Bibliographic databases were searched till April 2017. Full-text articles were included if they reported on assessment tools used in the operating room/simulation to (1) assess procedures that require LS or (2) specifically assess LS skills. Forty-two tools were identified, of which 26 were used for assessing LS skills specifically and 26 for procedures that require LS. Tools had the most evidence in internal structure and relationship to other variables, and least in consequences. Through identification and evaluation of assessment tools, the results of this review could be used as a guideline when implementing assessment tools into training programs.

  17. Basic Skills: Quality Education Program Study. Booklet 3 (Description) and Booklet 3A (Needs Assessment).

    ERIC Educational Resources Information Center

    Bucks County Public Schools, Doylestown, PA.

    Categories of effective and ineffective behavior in regard to Goal Three of the Quality Education Program (regarding basic skills) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

  18. Web-Based SBIRT Skills Training for Health Professional Students and Primary Care Providers

    ERIC Educational Resources Information Center

    Tanner, T. Bradley; Wilhelm, Susan E.; Rossie, Karen M.; Metcalf, Mary P.

    2012-01-01

    The authors have developed and assessed 2 innovative, case-based, interactive training programs on substance abuse, one for health professional students on alcohol and one for primary care providers on screening, brief intervention, and referral to treatment (SBIRT). Both programs build skills in substance abuse SBIRT. Real-world effectiveness…

  19. Using Interactive Multimedia to Teach Pedestrian Safety: An Exploratory Study

    ERIC Educational Resources Information Center

    Glang, Ann; Noell, John; Ary, Dennis; Swartz, Lynne

    2005-01-01

    Objectives: To evaluate an interactive multimedia (IMM) program that teaches young children safe pedestrian skills. Methods: The program uses IMM (animation and video) to teach children critical skills for crossing streets safely. A computer-delivered video assessment and a real-life street simulation were used to measure the effectiveness of the…

  20. Student Attitudes and Perceptions about Postsecondary Education for People with Intellectual Disabilities (Practice Brief)

    ERIC Educational Resources Information Center

    Haney, Michelle R.; Fisher, Kati

    2017-01-01

    Postsecondary education programs are associated with many positive outcomes for people with Intellectual Disabilities (ID) including increases in social skills, vocational skills, and independence. Although these programs are increasing, there are regions of the United States where few exist. The present study assesses the attitudes and…

  1. A Developmental Mapping Program Integrating Geography and Mathematics.

    ERIC Educational Resources Information Center

    Muir, Sharon Pray; Cheek, Helen Neely

    Presented and discussed is a model which can be used by educators who want to develop an interdisciplinary map skills program in geography and mathematics. The model assumes that most children in elementary schools perform cognitively at Piaget's concrete operational stage, that readiness for map skills can be assessed with Piagetian or…

  2. Addressing Perceived Skill Deficiencies in Student Affairs Graduate Preparation Programs

    ERIC Educational Resources Information Center

    Cooper, Jay; Mitchell, Donald, Jr.; Eckerle, Kayle; Martin, Kyle

    2016-01-01

    This article explores existing literature on perceived skill deficiencies among entry-level student affairs practitioners. Through a review of recent literature, seven perceived skill deficiencies were identified, including budgeting and financial management, strategic planning, research and assessment, legal knowledge and standards, supervision,…

  3. Insights From the Development of an Environmental Science Professional Development Field Course for Undergraduates from Two-Year and Four-Year Colleges.

    NASA Astrophysics Data System (ADS)

    Schmidt, C. M.; Hall, S. R.; Walker, B.; Paul, J.

    2017-12-01

    Existing STEM retention and diversity programs have identified access to field and professional experiences as critical to helping students identify as scientists, form networks, and gain important skills necessary for employment. This program reimagines the traditional geology field course as a professional development experience for students at 2-year and 4-year institutions interested in environmental careers. Students participate in a summer field course in the Sierra Nevada of California, during which time they complete geology, geomorphology, hydrology, and ecology field projects designed to compliment the curriculum of Environmental Geoscience, Environmental Science, and Environmental Studies programs. During the course students interact with local professionals in the environmental sector and work to earn badges based on the skills demonstrated during field projects. Badges create transparent documentation of skill mastery for students and provide a new way for students to understand and market their skills and competencies to potential employers. We will report on the curriculum development, implementation and assessment of the first cohort of students to participate in the program. Preliminary results of formative and summative assessments and their implications for student success and program design will be addressed.

  4. Assessing Students' Technical Skill Attainment

    ERIC Educational Resources Information Center

    Jorgensen, Haley

    2010-01-01

    The Wisconsin Technical College System (WTCS) is working to comply with the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins) to ensure that its graduates have mastered the technical skills needed by business and industry. The legislation requires that each state identify and approve program assessment strategies…

  5. Revolutionizing volunteer interpreter services: an evaluation of an innovative medical interpreter education program.

    PubMed

    Hasbún Avalos, Oswaldo; Pennington, Kaylin; Osterberg, Lars

    2013-12-01

    In our ever-increasingly multicultural, multilingual society, medical interpreters serve an important role in the provision of care. Though it is known that using untrained interpreters leads to decreased quality of care for limited English proficiency patients, because of a short supply of professionals and a lack of formalized, feasible education programs for volunteers, community health centers and internal medicine practices continue to rely on untrained interpreters. To develop and formally evaluate a novel medical interpreter education program that encompasses major tenets of interpretation, tailored to the needs of volunteer medical interpreters. One-armed, quasi-experimental retro-pre-post study using survey ratings and feedback correlated by assessment scores to determine educational intervention effects. Thirty-eight students; 24 Spanish, nine Mandarin, and five Vietnamese. The majority had prior interpreting experience but no formal medical interpreter training. Students completed retrospective pre-test and post-test surveys measuring confidence in and perceived knowledge of key skills of interpretation. Primary outcome measures were a 10-point Likert scale for survey questions of knowledge, skills, and confidence, written and oral assessments of interpreter skills, and qualitative evidence of newfound knowledge in written reflections. Analyses showed a statistically significant (P <0.001) change of about two points in mean self-ratings on knowledge, skills, and confidence, with large effect sizes (d > 0.8). The second half of the program was also quantitatively and qualitatively shown to be a vital learning experience, resulting in 18 % more students passing the oral assessments; a 19 % increase in mean scores for written assessments; and a newfound understanding of interpreter roles and ways to navigate them. This innovative program was successful in increasing volunteer interpreters' skills and knowledge of interpretation, as well as confidence in own abilities. Additionally, the program effectively taught how to navigate the roles of the interpreter to maintain clear communication.

  6. A motivation-focused weight loss maintenance program is an effective alternative to a skill-based approach.

    PubMed

    West, D S; Gorin, A A; Subak, L L; Foster, G; Bragg, C; Hecht, J; Schembri, M; Wing, R R

    2011-02-01

    Maintaining weight loss is a major challenge in obesity treatment. Individuals often indicate that waning motivation prompts cessation of effective weight management behaviors. Therefore, a novel weight loss maintenance program that specifically targets motivational factors was evaluated. Overweight women (N=338; 19% African American) with urinary incontinence were randomized to lifestyle obesity treatment or control and followed for 18 months. All participants in lifestyle (N=226) received the same initial 6-month group behavioral obesity treatment and were then randomized to (1) a novel motivation-focused maintenance program (N=113) or (2) a standard skill-based maintenance approach (N=113). Weight assessed at baseline, 6 and 18 months. Both treatment groups (motivation-focused and skill-based) achieved comparable 18-month weight losses (-5.48% for motivation-focused vs -5.55% in skill-based, P=0.98), and both groups lost significantly more than controls (-1.51%; P=0.0012 in motivation-focused and P=0.0021 in skill-based). A motivation-focused maintenance program offers an alternative, effective approach to weight maintenance expanding available evidence-based interventions beyond traditional skill-based programs.

  7. Residency Programs and Clinical Leadership Skills Among New Saudi Graduate Nurses.

    PubMed

    Al-Dossary, Reem Nassar; Kitsantas, Panagiota; Maddox, P J

    2016-01-01

    Nurse residency programs have been adopted by health care organizations to assist new graduate nurses with daily challenges such as intense working environments, increasing patient acuity, and complex technologies. Overall, nurse residency programs are proven beneficial in helping nurses transition from the student role to independent practitioners and bedside leaders. The purpose of this study was to assess the impact of residency programs on leadership skills of new Saudi graduate nurses who completed a residency program compared to new Saudi graduate nurses who did not participate in residency programs. The study design was cross-sectional involving a convenience sample (n = 98) of new graduate nurses from three hospitals in Saudi Arabia. The Clinical Leadership Survey was used to measure the new graduate nurses' clinical leadership skills based on whether they completed a residency program or not. Descriptive statistics, correlation, and multiple linear regression analyses were conducted to examine leadership skills in this sample of new Saudi graduate nurses. A significant difference was found between residents and nonresidents in their leadership skills (t = 10.48, P = .000). Specifically, residents were significantly more likely to show higher levels of leadership skills compared to their counterparts. Attending a residency program was associated with a significant increase in clinical leadership skills. The findings of this study indicate that there is a need to implement more residency programs in hospitals of Saudi Arabia. It is imperative that nurse managers and policy makers in Saudi Arabia consider these findings to improve nurses' leadership skills, which will in turn improve patient care. Further research should examine how residency programs influence new graduate nurses' transition from student to practitioner with regard to clinical leadership skills in Saudi Arabia. Copyright © 2016 Elsevier Inc. All rights reserved.

  8. Residents-as-teachers programs in psychiatry: a systematic review.

    PubMed

    Dewey, Charlene M; Coverdale, John H; Ismail, Nadia J; Culberson, John W; Thompson, Britta M; Patton, Cynthia S; Friedland, Joan A

    2008-02-01

    Because psychiatry residents have important roles as teachers and significant opportunities to contribute to medical student education, we set out to: identify all randomized control trials (RCT) for residents' teaching skills programs in psychiatry and to identify the efficacy of those interventions for improving teaching skills; identify the strengths and weaknesses of the available studies across medical disciplines; and identify currently available methods for enhancing residents' teaching skills for residents training in psychiatry. The published English-language literature was searched using PubMed, Social Sciences Index, and PsycINFO databases, with key search words including: residents, teaching skills, residents as teachers, psychiatry, and assessments. Both RCT and controlled, nonrandomized trials of residents' teaching programs directed to enhance residents' teaching skills were selected and critically appraised. Of 13 trials identified and reviewed, most included residents in internal medicine. Only one included psychiatry residents and assessed their ability to teach interviewing skills to medical students. Along with other studies, this study demonstrated improvement in residents' teaching skills. Overall, interventions and outcome measures were heterogeneous while the quality of methodologies varied. Five studies were of higher quality, representing examples of quality educational research. Several described group differences, blinding, good follow-up, and use of valid, reliable tools. Only one trial exists that incorporated psychiatry residents. Significant opportunity to advance educational research in this field exists. Psychiatry residency program directors should incorporate high-quality methodologies and can benefit from the findings of trials in other disciplines.

  9. Virtual reality does not meet expectations in a pilot study on multimodal laparoscopic surgery training.

    PubMed

    Nickel, Felix; Bintintan, Vasile V; Gehrig, Tobias; Kenngott, Hannes G; Fischer, Lars; Gutt, Carsten N; Müller-Stich, Beat P

    2013-05-01

    The purpose of the present study was to determine the value of virtual reality (VR) training for a multimodality training program of basic laparoscopic surgery. Participants in a two-day multimodality training for laparoscopic surgery used box trainers, live animal training, and cadaveric training on the pulsating organ perfusion (POP) trainer in a structured and standardized training program. The participants were divided into two groups. The VR group (n = 13) also practiced with VR training during the program, whereas the control group (n = 14) did not use VR training. The training modalities were assessed using questionnaires with a five-point Likert scale after the program. Concerning VR training, members of the control group assessed their expectations, whereas the VR group assessed the actual experience of using it. Skills performance was evaluated with five standardized test tasks in a live porcine model before (pre-test) and after (post-test) the training program. Laparoscopic skills were measured by task completion time and a general performance score for each task. Baseline tests were compared with laparoscopic experience of all participants for construct validity of the skills test. The expected benefit from VR training of the control group was higher than the experienced benefit of the VR group. Box and POP training received better ratings from the VR group than from the control group for some purposes. Both groups improved their skill parameters significantly from pre-training to post-training tests [score +17 % (P < 0.01), time -29 % (P < 0.01)]. No significant difference was found between the two groups for laparoscopic skills improvement except for the score in the instrument coordination task. Construct validity of the skills test was significant for both time and score. At its current level of performance, VR training does not meet expectations. No additional benefit was observed from VR training in our multimodality training program.

  10. Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children

    PubMed Central

    Ansari, Arya; Winsler, Adam

    2014-01-01

    Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (MSRP; Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino (n = 7,045) and Black children (n = 6,700) enrolled in two different types of Title-1 public school pre-K programs: those in programs using the Montessori curricula and those in more conventional programs using the High/Scope curricula with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (DECA), while children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile Diagnostic (LAP-D) at the beginning and end of their four-year-old pre-K year. All children, regardless of curricula, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities. PMID:25435592

  11. Objective Assessment of Bimanual Laparoscopic Surgical Skills via Functional Near Infrared Spectroscopy (fNIRS)

    NASA Astrophysics Data System (ADS)

    Nemani, Arun

    Surgical simulators are effective methods for training and assessing surgical technical skills, particularly those that are bimanual. These simulators are now ubiquitous in surgical training and assessment programs for residents. Simulators are used in programs such as the Fundamentals of Laparoscopic Surgery (FLS) and Fundamentals of Endoscopic Surgery (FES), which are pre-requisites for Board certification in general surgery. Although these surgical simulators have been validated for clinical use, they have significant limitations, such as subjectivity in assessment metrics, poor correlation of transfer from simulation to clinically relevant environments, poor correlation of task performance scores to learning motor skill levels, and ultimately inconsistent reliability of these assessment methods as an indicator of positive patient outcomes. These limitations present an opportunity for more objective and analytical approaches to assess surgical motor skills. To address these surgical skill assessment limitations, we present functional near-infrared spectroscopic (fNIRS), a non-invasive brain imaging method, to objectively differentiate and classify subjects with varying degrees of laparoscopic surgical motor skill levels based on measurements of functional activation changes. In this work, we show that fNIRS based metrics can objectively differentiate and classify surgical motor skill levels with significantly more accuracy than established metrics. Using classification approaches such as multivariate linear discriminant analysis, we show evidence that fNIRS metrics reduce the misclassification error, defined as the probability that a trained subject is misclassified as an untrained subject and vice versa, from 53-61% to 4.2-4.4% compared to conventional metrics for surgical skill assessment. This evidence also translates to surgical skill transfer metrics, where such metrics assess surgical motor skill transfer from simulation to clinically relevant environments. Results indicate that fNIRS based metrics can successfully differentiate and classify surgical motor skill transfer levels by reducing the misclassification errors from 20-41 % to 2.2-9.1%, when compared to conventional surgical skill transfer assessment metrics. Furthermore, this work also shows evidence of high functional connectivity between the prefrontal cortex and primary motor cortex regions correlated to increases in surgical motor skill levels, addressing the gap in current literature in underlying neurophysiological responses to surgical motor skill learning. This work is the first to show conclusive evidence that fNIRS based metrics can significantly improve subject classification for surgical motor skill assessment compared to metrics currently used in Board certification in general surgery. Our approach brings robustness, objectivity, and accuracy in not only assessing surgical motor skill levels but also validating the effectiveness of future surgical trainers in assessing and translating surgical motor skills to more clinically relevant environments. This non-invasive imaging approach for objective quantification for complex bimanual surgical motor skills will bring about a paradigm change in surgical certification and assessment, that may lead to significantly reduced negative patient outcomes. Ultimately, this approach can be generally applied for bimanual motor skill assessment and can be applied for other fields, such as brain computer interfaces (BCI), robotics, stroke and rehabilitation therapy.

  12. A novel resident-as-teacher training program to improve and evaluate obstetrics and gynecology resident teaching skills.

    PubMed

    Ricciotti, Hope A; Dodge, Laura E; Head, Julia; Atkins, K Meredith; Hacker, Michele R

    2012-01-01

    Residents play a significant role in teaching, but formal training, feedback, and evaluation are needed. Our aims were to assess resident teaching skills in the resident-as-teacher program, quantify correlations of faculty evaluations with resident self-evaluations, compare resident-as-teacher evaluations with clinical evaluations, and evaluate the resident-as-teacher program. The resident-as-teacher training program is a simulated, videotaped teaching encounter with a trained medical student and standardized teaching evaluation tool. Evaluations from the resident-as-teacher training program were compared to evaluations of resident teaching done by faculty, residents, and medical students from the clinical setting. Faculty evaluation of resident teaching skills in the resident-as-teacher program showed a mean total score of 4.5 ± 0.5 with statistically significant correlations between faculty assessment and resident self-evaluations (r = 0.47; p < 0.001). However, resident self-evaluation of teaching skill was lower than faculty evaluation (mean difference: 0.4; 95% CI 0.3-0.6). When compared to the clinical setting, resident-as-teacher evaluations were significantly correlated with faculty and resident evaluations, but not medical student evaluations. Evaluations from both the resident-as-teacher program and the clinical setting improved with duration of residency. The resident-as-teacher program provides a method to train, give feedback, and evaluate resident teaching.

  13. Evaluation of Medical Students' Attitudes and Performance of Basic Surgery Skills in a Training Program Using Fresh Human skin, Excised During Body Contouring Surgeries.

    PubMed

    Rothenberger, Jens; Seyed Jafari, Seyed Morteza; Schnabel, Kai P; Tschumi, Christian; Angermeier, Sarina; Shafighi, Maziar

    2015-01-01

    Learning surgical skills in the operating room may be a challenge for medical students. Therefore, more approaches using simulation to enable students to develop their practical skills are required. We hypothesized that (1) there would be a need for additional surgical training for medical students in the pre-final year, and (2) our basic surgery skills training program using fresh human skin would improve medical students' surgical skills. We conducted a preliminary survey of medical students to clarify the need for further training in basic surgery procedures. A new approach using simulation to teach surgical skills on human skin was set up. The procedural skills of 15 randomly selected students were assessed in the operating room before and after participation in the simulation, using Objective Structured Assessment of Technical Skills. Furthermore, subjective assessment was performed based on students' self-evaluation. The data were analyzed using SPSS, version 21 (SPSS, Inc., Chicago, IL). The study took place at the Inselspital, Bern University Hospital. A total of 186 pre-final-year medical students were enrolled into the preliminary survey; 15 randomly selected medical students participated in the basic surgical skills training course on the fresh human skin operating room. The preliminary survey revealed the need for a surgical skills curriculum. The simulation approach we developed showed significant (p < 0.001) improvement for all 12 surgical skills, with mean cumulative precourse and postcourse values of 31.25 ± 5.013 and 45.38 ± 3.557, respectively. The self-evaluation contained positive feedback as well. Simulation of surgery using human tissue samples could help medical students become more proficient in handling surgical instruments before stepping into a real surgical situation. We suggest further studies evaluating our proposed teaching method and the possibility of integrating this simulation approach into the medical school curriculum. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  14. Driver training interests of a Spanish sample of young drivers and its relationship with their self-assessment skills concerning risky driving behavior.

    PubMed

    Molina, J Gabriel; Sanmartín, Jaime; Keskinen, Esko

    2013-03-01

    Poor driving self-assessment skills (e.g., over-confidence) have been pointed out as an important explanatory factor behind young drivers' accident involvement. This paper explores (1) what young drivers miss in their training as drivers in order to analyze whether an assessment of one's own driving skills plays an important role in their desire to improve as drivers, and (2) how these training interests are related to an estimate of their self-assessment skills concerning risky driving behavior. For this purpose, a study was conducted using a survey with a blocked sampling design of novice drivers. The survey solicited respondents' self-report about (1) the contents of training courses that they feel would improve their driving, (2) their risky driving behavior, and (3) their likelihood of being involved in a risky driving situation. From the initial sample invited to participate, of nearly 1300 people, we finally obtained complete data from 321 young Spanish drivers. Two main results were apparent from our data analysis: (1) the novice drivers were mainly interested in improving their ability to recognize their strengths and weaknesses as drivers (i.e., self-assessment skills); (2) a significant relationship was found between novice drivers' interests and their current self-assessment skills concerning risky driving behavior. Specifically, there was greater general interest expressed in post-license training by the under-confident self-assessors than the over-confident ones. These results provide a relevant input which should be taken into account when designing driver training programs for novice drivers. Moreover, the relationship between their training interests and their risky driving self-assessment skills introduces an additional factor to be considered in the implementation of these training programs. Copyright © 2012 Elsevier Ltd. All rights reserved.

  15. The Joint Council on Thoracic Surgery Education (JCTSE) "Educate the Educators" Faculty Development Course: Analysis of the First 5 Years.

    PubMed

    Yang, Stephen C; Vaporciyan, Ara A; Mark, Rebecca J; DaRosa, Deborah A; Stritter, Frank T; Sullivan, Maura E; Verrier, Edward D

    2016-12-01

    Since 2010, the Joint Council on Thoracic Surgery Education, Inc (JCTSE) has sponsored an annual "Educate the Educators" (EtE) course. The goal is to provide United States academic cardiothoracic surgeons (CTS) the fundamentals of teaching skills, educational curriculum development, and using education for academic advancement. This report describes the course development and evaluation along with attendee's self-assessment of skills through the first 5 years of the program. The content of this 2½-day course was based on needs assessment surveys of CTS and residents attending annual meetings in 2009. From 2010 to 2014, EtE was offered to all CTS at training programs approved by the Accreditation Council for Graduate Medical Education. Course content was evaluated by using end-of-course evaluation forms. A 5-point Likert scale (1 = poor, 5 = excellent) was used to obtain composite assessment mean scores for the 5 years on course variables, session presentations, and self-assessments. With 963 known academic CTS in the United States, 156 (16.3%) have attended, representing 70 of 72 training programs (97%), and 1 international surgeon attended. There were also 7 program coordinators. Ratings of core course contents ranged from 4.4 to 4.8, accompanied with highly complementary comments. Through self-assessment, skills and knowledge in all content areas statistically improved significantly. The effect of the course was evaluated with a follow-up survey in which responders rated the program 4.3 on the usefulness of the information for their career and 3.9 for educational productivity. The EtE program offers an excellent opportunity for academic CTS to enhance their teaching skills, develop educational activities, and prepare for academic promotion. With its unique networking and mentorship environment, the EtE program is an important resource in the evolution of cardiothoracic surgical training in the United States. Copyright © 2016 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.

  16. Clinical Skills Verification, Formative Feedback, and Psychiatry Residency Trainees

    ERIC Educational Resources Information Center

    Dalack, Gregory W.; Jibson, Michael D.

    2012-01-01

    Objective: The authors describe the implementation of Clinical Skills Verification (CSV) in their program as an in-training assessment intended primarily to provide formative feedback to trainees, strengthen the supervisory experience, identify the need for remediation of interviewing skills, and secondarily to demonstrating resident competence…

  17. Boot cAMP: educational outcomes after 4 successive years of preparatory simulation-based training at onset of internship.

    PubMed

    Fernandez, Gladys L; Page, David W; Coe, Nicholas P; Lee, Patrick C; Patterson, Lisa A; Skylizard, Loki; St Louis, Myron; Amaral, Marisa H; Wait, Richard B; Seymour, Neal E

    2012-01-01

    Preparatory training for new trainees beginning residency has been used by a variety of programs across the country. To improve the clinical orientation process for our new postgraduate year (PGY)-1 residents, we developed an intensive preparatory training curriculum inclusive of cognitive and procedural skills, training activities considered essential for early PGY-1 clinical management. We define our surgical PGY-1 Boot Camp as preparatory simulation-based training implemented at the onset of internship for introduction of skills necessary for basic surgical patient problem assessment and management. This orientation process includes exposure to simulated patient care encounters and technical skills training essential to new resident education. We report educational results of 4 successive years of Boot Camp training. Results were analyzed to determine if performance evidenced at onset of training was predictive of later educational outcomes. Learners were PGY-1 residents, in both categorical and preliminary positions, at our medium-sized surgical residency program. Over a 4-year period, from July 2007 to July 2010, all 30 PGY-1 residents starting surgical residency at our institution underwent specific preparatory didactic and skills training over a 9-week period. This consisted of mandatory weekly 1-hour and 3-hour sessions in the Simulation Center, representing a 4-fold increase in time in simulation laboratory training compared with the remainder of the year. Training occurred in 8 procedural skills areas (instrument use, knot-tying, suturing, laparoscopic skills, airway management, cardiopulmonary resuscitation, central venous catheter, and chest tube insertion) and in simulated patient care (shock, surgical emergencies, and respiratory, cardiac, and trauma management) using a variety of high- and low-tech simulation platforms. Faculty and senior residents served as instructors. All educational activities were structured to include preparatory materials, pretraining briefing sessions, and immediate in-training or post-training review and debriefing. Baseline cognitive skills were assessed with written tests on basic patient management. Post-Boot Camp tests similarly evaluated cognitive skills. Technical skills were assessed using a variety of task-specific instruments, and expressed as a mean score for all activities for each resident. All measurements were expressed as percent (%) best possible score. Cognitive and technical performance in Boot Camp was compared with subsequent clinical and core curriculum evaluations including weekly quiz scores, annual American Board of Surgery In-Training Examination (ABSITE) scores, program in-training evaluations (New Innovations, Uniontown, Ohio), and operative assessment instrument scores (OP-Rate, Baystate Medical Center, Springfield, Massachusetts) for the remainder of the PGY-1 year. Performance data were available for 30 PGY-1 residents over 4 years. Baseline cognitive skills were lower for the first year of Boot Camp as compared with subsequent years (71 ± 13, 83 ± 9, 84 ± 11, and 86 ± 6, respectively; p = 0.028, analysis of variance; ANOVA). Performance improved between pretests and final testing (81 ± 11 vs 89 ± 7; p < 0.001 paired t test). There was statistically significant correlation between Boot Camp final cognitive test results and American Board of Surgery In-Training Examination scores (p = 0.01; n = 22), but not quite significant for weekly curriculum quiz scores (p = 0.055; n = 22) and New Innovations cognitive assessments (p = 0.09; n = 25). Statistically significant correlation was also noted between Boot Camp mean overall skills and New Innovations technical skills assessments (p = 0.002; n = 25) and OP-Rate assessments (p = 0.01; n = 12). Individual simulation-based Boot Camp performance scores for cognitive and procedural skills assessments in PGY-1 residents correlate with subjective and objective clinical performance evaluations. This concurrent correlation with multiple traditional evaluation methods used to express competency in our residency program supports the use of Boot Camp performance measures as needs assessment tools as well as adjuncts to cumulative resident evaluation data. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  18. 25 CFR 36.12 - Standard III-Program needs assessment.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ..., skills, attitudes, or concepts students are expected to exhibit upon completion of a grade level. Student educational objectives are defined as statements of more specific knowledge, skills, attitudes, or concepts...

  19. The feasibility of implementing a communication skills training course in pediatric hematology/oncology fellowship.

    PubMed

    Weintraub, Lauren; Figueiredo, Lisa; Roth, Michael; Levy, Adam

    Communication skills are a competency highlighted by the Accreditation Council on Graduate Medical Education; yet, little is known about the frequency with which trainees receive formal training or what programs are willing to invest. We sought to answer this question and designed a program to address identified barriers. We surveyed pediatric fellowship program directors from all disciplines and, separately, pediatric hematology/oncology fellowship program directors to determine current use of formal communication skills training. At our institution, we piloted a standardized patient (SP)-based communication skills training program for pediatric hematology/oncology fellows. Twenty-seven pediatric hematology/oncology program directors and 44 pediatric program directors participated in the survey, of which 56% and 48%, respectively, reported having an established, formal communication skills training course. Multiple barriers to implementation of a communication skills course were identified, most notably time and cost. In the pilot program, 13 pediatric hematology/oncology fellows have participated, and 9 have completed all 3 years of training. Precourse assessment demonstrated fellows had limited comfort in various areas of communication. Following course completion, there was a significant increase in self-reported comfort and/or skill level in such areas of communication, including discussing a new diagnosis (p =.0004), telling a patient they are going to die (p =.005), discussing recurrent disease (p <.001), communicating a poor prognosis (p =.002), or responding to anger (p ≤.001). We have designed a concise communication skills training program, which addresses identified barriers and can feasibly be implemented in pediatric hematology/oncology fellowship.

  20. Assessing Growth of Student Reasoning Skills in Honors

    ERIC Educational Resources Information Center

    Wood-Nartker, Jeanneane; Hinck, Shelly; Hullender, Ren

    2016-01-01

    Assessment and evaluation practices within honors programs have attracted considerable attention within the honors academic community, e.g., the spring/summer 2006 volume of the "Journal of the National Collegiate Honors Council." Calls for carefully created and constructed assessment activities within honors programs have met with mixed…

  1. Using a Quasi-Experimental Research Design to Assess Knowledge in Continuing Medical Education Programs

    ERIC Educational Resources Information Center

    Markert, Ronald J.; O'Neill, Sally C.; Bhatia, Subhash C.

    2003-01-01

    Introduction: The objectives of continuing medical education (CME) programs include knowledge acquisition, skill development, clinical reasoning and decision making, and health care outcomes. We conducted a yearlong medical education research study in which knowledge acquisition in our CME programs was assessed. Method: A randomized…

  2. One Year Later: Beginning Teachers Revisit Their Preparation Program Experiences.

    ERIC Educational Resources Information Center

    Housego, Billie E.; Badali, Salvador J.

    1996-01-01

    Survey of 48 beginning teachers elicited assessment of their experiences in the elementary teacher education program at the University of British Columbia. Teachers assessed the importance of teaching particular knowledge, skills, and understandings and the program's potential and success in doing so. As in similar studies, findings indicate the…

  3. Task-Based Assessment of Students' Computational Thinking Skills Developed through Visual Programming or Tangible Coding Environments

    ERIC Educational Resources Information Center

    Djambong, Takam; Freiman, Viktor

    2016-01-01

    While today's schools in several countries, like Canada, are about to bring back programming to their curricula, a new conceptual angle, namely one of computational thinking, draws attention of researchers. In order to understand the articulation between computational thinking tasks in one side, student's targeted skills, and the types of problems…

  4. Ethnic Minority Youth in Youth Programs: Feelings of Safety, Relationships with Adult Staff, and Perceptions of Learning Social Skills

    ERIC Educational Resources Information Center

    Lee, Sun-A; Borden, Lynne M.; Serido, Joyce; Perkins, Daniel F.

    2009-01-01

    The authors examine perceptions that young people hold regarding their participation in community-based youth programs. Specifically, this study assesses young people's sense of psychological safety, their relationships with adult staff, their learning of social skills, and how different ethnic groups experience these factors. Data for the study…

  5. The Impact of an Interdisciplinary Space Program on Computer Science Student Learning

    ERIC Educational Resources Information Center

    Straub, Jeremy; Marsh, Ronald; Whalen, David

    2015-01-01

    Project-based learning and interdisciplinary projects present an opportunity for students to learn both technical skills and other skills which are relevant to their workplace success. This paper presents an assessment of the educational impact of the OpenOrbiter program, a student-run, interdisciplinary CubeSat (a type of small satellite with…

  6. MedEthEx Online: A Computer-based Learning Program in Medical Ethics and Communication Skills.

    ERIC Educational Resources Information Center

    Fleetwood, Janet; Vaught, Wayne; Feldman, Debra; Gracely, Edward; Kassutto, Zach; Novack, Dennis

    2000-01-01

    Assessed MedEthEx Online, a computer-based learning program, in improving communication skills as part of a required bioethics course for medical students. Exam scores of users were comparable with non-users, although computerized-learning students scored higher in specific exam areas, felt somewhat more clinically prepared, and rated the course…

  7. The Effects of Conflict Resolution Education on Conflict Resolution Skills, Social Competence, and Aggression in Turkish Elementary School Students

    ERIC Educational Resources Information Center

    Akgun, Serap; Araz, Arzu

    2014-01-01

    The purpose of the study was to implement "we can resolve our conflicts" training program to elementary school students and to assess the effectiveness of this school-based conflict resolution training program, designed to enhance students' conflict resolution skills and social competence and consequently decrease aggression. Three…

  8. Communication as a Protective Factor: Evaluation of a Life Skills HIV/AIDS Prevention Program for Mexican Elementary-School Students

    ERIC Educational Resources Information Center

    Pick, Susan; Givaudan, Martha; Sirkin, Jenna; Ortega, Isaac

    2007-01-01

    Literature suggests that communication is a protective factor against high-risk sexual behavior. This study assessed the impact of a fourth-grade communication-centered life skills program on attitudes, norms, self-efficacy, behaviors, and intentions toward communication about difficult subjects. Participants included 1,581 low-income Mexican…

  9. Formulating Employability Skills for Graduates of Public Health Study Program

    ERIC Educational Resources Information Center

    Qomariyah, Nurul; Savitri, Titi; Hadianto, Tridjoko; Claramita, Mora

    2016-01-01

    Employability skills (ES) are important for effective and successful individual participation in the workplace. The main aims of the research were to identify important ES needed by graduates of Public Health Study Program Universitas Ahmad Dahlan (PHSP UAD) and to assess the achievement of the ES development that has been carried out by PHSP UAD.…

  10. National Assessment Program--Civics and Citizenship Years 6 & 10 Report, 2004

    ERIC Educational Resources Information Center

    Mellor, Suzanne; Ainley, John; Fraillon, Julian; Wernert, Nicole

    2006-01-01

    The National Assessment Program--Civics and Citizenship assessment measures the civic knowledge and understanding and the citizenship participation skills and civic values of Year 6 and Year 10 students in schools across Australia. It reports on student achievement using proficiency levels on a common civics and citizenship assessment scale, and…

  11. What Assessment Knowledge and Skills Do Initial Teacher Education Programs Address? A Western Canadian Perspective

    ERIC Educational Resources Information Center

    Poth, Cheryl-Anne

    2012-01-01

    Teacher education programs play a crucial role in preparing teachers for their future assessment roles and responsibilities, yet many beginning teachers feel unprepared to assess their students' performances (Mertler, 2009). To address concerns related to the relevancy of pre-service assessment education, this study examined 57 syllabi from…

  12. To what extent are medical interviewing skills teachable?

    PubMed

    Kraan, H F; Crijnen, A A; de Vries, M W; Zuidweg, J; Imbos, T; Van der Vleuten, C P

    1990-01-01

    Growth patterns of medical interviewing skills during a 6-year undergraduate curriculum are assessed by studying 563 medical students taken from five year-groups, interviewing simulated patients. In a cross-sectional, quasi-experimental design their skills are rated by means of the Maastricht History-taking and Advice Checklist (MAAS), an observation instrument which measures five categories of interviewing skills pertaining to initial medical consultations. The findings suggest that the skills for 'history-taking', 'presenting solutions' and 'structuring of the interview' are effectively learned. These learning effects result from a continuous small group teaching program with expert and peer review of videotaped encounters with simulated patients. The teaching effects of this program seem less for the skills pertinent to the phase of 'exploring the reasons for encounter' and to the 'basic interviewing skills', because the students' growing medical knowledge and the increasing ability to solve medical problems exert a counteracting influence on the acquisition of these easily deteriorating skills. The results might be helpful to curriculum planners in order to make their programs for medical interviewing skills more effective.

  13. Evaluation of the dating skills program for improving heterosocial interactions in people with mental retardation.

    PubMed

    Valenti-Hein, D C; Yarnold, P R; Mueser, K T

    1994-01-01

    The effectiveness of a social skills training program for improving heterosocial interactions in persons with mental retardation was examined. Moderate to borderline mentally retarded subjects were selected based on problems with social anxiety and social skill deficits. Subjects were then randomly assigned to either a 12-session Dating Skills Program (DSP) or a wait list control (WLC) group. Assessments of social skills in a role-play test, knowledge about social/sexual situations, and social anxiety were obtained for all subjects at baseline, posttreatment, and at an 8-week follow-up. In addition, naturalistic observations were made of interactions of subjects in the DSP group. Subjects who participated in the DSP showed improvements in social skill and social/sexual knowledge at posttest and at follow-up compared to subjects in the WLC group. Social anxiety did not change over time for either group of subjects. Subjects who received the DSP increased interactions with persons of the opposite gender over time, while same-gender interactions decreased. The results replicate and extend previous research on the Dating Skills Program, and suggest that social skills training interventions may improve the heterosocial interactions of adults with mental retardation.

  14. Improving Communicative Competence: Validation of a Social Skills Training Workshop.

    ERIC Educational Resources Information Center

    Dawson, Pamela J.; Spitzberg, Brian H.

    The effectiveness of a social skills training workshop was assessed by comparing the rated competence of participants in an Interpersonal Skills Training Program to the rated competence of nonparticipants. Subjects' self-ratings were included. This comparison was operationalized through a pretest-posttest design with 12 experimental and 22 control…

  15. Agriculture. Access Skills. Vocational Readiness Skills. Missouri LINC. Assessing Vocational Education.

    ERIC Educational Resources Information Center

    Missouri Univ., Columbia. Dept. of Practical Arts and Vocational-Technical Education.

    This document contains agriculture occupations-related materials to help teachers and parents teach access skills to Missouri junior high and high school special needs students who want to pursue a vocational program in agribusiness, agricultural management, and economics; agriculture power, agricultural machinery, and small engine repair; or…

  16. Examining patterns of change in the critical thinking skills of graduate nursing students.

    PubMed

    McMullen, Maureen A; McMullen, William F

    2009-06-01

    Although critical thinking in undergraduate nursing education has been explored in depth, little is known about the critical thinking skills of graduate nursing students. Prior research on change in critical thinking scores is based primarily on pretest and posttest assessments that provide minimal information about change. This study used individual growth modeling to investigate how critical thinking skills change during a 2-year graduate nurse program. Scores from the evaluation, inference, and analysis subscales of the California Critical Thinking Skills Test comprised the empirical growth record. Change in the three critical thinking skills was more dynamic than that reported in previous studies. Patterns of change differed by critical thinking skill and in relation to students' initial critical thinking skill levels at program entry.

  17. [Evaluating a blended-learning program on developing teamwork competence].

    PubMed

    Aguado, David; Arranz, Virginia; Valera-Rubio, Ana; Marín-Torres, Susana

    2011-08-01

    The knowledge, skills and abilities that are required to work optimally in teams are critical for many types of work. Organizations can provide access to these skills by means of training programs. Diverse studies show how traditional in-site training methodologies can improve teamwork knowledge, skills and abilities. Nevertheless, in-site methods can be complemented with on-line strategies that result in blended-learning programs. The aim of this work is to analyze, following Kirkpatrick's assessment levels, the effectiveness of a blended-learning program of teamwork training in an organizational context. Carried out with 102 professionals, the results show participants' satisfaction with the program, high level of learning (of both declarative and procedural knowledge), and a moderate level of transfer of learning to the job.

  18. Taekwondo Instructional and Assessment Strategies in Authentic Settings

    ERIC Educational Resources Information Center

    Oh, Hyun-Ju

    2014-01-01

    Martial arts, including taekwondo, have become popular in the United States and are being taught in some physical education programs. Unfortunately, martial arts skills in physical education are likely to be taught in a traditional manner (mastering basic skills and performing routines as a large group) and assessed in a closed setting. The…

  19. A web-based micro-simulation program for self-learning BLS skills and the use of an AED. Can laypeople train themselves without a manikin?

    PubMed

    de Vries, Wiebe; Handley, Anthony J

    2007-12-01

    Various methods, including self-instruction, have been used to try to improve the acquisition of basic life support skills. This is a preliminary report of the effectiveness of a web-based self-training program for BLS and the use of an AED. Sixteen volunteers completed on-line training in their own time over a period of 8 weeks. The program included theory, scenario training and self-testing, but without practice on a manikin, or any instructor input. The volunteers were assessed, without prior warning, in a scenario setting. A recording manikin, expert assessors and video recording were used with a modified version of the Cardiff Test. All 16 volunteers performed the assessed skills in the use of an AED correctly. Most of the skills of BLS assessed were performed well. Chest compression depth and rate were performed less well (59% and 67% of participants, respectively, performed correctly). Opening the airway and lung inflation were performed poorly (38% and 13% of participants performed correctly), as was checking for safety (19% participants performed correctly). There was no significant correlation between the time a participant spent on-line and the quality of performance. Only 5 of the volunteers had ever attended a BLS course or used a resuscitation manikin before the assessment; their performance scores were not significantly better than those of the other 11 volunteers. These results suggest that it may be possible to train people in BLS and AED skills using a micro-simulation web-based interactive program but without any practice on a manikin. This seems to be particularly the case for the use of an AED, where performance achieved a uniformly high standard.

  20. 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.

  1. A web-based training program to support chronic kidney disease screening by community pharmacists.

    PubMed

    Gheewala, Pankti A; Peterson, Gregory M; Zaidi, Syed Tabish R; Bereznicki, Luke; Jose, Matthew D; Castelino, Ronald L

    2016-10-01

    Background Community pharmacists' role in screening of several chronic diseases has been widely explored. The global health burden of chronic kidney disease is high; however, the progression and adverse outcomes can be prevented or delayed by detecting and treating the disease in its initial stages 1-3. Therefore, a web-based training program was developed to enhance pharmacists' knowledge and skills required to perform a chronic kidney disease screening service in a community setting. Objective The aim of this study was to evaluate the impact of a web-based training program on community pharmacists' knowledge and skills associated with chronic kidney disease screening. As secondary aim, pharmacists' satisfaction with the training program was assessed. Setting Community pharmacy practice. Method A web-based training program was developed by four pharmacists and a nephrologist. Quantitative data was collected by employing a self-administered, web-based questionnaire, which comprised a set of five multiple-choice knowledge questions and one clinical vignette to assess skills. A nine-item Likert scale was used to determine pharmacists' satisfaction with the training program. Main outcome measure Pharmacists' knowledge and skills scores at pre and post-training, reliability of the Likert scale, and the proportion of responses to the individual nine items of the satisfaction survey. Results Fifty pharmacists participated in the pre-questionnaire and 38 pharmacists completed the web-based training and post-questionnaire. Significant differences were observed in the knowledge scores (p < 0.001) and skills scores (p < 0.001) at pre- and post-training. Cronbach's alpha for the nine-item satisfaction scale was 0.73 and the majority pharmacists (92.1-100 %) were satisfied with the various aspects of the training program. Conclusion The web-based training program positively enhanced pharmacists' knowledge and skills associated with chronic kidney disease screening. These findings support further development and widespread implementation of the training program to facilitate health promotion and early identification of chronic kidney disease in a community setting.

  2. Communication skills training in surgical residency: a needs assessment and metacognition analysis of a difficult conversation objective structured clinical examination.

    PubMed

    Falcone, John L; Claxton, René N; Marshall, Gary T

    2014-01-01

    The objective structured clinical examination (OSCE) can be used to evaluate the Accreditation Council for Graduate Medical Education Core Competencies of Professionalism and Interpersonal and Communication Skills. The aim of this study was to describe general surgery resident performance on a "difficult conversation" OSCE. In this prospective study, junior and senior residents participated in a 2-station OSCE. Junior stations involved discussing operative risks and benefits and breaking bad news. Senior stations involved discussing goals of care and discussing transition to comfort measures only status. Residents completed post-OSCE checklist and Likert-based self-evaluations of experience, comfort, and confidence. Trained standardized patients (SPs) evaluated residents using communication skill-based checklists and Likert-based assessments. Pearson correlation coefficients were determined between self-assessment and SP assessment. Mann-Whitney U tests were conducted between junior and senior resident variables, using α = 0.05. There were 27 junior residents (age 28.1 ± 1.9 years [29.6% female]) and 27 senior residents (age 32.1 ± 2.5 years [26.9% female]). The correlation of self-assessment and SP assessment of overall communication skills by junior residents was -0.32 on the risks and benefits case and 0.07 on the breaking bad news case. The correlation of self-assessment and SP assessment of overall communication skills by senior residents was 0.30 on the goals of care case and 0.26 on the comfort measures only case. SP assessments showed that junior residents had higher overall communication skills than senior residents (p = 0.03). Senior residents perceived that having difficult conversations was more level appropriate (p < 0.001), and they were less nervous having difficult conversations (p < 0.01) than junior residents. We found that residents perform difficult conversations well, that subjective and objective skills are correlated, and that skills-based training is needed across all residency levels. This well-received method may be used to observe, document, and provide resident feedback for these important skills. © 2014 Published by Association of Program Directors in Surgery on behalf of Association of Program Directors in Surgery.

  3. Evaluation of a class wide teaching program for developing preschool life skills.

    PubMed

    Hanley, Gregory P; Heal, Nicole A; Tiger, Jeffrey H; Ingvarsson, Einar T

    2007-01-01

    Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5 years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed.

  4. Evaluation of a Classwide Teaching Program for Developing Preschool Life Skills

    PubMed Central

    Hanley, Gregory P; Heal, Nicole A; Tiger, Jeffrey H; Ingvarsson, Einar T

    2007-01-01

    Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5 years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed. PMID:17624068

  5. Programming--Translating Assessment into Action.

    ERIC Educational Resources Information Center

    Pyfer, Jean L.

    Four steps should be taken in developing correct physical education programs for handicapped students. Assessment of student need is the first step, and a growing number of assessment instruments are available which provide information on basic locomotor skills and patterns and on physical and motor fitness. They are comprised of items that sample…

  6. Career Assessment: Recently Developed Instruments Useful for School-to-Work Programs.

    ERIC Educational Resources Information Center

    Kapes, Jerome T.; Martinez, Linda

    This document describes 32 recently developed career assessment instruments that have been deemed useful for school-to-work programs. The following instruments are among those profiled: Ability Explorer; Adult Measure of Essential Skills; Aptitude Interest Inventory; Ashland Interest Assessment; Barriers to Employment Success Inventory; Basic…

  7. Serious Games for Parkinson's Disease Fine Motor Skills Rehabilitation Using Natural Interfaces.

    PubMed

    Foletto, Antônio Augusto; Cordeiro d'Ornellas, Marcos; Cervi Prado, Ana Lucia

    2017-01-01

    Parkinson's Disease rehabilitation can be long and boring being difficult to maintain patient engagement on therapy programs. Novel technologies are allowing computer games to be played throught natural interfaces. This paper presents the development and assessment of a system of serious games for fine motor skills rehabilitation using natural interfaces. The games were assessed throught a questionnaire that evaluated the game experience through seven components: immersion, flow, competence, tension, challenge and positive and negative affect. In addition, a conceptual framework for development of serious games for fine motor skills rehabilitation was proposed. The results from the quantitative questionnaire suggested that the player experience was positive on all components assessed. Also, player experience between the three games was statistically the same, implying that the games can be used with consistency in a physical therapy rehabilitation program.

  8. Promoting young children's interpersonal safety knowledge, intentions, confidence, and protective behavior skills: Outcomes of a randomized controlled trial.

    PubMed

    White, Codi; Shanley, Dianne C; Zimmer-Gembeck, Melanie J; Walsh, Kerryann; Hawkins, Russell; Lines, Katrina; Webb, Haley

    2018-06-11

    Promoting young children's interpersonal safety knowledge, intentions confidence and skills is the goal of many child maltreatment prevention programs; however, evaluation of their effectiveness has been limited. In this study, a randomized controlled trial was conducted examining the effectiveness of the Australian protective behaviors program, Learn to be safe with Emmy and friends™ compared to a waitlist condition. In total, 611 Australian children in Grade 1 (5-7 years; 50% male) participated, with assessments at Pre-intervention, Post-intervention and a 6-month follow-up. This study also included a novel assessment of interpersonal safety skills through the Observed Protective Behaviors Test (OPBT). Analyses showed participating in Learn to be safe with Emmy and friends™ was effective post-program in improving interpersonal safety knowledge (child and parent-rated) and parent-rated interpersonal safety skills. These benefits were retained at the 6-month follow-up, with participating children also reporting increased disclosure confidence. However, Learn to be safe with Emmy and friends™ participation did not significantly impact children's disclosure intentions, safety identification skills, or interpersonal safety skills as measured by the OPBT. Future research may seek to evaluate the effect of further parent and teacher integration into training methods and increased use of behavioral rehearsal and modelling to more effectively target specific disclosure intentions and skills. Copyright © 2018 Elsevier Ltd. All rights reserved.

  9. Promoting life skills and preventing tobacco use among low-income Mumbai youth: effects of Salaam Bombay Foundation intervention.

    PubMed

    Sorensen, Glorian; Gupta, Prakash C; Nagler, Eve; Viswanath, Kasisomayajula

    2012-01-01

    In response to India's growing tobacco epidemic, strategies are needed to decrease tobacco use among Indian youth, particularly among those who are economically disadvantaged. The objective of this study was to assess the effectiveness of a school-based life-skills tobacco control program for youth of low socio-economic status in Mumbai and the surrounding state of Maharashtra. We hypothesized that compared to youth in control schools, youth exposed to the program would have greater knowledge of effects of tobacco use; be more likely to take action to prevent others from using tobacco; demonstrate more positive life skills and attitudes; and be less likely to report tobacco use. Using a quasi-experimental design, we assessed program effectiveness by comparing 8(th) and 9(th) grade students in intervention schools to 8(th) grade students in comparable schools that did not receive the program. Across all schools, 1851 students completed a survey that assessed core program components in early 2010. The program consisted of activities focused on building awareness about the hazards of tobacco, developing life skills, and advocacy development. The primary outcome measure was self-reported tobacco use in the last 30 days. Findings indicate that 4.1% of 8(th) grade intervention students (OR = 0.51) and 3.6% of 9(th) grade intervention students (OR = 0.33) reported using tobacco at least once in the last 30 days, compared to 8.7% of students in the control schools. Intervention group students were also significantly more knowledgeable about tobacco and related legislation, reported more efforts to prevent tobacco use among others, and reported stronger life skills and self-efficacy than students in control schools. Limitations to the study include schools not being randomly assigned to condition and tobacco use being measured by self-report. This program represents an effective model of school-based tobacco use prevention that low-income schools in India and other low- and middle-income countries can replicate.

  10. Measuring general surgery residents' communication skills from the patient's perspective using the Communication Assessment Tool (CAT).

    PubMed

    Stausmire, Julie M; Cashen, Constance P; Myerholtz, Linda; Buderer, Nancy

    2015-01-01

    The Communication Assessment Tool (CAT) has been used and validated to assess Family and Emergency Medicine resident communication skills from the patient's perspective. However, it has not been previously reported as an outcome measure for general surgery residents. The purpose of this study is to establish initial benchmarking data for the use of the CAT as an evaluation tool in an osteopathic general surgery residency program. Results are analyzed quarterly and used by the program director to provide meaningful feedback and targeted goal setting for residents to demonstrate progressive achievement of interpersonal and communication skills with patients. The 14-item paper version of the CAT (developed by Makoul et al. for residency programs) asks patients to anonymously rate surgery residents on discrete communication skills using a 5-point rating scale immediately after the clinical encounter. Results are reported as the percentage of items rated as "excellent" (5) by the patient. The setting is a hospital-affiliated ambulatory urban surgery office staffed by the residency program. Participants are representative of adult patients of both sexes across all ages with diverse ethnic backgrounds. They include preoperative and postoperative patients, as well as those needing diagnostic testing and follow-up. Data have been collected on 17 general surgery residents from a single residency program representing 5 postgraduate year levels and 448 patient encounters since March 2012. The reliability (Cronbach α) of the tool for surgery residents was 0.98. The overall mean percentage of items rated as excellent was 70% (standard deviations = 42%), with a median of 100%. The CAT is a useful tool for measuring 1 facet of resident communication skills-the patient's perception of the physician-patient encounter. The tool provides a unique and personalized outcome measure for identifying communication strengths and improvement opportunities, allowing residents to receive specific feedback and mentoring by program directors. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  11. Effect of the Children's Health Activity Motor Program on Motor Skills and Self-Regulation in Head Start Preschoolers: An Efficacy Trial.

    PubMed

    Robinson, Leah E; Palmer, Kara K; Bub, Kristen L

    2016-01-01

    Self-regulatory skills are broadly defined as the ability to manage emotions, focus attention, and inhibit some behaviors while activating others in accordance with social expectations and are an established indicator of academic success. Growing evidence links motor skills and physical activity to self-regulation. This study examined the efficacy of a motor skills intervention (i.e., the Children's Health Activity Motor Program, CHAMP) that is theoretically grounded in Achievement Goal Theory on motor skill performance and self-regulation in Head Start preschoolers. A sample of 113 Head Start preschoolers (Mage = 51.91 ± 6.5 months; 49.5% males) were randomly assigned to a treatment (n = 68) or control (n = 45) program. CHAMP participants engaged in 15, 40-min sessions of a mastery climate intervention that focused on the development of motor skills over 5 weeks while control participants engaged in their normal outdoor recess period. The Delay of Gratification Snack Task was used to measure self-regulation and the Test of Gross Motor Development-2nd Edition was used to assess motor skills. All measures were assessed prior to and following the intervention. Linear mixed models were fit for both self-regulation and motor skills. Results revealed a significant time × treatment interaction (p < 0.001). In regard to motor skills, post hoc comparisons found that all children improved their motor skills (p < 0.05), but the CHAMP group improved significantly more than the control group (p < 0.001). Children in CHAMP maintained their self-regulation scores across time, while children in the control group scored significantly lower than the CHAMP group at the posttest (p < 0.05). CHAMP is a mastery climate movement program that enhance skills associated with healthy development in children (i.e., motor skills and self-regulation). This efficacy trial provided evidence that CHAMP helped maintain delay of gratification in preschool age children and significantly improved motor skills while participating in outdoor recess was not effective. CHAMP could help contribute to children's learning-related skills and physical development and subsequently to their academic success.

  12. Educating for Civic Engagement: Public Achievement as a Case Study

    NASA Astrophysics Data System (ADS)

    Costello, Bernadette Christine

    Over the last four decades there is evidence that citizens are less civically engaged, have less trust in each other and governmental institutions, and are less prepared to participate in deliberative and civic processes. This research studies the importance of acquiring deliberative and civic skills and behaviors as an integral part of civic engagement and developing educational and learning strategies to impart those skills and behaviors in an educational environment. This research uses a civic action program called Public Achievement (PA) as a case study to investigate if participating in a civic and deliberative focused program enables participants to continue to use the skills and behaviors learned in PA in non-PA activities. The research study was focused by a literature review of philosophical frameworks, educational history in the United States, and educational theory. The literature review and examples of learning civic skills and behaviors in secondary and higher educational institutions are examined to frame the analysis of PA. Based on the literature review and the design of PA, constructs and a survey instrument were developed to test the hypothesis that students who participate in PA will be more likely to exhibit civic skills and behaviors than students who did not participate in PA. The research was conducted with two schools in rural Missouri, two schools in Minneapolis, Minnesota, and two schools in St. Paul, Minnesota. The study results show that students who participated in PA were not more likely to exhibit civic skills and behaviors, and in many cases, non-PA students exhibited civic skills and behaviors more often. The findings revealed that there are programmatic, organizational, and societal barriers that may impede the effectiveness of PA. The findings suggest that implementation of civic engagement programs may be more effective when the effort is supported and reinforced by and across all parts of the organization, organizational readiness work is completed prior to implementation, and civic skills and behaviors are part of institutional and student assessment processes. Additional research is suggested to develop an assessment tool to measure an organization's readiness to implement civic engagement programs and educational assessments to measure the cognitive and affective acquisition of civic skills and behaviors.

  13. Business training and education needs of chiropractors.

    PubMed

    Henson, Steve W; Pressley, Milton; Korfmann, Scott

    2008-01-01

    This report is an examination of the perceived need for business skills among chiropractors. An online survey was completed by 64 chiropractors. They assessed the need for business skills and current levels of business skills. Using this information, gaps in business skills are identified. The need for business skills is broad, encompassing all major business functions. Existing business skills are well below needed levels. The chiropractic profession needs significantly greater business and practice management skills. The existing gap between needed business skills and existing skills suggests that current training and education programs are not providing adequate business skills training.

  14. Intimate examination teaching with volunteers: implementation and assessment at the University of Antwerp.

    PubMed

    Hendrickx, Kristin; De Winter, Benedicte Y; Wyndaele, Jean-Jacques; Tjalma, Wiebren A A; Debaene, Luc; Selleslags, Bert; Mast, Frieda; Buytaert, Philippe; Bossaert, Leo

    2006-10-01

    Teaching intimate physical examinations in medical schools generates practical, didactical and ethical problems. At the University of Antwerp, a unique program with intimate examination assistants (IEA) was implemented for fifth year's undergraduate students. They learn gynaecological and urological skills in healthy volunteers. Technical, communicative and attitude aspects are taken into account. Description of the implementation of the project. Assessment of the project by questionnaires, written reflections and round table conferences. The results provide detailed information about the student's perceptions of each component of the program as well as the perceptions of the IEA's and the teachers. The multilevel evaluation of the program supports the surplus value of working with IEA's in medical education. The eye-catcher in this program is the integration of clinical skills with communicative skills and attention for students' attitude. Working with IEA's for intimate examinations represents a benefit in medical education by lowering the student's threshold to perform the intimate physical examination on both men and women during their fulltime clerkships.

  15. Transana Qualitative Video and Audio Analysis Software as a Tool for Teaching Intellectual Assessment Skills to Graduate Psychology Students

    ERIC Educational Resources Information Center

    Rush, S. Craig

    2014-01-01

    This article draws on the author's experience using qualitative video and audio analysis, most notably through use of the Transana qualitative video and audio analysis software program, as an alternative method for teaching IQ administration skills to students in a graduate psychology program. Qualitative video and audio analysis may be useful for…

  16. A Comparison of Methodological Approaches for Evaluating the Quality of Basic Skills Programs. AIR Forum 1982 Paper.

    ERIC Educational Resources Information Center

    Dumont, Richard G.; And Others

    A multiple-indicator and multiple-design approach for evaluating the quality of basic skills programs in reading, writing, and mathematics that has been implemented within a statewide system of higher education in the southeastern United States was assessed. Several of the evaluation methodologies are compared in order to determine whether results…

  17. Home Intervention: Validating the Item Order of a Developmental Checklist

    ERIC Educational Resources Information Center

    Hoekstra, A. T.; Jansen, G. G.; van der Meulen, B. F.; Oenema-Mostert, C. E.; Ruijssenaars, A. J.

    2010-01-01

    To adapt home intervention processes to the needs of a child, a correct overview of skills that the child masters is necessary. The Portage Program, a home intervention program for families with children from 0 to 6 years of age with special educational needs, uses a checklist to assess the developmental skills that the child masters (S. M. Bluma,…

  18. Success Skills for Textile Workers. Workforce 2000 Partnership. Workplace Literacy Project. End-of-Project External Evaluation Report. November 1, 1994-October 31, 1997.

    ERIC Educational Resources Information Center

    Hill, Allison

    A 3-year workplace literacy project combined the resources and efforts of a junior and a technical college, literacy education providers, and businesses to implement an assessment and education program for textile workers. The program included four components: (1) reading, writing, speaking, listening, and mathematics skills; (2) creative…

  19. Multicultural Conflict Resolution: Development, Implementation and Assessment of a Program for Third Graders.

    ERIC Educational Resources Information Center

    Graham, Benjamin C.; Pulvino, Charles

    2000-01-01

    Presents an intervention that outlines the formulation, implementation, and assessment of one counselor's attempt to increase student skills in the area of conflict resolution through a 6-week, curriculum-based, conflict resolution program for third-graders. Program evaluation indicates that it was successful in challenging students'…

  20. Assessing the New Competencies for Resident Education: A Model from an Emergency Medicine Program.

    ERIC Educational Resources Information Center

    Reisdorff, Earl J.; Hayes, Oliver W.; Carlson, Dale J.; Walker, Gregory L.

    2001-01-01

    Based on the experience of Michigan State University's emergency medicine residency program, proposes a practical method for modifying an existing student evaluation format. The model provides a template other programs could use in assessing residents' acquisition of the knowledge, skills, and attitudes reflected in the six general competencies…

  1. Assessment of Evidence-based Management Training Program: Application of a Logic Model.

    PubMed

    Guo, Ruiling; Farnsworth, Tracy J; Hermanson, Patrick M

    2016-06-01

    The purposes of this study were to apply a logic model to plan and implement an evidence-based management (EBMgt) educational training program for healthcare administrators and to examine whether a logic model is a useful tool for evaluating the outcomes of the educational program. The logic model was used as a conceptual framework to guide the investigators in developing an EBMgt educational training program and evaluating the outcomes of the program. The major components of the logic model were constructed as inputs, outputs, and outcomes/impacts. The investigators delineated the logic model based on the results of the needs assessment survey. Two 3-hour training workshops were delivered to 30 participants. To assess the outcomes of the EBMgt educational program, pre- and post-tests and self-reflection surveys were conducted. The data were collected and analyzed descriptively and inferentially, using the IBM Statistical Package for the Social Sciences (SPSS) 22.0. A paired sample t-test was performed to compare the differences in participants' EBMgt knowledge and skills prior to and after the training. The assessment results showed that there was a statistically significant difference in participants' EBMgt knowledge and information searching skills before and after the training (p< 0.001). Participants' confidence in using the EBMgt approach for decision-making was significantly increased after the training workshops (p< 0.001). Eighty-three percent of participants indicated that the knowledge and skills they gained through the training program could be used for future management decision-making in their healthcare organizations. The overall evaluation results of the program were positive. It is suggested that the logic model is a useful tool for program planning, implementation, and evaluation, and it also improves the outcomes of the educational program.

  2. Assessing the impact of faculty development fellowship in Shiraz University of Medical Sciences.

    PubMed

    Ebrahimi, Sedigheh; Kojuri, Javad

    2012-02-01

    Changing concepts of education have led many medical schools to design educational programs to enhance teaching skills, as traditional approaches cannot fulfill the current students' needs. The educational development of medical faculty members has recently received impetus in Iran and the Eastern Mediterranean region. The aim of this study was to investigate whether participation in a faculty development program reinforced new teaching skills. A teacher-training program was designed at Shiraz University of Medical Sciences to help medical instructors improve their teaching skills. The program, imparted in workshop format, covered effective teaching methods, feedback, knowledge assessment, and time management. Program sessions lasted four hours, four days each week for one month. Instruction was in the form of lectures, group discussions, case simulations, video presentations, and role-playing. All participants in the study (n = 219) belonged to the academic staff of Shiraz University of Medical Sciences. The participants highly rated the quality of the program. They felt that the educational intervention was appropriate and had a positive impact on their knowledge (P < 0.001). Assessment of the effectiveness of the program in strengthening the participants' teaching ability showed that students noticed significant improvements in the participants' teaching abilities (P < 0.05). Our faculty development program appears to have a significant positive effect on medical teachers' competencies, and we suggest that our educational intervention is effective in achieving its aims. Further research should investigate whether this faculty development program actually results in improved teaching performance.

  3. Enhancing medical students' communication skills: development and evaluation of an undergraduate training program.

    PubMed

    Hausberg, Maria C; Hergert, Anika; Kröger, Corinna; Bullinger, Monika; Rose, Matthias; Andreas, Sylke

    2012-03-24

    There is a relative lack of current research on the effects of specific communication training offered at the beginning of the medical degree program. The newly developed communication training "Basics and Practice in Communication Skills" was pilot tested in 2008 and expanded in the following year at the University Medical Centre Hamburg-Eppendorf in Germany. The goal was to promote and improve the communicative skills of participants and show the usefulness of an early offered intervention on patient-physician communication within the medical curriculum. The students participating in the project and a comparison group of students from the standard degree program were surveyed at the beginning and end of the courses. The survey consisted of a self-assessment of their skills as well as a standardised expert rating and an evaluation of the modules by means of a questionnaire. Students who attended the communication skills course exhibited a considerable increase of communication skills in this newly developed training. It was also observed that students in the intervention group had a greater degree of self-assessed competence following training than the medical students in the comparison group. This finding is also reflected in the results from a standardised objective measure. The empirical results of the study showed that the training enabled students to acquire specialised competence in communication through the course of a newly developed training program. These findings will be used to establish new communication training at the University Medical Centre Hamburg-Eppendorf.

  4. Enhancing medical students' communication skills: development and evaluation of an undergraduate training program

    PubMed Central

    2012-01-01

    Background There is a relative lack of current research on the effects of specific communication training offered at the beginning of the medical degree program. The newly developed communication training "Basics and Practice in Communication Skills" was pilot tested in 2008 and expanded in the following year at the University Medical Centre Hamburg-Eppendorf in Germany. The goal was to promote and improve the communicative skills of participants and show the usefulness of an early offered intervention on patient-physician communication within the medical curriculum. Methods The students participating in the project and a comparison group of students from the standard degree program were surveyed at the beginning and end of the courses. The survey consisted of a self-assessment of their skills as well as a standardised expert rating and an evaluation of the modules by means of a questionnaire. Results Students who attended the communication skills course exhibited a considerable increase of communication skills in this newly developed training. It was also observed that students in the intervention group had a greater degree of self-assessed competence following training than the medical students in the comparison group. This finding is also reflected in the results from a standardised objective measure. Conclusions The empirical results of the study showed that the training enabled students to acquire specialised competence in communication through the course of a newly developed training program. These findings will be used to establish new communication training at the University Medical Centre Hamburg-Eppendorf. PMID:22443807

  5. Teaching severely multihandicapped students to put on their own hearing aids.

    PubMed Central

    Tucker, D J; Berry, G W

    1980-01-01

    Two experiments were conducted with six severely multihandicapped students with hearing impairments to: (a) train the six students to put on their own hearing aids independently, and (b) provide an empirical evaluation of a comprehensive instructional program for putting on a hearing aid by assessing acquisition, maintenance, and generalization of that skill across environments. All six students acquired the skill rapidly, with two students requiring remedial training on one step of the program. Because for two of the original three students the newly learned skill failed initially to generalize to other environments, a second experiment was initiated to assess generalization across environments as well as to replicate the efficiency of the acquisition program. When a variation of the multiple-probe baseline technique was used, the behavior of three additional students generalized to other settings without direct training in those settings. PMID:6444931

  6. Trade and Technical Volumes I: Access Skills. Vocational Readiness Skills. Missouri LINC. Assessing Vocational Education.

    ERIC Educational Resources Information Center

    Missouri Univ., Columbia. Dept. of Practical Arts and Vocational-Technical Education.

    This document contains trade and industrial occupations-related materials to help teachers and parents teach access skills to Missouri junior high and high school special needs students who want to pursue a vocational program in carpentry; commercial art; drafting; electronics; heating, air conditioning, and refrigeration; or offset lithography…

  7. An Assessment of Post-Professional Athletic Training Students' Critical Thinking Skills and Dispositions

    ERIC Educational Resources Information Center

    Walter, Jessica Marie

    2013-01-01

    The need for outcome measures in critical thinking skills and dispositions for post-professional athletic training programs (PPATPs) is significant. It has been suggested that athletic trainers who are competent and disposed towards thinking critically will be successful in the profession. The purpose of this study is to assess critical thinking…

  8. Assessing the Generalizable Skills of Post-Secondary Vocational Students. A Validation Study.

    ERIC Educational Resources Information Center

    Greenan, James P.; Smith, Brandon B.

    A study examined the feasibility, reliability, and validity of two instruments designed to assess the degree to which postsecondary vocational students possessed those generalizable skills that are believed to be functionally relevant to success in a vocational program. The instruments, a student self-rating and a teacher rating form, contained 81…

  9. "Think Like a Lawyer" Using a Legal Reasoning Grid and Criterion-Referenced Assessment Rubric on IRAC (Issue, Rule, Application, Conclusion)

    ERIC Educational Resources Information Center

    Burton, Kelley

    2017-01-01

    The Australian Learning and Teaching Council's Bachelor of Laws Learning and Teaching Academic Standards Statement identified "thinking skills" as one of the six threshold learning outcomes for a Bachelor of Laws Program, which reinforced the significance of learning, teaching and assessing "thinking skills" in law schools…

  10. The Starting Line: Developing a Structure for Teacher Ratings of Students' Skills at Kindergarten Entry

    ERIC Educational Resources Information Center

    Goldstein, Jessica; McCoach, D. Betsy

    2011-01-01

    Developmentally appropriate, psychometrically sound instruments are needed to assess young children and evaluate learning programs. In the United States, little guidance exists on the development and use of large-scale assessments that cover the broad range of skills that encompass young children's development. In 2005 and 2006, the State of…

  11. Standardization of Course Plan and Design of Objective Structured Field Examination (OSFE) for the Assessment of Pharm.D. Student’s Community Pharmacy Clerkship Skills

    PubMed Central

    Monajjemzadeh, Farnaz; Shokri, Javad; Mohajel Nayebi, Ali Reza; Nemati, Mahboob; Azarmi, Yadollah; Charkhpour, Mohammad; Najafi, Moslem

    2014-01-01

    Purpose: This study was aimed to design Objective Structured Field Examination (OSFE) and also standardize the course plan of community pharmacy clerkship at Pharmacy Faculty of Tabriz University of Medical Sciences (Iran). Methods: The study was composed of several stages including; evaluation of the old program, standardization and implementation of the new course plan, design and implementation of OSFE, and finally results evaluation. Results: Lack of a fair final assessment protocol and proper organized educating system in various fields of community pharmacy clerkship skills were assigned as the main weaknesses of the old program. Educational priorities were determined and student’s feedback was assessed to design the new curriculum consisting of sessions to fulfill a 60-hour training course. More than 70% of the students were satisfied and successfulness and efficiency of the new clerkship program was significantly greater than the old program (P<0.05). In addition, they believed that OSFE was a suitable testing method. Conclusion: The defined course plan was successfully improved different skills of the students and OSFE was concluded as a proper performance based assessment method. This is easily adoptable by pharmacy faculties to improve the educational outcomes of the clerkship course. PMID:24511477

  12. Employer evaluations of nurse graduates: a critical program assessment element.

    PubMed

    Ryan, M E; Hodson, K E

    1992-05-01

    Accountability in higher education dictates implementation of a comprehensive evaluation plan. Employer evaluation of graduates is an important component of program evaluation and contributes a different view that is rarely reported in the literature. The purpose of this study was to establish a database by surveying employers of baccalaureate-prepared nurses, postgraduation, over a five-year period. Employer surveys measured perceptions of graduates' functioning. Findings indicated that graduates function above expected levels for leadership skills, nursing skills, communication skills, and professionalism. Systematic program evaluation by employers is recommended at one and five years after graduation. A tool for employer evaluation of baccalaureate graduates is discussed.

  13. Making the Grade. Assessment Provides Focus for Vocational Programs.

    ERIC Educational Resources Information Center

    Seybert, Jeffrey A.

    1993-01-01

    Johnson County (Kansas) Community College assesses vocational programs in terms of (1) accomplishment of objectives; (2) student opinions of services; (3) appropriate employment; (4) employer satisfaction with student skills; and (5) responsiveness to local labor market and economic development needs. (SK)

  14. Effect of a 6-Week Active Play Intervention on Fundamental Movement Skill Competence of Preschool Children.

    PubMed

    Foulkes, J D; Knowles, Z; Fairclough, S J; Stratton, G; O'Dwyer, M; Ridgers, N D; Foweather, L

    2017-04-01

    This study examined the effectiveness of an active play intervention on fundamental movement skills of 3- to 5-year-old children from deprived communities. In a cluster randomized controlled trial design, six preschools received a resource pack and a 6-week local authority program involving staff training with help implementing 60-minute weekly sessions and postprogram support. Six comparison preschools received a resource pack only. Twelve skills were assessed at baseline, postintervention, and at a 6-month follow-up using the Children's Activity and Movement in Preschool Study Motor Skills Protocol. One hundred and sixty-two children (Mean age = 4.64 ± 0.58 years; 53.1% boys) were included in the final analyses. There were no significant differences between groups for total fundamental movement skill, object-control skill or locomotor skill scores, indicating a need for program modification to facilitate greater skill improvements.

  15. Inquiry-based science: Preparing human capital for the 21 st century and beyond

    NASA Astrophysics Data System (ADS)

    Boyd, Yolanda F.

    High school students need to graduate with 21st century skills to be college and career ready and to be competitive in a global marketplace. A positive trend exists favoring inquiry-based instructional practices that purportedly not only increase science content knowledge, but also 21 st century skill development. A suburban school district, Areal Township (pseudonym), implemented an inquiry-based science program based on this trend; however, the degree to which the program has been meeting students' needs for science content knowledge and 21st century skills development has not been explored. If we were to understand the process by which an inquiry-based science program contributes to attainment of science content and 21st century skill development, then we might be able to improve the delivery of the program and provide a model to be adopted by other schools. Therefore, the purpose of this descriptive case study was to engage with multiple stakeholders to formatively assess the successes and obstacles for helping students to achieve science content and 21st century skills through an inquiry-based curriculum. Using constructivist theory, this study aimed to address the following central research question: How does the implementation of an inquiry-based program within the Areal Township School District (ATSD) support the acquisition of science content knowledge and the development of 21st century skills? This study found that 21st century skill development is embedded in inquiry-based instructional practices. These practices engage students in meaningful learning that spirals in content and is measured using diverse assessments. Time to do inquiry-based science and adequate time for collegial collaboration were obstacles for educators in grades K-5. Other obstacles were turnkey professional development and a lack of ongoing program monitoring, as a result of imposed extrinsic factors from state and federal mandates. Lastly, it was discovered that not all parts of the curriculum adopted a full inquiry-based approach.

  16. Effects of an experiential learning program on the clinical reasoning and critical thinking skills of occupational therapy students.

    PubMed

    Coker, Patty

    2010-01-01

    This study examined the effects of participation in a 1-week, experiential, hands-on learning program on the critical thinking and clinical reasoning skills of occupational therapy students. A quasi-experimental, nonrandomized pre- and post-test design was used with a sample of 25 students. The students had completed three semesters of didactic lecture coursework in a master's level OT educational program prior to participation in a hands-on therapy program for children with hemiplegic cerebral palsy. Changes in critical thinking and clinical reasoning skills were evaluated using the following dependent measures: Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the California Critical Thinking Skills Test (CCTST). Changes in pretest and posttest scores on the SACRR and the CCTST were statistically significant (p>0.05) following completion of the experiential learning program. This study supports the use of hands-on learning to develop clinical reasoning and critical thinking skills in healthcare students, who face ever more diverse patient populations upon entry-level practice. Further qualitative and quantitative investigations are needed to support the results of this study and determine which components of experiential learning programs are essential for developing clinical reasoning and critical thinking skills in future allied health professionals.

  17. Self-directed versus traditional classroom training for neonatal resuscitation.

    PubMed

    Weiner, Gary M; Menghini, Karin; Zaichkin, Jeanette; Caid, Ann E; Jacoby, Carrie J; Simon, Wendy M

    2011-04-01

    Neonatal Resuscitation Program instructors spend most of their classroom time giving lectures and demonstrating basic skills. We hypothesized that a self-directed education program could shift acquisition of these skills outside the classroom, shorten the duration of the class, and allow instructors to use their time to facilitate low-fidelity simulation and debriefing. Novice providers were randomly allocated to self-directed education or a traditional class. Self-directed participants received a textbook, instructional video, and portable equipment kit and attended a 90-minute simulation session with an instructor. The traditional class included 6 hours of lectures and instructor-directed skill stations. Outcome measures included resuscitation skill (megacode assessment score), content knowledge, participant satisfaction, and self-confidence. Forty-six subjects completed the study. There was no significant difference between the study groups in either the megacode assessment score (23.8 [traditional] vs 24.5 [self-directed]; P = .46) or fraction that passed the "megacode" (final skills assessment) (56% [traditional] vs 65% [self-directed]; P = .76). There were no significant differences in content knowledge, course satisfaction, or postcourse self-confidence. Content knowledge, years of experience, and self-confidence did not predict resuscitation skill. Self-directed education improves the educational efficiency of the neonatal resuscitation course by shifting the acquisition of cognitive and basic procedural skills outside of the classroom, which allows the instructor to add low-fidelity simulation and debriefing while significantly decreasing the duration of the course.

  18. Aligning the NWEA RIT Scale with the Nevada Criterion Referenced Assessment and the Iowa Test of Basic Skills

    ERIC Educational Resources Information Center

    Cronin, John; Bowe, Branin

    2004-01-01

    Each year, Nevada students in grades 3, 4, 5, and 7 participate in testing as part of the Nevada assessment program. Students in grades 3 and 5 take the Nevada Criterion Referenced Assessment (Nevada CRT) while students in grades 4 and 7 take the Iowa Test of Basic Skills (ITBS). These tests serve as an important measure of student achievement for…

  19. A discussion group program enhances the conceptual reasoning skills of students enrolled in a large lecture-format introductory biology course.

    PubMed

    Peteroy-Kelly, Marcy A

    2007-01-01

    It has been well-established that discussion groups enhance student learning in large lecture courses. The goal of this study was to determine the impact of a discussion group program on the development of conceptual reasoning skills of students enrolled in a large lecture-format introductory biology course. In the discussion group, students worked on problems based on topics discussed in lecture. The program was evaluated using three assessment tools. First, student responses to pre- and posttests were analyzed. The test question asked the students to demonstrate the relationships between 10 different but related terms. Use of a concept map to link the terms indicated an advanced level of conceptual reasoning skills. There was a 13.8% increase in the use of concept maps from pre- to posttest. Second, the students took a Likert-type survey to determine the perceived impact of the program on their conceptual reasoning skills. Many of the students felt that the program helped them understand and use the main course concepts to logically solve problems. Finally, average exam grades increased as the semester progressed. The average final grade in the course was 75%. Students enrolled in the course the previous year (where the lecture component of the course did not assess or reflect student learning in the discussion group) had an average final grade of 69%. The results of this study demonstrate that the discussion group program improves the conceptual reasoning skills of students enrolled in a large lecture-format introductory biology course.

  20. Microsurgery Workout: A Novel Simulation Training Curriculum Based on Nonliving Models.

    PubMed

    Rodriguez, Jose R; Yañez, Ricardo; Cifuentes, Ignacio; Varas, Julian; Dagnino, Bruno

    2016-10-01

    Currently, there are no valid training programs based solely on nonliving models. The authors aimed to develop and validate a microsurgery training program based on nonliving models and assess the transfer of skills to a live rat model. Postgraduate year-3 general surgery residents were assessed in a 17-session program, performing arterial and venous end-to-end anastomosis on ex vivo chicken models. Procedures were recorded and rated by two blinded experts using validated global and specific scales (objective structured assessment of technical skills) and a validated checklist. Operating times and patency rates were assessed. Hand-motion analysis was used to measure economy of movements. After training, residents performed an arterial and venous end-to-end anastomosis on live rats. Results were compared to six experienced surgeons in the same models. Values of p < 0.05 were considered statistically significant. Learning curves were achieved. Ten residents improved their median global and specific objective structured assessment of technical skills scores for artery [10 (range, 8 to 10) versus 28 (range, 27 to 29), p < 0.05; and 8 (range, 7 to 9) versus 28 (range, 27 to 28), p < 0.05] and vein [8 (range, 8 to 11) versus 28 (range, 27 to 28), p < 0.05; and 8 (range, 7 to 9) versus 28 (range, 27 to 29), p < 0.05]. Checklist scores also improved for both procedures (p < 0.05). Trainees were slower and less efficient than experienced surgeons (p < 0.05). In the living rat, patency rates at 30 minutes were 100 percent and 50 percent for artery and vein, respectively. Significant acquisition of microsurgical skills was achieved by trainees to a level similar to that of experienced surgeons. Acquired skills were transferred to a more complex live model.

  1. Computer-enhanced visual learning method: a paradigm to teach and document surgical skills.

    PubMed

    Maizels, Max; Mickelson, Jennie; Yerkes, Elizabeth; Maizels, Evelyn; Stork, Rachel; Young, Christine; Corcoran, Julia; Holl, Jane; Kaplan, William E

    2009-09-01

    Changes in health care are stimulating residency training programs to develop new methods for teaching surgical skills. We developed Computer-Enhanced Visual Learning (CEVL) as an innovative Internet-based learning and assessment tool. The CEVL method uses the educational procedures of deliberate practice and performance to teach and learn surgery in a stylized manner. CEVL is a learning and assessment tool that can provide students and educators with quantitative feedback on learning a specific surgical procedure. Methods involved examine quantitative data of improvement in surgical skills. Herein, we qualitatively describe the method and show how program directors (PDs) may implement this technique in their residencies. CEVL allows an operation to be broken down into teachable components. The process relies on feedback and remediation to improve performance, with a focus on learning that is applicable to the next case being performed. CEVL has been shown to be effective for teaching pediatric orchiopexy and is being adapted to additional adult and pediatric procedures and to office examination skills. The CEVL method is available to other residency training programs.

  2. Computer-Enhanced Visual Learning Method: A Paradigm to Teach and Document Surgical Skills

    PubMed Central

    Maizels, Max; Mickelson, Jennie; Yerkes, Elizabeth; Maizels, Evelyn; Stork, Rachel; Young, Christine; Corcoran, Julia; Holl, Jane; Kaplan, William E.

    2009-01-01

    Innovation Changes in health care are stimulating residency training programs to develop new methods for teaching surgical skills. We developed Computer-Enhanced Visual Learning (CEVL) as an innovative Internet-based learning and assessment tool. The CEVL method uses the educational procedures of deliberate practice and performance to teach and learn surgery in a stylized manner. Aim of Innovation CEVL is a learning and assessment tool that can provide students and educators with quantitative feedback on learning a specific surgical procedure. Methods involved examine quantitative data of improvement in surgical skills. Herein, we qualitatively describe the method and show how program directors (PDs) may implement this technique in their residencies. Results CEVL allows an operation to be broken down into teachable components. The process relies on feedback and remediation to improve performance, with a focus on learning that is applicable to the next case being performed. CEVL has been shown to be effective for teaching pediatric orchiopexy and is being adapted to additional adult and pediatric procedures and to office examination skills. The CEVL method is available to other residency training programs. PMID:21975716

  3. E-learning teaches attendings "how to" objectively assess pediatric urology trainees' surgery skills for orchiopexy.

    PubMed

    Fernandez, Nicolas; Maizels, Max; Farhat, Walid; Smith, Edwin; Liu, Dennis; Chua, Michael; Bhanji, Yasin

    2018-04-01

    Established methods to train pediatric urology surgery by residency training programs require updating in response to administrative changes such as new, reduced trainee duty hours. Therefore, new objective methods must be developed to teach trainees. We approached this need by creating e-learning to teach attendings objective assessment of trainee skills using the Zwisch scale, an established assessment tool. The aim of this study was to identify whether or not e-learning is an appropriate platform for effective teaching of this assessment tool, by assessing inter-rater correlation of assessments made by the attendings after participation in the e-learning. Pediatric orchiopexy was used as the index case. An e-learning tool was created to teach attending surgeons objective assessment of trainees' surgical skills. First, e-learning content was created which showed the assessment method videotape of resident surgery done in the operating room. Next, attendings were enrolled to e-learn this method. Finally, the ability of enrollees to assess resident surgery skill performance was tested. Namely, test video was made showing a trainee performing inguinal orchiopexy. All enrollees viewed the same online videos. Assessments of surgical skills (Zwisch scale) were entered into an online survey. Data were analyzed by intercorrelation coefficient kappa analysis (strong correlation was ICC ≥ 0.7). A total of 11 attendings were enrolled. All accessed the online learning and then made assessments of surgical skills trainees showed on videotapes. The e-learning comprised three modules: 1. "Core concepts," in which users learned the assessment tool methods; 2. "Learn to assess," in which users learned how to assess by watching video clips, explaining the assessment method; and 3. "Test," in which users tested their skill at making assessments by watching video clips and then actively inputting their ratings of surgical and global skills as viewed in the video clips (Figure). A total of 89 surgical skill ratings were performed with 56 (65%) exact matches between raters and 89 (100%) matched within one rank. Interclass correlation coefficient (ANOVA) showed statistically significant correlation. (r = 0.725, 95% CI 0.571-0.837, F = 3.976, p ≤ 0.00001). Kappa analysis of inter-rater reliability showed strong consensus between attendings for average measures with ICC = 0.71, 95% CI 0.46-0.95 (p = 0.03). We launched e-learning to teach pediatric urology attendings "how to" assess trainee surgical skills objectively (Zwisch scale). After e-learning, there was strong inter-rater correlation in assessments made. We plan to extend such e-learning to pediatric urology surgical training programs. Copyright © 2017 Journal of Pediatric Urology Company. Published by Elsevier Ltd. All rights reserved.

  4. A training program for novice paramedics provides initial laryngeal mask airway insertion skill and improves skill retention at 6 months.

    PubMed

    Hein, Cindy; Owen, Harry; Plummer, John

    2010-02-01

    Major resuscitation councils endorse the use of the laryngeal mask airway (LMA) by paramedics for lifesaving airway interventions. Learning and maintaining adequate skill level is important for patient safety. The aim of this project was to develop a training program that provides student paramedics with initial knowledge and experience in LMA insertion skills but equally important to provide ongoing skill retention. After ethics approval and informed consent, 55 first year Paramedic degree students watched a manufacturer's LMA instruction video and practiced insertion in three different part task trainers. Six months later, subjects were randomized to an intervention (reviewing the video and 10 minutes unsupervised practice) or control group before participating in a high-fidelity simulated clinical scenario. For equity of training, the control group received the intervention after the scenario. Main outcomes measured were time to insertion; success rate; and LMA skill retention (sum of LMA orientation; cuff inflation; bite block; securing; patient positioning; and overall subject performance). Fifty subjects completed the study. Those in the intervention group displayed significantly shorter insertion times (P = 0.029), fewer attempts to achieve success (P = 0.033), and had significantly higher LMA skill performance levels (P = 0.019) at 6 months. We devised a short intervention based on our training program using a video and practice in part task trainers. In an assessment using high-fidelity simulation, we demonstrated significant improvements in maintenance of LMA insertion skills in student paramedics at 6 months. Our model of just-in-time assessment and reinforcement of training prevents skill decay and has implications for healthcare skills training in general.

  5. A Mobile Phone-Based Life Skills Training Program for Substance Use Prevention Among Adolescents: Pre-Post Study on the Acceptance and Potential Effectiveness of the Program, Ready4life

    PubMed Central

    Paz Castro, Raquel; Meyer, Christian; Filler, Andreas; Kowatsch, Tobias; Schaub, Michael P

    2017-01-01

    Background Substance use and misuse often first emerge during adolescence. Generic life skills training that is typically conducted within the school curriculum is effective at preventing the onset and escalation of substance use among adolescents. However, the dissemination of such programs is impeded by their large resource requirements in terms of personnel, money, and time. Life skills training provided via mobile phones might be a more economic and scalable approach, which additionally matches the lifestyle and communication habits of adolescents. Objective The aim of this study was to test the acceptance and initial effectiveness of an individually tailored mobile phone–based life skills training program in vocational school students. Methods The fully automated program, named ready4life, is based on social cognitive theory and addresses self-management skills, social skills, and substance use resistance skills. Program participants received up to 3 weekly text messages (short message service, SMS) over 6 months. Active program engagement was stimulated by interactive features such as quiz questions, message- and picture-contests, and integration of a friendly competition with prizes in which program users collected credits with each interaction. Generalized estimating equation (GEE) analyses were used to investigate for changes between baseline and 6-month follow-up in the following outcomes: perceived stress, self-management skills, social skills, at-risk alcohol use, tobacco smoking, and cannabis use. Results The program was tested in 118 school classes at 13 vocational schools in Switzerland. A total of 1067 students who owned a mobile phone and were not regular cigarette smokers were invited to participate in the life skills program. Of these, 877 (82.19%, 877/1067; mean age=17.4 years, standard deviation [SD]=2.7; 58.3% females) participated in the program and the associated study. A total of 43 students (4.9%, 43/877) withdrew their program participation during the intervention period. The mean number of interactive program activities that participants engaged in was 15.5 (SD 13.3) out of a total of 39 possible activities. Follow-up assessments were completed by 436 of the 877 (49.7%) participants. GEE analyses revealed decreased perceived stress (odds ratio, OR=0.93; 95% CI 0.87-0.99; P=.03) and increases in several life skills addressed between baseline and the follow-up assessment. The proportion of adolescents with at-risk alcohol use declined from 20.2% at baseline to 15.5% at follow-up (OR 0.70, 95% CI 0.53-0.93; P=.01), whereas no significant changes were obtained for tobacco (OR 0.94, 95% CI 0.65-1.36; P=.76) or cannabis use (OR 0.91, 95% CI 0.67-1.24; P=.54). Conclusions These results reveal high-level acceptance and promising effectiveness of this interventional approach, which could be easily and economically implemented. A reasonable next step would be to test the efficacy of this program within a controlled trial. PMID:28978498

  6. A Mobile Phone-Based Life Skills Training Program for Substance Use Prevention Among Adolescents: Pre-Post Study on the Acceptance and Potential Effectiveness of the Program, Ready4life.

    PubMed

    Haug, Severin; Paz Castro, Raquel; Meyer, Christian; Filler, Andreas; Kowatsch, Tobias; Schaub, Michael P

    2017-10-04

    Substance use and misuse often first emerge during adolescence. Generic life skills training that is typically conducted within the school curriculum is effective at preventing the onset and escalation of substance use among adolescents. However, the dissemination of such programs is impeded by their large resource requirements in terms of personnel, money, and time. Life skills training provided via mobile phones might be a more economic and scalable approach, which additionally matches the lifestyle and communication habits of adolescents. The aim of this study was to test the acceptance and initial effectiveness of an individually tailored mobile phone-based life skills training program in vocational school students. The fully automated program, named ready4life, is based on social cognitive theory and addresses self-management skills, social skills, and substance use resistance skills. Program participants received up to 3 weekly text messages (short message service, SMS) over 6 months. Active program engagement was stimulated by interactive features such as quiz questions, message- and picture-contests, and integration of a friendly competition with prizes in which program users collected credits with each interaction. Generalized estimating equation (GEE) analyses were used to investigate for changes between baseline and 6-month follow-up in the following outcomes: perceived stress, self-management skills, social skills, at-risk alcohol use, tobacco smoking, and cannabis use. The program was tested in 118 school classes at 13 vocational schools in Switzerland. A total of 1067 students who owned a mobile phone and were not regular cigarette smokers were invited to participate in the life skills program. Of these, 877 (82.19%, 877/1067; mean age=17.4 years, standard deviation [SD]=2.7; 58.3% females) participated in the program and the associated study. A total of 43 students (4.9%, 43/877) withdrew their program participation during the intervention period. The mean number of interactive program activities that participants engaged in was 15.5 (SD 13.3) out of a total of 39 possible activities. Follow-up assessments were completed by 436 of the 877 (49.7%) participants. GEE analyses revealed decreased perceived stress (odds ratio, OR=0.93; 95% CI 0.87-0.99; P=.03) and increases in several life skills addressed between baseline and the follow-up assessment. The proportion of adolescents with at-risk alcohol use declined from 20.2% at baseline to 15.5% at follow-up (OR 0.70, 95% CI 0.53-0.93; P=.01), whereas no significant changes were obtained for tobacco (OR 0.94, 95% CI 0.65-1.36; P=.76) or cannabis use (OR 0.91, 95% CI 0.67-1.24; P=.54). These results reveal high-level acceptance and promising effectiveness of this interventional approach, which could be easily and economically implemented. A reasonable next step would be to test the efficacy of this program within a controlled trial. ©Severin Haug, Raquel Paz Castro, Christian Meyer, Andreas Filler, Tobias Kowatsch, Michael P Schaub. Originally published in JMIR Mhealth and Uhealth (http://mhealth.jmir.org), 04.10.2017.

  7. Retention of Vaginal Breech Delivery Skills Taught in Simulation.

    PubMed

    Stone, Heather; Crane, Joan; Johnston, Kathy; Craig, Catherine

    2018-02-01

    The optimal frequency of conducting simulation training for high-acuity, low-frequency events in obstetrics and gynaecology residency programs is unknown. This study evaluated retention over time of vaginal breech delivery skills taught in simulation, by comparing junior and senior residents. In addition, the residents' subjective comfort level to perform this skill clinically was assessed. This prospective cohort study included 22 obstetrics and gynaecology residents in a Canadian residency training program. Digital recordings were completed for pre-training, immediate post-training, and delayed (10-26 weeks later) post-training intervals of a vaginal breech delivery simulation, with skill assessment by a blinded observer using a binary checklist. Residents also completed questionnaires to assess their subjective comfort level at each interval. Junior and senior residents had significant improvements in vaginal breech delivery skills from the pre-training assessment to both the immediate post-training assessment (junior, P <0.001; senior, P <0.001) and the delayed post-training assessment (P <0.001 and P = 0.001, respectively). There was a significant decline in skills between the immediate and delayed post-training sessions for junior and senior residents (P = 0.003 and P <0.001, respectively). Both junior and senior residents gained more comfort immediately after the training (P <0.001 and P <0.001, respectively), without a significant change between immediate post-training and delayed post-training comfort levels (P = 0.19 and P = 0.11, respectively). Residents retained vaginal breech delivery skills taught in simulation 10-26 weeks later, although a decline in skills occurred over this time period. Comfort level was positively affected and retained. These results will aid in determining the frequency of simulation teaching for high-acuity, low-frequency events in a residency simulation curriculum. Copyright © 2018 Society of Obstetricians and Gynaecologists of Canada. Published by Elsevier Inc. All rights reserved.

  8. Rel8: demonstrating the feasibility of delivering an 8-week social skills program in a public mental health setting.

    PubMed

    Wauchope, Bronwyn; Terlich, Alissa; Lee, Stuart

    2016-06-01

    As community mental health services integrate recovery-oriented practices, treatments that focus on skills development and social integration are desirable. This study aimed to examine the feasibility of implementing "Rel8", an 8-week social skills training group adapted to suit a public community mental health setting. A retrospective audit was conducted of quantitative and qualitative data from four groups run between 2011 and 2013. Pre- and post-group measures were collected, assessing self-rated friendships and confidence with social skills and clinician-rated social skill performance. Qualitative feedback about group participation was also collected through use of a developed questionnaire. Analysis revealed significant improvements in participants' confidence with their social skills following group participation, with a trend also found for improved social skill performance. "Rel8", an adapted 8-week social skills training group, is a feasible program in the context of community mental health services. The program added to the recovery-centred practice of the community mental health service while also adding to the diversity of clinician skills for psychosocial-oriented practice. © The Royal Australian and New Zealand College of Psychiatrists 2015.

  9. Laparoscopic skills maintenance: a randomized trial of virtual reality and box trainer simulators.

    PubMed

    Khan, Montaha W; Lin, Diwei; Marlow, Nicholas; Altree, Meryl; Babidge, Wendy; Field, John; Hewett, Peter; Maddern, Guy

    2014-01-01

    A number of simulators have been developed to teach surgical trainees the basic skills required to effectively perform laparoscopic surgery; however, consideration needs to be given to how well the skills taught by these simulators are maintained over time. This study compared the maintenance of laparoscopic skills learned using box trainer and virtual reality simulators. Participants were randomly allocated to be trained and assessed using either the Society of American Gastrointestinal Endoscopic Surgeons Fundamentals of Laparoscopic Surgery (FLS) simulator or the Surgical Science virtual reality simulator. Once participants achieved a predetermined level of proficiency, they were assessed 1, 3, and 6 months later. At each assessment, participants were given 2 practice attempts and assessed on their third attempt. The study was conducted through the Simulated Surgical Skills Program that was held at the Royal Australasian College of Surgeons, Adelaide, Australia. Overall, 26 participants (13 per group) completed the training and all follow-up assessments. There were no significant differences between simulation-trained cohorts for age, gender, training level, and the number of surgeries previously performed, observed, or assisted. Scores for the FLS-trained participants did not significantly change over the follow-up period. Scores for LapSim-trained participants significantly deteriorated at the first 2 follow-up points (1 and 3 months) (p < 0.050), but returned to be near initial levels by the final follow-up (6 months). This research showed that basic laparoscopic skills learned using the FLS simulator were maintained more consistently than those learned on the LapSim simulator. However, by the final follow-up, both simulator-trained cohorts had skill levels that were not significantly different to those at proficiency after the initial training period. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  10. Developing Tools for Assessing and Using Commercially Available Reading Software Programs to Promote the Development of Early Reading Skills in Children

    ERIC Educational Resources Information Center

    Wood, Eileen; Gottardo, Alexandra; Grant, Amy; Evans, Mary Ann; Phillips, Linda; Savage, Robert

    2012-01-01

    As computers become an increasingly ubiquitous part of young children's lives there is a need to examine how best to harness digital technologies to promote learning in early childhood education contexts. The development of emergent literacy skills is 1 domain for which numerous software programs are available for young learners. In this study, we…

  11. Relating Gap Analysis Results to Information Systems Program Attitudes: The Identification of Gap Priorities and Implications

    ERIC Educational Resources Information Center

    Van Auken, Stuart; Chrysler, Earl; Wells, Ludmilla Gricenko; Simkin, Mark

    2011-01-01

    The authors utilized a gap analysis approach to assess general IS knowledge and skill voids or overages in a specific program context. The authors asked alumni to reveal the emphasis that should have been given to 10 IS knowledge and skill areas and compared the results with the emphasis that was actually given. They proceed by relating the…

  12. The Assessment of Afterschool Program Practices Tool (APT): Findings from the APT Validation Study

    ERIC Educational Resources Information Center

    Tracy, Allison; Surr, Wendy; Richer, Amanda

    2012-01-01

    The Assessment of Afterschool Program Practices Tool ("APT"), developed by the National Institute of Out-of-School Time (NIOST), is an observational instrument designed to measure the aspects of afterschool program quality that research suggests contribute to the 21st century skills, attitudes, and behaviors youth need to be successful…

  13. 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…

  14. Designing Higher Education Curriculum to Increase Graduate Outcomes and Work Readiness: The Assessment and Mentoring Program (AMP)

    ERIC Educational Resources Information Center

    Jenkinson, Kate A.; Benson, Amanda C.

    2016-01-01

    Pre-service teacher programs have a responsibility to equip graduating students with more than the minimum skill sets required by governing bodies. The Assessment and Mentoring Program (AMP) is a four-way collaborative mentoring learning community underpinned by social constructivism. Conducted in Victoria, Australia during the 2014-2016 academic…

  15. Study on Design and Implementation of JAVA Programming Procedural Assessment Standard

    ERIC Educational Resources Information Center

    Tingting, Xu; Hua, Ma; Xiujuan, Wang; Jing, Wang

    2015-01-01

    The traditional JAVA course examination is just a list of questions from which we cannot know students' skills of programming. According to the eight abilities in curriculum objectives, we designed an assessment standard of JAVA programming course that is based on employment orientation and apply it to practical teaching to check the teaching…

  16. "Doing Geography": Evaluating an Independent Geographic Inquiry Assessment Task in an Initial Teacher Education Program

    ERIC Educational Resources Information Center

    Harte, Wendy; Reitano, Paul

    2016-01-01

    The assessment task of the final course in a bachelor of secondary education program is examined for opportunities for preservice geography teachers to achieve the course aims of integrating, consolidating, applying, and reflecting on the knowledge and skills they have learned during their initial teacher education program. The results show that…

  17. A retrospective study of past graduates of a residential life skills program for youth with physical disabilities.

    PubMed

    Kingsnorth, S; King, G; McPherson, A; Jones-Galley, K

    2015-05-01

    Young people with physical disabilities experience issues regarding employment, schooling, independent living and establishing meaningful personal relationships. A lack of life skills has been recognized as an important factor contributing to this lag. The Independence Program (TIP) is a short-term residential life skills program that aims to equip youth with the foundational life skills required to assume adult roles. This study retrospectively examined the achievements, skills acquired and program attributions of youth and young adults who took part in this three-week immersive teen independence program over a 20-year period. A total of 162 past graduates were invited to take part, with 78 doing so (a 48% response rate). These past graduates completed an online survey assessing objective outcomes such as employment and independent living; subjective outcomes such as feeling in control and living meaningful lives; and reflections on skills acquired, opportunities experienced and attributions to TIP. The majority of respondents were female (71%), had a diagnosis of cerebral palsy (55%) and ranged from 20 to 35 years of age (92%). Despite a range of outcomes related to the achievement of adult roles, high levels of life satisfaction and overall quality of life were reported. Nearly every respondent reported using the skills they learned at the program in their lives afterwards and a high percentage attributed the acquisition and consolidation of core life skills to participating in this intensive immersive program. Although causality cannot be assumed, respondents reflected very positively on the opportunities provided by TIP to develop their independent living and life skills, extend their social networks and understand their strengths and weaknesses. Such findings validate the importance of targeted skill development to assist young people with physical disabilities in attaining their life goals and encourage focused investigations of key features in program design. © 2014 John Wiley & Sons Ltd.

  18. Enhancing clinical skills education: University of Virginia School of Medicine's Clerkship Clinical Skills Workshop Program.

    PubMed

    Corbett, Eugene C; Payne, Nancy J; Bradley, Elizabeth B; Maughan, Karen L; Heald, Evan B; Wang, Xin Qun

    2007-07-01

    In 1993, the University of Virginia School of Medicine began a clinical skills workshop program in an effort to improve the preparation of all clerkship students to participate in clinical care. This program involved the teaching of selected basic clinical skills by interested faculty to small groups of third-year medical students. Over the past 14 years, the number of workshops has increased from 11 to 31, and they now involve clerkship faculty from family medicine, internal medicine, and pediatrics. Workshops include a variety of common skills from the communication, physical examination, and clinical test and procedure domains such as pediatric phone triage, shoulder examination, ECG interpretation, and suturing. Workshop sessions allow students to practice skills on each other, with standardized patients, or with models, with the goal of improving competence and confidence in the performance of basic clinical skills. Students receive direct feedback from faculty on their skill performance. The style and content of these workshops are guided by an explicit set of educational criteria.A formal evaluation process ensures that faculty receive regular feedback from student evaluation comments so that adherence to workshop criteria is continuously reinforced. Student evaluations confirm that these workshops meet their skill-learning needs. Preliminary outcome measures suggest that workshop teaching can be linked to student assessment data and may improve students' skill performance. This program represents a work-in-progress toward the goal of providing a more comprehensive and developmental clinical skills curriculum in the school of medicine.

  19. Using Contemporary Leadership Skills in Medication Safety Programs.

    PubMed

    Hertig, John B; Hultgren, Kyle E; Weber, Robert J

    2016-04-01

    The discipline of studying medication errors and implementing medication safety programs in hospitals dates to the 1970s. These initial programs to prevent errors focused only on pharmacy operation changes - and not the broad medication use system. In the late 1990s, research showed that faulty systems, and not faulty people, are responsible for errors and require a multidisciplinary approach. The 2013 ASHP Statement on the Role of the Medication Safety Leader recommended that medication safety leaders be integrated team members rather than a single point of contact. Successful medication safety programs must employ a new approach - one that embraces the skills of all health care team members and positions many leaders to improve safety. This approach requires a new set of leadership skills based on contemporary management principles, including followership, team-building, tracking and assessing progress, storytelling and communication, and cultivating innovation, all of which promote transformational change. The application of these skills in developing or changing a medication safety program is reviewed in this article.

  20. Using Contemporary Leadership Skills in Medication Safety Programs

    PubMed Central

    Hertig, John B.; Hultgren, Kyle E.; Weber, Robert J.

    2016-01-01

    The discipline of studying medication errors and implementing medication safety programs in hospitals dates to the 1970s. These initial programs to prevent errors focused only on pharmacy operation changes – and not the broad medication use system. In the late 1990s, research showed that faulty systems, and not faulty people, are responsible for errors and require a multidisciplinary approach. The 2013 ASHP Statement on the Role of the Medication Safety Leader recommended that medication safety leaders be integrated team members rather than a single point of contact. Successful medication safety programs must employ a new approach – one that embraces the skills of all health care team members and positions many leaders to improve safety. This approach requires a new set of leadership skills based on contemporary management principles, including followership, team-building, tracking and assessing progress, storytelling and communication, and cultivating innovation, all of which promote transformational change. The application of these skills in developing or changing a medication safety program is reviewed in this article. PMID:27303083

  1. New Jersey City University's College of Education Writing Assessment Program: Profile of a Local Response to a Systemic Problem

    ERIC Educational Resources Information Center

    Fisch, Audrey

    2017-01-01

    This profile presents New Jersey City University's Writing Assessment Program from its creation in 2002 to its elimination in 2017. The program arose as an attempt to raise the writing skills of the diverse, first generation teacher certification candidates in the College of Education. Despite political missteps, the program gained greater…

  2. Assessing the Effects of the "Rocket Math" Program with a Primary Elementary School Student at Risk for School Failure: A Case Study

    ERIC Educational Resources Information Center

    Smith, Christina R.; Marchand-Martella, Nancy E.; Martella, Ronald C.

    2011-01-01

    This study assessed the effects of the "Rocket Math" program on the math fluency skills of a first grade student at risk for school failure. The student received instruction in the "Rocket Math" program over 6 months. He was assessed using a pre- and posttest curriculum-based measurement (CBM) and individualized fluency checkouts within the…

  3. Trade and Technical. Volume II. Access Skills. Vocational Readiness Skills. Missouri LINC. Assessing Vocational Education.

    ERIC Educational Resources Information Center

    Missouri Univ., Columbia. Dept. of Practical Arts and Vocational-Technical Education.

    This document contains trade and industrial occupations-related materials to help teachers and parents teach access skills to Missouri junior high and high school special needs students who want to pursue a vocational program in auto body repair, auto mechanics, building maintenance and custodial work, diesel mechanics, machinist, small engine…

  4. Student Chemical Engineering Reflective ePortfolios--ChE Student Perceptions of Learning from Reflective ePortfolio Creation

    ERIC Educational Resources Information Center

    Cherrstrom, Catherine A.; Raisor, Cindy; Fowler, Debra

    2015-01-01

    Engineering educators and employers value and prioritize communication skills, but developing and assessing such skills in engineering programs is challenging. Reflective ePortfolios provide opportunities to enhance communication skills. The purpose of this three-­year qualitative case study was to investigate the use of reflective ePortfolios in…

  5. Problem Based Learning in School of Engineering Science, Osaka University

    NASA Astrophysics Data System (ADS)

    Sato, Kosuke; Kosakada, Kozo; Kuboi, Ryoichi

    Problem Based Leaning in School of Engineering Science, Osaka University is being achieved mainly focusing on the spontaneous setting of the project theme. The PBL program aims to promote students' wide variety of abilities ; communication skill, group discussion, presentation skill, mutual assessment of the students, and also especially research skill 3P (Plan-Perform-Publish) .

  6. Business Training and Education Needs of Chiropractors

    PubMed Central

    Henson, Steve W; Pressley, Milton; Korfmann, Scott

    2008-01-01

    Objective: This report is an examination of the perceived need for business skills among chiropractors. Methods: An online survey was completed by 64 chiropractors. They assessed the need for business skills and current levels of business skills. Using this information, gaps in business skills are identified. Results: The need for business skills is broad, encompassing all major business functions. Existing business skills are well below needed levels. Conclusion: The chiropractic profession needs significantly greater business and practice management skills. The existing gap between needed business skills and existing skills suggests that current training and education programs are not providing adequate business skills training PMID:19043535

  7. A Novel Assessment Tool for Quantitative Evaluation of Science Literature Search Performance: Application to First-Year and Senior Undergraduate Biology Majors

    ERIC Educational Resources Information Center

    Blank, Jason M.; McGaughey, Karen J.; Keeling, Elena L.; Thorp, Kristen L.; Shannon, Conor C.; Scaramozzino, Jeanine M.

    2016-01-01

    Expertise in searching and evaluating scientific literature is a requisite skill of trained scientists and science students, yet information literacy instruction varies greatly among institutions and programs. To ensure that science students acquire information literacy skills, robust methods of assessment are needed. Here, we describe a novel…

  8. The Systems Approach to Assessment and Evaluation of Post-Secondary Vocational Education Programs. Final Report. October 1, 1976-June 30, 1978.

    ERIC Educational Resources Information Center

    Hartz, John D.

    A project was conducted to improve the employability and employment prospects for students by (1) identifying non-job task skills and characteristics important to job acquisition and retention, (2) constructing an instrument to assess the identified skills and characteristics, (3) pilot testing the instrument with graduates from two postsecondary…

  9. A Three-Year Reflective Writing Program as Part of Introductory Pharmacy Practice Experiences

    PubMed Central

    Vaughn, Jessica; Kerr, Kevin; Zielenski, Christopher; Toppel, Brianna; Johnson, Lauren; McCauley, Patrina; Turner, Christopher J.

    2013-01-01

    Objectives. To implement and evaluate a 3-year reflective writing program incorporated into introductory pharmacy practice experiences (IPPEs) in the first- through third-year of a doctor of pharmacy (PharmD) program. Design. Reflective writing was integrated into 6 IPPE courses to develop students’ lifelong learning skills. In their writing, students were required to self-assess their performance in patient care activities, identify and describe how they would incorporate learning opportunities, and then evaluate their progress. Practitioners, faculty members, and fourth-year PharmD students served as writing preceptors. Assessment. The success of the writing program was assessed by reviewing class performance and surveying writing preceptor’s opinions regarding the student’s achievement of program objectives. Class pass rates averaged greater than 99% over the 8 years of the program and the large majority of the writing preceptors reported that student learning objectives were met. A support pool of 99 writing preceptors was created. Conclusions. A 3-year reflective writing program improved pharmacy students’ reflection and reflective writing skills. PMID:23788811

  10. The Working Conditions Program Assessment: Highlights.

    ERIC Educational Resources Information Center

    Horton, Gerald T.; Birmingham, Kathryn M.

    2002-01-01

    Discusses the Working Connections Program, a program funded by Microsoft Corporation and administered by American Association of Community Colleges. Describes the program as being created to assist community colleges in the development and implementation of information technology (IT) programs that are designed to train skilled IT workers. (NB)

  11. Competency-based achievement system: using formative feedback to teach and assess family medicine residents' skills.

    PubMed

    Ross, Shelley; Poth, Cheryl N; Donoff, Michel; Humphries, Paul; Steiner, Ivan; Schipper, Shirley; Janke, Fred; Nichols, Darren

    2011-09-01

    Family medicine residency programs require innovative means to assess residents' competence in "soft" skills (eg, patient-centred care, communication, and professionalism) and to identify residents who are having difficulty early enough in their residency to provide remedial training. To develop a method to assess residents' competence in various skills and to identify residents who are having difficulty. The Competency-Based Achievement System (CBAS) was designed to measure competence using 3 main principles: formative feedback, guided self-assessment, and regular face-to-face meetings. The CBAS is resident driven and provides a framework for meaningful interactions between residents and advisors. Residents use the CBAS to organize and review their feedback, to guide their own assessment of their progress, and to discern their future learning needs. Advisors use the CBAS to monitor, guide, and verify residents' knowledge of and competence in important skills. By focusing on specific skills and behaviour, the CBAS enables residents and advisors to make formative assessments and to communicate their findings. Feedback indicates that the CBAS is a user-friendly and helpful system to assess competence.

  12. Assessing the Development of Medical Students’ Personal and Professional Skills by Portfolio

    PubMed Central

    Yielder, Jill; Moir, Fiona

    2016-01-01

    The introduction of a new domain of learning for Personal and Professional Skills in the medical program at the University of Auckland in New Zealand has involved the compilation of a portfolio for assessment. This departure from the traditional assessment methods predominantly used in the past has been challenging to design, introduce, and maintain as a relevant and authentic assessment method. We present the portfolio format along with the process for its introduction and appraise the challenges, strengths, and limitations of the approach within the context of the current literature. We then outline a cyclical model of evaluation used to monitor and fine-tune the portfolio tasks and implementation process, in response to student and assessor feedback. The portfolios have illustrated the level of insight, maturity, and synthesis of personal and professional qualities that students are capable of achieving. The Auckland medical program strives to foster these qualities in its students, and the portfolio provides an opportunity for students to demonstrate their reflective abilities. Moreover, the creation of a Personal and Professional Skills domain with the portfolio as its key assessment emphasizes the importance of reflective practice and personal and professional development and gives a clear message that these are fundamental longitudinal elements of the program. PMID:29349315

  13. Assessing the Development of Medical Students' Personal and Professional Skills by Portfolio.

    PubMed

    Yielder, Jill; Moir, Fiona

    2016-01-01

    The introduction of a new domain of learning for Personal and Professional Skills in the medical program at the University of Auckland in New Zealand has involved the compilation of a portfolio for assessment. This departure from the traditional assessment methods predominantly used in the past has been challenging to design, introduce, and maintain as a relevant and authentic assessment method. We present the portfolio format along with the process for its introduction and appraise the challenges, strengths, and limitations of the approach within the context of the current literature. We then outline a cyclical model of evaluation used to monitor and fine-tune the portfolio tasks and implementation process, in response to student and assessor feedback. The portfolios have illustrated the level of insight, maturity, and synthesis of personal and professional qualities that students are capable of achieving. The Auckland medical program strives to foster these qualities in its students, and the portfolio provides an opportunity for students to demonstrate their reflective abilities. Moreover, the creation of a Personal and Professional Skills domain with the portfolio as its key assessment emphasizes the importance of reflective practice and personal and professional development and gives a clear message that these are fundamental longitudinal elements of the program.

  14. Competency Assessment in Senior Emergency Medicine Residents for Core Ultrasound Skills.

    PubMed

    Schmidt, Jessica N; Kendall, John; Smalley, Courtney

    2015-11-01

    Quality resident education in point-of-care ultrasound (POC US) is becoming increasingly important in emergency medicine (EM); however, the best methods to evaluate competency in graduating residents has not been established. We sought to design and implement a rigorous assessment of image acquisition and interpretation in POC US in a cohort of graduating residents at our institution. We evaluated nine senior residents in both image acquisition and image interpretation for five core US skills (focused assessment with sonography for trauma (FAST), aorta, echocardiogram (ECHO), pelvic, central line placement). Image acquisition, using an observed clinical skills exam (OSCE) directed assessment with a standardized patient model. Image interpretation was measured with a multiple-choice exam including normal and pathologic images. Residents performed well on image acquisition for core skills with an average score of 85.7% for core skills and 74% including advanced skills (ovaries, advanced ECHO, advanced aorta). Residents scored well but slightly lower on image interpretation with an average score of 76%. Senior residents performed well on core POC US skills as evaluated with a rigorous assessment tool. This tool may be developed further for other EM programs to use for graduating resident evaluation.

  15. Does a Rater's Professional Background Influence Communication Skills Assessment?

    PubMed

    Artemiou, Elpida; Hecker, Kent G; Adams, Cindy L; Coe, Jason B

    2015-01-01

    There is increasing pressure in veterinary education to teach and assess communication skills, with the Objective Structured Clinical Examination (OSCE) being the most common assessment method. Previous research reveals that raters are a large source of variance in OSCEs. This study focused on examining the effect of raters' professional background as a source of variance when assessing students' communication skills. Twenty-three raters were categorized according to their professional background: clinical sciences (n=11), basic sciences (n=4), clinical communication (n=5), or hospital administrator/clinical skills technicians (n=3). Raters from each professional background were assigned to the same station and assessed the same students during two four-station OSCEs. Students were in year 2 of their pre-clinical program. Repeated-measures ANOVA results showed that OSCE scores awarded by the rater groups differed significantly: (F(matched_station_1) [2,91]=6.97, p=.002), (F(matched_station_2) [3,90]=13.95, p=.001), (F(matched_station_3) [3,90]=8.76, p=.001), and ((Fmatched_station_4) [2,91]=30.60, p=.001). A significant time effect between the two OSCEs was calculated for matched stations 1, 2, and 4, indicating improved student performances. Raters with a clinical communication skills background assigned scores that were significantly lower compared to the other rater groups. Analysis of written feedback provided by the clinical sciences raters showed that they were influenced by the students' clinical knowledge of the case and that they did not rely solely on the communication checklist items. This study shows that it is important to consider rater background both in recruitment and training programs for communication skills' assessment.

  16. Planetary Patterns. Grade 8 Science, Language Usage. Maryland School Performance Assessment Program (MSPAP): Resource Library. Public Release Task.

    ERIC Educational Resources Information Center

    Maryland State Dept. of Education. Baltimore. Div. of Planning, Results and Information Management.

    One component of the Maryland School Performance Assessment Program (MSPAP) is the state's performance-based assessments, criterion-referenced tests that require students to apply what they know and can do to solve problems and display other higher-order thinking skills. This document helps parents, teachers, students, and other citizens…

  17. Using an Assessment of Learning System to Integrate Core Content across the Curriculum

    ERIC Educational Resources Information Center

    Rosales, Jean; Sarbaum, Jeff; Sheran, Michelle; Allen, Stuart

    2013-01-01

    College and university programs are under increasing pressure to effectively measure and assess student performance, knowledge, and skills in their classes, majors and programs. We discuss how embracing this assessment charge can lead to a more cohesive and educational curriculum in which students and educators alike see the connections from one…

  18. 45 CFR 2522.100 - What are the minimum requirements that every AmeriCorps program, regardless of type, must meet?

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... experiences to help participants achieve the skills and education needed for productive, active citizenship..., upon which self-assessment and Corporation-assessment of progress can rest. Such assessment will be used to help determine the extent to which the program has had a positive impact: (1) On communities...

  19. 45 CFR 2522.100 - What are the minimum requirements that every AmeriCorps program, regardless of type, must meet?

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... experiences to help participants achieve the skills and education needed for productive, active citizenship..., upon which self-assessment and Corporation-assessment of progress can rest. Such assessment will be used to help determine the extent to which the program has had a positive impact: (1) On communities...

  20. 45 CFR 2522.100 - What are the minimum requirements that every AmeriCorps program, regardless of type, must meet?

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... experiences to help participants achieve the skills and education needed for productive, active citizenship..., upon which self-assessment and Corporation-assessment of progress can rest. Such assessment will be used to help determine the extent to which the program has had a positive impact: (1) On communities...

  1. A weekend program model for faculty development with primary care physicians.

    PubMed

    Gjerde, Craig L; Kokotailo, Patricia; Olson, Curtis A; Hla, Khin Mae

    2004-01-01

    Medical teachers are expected to be proficient at teaching students and residents about the changing health care system. The University of Wisconsin established a faculty development fellowship program to better prepare clinical teachers in family medicine, general pediatrics, and general internal medicine. This paper describes our fellowship program, presents data on program accomplishments, and discusses what we have learned. We developed a year-long series of five weekend workshops. A core group of faculty provided 2- to 4- hour sessions on topics including evidence-based medicine, physician leadership, advocacy, doctor-patient communication, quality, technology tools, and teaching skills. Evaluation data were used to shape the program, make improvements, and assess impact. Fellows self-assessed their ability to perform skills at the beginning and ending of the year; paired t tests were used to compare these changes. Attendance and program completion rates were more than 94% for the 84 fellows taught over 6 years. Individual sessions and the overall program were well-rated by fellows. Participants reported improvements in targeted skills; statistical analyses confirmed many significant pre-post improvements. To obtain high ratings, faculty must apply adult learning and active learning principles; lectures were not well tolerated. Initial technology skills were often low; computer labs needed many helpers. Participants needed extensive faculty support on their projects. It facilitated coordination and learning to have a core group of fellowship faculty who did most of the teaching. Graduates have become enthusiastic recruiters for new fellows. Our 5-weekend program has proven to be an effective faculty development model.

  2. Survivor experience of a child sexual abuse prevention program: a pilot study.

    PubMed

    Barron, Ian G; Topping, Keith J

    2013-09-01

    Addressing gaps in the research, the current study assesses the impact of a community-based child sexual abuse prevention program on known survivor knowledge/skills, disclosures, and subjective experience. Methodologically, novel measures of program fidelity and implementation cost are applied. A pre- posttest wait-list control design was utilized with intervention (n = 10) and comparison groups (n = 10). Measures included a standardized knowledge/skill questionnaire, coding of disclosures, subjective experience questionnaires, in-depth interviews, video analysis of program adherence, and a measure of cost. Analysis involved nonparametric tests and thematic analysis of interview and video data. Cost was calculated for the group and per survivor. Survivors achieved significant gains in knowledge/skills, made further disclosures, and were positive about their program experience. No gains were identified in the control group. Costs were small. Future studies need to explore survivor experience of programs delivered in classrooms.

  3. A Randomized Controlled Trial to Improve Social Skills in Young Adults with Autism Spectrum Disorder: The UCLA PEERS(®) Program.

    PubMed

    Laugeson, Elizabeth A; Gantman, Alexander; Kapp, Steven K; Orenski, Kaely; Ellingsen, Ruth

    2015-12-01

    Research suggests that impaired social skills are often the most significant challenge for those with autism spectrum disorder (ASD), yet few evidence-based social skills interventions exist for adults on the spectrum. This replication trial tested the effectiveness of PEERS, a caregiver-assisted social skills program for high-functioning young adults with ASD. Using a randomized controlled design, 22 young adults 18-24 years of age were randomly assigned to a treatment (n = 12) or delayed treatment control (n = 10) group. Results revealed that the treatment group improved significantly in overall social skills, frequency of social engagement, and social skills knowledge, and significantly reduced ASD symptoms related to social responsiveness following PEERS. Most treatment gains were maintained at a 16-week follow-up assessment with new improvements observed.

  4. Pilot Evaluation of a Communication Skills Training Program for Psychiatry Residents Using Standardized Patient Assessment.

    PubMed

    Ditton-Phare, Philippa; Sandhu, Harsimrat; Kelly, Brian; Kissane, David; Loughland, Carmel

    2016-10-01

    Mental health clinicians can experience difficulties communicating diagnostic information to patients and their families/carers, especially about distressing psychiatric disorders such as schizophrenia. There is evidence for the effectiveness of communication skills training (CST) for improving diagnostic discussions, particularly in specialties such as oncology, but only limited evidence exists about CST for psychiatry. This study evaluated a CST program specifically developed for psychiatry residents called ComPsych that focuses on conveying diagnostic and prognostic information about schizophrenia. The ComPsych program consists of an introductory lecture, module booklets for trainees, and exemplary skills videos, followed by small group role-plays with simulated patients (SPs) led by a trained facilitator. A standardized patient assessment (SPA) was digitally recorded pre- and post-training with a SP using a standardized scenario in a time-limited (15 min) period. Recorded SPAs were independently rated using a validated coding system (ComSkil) to identify frequency of skills used in five skills categories (agenda setting, checking, questioning, information organization, and empathic communication). Thirty trainees (15 males and 15 females; median age = 32) undertaking their vocational specialty training in psychiatry participated in ComPsych training and pre- and post-ComPsych SPAs. Skills increased post-training for agenda setting (d = -0.82), while questioning skills (d = 0.56) decreased. There were no significant differences in any other skills grouping, although checking, information organization, and empathic communication skills tended to increase post-training. A dose effect was observed for agenda setting, with trainees who attended more CST sessions outperforming those attending fewer. Findings support the generalization and translation of ComPsych CST to psychiatry.

  5. The clinician-educator track: training internal medicine residents as clinician-educators.

    PubMed

    Smith, C Christopher; McCormick, Ian; Huang, Grace C

    2014-06-01

    Although resident-as-teacher programs bring postgraduate trainees' teaching skills to a minimum threshold, intensive, longitudinal training is lacking for residents who wish to pursue careers in medical education. The authors describe the development, implementation, and preliminary assessment of the novel track for future clinician-educators that they introduced in the internal medicine residency program at Beth Israel Deaconess Medical Center in 2010. Categorical medical interns with a career interest in medical education apply to participate in the clinician-educator track (CET) at the midpoint of their first postgraduate year. CET residents complete a 2.5-year curriculum in which they review foundations of medical education, design and assess new curricula, and evaluate learners and programs. They apply these skills in a variety of clinical settings and receive frequent feedback from faculty and peers. All CET residents design and implement at least one medical education research project. A comprehensive evaluation plan to assess the impact of the CET on resident teaching skills, scholarly productivity, career selection, and advancement is under way. A preliminary evaluation demonstrates high satisfaction with the track among the first cohort of CET residents, who graduated in 2012. Compared with residents in the traditional resident-as-teacher program, CET residents reported higher gains in their confidence in core medical education skills. Although these preliminary data are promising, data will be collected over the next several years to explore whether the additional curricular time, faculty time, and costs and potential expansion to other institutions are justified.

  6. What Skills Should Students of Undergraduate Biochemistry and Molecular Biology Programs Have Upon Graduation?

    PubMed Central

    White, Harold B.; Benore, Marilee A.; Sumter, Takita F.; Caldwell, Benjamin D.; Bell, Ellis

    2014-01-01

    Biochemistry and molecular biology (BMB) students should demonstrate proficiency in the foundational concepts of the discipline and possess the skills needed to practice as professionals. To ascertain the skills that should be required, groups of BMB educators met in several focused workshops to discuss the expectations with the ultimate goal of clearly articulating the skills required. The results of these discussions highlight the critical importance of experimental, mathematical, and interpersonal skills including collaboration, teamwork, safety, and ethics. The groups also found experimental design, data interpretation and analysiand the ability to communicate findings to diverse audience to be essential skills. To aid in the development of appropriate assessments these skills are grouped into three categories, 1) Process of Science, 2) Communication and Comprehension of Science, and 3) Community of Practice Aspects of Science. Finally, the groups worked to align these competencies with the best practices in both teaching and in skills assessment. PMID:24019246

  7. [Psychomotor skills assessment in basic procedures of laparoscopic surgery in undergraduate medical students at the School of Medicine of the University of Colima].

    PubMed

    Prieto-Díaz-Chávez, Emilio; Medina-Chávez, José Luís; Martínez-Lira, Rafael; Millán-Guerrero, Rebeca; Vázquez-Jiménez, Clemente; Trujillo-Hernández, Benjamín

    2014-01-01

    The changes in recent decades in the training of medical student seem to agree that the educational model for professional skills is most appropriate. The virtual simulator translates skills acquired the operating room, in the Faculty of Medicine of the University of Colima noticed the need to prepare the students of pregrade transferring surgical trainees' skills in basic laparoscopic activities that require a simple cognitive effort. The hypothesis in this study was to evaluate the acquisition of skills in laparoscopic simulator in students of pregrade. Educational research, analytical comparison, which was conducted within the activities of the program of Problem Based Learning in the program of Education and Surgical Technique, Faculty of Medicine of the University of Colima. All participants in the simulator achieved a significantly better during the task one after three repetitions (p= 0.001). The evaluation of final students calcification, we observed significant differences in means being lower during the initial assessment (8.60 ± 0.76) compared to the end (8.96 ± 0.58) p= 0.001. The acquisition of skills in the simulator is longer but at the end is better than the acquisition of skills from the traditional method, showing that leads to the acquisition of skills that promote the transfer of skills to the surgical environment.

  8. Critical Thinking and Disposition Toward Critical Thinking Among Physical Therapy Students.

    PubMed

    Domenech, Manuel A; Watkins, Phillip

    2015-01-01

    Students who enter a physical therapist (PT) entry-level program with weak critical thinking skills may not be prepared to benefit from the educational training program or successfully engage in the future as a competent healthcare provider. Therefore, assessing PT students' entry-level critical thinking skills and/or disposition toward critical thinking may be beneficial to identifying students with poor, fair, or good critical thinking ability as one of the criteria used in the admissions process into a professional program. First-year students (n=71) from the Doctor of Physical Therapy (DPT) program at Texas Tech University Health Sciences Center completed the California Critical Thinking Skills Test (CCTST), the California Critical Thinking Dispositions Inventory (CCTDI), and demographic survey during orientation to the DPT program. Three students were lost from the CCTST (n=68), and none lost from the CCTDI (n=71). Analysis indicated that the majority of students had a positive disposition toward critical thinking, yet the overall CCTST suggested that these students were somewhat below the national average. Also, individuals taking math and science prerequisites at the community-college level tended to have lower overall CCTST scores. The entering DPT class demonstrated moderate or middle range scores in critical thinking and disposition toward critical thinking. This result does not indicate, but might suggest, the potential for learning challenges. Assessing critical thinking skills as part of the admissions process may prove advantageous.

  9. Human-simulation-based learning to prevent medication error: A systematic review.

    PubMed

    Sarfati, Laura; Ranchon, Florence; Vantard, Nicolas; Schwiertz, Vérane; Larbre, Virginie; Parat, Stéphanie; Faudel, Amélie; Rioufol, Catherine

    2018-01-31

    In the past 2 decades, there has been an increasing interest in simulation-based learning programs to prevent medication error (ME). To improve knowledge, skills, and attitudes in prescribers, nurses, and pharmaceutical staff, these methods enable training without directly involving patients. However, best practices for simulation for healthcare providers are as yet undefined. By analysing the current state of experience in the field, the present review aims to assess whether human simulation in healthcare helps to reduce ME. A systematic review was conducted on Medline from 2000 to June 2015, associating the terms "Patient Simulation," "Medication Errors," and "Simulation Healthcare." Reports of technology-based simulation were excluded, to focus exclusively on human simulation in nontechnical skills learning. Twenty-one studies assessing simulation-based learning programs were selected, focusing on pharmacy, medicine or nursing students, or concerning programs aimed at reducing administration or preparation errors, managing crises, or learning communication skills for healthcare professionals. The studies varied in design, methodology, and assessment criteria. Few demonstrated that simulation was more effective than didactic learning in reducing ME. This review highlights a lack of long-term assessment and real-life extrapolation, with limited scenarios and participant samples. These various experiences, however, help in identifying the key elements required for an effective human simulation-based learning program for ME prevention: ie, scenario design, debriefing, and perception assessment. The performance of these programs depends on their ability to reflect reality and on professional guidance. Properly regulated simulation is a good way to train staff in events that happen only exceptionally, as well as in standard daily activities. By integrating human factors, simulation seems to be effective in preventing iatrogenic risk related to ME, if the program is well designed. © 2018 John Wiley & Sons, Ltd.

  10. Computer Literacy and the Library: A New Connection.

    ERIC Educational Resources Information Center

    Fenske, Rachel F.

    1998-01-01

    Describes a program at Eastern Washington University that integrates library skills as a component of the English composition program, and is part of a computer-literacy program stemming from a general-education curriculum reform. Discusses program development and design, assessment of student learning, and effectiveness of the program. (LRW)

  11. Program Management Collection. "LINCS" Resource Collection News

    ERIC Educational Resources Information Center

    Literacy Information and Communication System, 2011

    2011-01-01

    This edition of "'LINCS' Resource Collection News" features the Program Management Collection, which covers the topics of Assessment, Learning Disabilities, and Program Improvement. Each month Collections News features one of the three "LINCS" (Literacy Information and Communication System) Resource Collections--Basic Skills, Program Management,…

  12. Effect of the Children’s Health Activity Motor Program on Motor Skills and Self-Regulation in Head Start Preschoolers: An Efficacy Trial

    PubMed Central

    Robinson, Leah E.; Palmer, Kara K.; Bub, Kristen L.

    2016-01-01

    Self-regulatory skills are broadly defined as the ability to manage emotions, focus attention, and inhibit some behaviors while activating others in accordance with social expectations and are an established indicator of academic success. Growing evidence links motor skills and physical activity to self-regulation. This study examined the efficacy of a motor skills intervention (i.e., the Children’s Health Activity Motor Program, CHAMP) that is theoretically grounded in Achievement Goal Theory on motor skill performance and self-regulation in Head Start preschoolers. A sample of 113 Head Start preschoolers (Mage = 51.91 ± 6.5 months; 49.5% males) were randomly assigned to a treatment (n = 68) or control (n = 45) program. CHAMP participants engaged in 15, 40-min sessions of a mastery climate intervention that focused on the development of motor skills over 5 weeks while control participants engaged in their normal outdoor recess period. The Delay of Gratification Snack Task was used to measure self-regulation and the Test of Gross Motor Development-2nd Edition was used to assess motor skills. All measures were assessed prior to and following the intervention. Linear mixed models were fit for both self-regulation and motor skills. Results revealed a significant time × treatment interaction (p < 0.001). In regard to motor skills, post hoc comparisons found that all children improved their motor skills (p < 0.05), but the CHAMP group improved significantly more than the control group (p < 0.001). Children in CHAMP maintained their self-regulation scores across time, while children in the control group scored significantly lower than the CHAMP group at the posttest (p < 0.05). CHAMP is a mastery climate movement program that enhance skills associated with healthy development in children (i.e., motor skills and self-regulation). This efficacy trial provided evidence that CHAMP helped maintain delay of gratification in preschool age children and significantly improved motor skills while participating in outdoor recess was not effective. CHAMP could help contribute to children’s learning-related skills and physical development and subsequently to their academic success. PMID:27660751

  13. Development and Validation of the Foundational Healthcare Leadership Self-assessment.

    PubMed

    Van Hala, Sonja; Cochella, Susan; Jaggi, Rachel; Frost, Caren J; Kiraly, Bernadette; Pohl, Susan; Gren, Lisa

    2018-04-01

    We sought to develop and validate a self-assessment of foundational leadership skills for early-career physicians. We developed a leadership self-assessment from a compilation of materials on health care leadership skills. A sequential exploratory study was conducted using qualitative and quantitative analysis for face, content, and construct validity of the self-assessment. First, two focus groups were conducted with leaders in medicine and family medicine residents, to refine the pilot self-assessment. The self-assessment pilot was then tested with family medicine residents across the country, and the results were quantitatively evaluated with principal component analysis. This data was used to reduce and group the statements into leadership domains for the final self-assessment. Twenty-two invited family medicine residency programs agreed to distribute the survey. A total of 163 family medicine residents completed the survey, representing 16 to 20 residency programs from 12 states (response rate 28.9% to 34.8%). Analysis showed important differences by residency year, with more advanced residents scoring higher. The analysis reduced the number of items from 33 on the pilot assessment to 21 on the final assessment, which the authors titled the Foundational Healthcare Leadership Self-assessment (FHLS). The 21 items were grouped into five leadership domains: accountability, collaboration, communication, team management, and self-management. The FHLS is a validated 21-item self-assessment of foundational leadership skills for early career physicians. It takes less than 5 minutes to complete, and quantifies skill within five domains of foundational leadership. The FHLS is a first step in developing educational and evaluative assessments for training medical residents as clinician leaders.

  14. Video-augmented feedback for procedural performance.

    PubMed

    Wittler, Mary; Hartman, Nicholas; Manthey, David; Hiestand, Brian; Askew, Kim

    2016-06-01

    Resident programs must assess residents' achievement of core competencies for clinical and procedural skills. Video-augmented feedback may facilitate procedural skill acquisition and promote more accurate self-assessment. A randomized controlled study to investigate whether video-augmented verbal feedback leads to increased procedural skill and improved accuracy of self-assessment compared to verbal only feedback. Participants were evaluated during procedural training for ultrasound guided internal jugular central venous catheter (US IJ CVC) placement. All participants received feedback based on a validated 30-point checklist for US IJ CVC placement and validated 6-point procedural global rating scale. Scores in both groups improved by a mean of 9.6 points (95% CI: 7.8-11.4) on the 30-point checklist, with no difference between groups in mean score improvement on the global rating scale. In regards to self-assessment, participant self-rating diverged from faculty scoring, increasingly so after receiving feedback. Residents rated highly by faculty underestimated their skill, while those rated more poorly demonstrated increasing overestimation. Accuracy of self-assessment was not improved by addition of video. While feedback advanced the skill of the resident, video-augmented feedback did not enhance skill acquisition or improve accuracy of resident self-assessment compared to standard feedback.

  15. Changing State Policy in Texas for Remedial/Developmental Education.

    ERIC Educational Resources Information Center

    Cook, Charles M.

    The Texas Academic Skills Program (TASP), implemented in 1989, requires student assessment in reading, writing, and math prior to regular college course work. Students undergo continuous remediation until they are able to pass the assessment test. Though TASP advocates argue that the program helps maintain academic standards and provides students…

  16. Evaluating the Child Care Director: The Collaborative Professional Assessment Process.

    ERIC Educational Resources Information Center

    Freeman, Nancy K.; Brown, Mac H.

    2000-01-01

    Describes the Collaborative Professional Assessment Process (CPAP) to guide the evaluation of the director of early childhood programs. Examines the assumptions upon which the CPAP is based. Lists the management skills and leadership abilities of successful child care directors. Includes the Director Self-Evaluation form and a program evaluation…

  17. Serving Clientele with Disabilities: An Assessment of Texas FCS Agents' Needs for Implementing Inclusive Programs

    ERIC Educational Resources Information Center

    Peterson, Rick L.; Grenwelge, Cheryl; Benz, Michael R.; Zhang, Dalun; Resch, J. Aaron; Mireles, Gerardo; Mahadevan, Lakshmi

    2012-01-01

    This article reports on a qualitative study to assess Texas Family Consumer Science (FCS) Extension professionals' experiences working with individuals with disabilities and their perceived skills in promoting and delivering inclusive educational programming for this audience. Study results indicate that overall Extension educators viewed…

  18. Pulmonary and Critical Care Medicine Program Directors' Attitudes toward Training in Medical Education. A Nationwide Survey Study.

    PubMed

    Richards, Jeremy B; McCallister, Jennifer W; Lenz, Peter H

    2016-04-01

    Many pulmonary and critical care medicine (PCCM) fellows are interested in improving their teaching skills as well as learning about careers as clinician educators. Educational opportunities in PCCM fellowship programs designed to address these interests have not been well characterized in U.S. training programs. We aimed to characterize educational content and structure for training fellows to teach in PCCM fellowship programs. We evaluated three major domains: (1) existing educational opportunities, (2) PCCM program directors' attitudes toward the importance of teaching fellows how to teach, and (3) potential components of an optimal teaching skills curriculum for PCCM fellows. We surveyed program and associate program directors who were members of the Association of Pulmonary and Critical Care Medicine Program Directors in 2014. Survey domains included existing teaching skills content and structure, presence of a formal medical education curriculum or clinician educator track, perceived barriers to teaching fellows teaching skills, and open-ended qualitative inquiries about the ideal curricula. Data were analyzed both quantitatively and qualitatively. Of 158 invited Association of Pulmonary and Critical Care Medicine Program Directors members, 85 program directors and associate directors responded (53.8% response rate). Annual curricular time dedicated to teaching skills varied widely (median, 3 h; mean, 5.4 h; interquartile range, 2.0-6.3 h), with 17 respondents (20%) allotting no time to teaching fellows to teach and 14 respondents (17%) dedicating more than 10 hours. Survey participants stated that the optimal duration for training fellows in teaching skills was significantly less than what they reported was actually occurring (median optimal duration, 1.5 h/yr; mean, 2.1 h/yr; interquartile range, 1.5-3.5 h/yr; P < 0.001). Only 28 (33.7%) had a formal curriculum for teaching medical education skills. Qualitative analyses identified several barriers to implementing formal teaching skills curricula, including "time," "financial resources," "competing priorities," and "lack of expert faculty." While prior work has demonstrated that fellows are interested in obtaining medical education skills, PCCM program directors and associate directors noted significant challenges to implementing formal educational opportunities to teach fellows these skills. Effective strategies are needed to design, implement, sustain, and assess teaching skills curricula for PCCM fellowships.

  19. Development and alumni assessment of an interdisciplinary PhD program offered through a blended learning environment.

    PubMed

    Goldberg, Debora Goetz; Clement, Dolores G; Cotter, J James

    2011-01-01

    There is a growing need for doctoral-prepared allied health professionals in health care practice, research, and teaching. This paper describes the development and evolution of the PhD Program in Health Related Sciences at Virginia Commonwealth University, which was designed to meet the demand for flexible learning environments by working allied health professionals. The program, now on its 14th year, offers interdisciplinary education in allied health fields through a blended learning environment that includes online and on-site education. An alumni assessment of the program was conducted in 2006 and 2008 to understand how well the program trained its graduates and how well the program responded to the needs of students. Six primary areas were reviewed: 1) extent to which program goals were achieved, 2) general skills and knowledge development for the student, 3) adequacy of the advising function of the program, 4) specific skill development for the student, 5) adequacy of instructional technology, and 6) impressions of the overall program. Findings from the alumni assessment led to changes in curriculum, enhanced use of distance education teaching, additional instructor training on distance-based multimedia technologies, and enhanced student-faculty interaction. Assessment of this program identified key areas, such as technology support, student-student interaction, and student-instructor interaction, which should be emphasized in the development or redesign of allied health educational programs offered in blended learning formats.

  20. Fundamentals of Laparoscopic Surgery: A Surgical Skills Assessment Tool in Gynecology

    PubMed Central

    Arden, Deborah; Dodge, Laura E.; Zheng, Bin; Ricciotti, Hope A.

    2011-01-01

    Objective: To describe our experience with the Fundamentals of Laparoscopic Surgery (FLS) program as a teaching and assessment tool for basic laparoscopic competency among gynecology residents. Methods: A prospective observational study was conducted at a single academic institution. Before the FLS program was introduced, baseline FLS testing was offered to residents and gynecology division directors. Test scores were analyzed by training level and self-reported surgical experience. After implementing a minimally invasive gynecologic surgical curriculum, third-year residents were retested. Results: The pass rates for baseline FLS skills testing were 0% for first-year residents, 50% for second-year residents, and 75% for third- and fourth-year residents. The pass rates for baseline cognitive testing were 60% for first- and second-year residents, 67% for third-year residents, and 40% for fourth-year residents. When comparing junior and senior residents, there was a significant difference in pass rates for the skills test (P=.007) but not the cognitive test (P=.068). Self-reported surgical experience strongly correlated with skills scores (r-value=0.97, P=.0048), but not cognitive scores (r-value=0.20, P=.6265). After implementing a curriculum, 100% of the third-year residents passed the skills test, and 92% passed the cognitive examination. Conclusions: The FLS skills test may be a valuable assessment tool for gynecology residents. The cognitive test may need further adaptation for applicability to gynecologists. PMID:21902937

  1. Empowering the Middle: A High School Study Skills Program and Its Impact on Academic Achievement and Self-Efficacy

    ERIC Educational Resources Information Center

    Simmons, Stephanie Yvette

    2017-01-01

    This study examined the impact of a self-regulatory skills course on the academic achievement and self-efficacy of 11th-grade students. The researcher compared intervention and control groups participants' pre- and posttest scores on the General Self-Efficacy Scale and the Learning and Study Skills Assessment Inventory-High School version. Scores…

  2. Evaluation of Geese Theatre's Re-Connect program: addressing resettlement issues in prison.

    PubMed

    Harkins, Leigh; Pritchard, Cecilia; Haskayne, Donna; Watson, Andy; Beech, Anthony R

    2011-06-01

    This study examined the impact of Geese Theatre's Re-Connect program on a sample of offenders who attended it. This program used theatre performance, experiential exercises, skills practice role-plays, and metaphors such as the masks to invite a group of offenders to consider and explore issues connected with their release and reconnecting with a life outside prison. Pre- and postprogram psychometric tests, behavior ratings, and interviews were completed to assess the effectiveness of the program. Significant changes were observed from pre- to posttreatment in terms of self-efficacy, motivation to change, and improved confidence in skills (i.e., social and friendship, occupational, family and intimacy, dealing with authority, alternatives to aggression or offending, and self-management and self-control skills). Improved behavior and engagement within the program was observed over the 3 days of the program. Interviews also revealed the positive impact the program had on the participants. This provides evidence supporting the short-term effectiveness of the Re-Connect program.

  3. The objective assessment of experts' and novices' suturing skills using an image analysis program.

    PubMed

    Frischknecht, Adam C; Kasten, Steven J; Hamstra, Stanley J; Perkins, Noel C; Gillespie, R Brent; Armstrong, Thomas J; Minter, Rebecca M

    2013-02-01

    To objectively assess suturing performance using an image analysis program and to provide validity evidence for this assessment method by comparing experts' and novices' performance. In 2009, the authors used an image analysis program to extract objective variables from digital images of suturing end products obtained during a previous study involving third-year medical students (novices) and surgical faculty and residents (experts). Variables included number of stitches, stitch length, total bite size, travel, stitch orientation, total bite-size-to-travel ratio, and symmetry across the incision ratio. The authors compared all variables between groups to detect significant differences and two variables (total bite-size-to-travel ratio and symmetry across the incision ratio) to ideal values. Five experts and 15 novices participated. Experts' and novices' performances differed significantly (P < .05) with large effect sizes attributable to experience (Cohen d > 0.8) for total bite size (P = .009, d = 1.5), travel (P = .045, d = 1.1), total bite-size-to-travel ratio (P < .0001, d = 2.6), stitch orientation (P = .014,d = 1.4), and symmetry across the incision ratio (P = .022, d = 1.3). The authors found that a simple computer algorithm can extract variables from digital images of a running suture and rapidly provide quantitative summative assessment feedback. The significant differences found between groups confirm that this system can discriminate between skill levels. This image analysis program represents a viable training tool for objectively assessing trainees' suturing, a foundational skill for many medical specialties.

  4. A Cultured Learning Environment: Implementing a Problem- and Service-Based Microbiology Capstone Course to Assess Process- and Skill-Based Learning Objectives

    ERIC Educational Resources Information Center

    Watson, Rachel M.; Willford, John D.; Pfeifer, Mariel A.

    2018-01-01

    In this study, a problem-based capstone course was designed to assess the University of Wyoming Microbiology Program's skill-based and process-based student learning objectives. Students partnered with a local farm, a community garden, and a free downtown clinic in order to conceptualize, propose, perform, and present studies addressing problems…

  5. Retention of robot-assisted surgical skills in urological surgeons acquired using Mimic dV-Trainer.

    PubMed

    Teishima, Jun; Hattori, Minoru; Inoue, Shogo; Ikeda, Kenichiro; Hieda, Keisuke; Ohara, Shinya; Egi, Hiroyuki; Ohdan, Hideki; Matsubara, Akio

    2014-07-01

    We assess the retention of robot-assisted surgical skills among urologic surgeons. The robot-assisted surgery skills of 20 urologic surgeons were assessed using a Mimic dV-Trainer program (Mimic Technologies, Inc., Seattle, WA) consisting of 6 tasks. These 20 surgeons had no previous experience either using the Mimic dV-Trainer or acting as the main surgeon in robot-assisted surgery. The surgeons completed the program 4 times in a row; after 1 year, they completed it again for a fifth time. Performance scores were recorded using the Mimic dV-Trainer's built-in algorithm. For all 6 tasks, there were significant improvements to the scores in the fourth trials compared with those in the first trials. The scores in the fifth trials did not significantly decline compared with those in the fourth trials. There was no significant difference between the fifth trial scores of surgeons with laparoscopic surgery skills/experience and those without. Our results indicate that fundamental robot-assisted surgical skills can be retained in the long-term after they are acquired.

  6. Development and implementation of an objective structured clinical examination to provide formative feedback on communication and interpersonal skills in geriatric training.

    PubMed

    O'Sullivan, Patricia; Chao, Serena; Russell, Matthew; Levine, Sharon; Fabiny, Anne

    2008-09-01

    Teaching and assessment of communication and interpersonal skills, one of the American Council for Graduate Medical Education-designated core competencies, is an important but difficult task in the training of physicians. Assessment of trainees offers an opportunity to provide explicit feedback on their skills and encourages learning. This article describes a pilot study in which clinician-educators affiliated with the geriatrics training programs at Beth Israel Deaconess Medical Center and Boston University Medical Center designed and piloted a novel Objective Structured Clinical Examination (OSCE) to assess the communication and interpersonal skills of medical, dental, and geriatric psychiatry fellows. The OSCE consisted of three stations where geriatricians and standardized patients evaluated candidates using specifically designed checklists and an abbreviated version of the Master Interview Rating Scale. Communication skills were assessed through performance of specific "real life" clinical tasks, such as obtaining a medical history, explaining a diagnosis and prognosis, giving therapeutic instructions, and counseling. Interpersonal skills were assessed through the effect of the communication between doctor and standardized patient on fostering trust, relieving anxiety, and establishing a therapeutic relationship. This pilot study demonstrated that the OSCE format of assessment provides a valid means of evaluating the communication and interpersonal skills of interdisciplinary geriatric trainees and provides a valuable forum for formative assessment and feedback. Given that geriatricians and non geriatricians involved in elder care both need communication and interpersonal skills, this novel OSCE can be used for assessment of these skills in trainees in diverse healthcare subspecialties.

  7. Promoting Life Skills and Preventing Tobacco Use among Low-Income Mumbai Youth: Effects of Salaam Bombay Foundation Intervention

    PubMed Central

    Sorensen, Glorian; Gupta, Prakash C.; Nagler, Eve; Viswanath, Kasisomayajula

    2012-01-01

    Background In response to India's growing tobacco epidemic, strategies are needed to decrease tobacco use among Indian youth, particularly among those who are economically disadvantaged. The objective of this study was to assess the effectiveness of a school-based life-skills tobacco control program for youth of low socio-economic status in Mumbai and the surrounding state of Maharashtra. We hypothesized that compared to youth in control schools, youth exposed to the program would have greater knowledge of effects of tobacco use; be more likely to take action to prevent others from using tobacco; demonstrate more positive life skills and attitudes; and be less likely to report tobacco use. Methods/Findings Using a quasi-experimental design, we assessed program effectiveness by comparing 8th and 9th grade students in intervention schools to 8th grade students in comparable schools that did not receive the program. Across all schools, 1851 students completed a survey that assessed core program components in early 2010. The program consisted of activities focused on building awareness about the hazards of tobacco, developing life skills, and advocacy development. The primary outcome measure was self-reported tobacco use in the last 30 days. Findings indicate that 4.1% of 8th grade intervention students (OR = 0.51) and 3.6% of 9th grade intervention students (OR = 0.33) reported using tobacco at least once in the last 30 days, compared to 8.7% of students in the control schools. Intervention group students were also significantly more knowledgeable about tobacco and related legislation, reported more efforts to prevent tobacco use among others, and reported stronger life skills and self-efficacy than students in control schools. Limitations to the study include schools not being randomly assigned to condition and tobacco use being measured by self-report. Conclusions This program represents an effective model of school-based tobacco use prevention that low-income schools in India and other low- and middle-income countries can replicate. PMID:22523567

  8. Individualized Educational Programming for the Mentally Retarded.

    ERIC Educational Resources Information Center

    Singh, Nirbhay N.; Ahrens, Michael G.

    1980-01-01

    The minimal components of a model which utilizes a computer for summarizing individual performance records for teaching educational skills to the mentally retarded are described. The most important components are assessment, individual and group programing, continuous data collection, and program evaluation. (Author)

  9. The State Agency--College-Mandated Approach.

    ERIC Educational Resources Information Center

    Capoor, Madan; Morante, Edward

    1990-01-01

    Describes two state-mandated programs for institutional accountability in New Jersey (i.e., Basic Skills Assessment Program and College Outcomes Evaluation Program), which function through cooperation between the state's higher education agency and its colleges and universities. Highlights research objectives, procedures, responsibilities,…

  10. Assessment in Online Courses: How Are Counseling Skills Evaluated?

    ERIC Educational Resources Information Center

    Cicco, Gina

    2011-01-01

    Online courses are a necessary addition to most graduate education programs. Offering students the option of completing program requirements online makes the program more competitive, convenient, and attractive. Responsible online instructors and program administrators must consider whether or not specific courses that are offered in the…

  11. Residential immersive life skills programs for youth with disabilities: service providers' perceptions of change processes.

    PubMed

    King, Gillian; McPherson, Amy; Kingsnorth, Shauna; Stewart, Debra; Glencross-Eimantas, Tanya; Jones-Galley, Kimberlea; Morrison, Andrea; Isihi, Ana Maria; Gorter, Jan Willem

    2015-05-01

    Residential immersive life skills (RILS) programs are designed to equip youth with physical disabilities with the foundational life skills required to assume adult roles. The objective was to determine RILS service providers' perceptions of the active ingredients of the intervention change process. Thirty-seven service providers from various disciplines completed measures to assess expertise status and participated in qualitative interviews. Qualitative themes were derived, and similarities and differences in themes were identified for blinded groups of novices, intermediates, and experts. The three main themes, reflecting change processes, were: (a) creating a supportive program atmosphere with multiple opportunities for learning, (b) using strategies to support, encourage, and engage youth, and (c) intentionally fostering youth experiences of skill development, social interaction, and pride in accomplishment. In contrast to the novices, experts displayed a more holistic perspective and paid attention to higher-order issues such as providing opportunities and enabling youth. The findings indicate how RILS service providers work to create a program atmosphere and employ strategies to intentionally foster particular youth experiences. The findings explicate service providers' theories of practice, the intentional design of RILS program environments to bring about client change, and the value of service provider expertise. Implications for Rehabilitation Service providers of youth independence-oriented life skills programs can intentionally create a learning-oriented and supportive program atmosphere by using non-directive, coaching/guiding, and engagement strategies Youth experiences of skill development, shared experience with others, and pride in accomplishment can be cultivated by providing a range of learning opportunities, including choice making, problem-solving, and skill mastery Compared to more novice service providers, experts discussed managing the program conditions and context, creating opportunities for choice and new experiences, and adopting a facilitating and enabling role (coaching and capitalizing on teachable moments).

  12. Further evaluation of a brief, intensive teacher-training model.

    PubMed

    Lerman, Dorothea C; Tetreault, Allison; Hovanetz, Alyson; Strobel, Margaret; Garro, Joanie

    2008-01-01

    The purpose of this study was to further evaluate the outcomes of a model program that was designed to train current teachers of children with autism. Nine certified special education teachers participating in an intensive 5-day summer training program were taught a relatively large number of specific skills in two areas (preference assessment and direct teaching). The teachers met the mastery criteria for all of the skills during the summer training. Follow-up observations up to 6 months after training suggested that the skills generalized to their classrooms and were maintained for most teachers with brief feedback only.

  13. Moving the needle: a retrospective pre- and post-analysis of improving perceived abilities across 20 leadership skills.

    PubMed

    Fernandez, Claudia S P; Noble, Cheryl C; Jensen, Elizabeth; Steffen, David

    2015-02-01

    To assess the influence of intensive focused leadership training on self-evaluation of leadership skills among Maternal and Child Health (MCH) professionals enrolled in the Maternal and Child Health Public Health Leadership Institute (MCH PHLI). Senior-level MCH leaders (n = 54) participated in the first two cohorts of the MCH PHLI, a senior-level training program funded through the Maternal and Child Health Bureau. Participants were asked to complete a retrospective pre- and post-test rating inventory at program completion. Participants self-identified their skill level across 20 leadership skills that were the focus of the training program. These skills were derived from the MCH Leadership Competencies, 3.0 and literature reviews, and then divided into two domains: Core leadership skills and Organizational/Institutional leadership skills. Data were analyzed to determine whether participants perceived skill level increased by the end of their training year. A one-sided (upper) paired T Test and a Wilcoxen Signed Rank Sum Test were used to determine statistical significance. Increases in perceived skill levels were found to be statistically significant at the alpha = .01 level for all 20 target skills. The MCH PHLI model of intensive leadership development, incorporating a hybrid approach of onsite and distance-based learning, was broadly effective in building targeted leadership skills as perceived by participants.

  14. A Novel Tool for Assessment of Emergency Medicine Resident Skill in Determining Diagnosis and Management for Emergent Electrocardiograms: A Multicenter Study.

    PubMed

    Hartman, Nicholas D; Wheaton, Natasha B; Williamson, Kelly; Quattromani, Erin N; Branzetti, Jeremy B; Aldeen, Amer Z

    2016-12-01

    Reading emergent electrocardiograms (ECGs) is one of the emergency physician's most crucial tasks, yet no well-validated tool exists to measure resident competence in this skill. To assess validity of a novel tool measuring emergency medicine resident competency for interpreting, and responding to, critical ECGs. In addition, we aim to observe trends in this skill for resident physicians at different levels of training. This is a multi-center, prospective study of postgraduate year (PGY) 1-4 residents at five emergency medicine (EM) residency programs in the United States. An assessment tool was created that asks the physician to identify either the ECG diagnosis or the best immediate management. One hundred thirteen EM residents from five EM residency programs submitted completed assessment surveys, including 43 PGY-1s, 33 PGY-2s, and 37 PGY-3/4s. PGY-3/4s averaged 74.6% correct (95% confidence interval [CI] 70.9-78.4) and performed significantly better than PGY-1s, who averaged 63.2% correct (95% CI 58.0-68.3). PGY-2s averaged 69.0% (95% CI 62.2-73.7). Year-to-year differences were more pronounced in management than in diagnosis. Residency training in EM seems to be associated with improved ability to interpret "critical" ECGs as measured by our assessment tool. This lends validity evidence for the tool by correlating with a previously observed association between residency training and improved ECG interpretation. Resident skill in ECG interpretation remains less than ideal. Creation of this sort of tool may allow programs to assess resident performance as well as evaluate interventions designed to improve competency. Copyright © 2016 Elsevier Inc. All rights reserved.

  15. Maine Assessment of Educational Progress, Report 2. Results Report 1: Citizenship and Writing, 1972.

    ERIC Educational Resources Information Center

    Maine State Dept. of Educational and Cultural Services, Augusta.

    The purpose of the Maine Assessment of Educational Progress (MAEP) in 1972 was to complete the first phase of a 10-year comprehensive needs assessment program involving students in public and non-public schools of the state. The total program is designed to provide specific information about knowledge, skills, understandings, and attitudes in 10…

  16. Salinity. Grade 5 Science Language Usage. Maryland School Maryland School Performance Assessment Program (MSPAP): Resource Library. Public Release Task.

    ERIC Educational Resources Information Center

    Maryland State Dept. of Education. Baltimore. Div. of Planning, Results and Information Management.

    One component of the Maryland School Performance Assessment; Program (MSPAP) is the state's performance-based assessments, criterion-referenced tests that require students to apply what they know and can do to solve problems and display other higher-order thinking skills. This document helps parents, teachers, students, and other citizens…

  17. A Computer-Based Interactive Multimedia Program to Reduce HIV Transmission for Women with Intellectual Disability

    PubMed Central

    Delaine, Khaya

    2011-01-01

    Background Despite recent recognition of the need for preventive sexual health materials for people with intellectual disability (ID), there have been remarkably few health-based interventions designed for people with mild to moderate ID. The purpose of this study was to evaluate the effects of a computer-based interactive multimedia (CBIM) program to teach HIV/AIDS knowledge, skills, and decision-making. Methods Twenty-five women with mild to moderate intellectual disability evaluated the program. The study used a quasi-experimental within-subjects design to assess the efficacy of the CBIM program. Research participants completed five qualitative and quantitative instruments that assessed HIV knowledge, and decision-making skills regarding HIV prevention practices and condom application skills (i.e., demonstration of skills opening a condom and putting it on a model penis). In addition, 18 service providers who work with women with ID reviewed the program and completed a demographics questionnaire and a professional customer satisfaction survey. Results Women with ID showed statistically significant increases from pretest to posttest in all knowledge and skill domains. Furthermore, the statistical gains were accompanied by medium to large effect sizes. Overall, service providers rated the program highly on several outcome measures (stimulation, relevance, and usability). Conclusions The results of this study indicate the CBIM program was effective in increasing HIV/AIDS knowledge and skills among women with ID, who live both semi-independently and independently, in a single-session intervention. Since the CBIM program is not dependent on staff for instructional delivery, it is a highly efficient teaching tool; and CBIM is an efficacious means to provide behavioral health content, compensating for the dearth of available health promotion materials for people with ID. As such, it has a potential for broad distribution and implementation by medical practitioners, and public health offices. People with ID are part of our society, yet continue to be overlooked, particularly in the area of health promotion. Special tools need to be developed in order to address the health disparities experienced by people with ID. PMID:21917052

  18. A three-year reflective writing program as part of introductory pharmacy practice experiences.

    PubMed

    Nuffer, Wesley; Vaughn, Jessica; Kerr, Kevin; Zielenski, Christopher; Toppel, Brianna; Johnson, Lauren; McCauley, Patrina; Turner, Christopher J

    2013-06-12

    To implement and evaluate a 3-year reflective writing program incorporated into introductory pharmacy practice experiences (IPPEs) in the first- through third-year of a doctor of pharmacy (PharmD) program. Reflective writing was integrated into 6 IPPE courses to develop students' lifelong learning skills. In their writing, students were required to self-assess their performance in patient care activities, identify and describe how they would incorporate learning opportunities, and then evaluate their progress. Practitioners, faculty members, and fourth-year PharmD students served as writing preceptors. The success of the writing program was assessed by reviewing class performance and surveying writing preceptor's opinions regarding the student's achievement of program objectives. Class pass rates averaged greater than 99% over the 8 years of the program and the large majority of the writing preceptors reported that student learning objectives were met. A support pool of 99 writing preceptors was created. A 3-year reflective writing program improved pharmacy students' reflection and reflective writing skills.

  19. The Effectiveness of a College Freshman Reading-Study Skills Course.

    ERIC Educational Resources Information Center

    Usova, George M.

    1979-01-01

    Details a study of the reading-study skills course at The Citadel, the Military College of South Carolina, that was performed to assess the effectiveness of the program in terms of academic progress and student retention. Reports positive and significant results. (FL)

  20. RN-to-BSN Students' Quality Improvement Knowledge, Skills, Confidence, and Systems Thinking.

    PubMed

    Trent, Peggy; Dolansky, Mary A; DeBrew, Jacqueline Kayler; Petty, Gayle M

    2017-12-01

    Little evidence demonstrates that RN-to-baccalaureate nursing (BSN) graduates have met The Essentials of Baccalaureate Education for Professional Nursing Practice-specifically, evidence of the graduates' organizational and systems leadership related to quality care and patient safety. This BSN Essentials reflects the QSEN quality improvement (QI) competency. The purpose of this pilot study was to develop and test an assessment strategy to measure RN-to BSN students' QI competence and their perception of QI knowledge and skills. Students (N = 59) from six RN-to-BSN programs participated in a Qualtrics survey e-mailed during the last semester of their program. The majority of students (60%) reported that they did not experience QI content in their program. Scores on QI knowledge, skills, and systems thinking were low, yet the students self-reported that they were confident in their ability to perform QI. This pilot study provides an assessment strategy to measure students' competence related to QI. Nursing education has an opportunity to integrate and measure QI competence to ensure that nurses have the knowledge and skills to continually improve patient care. [J Nurs Educ. 2017;56(12):737-740.]. Copyright 2017, SLACK Incorporated.

  1. Development of a Self-Rated Mixed Methods Skills Assessment: The National Institutes of Health Mixed Methods Research Training Program for the Health Sciences.

    PubMed

    Guetterman, Timothy C; Creswell, John W; Wittink, Marsha; Barg, Fran K; Castro, Felipe G; Dahlberg, Britt; Watkins, Daphne C; Deutsch, Charles; Gallo, Joseph J

    2017-01-01

    Demand for training in mixed methods is high, with little research on faculty development or assessment in mixed methods. We describe the development of a self-rated mixed methods skills assessment and provide validity evidence. The instrument taps six research domains: "Research question," "Design/approach," "Sampling," "Data collection," "Analysis," and "Dissemination." Respondents are asked to rate their ability to define or explain concepts of mixed methods under each domain, their ability to apply the concepts to problems, and the extent to which they need to improve. We administered the questionnaire to 145 faculty and students using an internet survey. We analyzed descriptive statistics and performance characteristics of the questionnaire using the Cronbach alpha to assess reliability and an analysis of variance that compared a mixed methods experience index with assessment scores to assess criterion relatedness. Internal consistency reliability was high for the total set of items (0.95) and adequate (≥0.71) for all but one subscale. Consistent with establishing criterion validity, respondents who had more professional experiences with mixed methods (eg, published a mixed methods article) rated themselves as more skilled, which was statistically significant across the research domains. This self-rated mixed methods assessment instrument may be a useful tool to assess skills in mixed methods for training programs. It can be applied widely at the graduate and faculty level. For the learner, assessment may lead to enhanced motivation to learn and training focused on self-identified needs. For faculty, the assessment may improve curriculum and course content planning.

  2. Innovative Educational Program: A New Edge of Education

    NASA Astrophysics Data System (ADS)

    Chong, L. L.; Lai, M. M.; Ong, H. B.; Tan, S. H.; Lan, N. T. P.

    Quality education program is always expected in order to produce competent and knowledgeable graduate to meet the demand from the employers` market. Despite the popularized of online education, in-class education programs are still remained as the core of the mode of education in present days. This study focuses on the learning outcome of innovative education programs and assesses the competitive advantages of those degrees as perceived by the employers. To define innovation education, it is best described as an innovative way of teaching in expanding students` critical thinking skills, personal leadership and entrepreneurial skills in building a pool of knowledge workers. Present findings indicate that with better technological skills, critical thinking and strong leadership, the prospect of these graduates are believed aplenty. Nevertheless, the efforts set up by higher education to train such graduates are a vital link to the quality of the innovative education programs.

  3. Development of Assessment Instrument of Critical Thinking in Physics at Senior High School

    NASA Astrophysics Data System (ADS)

    Sugiarti, T.; Kaniawati, I.; Aviyanti, L.

    2017-02-01

    The result of preliminary study shows that the assessment of physics in school did not train students’ critical thinking skill. The assessment instrument just measured low cognitive aspects. Supposedly, critical thinking skill is trained in the assessment activity. The study aims to determine the characteristics and the quality of critical thinking skill instrument. It employs descriptive-qualitative method with research and development as the research design. The research participants are 35 students involved in the limited trial and 188 students in the wider trial from three public senior high school in Ciamis which in high level school. The data was collected through expert validation, tests and interviews. The results indicate that the characteristics of the assessment instrument of critical thinking skill is open-ended. The instrument fulfills some indicators namely analyzing argument, deduction, induction, and display information in the form of scenario, text, graphic and table. In addition, the data processing through V4 Anates program shows that the instrument reliability achieves 0.67 with high interpretation of 0.67 and the validity is 0.47 with enough interpretation. Thus, the assessment instrument of critical thinking skill in the form of open-ended essay meets the criteria of quality test, so it can use as instrument of assessment critical thinking skill.

  4. Embracing Errors in Simulation-Based Training: The Effect of Error Training on Retention and Transfer of Central Venous Catheter Skills.

    PubMed

    Gardner, Aimee K; Abdelfattah, Kareem; Wiersch, John; Ahmed, Rami A; Willis, Ross E

    2015-01-01

    Error management training is an approach that encourages exposure to errors during initial skill acquisition so that learners can be equipped with important error identification, management, and metacognitive skills. The purpose of this study was to determine how an error-focused training program affected performance, retention, and transfer of central venous catheter (CVC) placement skills when compared with traditional training methodologies. Surgical interns (N = 30) participated in a 1-hour session featuring an instructional video and practice performing internal jugular (IJ) and subclavian (SC) CVC placement with guided instruction. All interns underwent baseline knowledge and skill assessment for IJ and SC (pretest) CVC placement; watched a "correct-only" (CO) or "correct + error" (CE) instructional video; practiced for 30 minutes; and were posttested on knowledge and IJ and SC CVC placement. Skill retention and transfer (femoral CVC placement) were assessed 30 days later. All skills tests (pretest, posttest, and transfer) were videorecorded and deidentified for evaluation by a single blinded instructor using a validated 17-item checklist. Both the groups exhibited significant improvements (p < 0.001) in knowledge and skills after the 1-hour training program, but the increase of items achieved on the performance checklist did not differ between conditions (CO: IJ Δ = 35%, SC Δ = 29%; CE: IJ Δ = 36%, subclavian Δ = 33%). However, 1 month later, the CO group exhibited significant declines in skill retention on IJ CVC placement (from 68% at posttraining to 44% at day 30; p < 0.05) and SC CVC placement (from 63% at posttraining to 49% at day 30; p < 0.05), whereas the CE group did not have significant decreases in performance. The CE group performed significantly better on femoral CVC placement (i.e., transfer task; 62% vs 38%; p < 0.01) and on 2 of the 3 complication scenarios (p < 0.05) when compared with the CO group. These data indicate that incorporating error-based activities and discussions into training programs can be beneficial for skill retention and transfer. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  5. The Effect of a Computer Program Based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) in Improving Ninth Graders' Listening and Reading Comprehension Skills in English in Jordan

    ERIC Educational Resources Information Center

    Alodwan, Talal; Almosa, Mosaab

    2018-01-01

    The study aimed to assess the effectiveness of a computer program based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) Model on the achievement of Ninth Graders' listening and Reading Comprehension Skills in English. The study sample comprised 70 ninth graders during the second semester of the academic year 2016/2017. The…

  6. The Redesign of a Community Pharmacy Internship Program.

    PubMed

    Pattin, Anthony J; Kelling, Sarah E; Szyskowski, Jim; Izor, Michelle L; Findley, Susan

    2016-06-01

    Pharmacy internships provide students with practical experiences that lead to enhancement of clinical skills and personal growth. To describe the design and implementation of a structured 10-week summer pharmacy internship program in a supermarket chain pharmacy. The pharmacy leadership team developed and piloted a new format of the pharmacy internship during the summer of 2013. Pharmacy students in professional year 1 (P1), 2 (P2), and 4 (P4) were invited to apply for a paid internship. Pharmacy students were recruited from all colleges of pharmacy in the state of Michigan. The goal of the new program was to create a focused learning opportunity that encouraged students to develop knowledge, skills, and abilities about patient care, pharmacy management, and working within a team. A total of 19 interns were recruited (P1 = 7, P2 = 7, and P4 = 5). Students practiced 40 hours per week and participated in the medication dispensing process and employee biometrics screening program. Interns provided approximately 500 assessments on pharmacy employees and all P1 and P2 interns completed a patient care project. The restructured internship program provided pharmacy students with a 10-week program that exposed them to many aspects of community pharmacy practice. The program needs future refinement and assessment measures to verify interns improve skills throughout the program. © The Author(s) 2015.

  7. Contractor Sales Training: Providing the Skills Necessary to Sell Comprehensive Home Energy Upgrades

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

    Billingsley, Megan; Stuart, Elizabeth

    2011-08-17

    Many comprehensive home energy efficiency programs rely on contractors as the customer-facing ‘front line’ to sell energy improvements. Adding sales skills to contractors’ existing technical expertise is key to converting more assessments into comprehensive home energy upgrades. Leading programs recognize the need to support contractors with sales and business training to help them succeed and to support the growth of the home performance industry for the long term. A number of contractor sales training efforts are emerging, including some programs that are seeing encouraging early results.

  8. Palliative Care Education in Emergency Medicine Residency Training: A Survey of Program Directors, Associate Program Directors, and Assistant Program Directors.

    PubMed

    Kraus, Chadd K; Greenberg, Marna R; Ray, Daniel E; Dy, Sydney Morss

    2016-05-01

    Emergency medicine (EM) residents perceive palliative care (PC) skills as important and want training, yet there is a general lack of formal PC training in EM residency programs. A clearer definition of the PC educational needs of EM trainees is a research priority. To assess PC competency education in EM residency programs. This was a mixed-mode survey of residency program directors, associate program directors, and assistant program directors at accredited EM residency programs, evaluating four educational domains: 1) importance of specific competencies for senior EM residents, 2) senior resident skills in PC competencies, 3) effectiveness of educational methods, and 4) barriers to training. Response rate was 50% from more than 100 residency programs. Most respondents (64%) identified PC competencies as important for residents to learn, and 59% reported that they teach7 PC skills in their residency program. In Domains 1 and 2, crucial conversations, management of pain, and management of the imminently dying had the highest scores for importance and residents' skill. In Domain 3, bedside teaching, mentoring from hospice and palliative medicine faculty, and case-based simulation were the most effective educational methods. In Domain 4, lack of PC expertise among faculty and lack of interest by faculty and residents were the greatest barriers. There were differences between competency importance and senior resident skill level for management of the dying child, withdrawal/withholding of nonbeneficial interventions, and ethical/legal issues. There are specific barriers and opportunities for PC competency training and gaps in resident skill level. Specifically, there are discrepancies in competency importance and residency skill in the management of the dying child, nonbeneficial interventions, and ethical and legal issues that could be a focus for educational interventions in PC competency training in EM residencies. Copyright © 2016 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.

  9. Residential immersive life skills programs for youth with physical disabilities: A pilot study of program opportunities, intervention strategies, and youth experiences.

    PubMed

    King, Gillian; Kingsnorth, Shauna; McPherson, Amy; Jones-Galley, Kimberlea; Pinto, Madhu; Fellin, Melissa; Timbrell, Natalie; Savage, Diane

    2016-08-01

    A pilot study was conducted to assess correspondence among measures of program characteristics (opportunities and intervention strategies) and youth experiences in a range of activity settings in a residential immersive life skills (RILS) program. Opportunities and intervention strategies were assessed in 18 activity settings in the 21-day program. On two occasions each, four youth completed a measure of experiences and took part in onsite interviews. There was good convergence between observed program opportunities and the use of socially-mediated, teaching/learning, and non-intrusive strategies. Youth experiences of social interaction, choice, and personal growth were further informed by interview information. There was substantial convergence between program characteristics and youth experiences, indicating the program was provided and experienced as intended. This pilot study indicated the fidelity of the program and the feasibility of using the measures in a future study. The preliminary findings suggest that RILS programs may provide a favorable environment for developmental experiences concerning social interaction, autonomy, and personal growth. Copyright © 2016 Elsevier Ltd. All rights reserved.

  10. Program Performance Inventory: Six Juvenile Offender Programs.

    ERIC Educational Resources Information Center

    Thomalla, Terri Groff; Dougherty, Victoria J.

    This report describes the performance of 6 Connecticut juvenile justice alternative sanction programs in 14 qualitative areas: community reintegration; outcomes and evaluation; assessment methods; risk factors; escalation of criminal activity; family involvement; community involvement; work ethic and vocational training; education and life skills;…

  11. Assessing Education Program Learning Outcomes

    ERIC Educational Resources Information Center

    Bahous, Rima; Nabhani, Mona

    2011-01-01

    Teacher education programs help teachers gain knowledge and skills, develop "new" attitudes, and impact their beliefs about teaching, thereby favorably affecting teaching outcomes. In the absence of national standards and formal studies in Lebanon of existing teacher preparation programs, findings of this study could greatly contribute…

  12. Creating an Information Literacy Badges Program in Blackboard: A Formative Program Evaluation

    ERIC Educational Resources Information Center

    Tunon, Johanna; Ramirez, Laura Lucio; Ryckman, Brian; Campbell, Loy; Mlinar, Courtney

    2015-01-01

    A formative program evaluation using Stufflebeam's (2010) Context, Input, Process, Product (CIPP) model was conducted to assess the use of digital badges for tracking basic library instructional skills across academic programs at Nova Southeastern University. Based on the evaluation of pilot library modules and Blackboard Learn's badges…

  13. Assessment and instruction to promote higher order thinking in nursing students.

    PubMed

    Kantar, Lina D

    2014-05-01

    The dearth of data on the role of assessment in higher education formed the two purposes of this study: first, to explore assessment strategies commonly used in nursing education by analyzing the curriculum documents of three baccalaureate nursing programs in Lebanon against Bloom's Taxonomy of learning, and second to unravel issues of instruction and assessment by categorizing data into teacher- and learner-centered strategies. Content analysis research technique applied to analyze the curriculum documents of three baccalaureate nursing programs in Beirut, Lebanon. After obtaining IRB approval and consent to access the curriculum documents of the programs, data were analyzed using the content analysis research technique. Data on assessments and instruction were categorized into student-centered and teacher-centered. Data revealed deficiency in employing learner-centered strategies in the assessment and instruction of the three programs. There was evidence that educators of the programs focus on teaching content and examining retention, thus supporting prior notions on teaching to the test and accusations in earnest on adherence to the traditional and behavioral curriculum perspectives. Such curricula leave little room for the development of higher order thinking in learners. Although assessments are believed to be indicators of program and teaching effectiveness, there is relatively alarming information on the incompatibility between current assessment practices and demands of the workplace. There is an urgent need for transforming educators' beliefs, knowledge, and skills on testing, since teaching to pass a test could impede knowledge transfer and deter the development of learners' higher order thinking skills. © 2013.

  14. The Role of Simulation in Microsurgical Training.

    PubMed

    Evgeniou, Evgenios; Walker, Harriet; Gujral, Sameer

    Simulation has been established as an integral part of microsurgical training. The aim of this study was to assess and categorize the various simulation models in relation to the complexity of the microsurgical skill being taught and analyze the assessment methods commonly employed in microsurgical simulation training. Numerous courses have been established using simulation models. These models can be categorized, according to the level of complexity of the skill being taught, into basic, intermediate, and advanced. Microsurgical simulation training should be assessed using validated assessment methods. Assessment methods vary significantly from subjective expert opinions to self-assessment questionnaires and validated global rating scales. The appropriate assessment method should carefully be chosen based on the simulation modality. Simulation models should be validated, and a model with appropriate fidelity should be chosen according to the microsurgical skill being taught. Assessment should move from traditional simple subjective evaluations of trainee performance to validated tools. Future studies should assess the transferability of skills gained during simulation training to the real-life setting. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  15. Effect of simultaneous model observation and self-modeling of volleyball skill acquisition.

    PubMed

    Barzouka, Karolina; Bergeles, Nikolaos; Hatziharistos, Dimitris

    2007-02-01

    This study examined the effect of feedback with simultaneous skilled model observation and self-modeling on volleyball skill acquisition. 53 pupils 12 to 15 years old formed two experimental groups and one control group who followed an intervention program with 12 practice sessions for acquisition and retention of how to receive a ball. Groups received different types of feedback before and in the middle of each practice session. Reception performance outcome (score) and technique in every group were assessed before and at the end of the intervention program and during the retention phase. A 3 (Group) x 3 (Measurement Period) multivariate analysis of variance with repeated measures was applied to investigate differences. Results showed equivalent improvement in all three groups at the end of the intervention program. In conclusion, types of augmented feedback from the physical education teacher are effective in acquisition and retention of the skill for reception in volleyball.

  16. Evaluability Assessment Thesis and Dissertation Studies in Graduate Professional Degree Programs

    ERIC Educational Resources Information Center

    Walser, Tamara M.; Trevisan, Michael S.

    2016-01-01

    Evaluability assessment (EA) has potential as a design option for thesis and dissertation studies, serving as a practical training experience for both technical and nontechnical evaluation skills. Based on a content review of a sample of EA theses and dissertations from graduate professional degree programs, the authors of this article found that…

  17. Beginning Teachers' Perceptions of the California Teaching Performance Assessment (TPA)

    ERIC Educational Resources Information Center

    Campbell, Conni; Ayala, Carlos Cuauhtémoc; Railsback, Gary; Freking, Frederick W.; McKenna, Corey; Lausch, David

    2016-01-01

    The teaching performance assessment (TPA) seeks to measure the knowledge, skills, and competencies of teachers during the credential phase of their training. The TPA was introduced in California in 2004 with programs piloting it and then became mandatory for candidates enrolling in preliminary programs in 2008. Although California has multiple…

  18. Collaborative Learning Supported by Rubrics Improves Critical Thinking

    ERIC Educational Resources Information Center

    Saiz, Carlos; Rivas, Silvia F.; Olivares, Sonia

    2015-01-01

    In previous works we developed and assessed a teaching program, ARDESOS v.1, with which we aimed to improve the fundamental skills of critical thinking. The results obtained were positive, but modest. After analyzing the limitations of the program we introduced certain modifications and assessed the new version. The changes involved designing the…

  19. Statement of the Independent Review Panel of the National Assessment of Chapter 1.

    ERIC Educational Resources Information Center

    Department of Education, Washington, DC.

    The Independent Review Panel of the National Assessment of Chapter 1 recommends fundamental changes to the program, while endorsing its continuing vital role in meeting the special educational needs of poor and disadvantaged students. The program's focus on low-level basic skills, funding systems that discourage highest-level performance, money…

  20. The Leadership Improvement Modules of the Precommissioning Leadership Assessment Program

    DTIC Science & Technology

    1986-02-01

    Institute - Patricia Knight Davis Development Dimensions International DTIC ELECTE SEP 0 3W U5 D Leadership and Management Technical Area Manpower and... Management skills Development Management training Interpersonal skills Remedial training Leadership skills Role playing IL ASISRACT (Cl -ewi rebb emem II by...Burke Army Research Institute Patricia Knight Davis Development Dimensions International Leadership and Management Technical Area William W. Haythorn

  1. Effectiveness of Coping Skills Education Program to Reduce Craving Beliefs among Addicts Referred To Addiction Centers in Hamadan: A Randomized Controlled Trial

    PubMed Central

    Ahmadpanah, Mohammad; Mirzaei Alavijeh, Mehdi; Allahverdipour, Hamid; Jalilian, Farzad; Haghighi, Mohammad; Afsar, Ali; Gharibnavaz, Hassan

    2013-01-01

    Abstract Background One of the most important factors affecting relapse of addiction is craving beliefs of substance use. The goal of the present study was assessment of the effectiveness of coping skills education program to reduce craving beliefs among opium addicts. Methods In a randomized controlled trial, during September 2011 to August 2012, 70 opium addicted men referred to the Behavioral Disorders and Substance Abuse Research Center in Hamadan, western Iran were assigned to intervention group (receiving coping skills education program) and control groups. The study information was analyzed using SPSS software. Results Regarding craving beliefs for continuing drug use, the two groups had similar scales at the beginning of interventional program, while the level of these beliefs was significantly reduced in the intervention group (P= 0.002), but not in the control group (P= 0.105). Also, a significant correlation was also revealed between taking advantage of the educational program and increase awareness of the signs of relapse in the intervention group (P=0.003) that was not revealed in the control (P= 0.174). On the other hand, executing coping skills education program led to reducecraving beliefs and improve knowledge towards signs of relapse. Conclusion Our findings demonstrate positive impact of coping skills education program after detoxification process on decrease of craving beliefs among opium addicts. PMID:26060622

  2. Validation and Application of the Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U): Identifying Factors Associated with Valuing Important Workplace Skills among Biology Students

    ERIC Educational Resources Information Center

    Marbach-Ad, Gili; Rietschel, Carly; Thompson, Katerina V.

    2016-01-01

    We present a novel assessment tool for measuring biology students' values and experiences across their undergraduate degree program. Our Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U) assesses the extent to which students value skills needed for the workplace (e.g., ability to work in groups) and their experiences with…

  3. The Relationship between Computer-Assisted Instruction and Alternative Programs to Enhance Fifth-Grade Mathematics Success on the Annual Texas Assessment of Knowledge and Skills

    ERIC Educational Resources Information Center

    Tucker, Tommy Howard

    2009-01-01

    The purpose of this study was to determine the relationship between using computer-assisted instruction (CAI) size and success on the Texas Assessment of Knowledge and Skills (TAKS) mathematics exam with fifth-grade students in Texas compared to the effect of alternative improvement approaches used by a control group. Research explored the use of…

  4. Prior Learning Assessment in Canada: A Credit to Workforce Development.

    ERIC Educational Resources Information Center

    Burke, Roberta; Van Kleef, Joy

    1997-01-01

    Describes the implementation of Prior Learning Assessment (PLA) at many educational institutions across Canada. Suggests that PLA should be incorporated into every skills training and upgrading program. (JOW)

  5. Self-Reported Training Adequacy, Experience, and Comfort Level in Performing Schizophrenia-Related Clinical Skills among Psychiatry Residents and Fellows.

    PubMed

    Greene, Laurence; Moreo, Kathleen; Nasrallah, Henry; Tandon, Rajiv; Sapir, Tamar

    2017-08-01

    In the context of an educational program on schizophrenia for psychiatry trainees, this survey study analyzed associations between self-reported training adequacy, experience in providing patient care, and comfort level in performing schizophrenia-related clinical skills. The influence of the education on comfort level was also assessed for each skill. Survey respondents were psychiatry residents and fellows who participated in a schizophrenia education program at an in-person workshop or through online videos recorded at the workshop. In a pre-program survey, participants reported their experience in providing schizophrenia patient care and rated their training adequacy and comfort level for performing seven clinical skills involved in diagnosing and treating schizophrenia. The post-program survey included items for reassessing comfort level in performing the skills. Across the seven clinical skills, the proportion of respondents (n = 79) who agreed or strongly agreed that their training was adequate ranged from 29 to 88 %. The proportion of high ratings for comfort level in skill performance ranged from 45 to 83 %. Comfort level was significantly associated with training adequacy for all seven clinical skills and with experience in providing patient care for four skills. For all skills, comfort level ratings were significantly higher after versus before the educational workshop. Commonly indicated needs for further training included education on new therapies, exposure to a broader range of patients, and opportunities for longitudinal patient management. Psychiatry trainees' self-reported, disease-specific training adequacy, experiences, and comfort level have unique applications for developing and evaluating graduate medical curriculum.

  6. A Fundamental Breakdown. Part II: Manipulative Skills

    ERIC Educational Resources Information Center

    Townsend, J. Scott; Mohr, Derek J.

    2005-01-01

    In the May, 2005, issue of "TEPE," the "Research to Practice" section initiated a two-part series focused on assessing fundamental locomotor and manipulative skills. The series was generated in response to research by Pappa, Evanggelinou, & Karabourniotis (2005), recommending that curricular programming in physical education at the elementary…

  7. Motivational Interviewing Skills are Positively Associated with Nutritionist Self-Efficacy

    ERIC Educational Resources Information Center

    Marley, Scott C.; Carbonneau, Kira; Lockner, Donna; Kibbe, Debra; Trowbridge, Frederick

    2011-01-01

    Objective: To examine the relationships between physical and social self-concepts, motivational interviewing (MI), and nutrition assessment skills with dimensions of counseling self-efficacy. Design: Cross-sectional survey. Setting: Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) clinics. Participants: Sixty-five WIC…

  8. Construct and face validity of the educational computer-based environment (ECE) assessment scenarios for basic endoneurosurgery skills.

    PubMed

    Cagiltay, Nergiz Ercil; Ozcelik, Erol; Sengul, Gokhan; Berker, Mustafa

    2017-11-01

    In neurosurgery education, there is a paradigm shift from time-based training to criterion-based model for which competency and assessment becomes very critical. Even virtual reality simulators provide alternatives to improve education and assessment in neurosurgery programs and allow for several objective assessment measures, there are not many tools for assessing the overall performance of trainees. This study aims to develop and validate a tool for assessing the overall performance of participants in a simulation-based endoneurosurgery training environment. A training program was developed in two levels: endoscopy practice and beginning surgical practice based on four scenarios. Then, three experiments were conducted with three corresponding groups of participants (Experiment 1, 45 (32 beginners, 13 experienced), Experiment 2, 53 (40 beginners, 13 experienced), and Experiment 3, 26 (14 novices, 12 intermediate) participants). The results analyzed to understand the common factors among the performance measurements of these experiments. Then, a factor capable of assessing the overall skill levels of surgical residents was extracted. Afterwards, the proposed measure was tested to estimate the experience levels of the participants. Finally, the level of realism of these educational scenarios was assessed. The factor formed by time, distance, and accuracy on simulated tasks provided an overall performance indicator. The prediction correctness was very high for the beginners than the one for experienced surgeons in Experiments 1 and 2. When non-dominant hand is used in a surgical procedure-based scenario, skill levels of surgeons can be better predicted. The results indicate that the scenarios in Experiments 1 and 2 can be used as an assessment tool for the beginners, and scenario-2 in Experiment 3 can be used as an assessment tool for intermediate and novice levels. It can be concluded that forming the balance between perceived action capacities and skills is critical for better designing and developing skill assessment surgical simulation tools.

  9. The Development of a Novel Perfused Cadaver Model With Dynamic Vital Sign Regulation and Real-World Scenarios to Teach Surgical Skills and Error Management.

    PubMed

    Minneti, Michael; Baker, Craig J; Sullivan, Maura E

    The landscape of graduate medical education has changed dramatically over the past decade and the traditional apprenticeship model has undergone scrutiny and modifications. The mandate of the 80-hour work-week, the introduction of integrated residency programs, increased global awareness about patient safety along with financial constraints have spurred changes in graduate educational practices. In addition, new technologies, more complex procedures, and a host of external constraints have changed where and how we teach technical and procedural skills. Simulation-based training has been embraced by the surgical community and has quickly become an essential component of most residency programs as a method to add efficacy to the traditional learning model. The purpose of this paper is twofold: (1) to describe the development of a perfused cadaver model with dynamic vital sign regulation, and (2) to assess the impact of a curriculum using this model and real world scenarios to teach surgical skills and error management. By providing a realistic training environment our aim is to enhance the acquisition of surgical skills and provide a more thorough assessment of resident performance. Twenty-six learners participated in the scenarios. Qualitative data showed that participants felt that the simulation model was realistic, and that participating in the scenarios helped them gain new knowledge, learn new surgical techniques and increase their confidence performing the skill in a clinical setting. Identifying the importance of both technical and nontechnical skills in surgical education has hastened the need for more realistic simulators and environments in which they are placed. Team members should be able to interact in ways that allow for a global display of their skills thus helping to provide a more comprehensive assessment by faculty and learners. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  10. Practical Skills of Rhythmic Gymnastics Judges

    PubMed Central

    Fernandez-Villarino, Maria A.; Bobo-Arce, Marta; Sierra-Palmeiro, Elena

    2013-01-01

    The aim of this study was to analyze the practical skills of rhythmic gymnastics judges and to identify how their degree and experience influence the assessment of these skills. Sixty one rhythmic gymnastics judges participated in the study. A questionnaire was used for data collection. This tool was composed of 28 questions and divided into six categories: identification, experience, initial training, continuing education, skills and training needs. The results suggest that the most valued skills are those related to the sport’s technical parameters and the ability to adapt to any level of competition with self-confidence and self-assuredness. Significant differences were found regarding the variables for: the ability to communicate (p = 0.002) and for the ability to observe, identify and register performance (p = 0.005). The results showed that experience was not a decisive factor in assessing skills. This study thus presents evidence that rhythmic gymnastics judges must implement and optimise a set of skills that contribute to the effectiveness of the assessment process. These findings might help in the design of programs and training models that contribute to effective professional development. PMID:24511360

  11. Start Making Sense: Practical Approaches to Outcomes Assessment for Libraries.

    ERIC Educational Resources Information Center

    Rabine, Julie; Cardwell, Catherine

    2000-01-01

    Discussion of the accountability of university libraries and assessment methods to show library effectiveness focuses on two assessment tools developed at Bowling Green State University: one program-level assessment which involved a student library skills assessment survey; and one class-level assessment which involved one-shot library instruction…

  12. Policy and Practice Implications of the Program for International Student Assessment (PISA) 2000. Report of the International Reading Association PISA Task Force.

    ERIC Educational Resources Information Center

    Topping, Keith; Valtin, Renate; Roller, Cathy; Brozo, William; Dionisio, M. Lourdes

    The Program for International Student Assessment (PISA) is a study of comparisons. Subjects, 15-year-old students from 32 participating countries, were compared in their abilities to "use literacy knowledge and skills to meet real-life challenges," as assessed on a two-hour, paper-and-pencil test. Students also responded to a…

  13. Organizational impact of evidence-informed decision making training initiatives: a case study comparison of two approaches.

    PubMed

    Champagne, François; Lemieux-Charles, Louise; Duranceau, Marie-France; MacKean, Gail; Reay, Trish

    2014-05-02

    The impact of efforts by healthcare organizations to enhance the use of evidence to improve organizational processes through training programs has seldom been assessed. We therefore endeavored to assess whether and how the training of mid- and senior-level healthcare managers could lead to organizational change. We conducted a theory-driven evaluation of the organizational impact of healthcare leaders' participation in two training programs using a logic model based on Nonaka's theory of knowledge conversion. We analyzed six case studies nested within the two programs using three embedded units of analysis (individual, group and organization). Interviews were conducted during intensive one-week data collection site visits. A total of 84 people were interviewed. We found that the impact of training could primarily be felt in trainees' immediate work environments. The conversion of attitudes was found to be easier to achieve than the conversion of skills. Our results show that, although socialization and externalization were common in all cases, a lack of combination impeded the conversion of skills. We also identified several individual, organizational and program design factors that facilitated and/or impeded the dissemination of the attitudes and skills gained by trainees to other organizational members. Our theory-driven evaluation showed that factors before, during and after training can influence the extent of skills and knowledge transfer. Our evaluation went further than previous research by revealing the influence--both positive and negative--of specific organizational factors on extending the impact of training programs.

  14. Driving Organizational Change From the Bedside: The AACN Clinical Scene Investigator Academy.

    PubMed

    Lacey, Susan R; Goodyear-Bruch, Caryl; Olney, Adrienne; Hanson, Dave; Altman, Marian S; Varn-Davis, Natasha S; Brinker, Debbie; Lavandero, Ramón; Cox, Karen S

    2017-08-01

    Staff nurses are pivotal in leading change related to quality improvement efforts, although many lack skills to steer change from the bedside. The American Association of Critical-Care Nurses (AACN) staff nurse leadership program, Clinical Scene Investigator (CSI) Academy, teaches and empowers staff nurses in leadership skills and change concepts to translate evidence into practice affecting patient outcomes. To describe the curriculum of the AACN CSI Academy that provides staff nurses with the leadership skills required to create unit-based change projects that positively impact patient/family outcomes. The curriculum of the Academy included leadership topics, communication, change concepts, quality improvement methods, project management, and data management and analysis. Each team of participants collected project data to show improvements in patient care. The program evaluation used many data sources to assess the program effectiveness, relating to the professional growth of the participant nurses. The participants assessed project patient outcomes, sustainability, and spread. The first cohort of CSI participants included 164 direct care nurses from 42 hospitals in 6 cities. They rated the Academy highly in the program evaluation, and they reported that the Academy contributed to their professional development. The individual hospital quality improvement projects resulted in positive patient and estimated fiscal outcomes that were generally sustained 1 year after the program. With the skills, tools, and support obtained from participation in the CSI Academy, staff nurses can make substantial contributions to their organizations in clinical and possibly fiscal outcomes. ©2017 American Association of Critical-Care Nurses.

  15. Enabling performance skills: Assessment in engineering education

    NASA Astrophysics Data System (ADS)

    Ferrone, Jenny Kristina

    Current reform in engineering education is part of a national trend emphasizing student learning as well as accountability in instruction. Assessing student performance to demonstrate accountability has become a necessity in academia. In newly adopted criterion proposed by the Accreditation Board for Engineering and Technology (ABET), undergraduates are expected to demonstrate proficiency in outcomes considered essential for graduating engineers. The case study was designed as a formative evaluation of freshman engineering students to assess the perceived effectiveness of performance skills in a design laboratory environment. The mixed methodology used both quantitative and qualitative approaches to assess students' performance skills and congruency among the respondents, based on individual, team, and faculty perceptions of team effectiveness in three ABET areas: Communications Skills. Design Skills, and Teamwork. The findings of the research were used to address future use of the assessment tool and process. The results of the study found statistically significant differences in perceptions of Teamwork Skills (p < .05). When groups composed of students and professors were compared, professors were less likely to perceive student's teaming skills as effective. The study indicated the need to: (1) improve non-technical performance skills, such as teamwork, among freshman engineering students; (2) incorporate feedback into the learning process; (3) strengthen the assessment process with a follow-up plan that specifically targets performance skill deficiencies, and (4) integrate the assessment instrument and practice with ongoing curriculum development. The findings generated by this study provides engineering departments engaged in assessment activity, opportunity to reflect, refine, and develop their programs as it continues. It also extends research on ABET competencies of engineering students in an under-investigated topic of factors correlated with team processes, behavior, and student learning.

  16. The immediate and long-term effects of a walking-skill program compared to usual physiotherapy care in patients who have undergone total knee arthroplasty (TKA): a randomized controlled trial.

    PubMed

    Bruun-Olsen, Vigdis; Heiberg, Kristi Elisabeth; Wahl, Astrid Klopstad; Mengshoel, Anne Marit

    2013-01-01

    To examine the immediate and long-term effects of a walking-skill program compared with usual physiotherapy on physical function, pain and perceived self-efficacy in patients after total knee arthroplasty (TKA). A single blind randomized controlled trial design was applied. Fifty-seven patients with primary TKA, mean age of 69 years (SD ± 9), were randomly assigned to a walking-skill program emphasizing weight-bearing exercises or usual physiotherapy. Outcomes were assessed before the interventions started at 6 weeks postoperatively (T1), directly after the interventions at 12-14 weeks (T2) and 9 months after the interventions (T3). Walking was the primary outcome, assessed by the 6 min walk test (6MWT). The secondary outcomes were timed stair climbing, timed stands, Figure-of-eight test, Index of muscle function, active knee range of motion, Knee Injury and Osteoarthritis Outcome Score and self-efficacy score. From T1 to T2, a better 6MWT score was found in favor of the walking-skill program of 39 m (2-76), p = 0.04. The difference between the groups in 6MWT persisted at T3, 44 m (8-80), p = 0.02. No differences in other outcome measures were found. The walking-skill program had better effect on walking than usual physiotherapy. Weight bearing was tolerated. Implications for Rehabilitation Weight-bearing exercises are tolerated by the patients in the early stage after TKA. Physiotherapy that focuses on learning different ways of walking through practice may be a plausible way to train patients after TKA.

  17. Technical skills assessment toolbox: a review using the unitary framework of validity.

    PubMed

    Ghaderi, Iman; Manji, Farouq; Park, Yoon Soo; Juul, Dorthea; Ott, Michael; Harris, Ilene; Farrell, Timothy M

    2015-02-01

    The purpose of this study was to create a technical skills assessment toolbox for 35 basic and advanced skills/procedures that comprise the American College of Surgeons (ACS)/Association of Program Directors in Surgery (APDS) surgical skills curriculum and to provide a critical appraisal of the included tools, using contemporary framework of validity. Competency-based training has become the predominant model in surgical education and assessment of performance is an essential component. Assessment methods must produce valid results to accurately determine the level of competency. A search was performed, using PubMed and Google Scholar, to identify tools that have been developed for assessment of the targeted technical skills. A total of 23 assessment tools for the 35 ACS/APDS skills modules were identified. Some tools, such as Operative Performance Rating System (OSATS) and Objective Structured Assessment of Technical Skill (OPRS), have been tested for more than 1 procedure. Therefore, 30 modules had at least 1 assessment tool, with some common surgical procedures being addressed by several tools. Five modules had none. Only 3 studies used Messick's framework to design their validity studies. The remaining studies used an outdated framework on the basis of "types of validity." When analyzed using the contemporary framework, few of these studies demonstrated validity for content, internal structure, and relationship to other variables. This study provides an assessment toolbox for common surgical skills/procedures. Our review shows that few authors have used the contemporary unitary concept of validity for development of their assessment tools. As we progress toward competency-based training, future studies should provide evidence for various sources of validity using the contemporary framework.

  18. Can we rely on simulated patients' satisfaction with their consultation for assessing medical students' communication skills? A cross-sectional study.

    PubMed

    Gude, T; Grimstad, H; Holen, A; Anvik, T; Baerheim, A; Fasmer, O B; Hjortdahl, P; Vaglum, P

    2015-12-18

    In medical education, teaching methods offering intensive practice without high utilization of faculty resources are needed. We investigated whether simulated patients' (SPs') satisfaction with a consultation could predict professional observers' assessment of young doctors' communication skills. This was a comparative cross-sectional study of 62 videotaped consultations in a general practice setting with young doctors who were finishing their internship. The SPs played a female patient who had observed blood when using the toilet, which had prompted a fear of cancer. Immediately afterwards, the SP rated her level of satisfaction with the consultation, and the scores were dichotomized into satisfaction or dissatisfaction. Professional observers viewed the videotapes and assessed the doctors' communication skills using the Arizona Communication Interview Rating Scale (ACIR). Their ratings of communication skills were dichotomized into acceptable versus unacceptable levels of competence. The SPs' satisfaction showed a predictive power of 0.74 for the observers' assessment of the young doctors and whether they reached an acceptable level of communication skills. The SPs' dissatisfaction had a predictive power of 0.71 for the observers' assessment of an unacceptable communication level. The two assessment methods differed in 26% of the consultations. When SPs felt relief about their cancer concern after the consultation, they assessed the doctors' skills as satisfactory independent of the observers' assessment. Accordance between the dichotomized SPs' satisfaction score and communication skills assessed by observers (using the ACIR) was in the acceptable range. These findings suggest that SPs' satisfaction scores may provide a reliable source for assessing communication skills in educational programs for medical trainees (students and young doctors). Awareness of the patient's concerns seems to be of vital importance to patient satisfaction.

  19. The effectiveness of tools used to evaluate successful critical decision making skills for applicants to healthcare graduate educational programs: a systematic review.

    PubMed

    Benham, Brian; Hawley, Diane

    2015-05-15

    Students leave healthcare academic programs for a variety of reasons. When they attrite, it is disappointing for the student as well as their faculty. Advanced practice nursing and other healthcare professions require not only extensive academic preparation, but also the ability to critically evaluate patient care situations. The ability to critically evaluate a situation is not innate. Critical decision making skills are high level skills that are difficult to assess. For the purpose of this review, critical decision making and critical thinking skills refer to the same constructs and will be referred to globally as critical decision making skills. The objective of this review was to identify the effectiveness of tools used to evaluate critical decision making skills for applicants to healthcare graduate educational programs. Adult (18 years of age or older) applicants, students enrolled and/or recent graduates (within one year from completion) of healthcare graduate educational programs. Types of interventions: This review considered studies that evaluated the utilization of unique tools as well as standard tools, such as the Graduate Record Exam or grade point average, to evaluate critical decision making skills in graduate healthcare program applicants. Types of studies: Experimental and non-experimental studies were considered for inclusion. Types of outcomes: Successful quantitative evaluations based on specific field of study standards. The search strategy aimed to find both published and unpublished studies. Studies published in English after 1969 were considered for inclusion in this review. Databases that included both published and unpublished (grey) literature were searched. Additionally, reference lists from all articles retrieved were examined for articles for inclusion. Selected papers were assessed by two independent reviewers using standardized critical appraisal instruments from Joanna Briggs Institute. Any disagreement between reviewers was resolved through discussion or with a third reviewer. Data was extracted independently by each reviewer from papers included in the review using a Microsoft Excel spreadsheet. Included data included study type, 'r' values, number of subjects and reported 'p' values. These were indexed by author, year and study title. The meta-analysis was performed using the method for effect size analysis from Hunter and Schmidt. The syntax for equations was transposed into a Microsoft Excel spreadsheet for data entry, analysis and graph creation. No articles or paper addressing unique tools for ascertaining critical decision making skills met the inclusion criteria. Standard tools, which were represented in the literature, assess critical decision making skills via prediction of academic and clinical success, which indicates the presence of critical decision making skills in graduate healthcare students. A total of 16 studies addressing standard tools were included in this review. All were retrospective case series studies. The date range for the included studies was 1970 to 2009. The strongest relationship was undergraduate grade point average's correlation to graduate grade point average (small effect size with an 'r' value of 0.27, credibility interval of 0.18-0.37). The second strongest relationship was between Graduate Record Examination’s verbal section and graduate grade point average (small effect size with an r value of 0.24, CrI of 0.11-0.37). An applicant’s undergraduate GPA has the strongest correlation with graduate healthcare program success of the indicators analyzed (r = 0.27, small effect size). The next best predictor of graduate healthcare program success was the GRE Verbal score (r = 0.24, small effect size). However, all of the variables carried positive correlations with graduate success, just of lesser effect size strength. This review supports the continued use of traditional indicators of graduate school potential in the undergraduate grade point average and the various sections of the Graduate Record Examination for the selection of graduate healthcare applicants. Primary studies should be funded and performed to assess the use of unique tools in assessing critical thinking in graduate healthcare students. The Joanna Briggs Institute.

  20. Assessment of first-year veterinary students' communication skills using an objective structured clinical examination: the importance of context.

    PubMed

    Hecker, Kent G; Adams, Cindy L; Coe, Jason B

    2012-01-01

    Communication skills are considered to be a core clinical skill in veterinary medicine and essential for practice success, including outcomes of care for patients and clients. While veterinary schools include communication skills training in their programs, there is minimal knowledge on how best to assess communication competence throughout the undergraduate program. The purpose of this study was to further our understanding of the reliability, utility, and suitability of a communication skills Objective Structured Clinical Examination (OSCE). Specifically we wanted to (1) identify the greatest source of variability (student, rater, station, and track) within a first-year, four station OSCE using exam scores and scores from videotape review by two trained raters, and (2) determine the effect of different stations on students' communication skills performance. Reliability of the scores from both the exam data and the two expert raters was 0.50 and 0.46 respectively, with the greatest amount of variance attributable to student by station. The percentage of variance due to raters in the exam data was 16.35%, whereas the percentage of variance for the two expert raters was 0%. These results have three important implications. First, the results reinforce the need for communication educators to emphasize that use of communication skills is moderated by the context of the clinical interaction. Second, by increasing rater training the amount of error in the scores due to raters can be reduced and inter-rater reliability increases. Third, the communication assessment method (in this case the OSCE checklist) should be built purposefully, taking into consideration the context of the case.

  1. Evaluating the implementation of a multicomponent asthma education program for Head Start staff.

    PubMed

    Ruvalcaba, Elizabeth; Chung, Shang-En; Rand, Cynthia; Riekert, Kristin A; Eakin, Michelle

    2018-03-15

    Asthma disproportionately affects minority groups, low income populations, and young children under 5. Head Start (HS) programs predominantly serve this high-risk population, yet staff are not trained on asthma management. The objective of this study was to assess a 5-year, multicomponent HS staff asthma education program in Baltimore City HS programs. All HS programs were offered annual staff asthma education by a medical research team that included didactic lectures and hands-on training. Attendees received continuing education credits. HS staff were anonymously surveyed on asthma knowledge and skills and asthma medication management practices in Year 1 (preimplementation) and Year 5. There was an estimated response rate of 94% for Year 1 and 82% for Year 5. Compared to staff in Year 1, Year 5 staff were significantly more likely to report they had very good knowledge and skills related to asthma [odds ratio (OR) 1.63; p < 0.05] and were engaged in asthma care activities (OR 2.02; p < 0.05). Self-reported presence of asthma action plans for all children with asthma was 82% at Year 1 and increased to 89% in Year 5 (p = 0.064). Year 5 HS staff reported higher self-assessed knowledge and skills, self-reports of asthma medication management practices, and self-reports of asthma activities compared to Year 1 staff. HS serves high-risk children with asthma, and a multicomponent program can adequately prepare staff to manage asthma in the child care setting. Our results indicate the feasibility of providing efficacious health skill education into child care provider training to reduce asthma knowledge gaps.

  2. Combining social cognitive treatment, cognitive remediation, and functional skills training in schizophrenia: a randomized controlled trial

    PubMed Central

    Peña, Javier; Ibarretxe-Bilbao, Naroa; Sánchez, Pedro; Iriarte, Maria B; Elizagarate, Edorta; Garay, Maria A; Gutiérrez, Miguel; Iribarren, Aránzazu; Ojeda, Natalia

    2016-01-01

    This study examined the efficacy of an integrative cognitive remediation program (REHACOP) in improving cognition and functional outcome in patients with schizophrenia. The program combines cognitive remediation, social cognitive intervention, and functional skills training. Few studies have attempted this approach. One hundred and eleven patients diagnosed with schizophrenia were randomly assigned to either the cognitive remediation group (REHACOP) or an active control group (occupational activities) for 4 months (three sessions per week, 90 min). Primary outcomes were change on general neurocognitive performance and social cognition, including theory of mind (ToM), emotion perception (EP), attributional style, and social perception (SP). Secondary outcomes included changes on clinical symptoms (Positive and Negative Syndrome Scale) and functional outcome (UCSD Performance-Based Skills Assessment and the Global Assessment of Functioning). The trial was registered with clinicaltrials.gov (NCT02796417). No baseline group differences were found. Significant differences were found in the mean change between the REHACOP group and control group in neurocognition (ηp2=0.138), SP (ηp2=0.082), ToM (ηp2=0.148), EP (ηp2=0.071), negative symptoms (ηp2=0.082), emotional distress (ηp2=0.136), Global Assessment of Functioning (ηp2=0.081), and UCSD Performance-Based Skills Assessment (ηp2=0.154). The combination of cognitive remediation, social cognitive intervention, and functional skills training demonstrated statistically significant and clinically meaningful changes in neurocognition, social cognition, negative, and functional disability. PMID:27868083

  3. Training Veterans to Provide Peer Support in a Weight-Management Program: MOVE!

    PubMed Central

    Haynes-Maslow, Lindsey; Carr, Carol; Orr, Melinda; Kahwati, Leila C.; Weiner, Bryan J.; Kinsinger, Linda

    2013-01-01

    Introduction The Veterans Health Administration (VHA) has implemented MOVE!, a weight-management program for veterans designed to address the increasing proportion of overweight and obese veterans. The objective of our study was to determine whether peer support employing motivational interviewing (MI) could positively influence lifestyle changes, thus expanding the reach of the MOVE! program. We describe the initial evaluation of the peer training program. Methods We developed an MI peer counselor training program for volunteer veterans, the “Buddies” program, to provide one-on-one telephone support for veterans enrolled in MOVE!. Buddies were recruited at 5 VHA sites and trained to provide peer support for the 6-month MOVE! intervention. We used a DVD to teach MI skills and followed with 2 to 3 booster sessions. We observed training, conducted pre- and posttraining surveys, and debriefed focus groups to assess training feasibility. Results Fifty-six Buddies were trained. Results indicate positive receipt of the program (89% reported learning about peer counseling and 87% reported learning communication skills). Buddies showed a small improvement in MI self-efficacy on posttraining surveys. We also identified key challenges to learning MI and training implementation. Conclusions MI training is feasible to implement and acceptable to volunteer Buddies. Trainers must assess how effectively volunteers learn MI skills in order to enhance its effective use in health promotion. PMID:24199738

  4. Assessing nursing clinical skills competence through objective structured clinical examination (OSCE) for open distance learning students in Open University Malaysia.

    PubMed

    Oranye, Nelson Ositadimma; Ahmad, Che'an; Ahmad, Nora; Bakar, Rosnida Abu

    2012-06-01

    The objective structured clinical skills examination (OSCE) has over the years emerged as a method of evaluating clinical skills in most medical and allied professions. Although its validity and objectivity has evoked so much debate in the literature, little has been written about its application in non-traditional education systems such as in distance learning. This study examined clinical skills competence among practising nursing students who were enrolled in a distance learning programme. The study examined the effect of work and years of nursing practice on nurses' clinical skills competence. This study used observational design whereby nursing students' clinical skills were observed and scored in five OSCE stations. Two instruments were used for the data collection - A self-administered questionnaire on the students' bio-demographic data, and a check list on the clinical skills which the examiners rated on a four point scale. The findings revealed that 14% of the nurses had level four competence, which indicated that they could perform the tasks correctly and complete. However, 12% failed the OSCE, even though they had more than 10 years experience in nursing and post basic qualifications. Inter-rater reliability was 0.92 for the five examiners. Factor analysis indicated that five participant factors accounted for 74.1% of the variations in clinical skills performance. An OSCE is a necessary assessment tool that should be continuously applied in nursing education, regardless of the mode of the education program, the student's years of experience or his/her clinical placement. This study validates the need for OSCE in both the design of tertiary nursing degree programs and the assessment of nurses' clinical competency level.

  5. A randomized controlled trial of an online, modular, active learning training program for behavioral activation for depression.

    PubMed

    Puspitasari, Ajeng J; Kanter, Jonathan W; Busch, Andrew M; Leonard, Rachel; Dunsiger, Shira; Cahill, Shawn; Martell, Christopher; Koerner, Kelly

    2017-08-01

    This randomized-controlled trial assessed the efficacy of a trainer-led, active-learning, modular, online behavioral activation (BA) training program compared with a self-paced online BA training with the same modular content. Seventy-seven graduate students (M = 30.3 years, SD = 6.09; 76.6% female) in mental health training programs were randomly assigned to receive either the trainer-led or self-paced BA training. Both trainings consisted of 4 weekly sessions covering 4 core BA strategies. Primary outcomes were changes in BA skills as measured by an objective role-play assessment and self-reported use of BA strategies. Assessments were conducted at pre-, post-, and 6-weeks after training. A series of longitudinal mixed effect models assessed changes in BA skills and a longitudinal model implemented with generalized estimating equations assessed BA use over time. Significantly greater increases in total BA skills were found in the trainer-led training condition. The trainer-led training condition also showed greater increases in all core BA skills either at posttraining, follow-up, or both. Reported use of BA strategies with actual clients increased significantly from pre- to posttraining and maintained at follow-up in both training conditions. This trial adds to the literature on the efficacy of online training as a method to disseminate BA. Online training with an active learning, modular approach may be a promising and accessible implementation strategy. Additional strategies may need to be paired with the online BA training to assure the long-term implementation and sustainability of BA in clinical practice. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  6. Alternative considerations for environmental oversight training: Results from a needs assessment

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

    Young, C.; Hensley, J.

    1995-11-01

    For staff to perform their jobs effectively and efficiently, they must be adequately trained. Well-trained staff are also more likely to be satisfied with their jobs and to remain with a given organization. In addition to hiring staff with relevant backgrounds and skills, critical steps in maintaining adequately trained staff are to analyze skill levels needed for the various tasks that personnel are required to perform and to provide training to improve staff s skill base. This first analysis is commonly referred to as a training needs assessment. Training needs are usually determined by defining the tasks required for amore » particular job and the associated knowledge, skills, and abilities necessary to adequately accomplish these tasks. The Office of Northwestern Area Programs of the U.S. Department of Energy`s (DOE`s) Office of Environmental Management (EM) oversees environmental remediation activities in the Chicago, Idaho, Oakland, and Richland Operations Offices. For this organization to effectively carry out its mission, its staff need to be as proficient as possible in the appropriate knowledge and skills. Therefore, a training needs assessment was conducted to determine staff`s level of knowledge and proficiency in various skills. The purpose of the assessment was to: (1) Examine the types of activities or tasks in which staff are involved, (2) Determine the skills needed to perform relevant tasks, and (3) Assess gaps in knowledge and skills for the tasks performed in order to suggest opportunities for skill development.« less

  7. Quantitative Measurement of Critical Thinking Skills in Novice and Experienced Physical Therapists

    ERIC Educational Resources Information Center

    Mulhall, Michele L.

    2011-01-01

    Critical thinking skills (CTS) have been emphasized in educational curricula and professional development of physical therapists. Studies assessing the measurement and development of CTS in healthcare professionals have primarily focused on students enrolled in professional phases of allied health educational programs. Despite the breadth of…

  8. CASAS: An Effective Measurement System for Life Skills.

    ERIC Educational Resources Information Center

    Stiles, Richard L.; And Others

    The California Adult Student Assessment System (CASAS) is a comprehensive educational system designed to enable adult educators to develop and evaluate a life skills curriculum for competency based educational programs. The system comprises the CASAS Competency List, the CASAS Item Bank, the User's Manual, the Curriculum Index and Matrix, and…

  9. Enhancing Students' Computer Programming Performances, Critical Thinking Awareness and Attitudes towards Programming: An Online Peer-Assessment Attempt

    ERIC Educational Resources Information Center

    Wang, Xiao-Ming; Hwang, Gwo-Jen; Liang, Zi-Yun; Wang, Hsiu-Ying

    2017-01-01

    It has become an important and challenging issue to foster students' concepts and skills of computer programming. Scholars believe that programming training could promote students' higher order thinking performance; however, many school teachers have reported the difficulty of teaching programming courses. Although several previous studies have…

  10. Impact of computer-based treatment planning software on clinical judgment of dental students for planning prosthodontic rehabilitation

    PubMed Central

    Deshpande, Saee; Chahande, Jayashree

    2014-01-01

    Purpose Successful prosthodontic rehabilitation involves making many interrelated clinical decisions which have an impact on each other. Self-directed computer-based training has been shown to be a very useful tool to develop synthetic and analytical problem-solving skills among students. Thus, a computer-based case study and treatment planning (CSTP) software program was developed which would allow students to work through the process of comprehensive, multidisciplinary treatment planning for patients in a structured and logical manner. The present study was aimed at assessing the effect of this CSTP software on the clinical judgment of dental students while planning prosthodontic rehabilitation and to assess the students’ perceptions about using the program for its intended use. Methods A CSTP software program was developed and validated. The impact of this program on the clinical decision making skills of dental graduates was evaluated by real life patient encounters, using a modified and validated mini-CEX. Students’ perceptions about the program were obtained by a pre-validated feedback questionnaire. Results The faculty assessment scores of clinical judgment improved significantly after the use of this program. The majority of students felt it was an informative, useful, and innovative way of learning and they strongly felt that they had learnt the logical progression of planning, the insight into decision making, and the need for flexibility in treatment planning after using this program. Conclusion CSTP software was well received by the students. There was significant improvement in students’ clinical judgment after using this program. It should thus be envisaged fundamentally as an adjunct to conventional teaching techniques to improve students’ decision making skills and confidence. PMID:25170288

  11. Adapting the helpful responses questionnaire to assess communication skills involved in delivering contingency management: preliminary psychometrics.

    PubMed

    Hartzler, Bryan

    2015-08-01

    A paper/pencil instrument, adapted from Miller and colleagues' (1991) Helpful Responses Questionnaire (HRQ), was developed to assess clinician skill with core communicative aspects involved in delivering contingency management (CM). The instrument presents a single vignette consisting of six points of client dialogue to which respondents write 'what they would say next.' In the context of an implementation/effectiveness hybrid trial, 19 staff clinicians at an opiate treatment program completed serial training outcome assessments before, following, and three months after CM training. Assessments included this adaptation of the HRQ, a multiple-choice CM knowledge test, and a recorded standardized patient encounter scored for CM skillfulness. Study results reveal promising psychometric properties for the instrument, including strong scoring reliability, internal consistency, concurrent and predictive validity, test-retest reliability and sensitivity to training effects. These preliminary findings suggest the instrument is a viable, practical method to assess clinician skill in communicative aspects of CM delivery. Copyright © 2015 Elsevier Inc. All rights reserved.

  12. Beyond Copying: A Comparison of Multi-Component Interventions on Chinese Early Literacy Skills

    ERIC Educational Resources Information Center

    Wang, Ying; McBride, Catherine

    2017-01-01

    This study assessed the effects of three intervention programs for Chinese literacy development in kindergartners: the copying (Copy) program; a combined program of copying and Pinyin knowledge (Copy + Pinyin); and a combined program of copying and morphological awareness (Copy + MA). Ninety-seven kindergarteners aged 5-7 years in mainland China…

  13. Developing the Preparation in STEM Leadership Programs for Undergraduate Academic Peer Leaders

    ERIC Educational Resources Information Center

    Blackwell, Stacey; Katzen, Sari; Patel, Nipa; Sun, Yan; Emenike, Mary

    2017-01-01

    The authors introduce the Preparation in STEM Leadership Program at Rutgers, The State University of New Jersey. This NSF-Funded program and research study creates a centralized training program for peer leaders that includes a battery of assessments to evaluate peer leaders' content knowledge, pedagogical knowledge, communication skills, and…

  14. Helping Teachers Improve Classroom Assessments

    ERIC Educational Resources Information Center

    Emberger, Marcella

    2007-01-01

    Understanding and implementing effective classroom assessments are skills that are essential to increasing student achievement. Unfortunately, many teachers have had little training in assessment strategies in either graduate or undergraduate programs. Administrators, therefore, must find innovative ways to help their teachers think like assessors…

  15. An Examination of an Early Intervention Reading Program Focusing on the Progress Monitoring of Literacy Skills and the Reading Self-Concepts of Struggling Readers

    ERIC Educational Resources Information Center

    Samuelson, Teresa C.

    2010-01-01

    The purpose of this study was to examine progress monitoring, reading self-concept, and the literacy skills of first and second grade struggling readers. Progress monitoring is an instructional process used by teachers to assess students' academic performance on a regular basis, typically weekly or monthly. When based on the skill level of the…

  16. Large-scale Assessment Yields Evidence of Minimal Use of Reasoning Skills in Traditionally Taught Classes

    NASA Astrophysics Data System (ADS)

    Thacker, Beth

    2017-01-01

    Large-scale assessment data from Texas Tech University yielded evidence that most students taught traditionally in large lecture classes with online homework and predominantly multiple choice question exams, when asked to answer free-response (FR) questions, did not support their answers with logical arguments grounded in physics concepts. In addition to a lack of conceptual understanding, incorrect and partially correct answers lacked evidence of the ability to apply even lower level reasoning skills in order to solve a problem. Correct answers, however, did show evidence of at least lower level thinking skills as coded using a rubric based on Bloom's taxonomy. With the introduction of evidence-based instruction into the labs and recitations of the large courses and in a small, completely laboratory-based, hands-on course, the percentage of correct answers with correct explanations increased. The FR format, unlike other assessment formats, allowed assessment of both conceptual understanding and the application of thinking skills, clearly pointing out weaknesses not revealed by other assessment instruments, and providing data on skills beyond conceptual understanding for course and program assessment. Supported by National Institutes of Health (NIH) Challenge grant #1RC1GM090897-01.

  17. Effective Multicultural Teacher Education Programs: Methodological and Conceptual Issues

    ERIC Educational Resources Information Center

    Rao, Shaila

    2005-01-01

    To meet challenges of diversity in classrooms various multicultural teacher education programs to prepare pre-service teachers are introduced with the objective of changing beliefs, attitudes, knowledge base, and pedagogical skills. Studies reporting effectiveness of these programs used measure such as portfolio assessment, interviews, survey and…

  18. Simulation-based mastery learning for endoscopy using the endoscopy training system: a strategy to improve endoscopic skills and prepare for the fundamentals of endoscopic surgery (FES) manual skills exam.

    PubMed

    Ritter, E Matthew; Taylor, Zachary A; Wolf, Kathryn R; Franklin, Brenton R; Placek, Sarah B; Korndorffer, James R; Gardner, Aimee K

    2018-01-01

    The fundamentals of endoscopic surgery (FES) program has considerable validity evidence for its use in measuring the knowledge, skills, and abilities required for competency in endoscopy. Beginning in 2018, the American Board of Surgery will require all candidates to have taken and passed the written and performance exams in the FES program. Recent work has shown that the current ACGME/ABS required case volume may not be enough to ensure trainees pass the FES skills exam. The aim of this study was to investigate the feasibility of a simulation-based mastery-learning curriculum delivered on a novel physical simulation platform to prepare trainees to pass the FES manual skills exam. The newly developed endoscopy training system (ETS) was used as the training platform. Seventeen PGY 1 (10) and PGY 2 (7) general surgery residents completed a pre-training assessment consisting of all 5 FES tasks on the GI Mentor II. Subjects then trained to previously determined expert performance benchmarks on each of 5 ETS tasks. Once training benchmarks were reached for all tasks, a post-training assessment was performed with all 5 FES tasks. Two subjects were lost to follow-up and never returned for training or post-training assessment. One additional subject failed to complete any portion of the curriculum, but did return for post-training assessment. The group had minimal endoscopy experience (median 0, range 0-67) and minimal prior simulation experience. Three trainees (17.6%) achieved a passing score on the pre-training FES assessment. Training consisted of an average of 48 ± 26 repetitions on the ETS platform distributed over 5.1 ± 2 training sessions. Seventy-one percent achieved proficiency on all 5 ETS tasks. There was dramatic improvement demonstrated on the mean post-training FES assessment when compared to pre-training (74.0 ± 8 vs. 50.4 ± 16, p < 0.0001, effect size = 2.4). The number of ETS tasks trained to proficiency correlated moderately with the score on the post-training assessment (r = 0.57, p = 0.028). Fourteen (100%) subjects who trained to proficiency on at least one ETS task passed the post-training FES manual skills exam. This simulation-based mastery learning curriculum using the ETS is feasible for training novices and allows for the acquisition of the technical skills required to pass the FES manual skills exam. This curriculum should be strongly considered by programs wishing to ensure that trainees are prepared for the FES exam.

  19. Enhancing Academic Success: A Bilingual Freshman Year. AIR 1992 Annual Forum Paper.

    ERIC Educational Resources Information Center

    Ronco, Sharron

    This paper provides an assessment of the Inter-American Science and Humanities Program, a program of the University of Texas, El Paso, which allowed students from northern Mexico to take their freshman level courses in Spanish while receiving instruction designed to rapidly enhance English language skills. The paper assesses the effectiveness of…

  20. Identifying Key Early Literacy and School Readiness Issues: Exploring a Strategy for Assessing Community Needs

    ERIC Educational Resources Information Center

    Weigel, Daniel J.; Martin, Sally S.

    2006-01-01

    Much effort has been expended in developing intervention programs to help improve the early literacy and school readiness skills of young children. This article presents the results of a needs assessment project aimed at identifying priorities for community intervention programs aimed at ensuring that young children enter school ready to learn. A…

  1. Assessing the Effectiveness of a Critical Thinking Program to Academic Success of Community College Students

    ERIC Educational Resources Information Center

    Fields, Jeffery B.

    2017-01-01

    The relational mixed methods study assesses success of a college-wide critical thinking program to the academic success of community college students. The research compared the pretest and posttest results of the California Critical Thinking Skills Test (CCTST) given to associate degree graduates during their first semester and last semester of…

  2. A Needs Assessment for the Introduction of a Food Science Program at the Univ. of Guyana

    ERIC Educational Resources Information Center

    Morrison, Donna

    2012-01-01

    This research describes the outcome of a needs assessment to determine whether the Univ. of Guyana should introduce a Food Science program. The research design utilized interviews and questionnaires to large manufacturing organizations and agroprocessors to determine if the required skills are available for the manufacturing process. Results…

  3. Researcher perspectives on competencies of return-to-work coordinators.

    PubMed

    Gardner, Bethany T; Pransky, Glenn; Shaw, William S; Hong, Qua Nha; Loisel, Patrick

    2010-01-01

    Return-to-work (RTW) coordination programs are successful in reducing long-term work disability, but research reports have not adequately described the role and competencies of the RTW coordinator. This study was conducted to clarify the impact of RTW coordinators, and competencies (knowledge, skills, and attitudes) required to achieve optimal RTW outcomes in injured workers. Studies involving RTW coordination for injured workers were identified through literature review. Semi-structured interviews were conducted with 12 principal investigators to obtain detailed information about the RTW coordinator role and competencies not included in published articles. Interview results were synthesized into principal conceptual groups by affinity mapping. All investigators strongly endorsed the role of RTW coordinator as key to the program's success. Affinity mapping identified 10 groups of essential competencies: (1) individual traits/qualities, (2) relevant knowledge base, (3) RTW focus and attitude, (4) organizational/administrative skills, (5) assessment skills, (6) communication skills, (7) interpersonal relationship skills, (8) conflict resolution skills, (9) problem-solving skills, and (10) RTW facilitation skills. Specific consensus competencies were identified within each affinity group. Most investigators endorsed similar competencies, although there was some variation by setting or scope of RTW intervention. RTW coordinators are essential contributors in RTW facilitation programs. This study identified specific competencies required to achieve success. More emphasis on mentorship and observation will be required to develop and evaluate necessary skills in this area.

  4. Evaluation of leadership skills during the simulation education course for the initial management of blunt trauma.

    PubMed

    Schott, Eric; Brautigam, Robert T; Smola, Jacqueline; Burns, Karyl J

    2012-04-01

    Leadership skills of senior residents, trauma fellows, and a nurse practitioner were assessed during simulation training for the initial management of blunt trauma. This was a pilot, observational study, that in addition to skill development and assessment also sought to determine the need for a dedicated leadership training course for surgical residents. The study evaluated the leadership skills and adherence to Advance Trauma Life Support (ATLS) guidelines of the team leaders during simulation training. The team leaders' performances on criteria regarding prearrival planning, critical actions based on ATLS, injury identification, patient management, and communication were evaluated for each of five blunt-trauma scenarios. Although there was a statistically significant increase in leadership skills for performing ATLS critical actions, P < 0.05, there were 10 adverse events. A structured simulation program dedicated to developing skills for team leadership willbe a worthwhile endeavor at our institution.

  5. Development and validation of trauma surgical skills metrics: Preliminary assessment of performance after training.

    PubMed

    Shackelford, Stacy; Garofalo, Evan; Shalin, Valerie; Pugh, Kristy; Chen, Hegang; Pasley, Jason; Sarani, Babak; Henry, Sharon; Bowyer, Mark; Mackenzie, Colin F

    2015-07-01

    Maintaining trauma-specific surgical skills is an ongoing challenge for surgical training programs. An objective assessment of surgical skills is needed. We hypothesized that a validated surgical performance assessment tool could detect differences following a training intervention. We developed surgical performance assessment metrics based on discussion with expert trauma surgeons, video review of 10 experts and 10 novice surgeons performing three vascular exposure procedures and lower extremity fasciotomy on cadavers, and validated the metrics with interrater reliability testing by five reviewers blinded to level of expertise and a consensus conference. We tested these performance metrics in 12 surgical residents (Year 3-7) before and 2 weeks after vascular exposure skills training in the Advanced Surgical Skills for Exposure in Trauma (ASSET) course. Performance was assessed in three areas as follows: knowledge (anatomic, management), procedure steps, and technical skills. Time to completion of procedures was recorded, and these metrics were combined into a single performance score, the Trauma Readiness Index (TRI). Wilcoxon matched-pairs signed-ranks test compared pretraining/posttraining effects. Mean time to complete procedures decreased by 4.3 minutes (from 13.4 minutes to 9.1 minutes). The performance component most improved by the 1-day skills training was procedure steps, completion of which increased by 21%. Technical skill scores improved by 12%. Overall knowledge improved by 3%, with 18% improvement in anatomic knowledge. TRI increased significantly from 50% to 64% with ASSET training. Interrater reliability of the surgical performance assessment metrics was validated with single intraclass correlation coefficient of 0.7 to 0.98. A trauma-relevant surgical performance assessment detected improvements in specific procedure steps and anatomic knowledge taught during a 1-day course, quantified by the TRI. ASSET training reduced time to complete vascular control by one third. Future applications include assessing specific skills in a larger surgeon cohort, assessing military surgical readiness, and quantifying skill degradation with time since training.

  6. Is there any role for community involvement in the community-based health planning and services skilled delivery program in rural Ghana?

    PubMed

    Sakeah, Evelyn; McCloskey, Lois; Bernstein, Judith; Yeboah-Antwi, Kojo; Mills, Samuel; Doctor, Henry V

    2014-08-11

    In Ghana, between 1,400 and 3,900 women and girls die annually due to pregnancy related complications and an estimated two-thirds of these deaths occur in late pregnancy through to 48 hours after delivery. The Ghana Health Service piloted a strategy that involved training Community Health Officers (CHOs) as midwives to address the gap in skilled attendance in rural Upper East Region (UER). CHO-midwives collaborated with community members to provide skilled delivery services in rural areas. This paper presents findings from a study designed to assess the extent to which community residents and leaders participated in the skilled delivery program and the specific roles they played in its implementation and effectiveness. We employed an intrinsic case study design with a qualitative methodology. We conducted 29 in-depth interviews with health professionals and community stakeholders. We used a random sampling technique to select the CHO-midwives in three Community-based Health Planning and Services (CHPS) zones for the interviews and a purposive sampling technique to identify and interview District Directors of Health Services from the three districts, the Regional Coordinator of the CHPS program and community stakeholders. Community members play a significant role in promoting skilled delivery care in CHPS zones in Ghana. We found that community health volunteers and traditional birth attendants (TBAs) helped to provide health education on skilled delivery care, and they also referred or accompanied their clients for skilled attendants at birth. The political authorities, traditional leaders, and community members provide resources to promote the skilled delivery program. Both volunteers and TBAs are given financial and non-financial incentives for referring their clients for skilled delivery. However, inadequate transportation, infrequent supply of drugs, attitude of nurses remains as challenges, hindering women accessing maternity services in rural areas. Mutual collaboration and engagement is possible between health professionals and community members for the skilled delivery program. Community leaders, traditional and political leaders, volunteers, and TBAs have all been instrumental to the success of the CHPS program in the UER, each in their unique way. However, there are problems confronting the program and we have provided recommendations to address these challenges.

  7. Development of a Self-Rated Mixed Methods Skills Assessment: The NIH Mixed Methods Research Training Program for the Health Sciences

    PubMed Central

    Guetterman, Timothy C.; Creswell, John W.; Wittink, Marsha; Barg, Fran K.; Castro, Felipe G.; Dahlberg, Britt; Watkins, Daphne C.; Deutsch, Charles; Gallo, Joseph J.

    2017-01-01

    Introduction Demand for training in mixed methods is high, with little research on faculty development or assessment in mixed methods. We describe the development of a Self-Rated Mixed Methods Skills Assessment and provide validity evidence. The instrument taps six research domains: “Research question,” “Design/approach,” “Sampling,” “Data collection,” “Analysis,” and “Dissemination.” Respondents are asked to rate their ability to define or explain concepts of mixed methods under each domain, their ability to apply the concepts to problems, and the extent to which they need to improve. Methods We administered the questionnaire to 145 faculty and students using an internet survey. We analyzed descriptive statistics and performance characteristics of the questionnaire using Cronbach’s alpha to assess reliability and an ANOVA that compared a mixed methods experience index with assessment scores to assess criterion-relatedness. Results Internal consistency reliability was high for the total set of items (.95) and adequate (>=.71) for all but one subscale. Consistent with establishing criterion validity, respondents who had more professional experiences with mixed methods (e.g., published a mixed methods paper) rated themselves as more skilled, which was statistically significant across the research domains. Discussion This Self-Rated Mixed Methods Assessment instrument may be a useful tool to assess skills in mixed methods for training programs. It can be applied widely at the graduate and faculty level. For the learner, assessment may lead to enhanced motivation to learn and training focused on self-identified needs. For faculty, the assessment may improve curriculum and course content planning. PMID:28562495

  8. Self-Assessment: A Review of the Literature and Pedagogical Strategies for Its Promotion in Dental Education.

    PubMed

    Gadbury-Amyot, Cynthia C; Woldt, Janet L; Siruta-Austin, Kylie J

    2015-12-01

    In response to several publications drawing attention to self-assessment and revised Commission on Dental Accreditation standards that state graduates should possess and demonstrate the ability to self-assess, dental hygiene and pre-doctoral dental programs find themselves searching for ways in which to incorporate self-assessment practices into the curriculum. Research indicates that students are often not familiar with self-assessment strategies nor are they effective at self-assessment upon entering professional programs. Therefore, students must be taught strategies to self-assess and be given opportunities to practice and refine these skills. Opportunities to develop and demonstrate self-assessment skills can be incorporated across the curriculum at the classroom level and at the global level. Both the A.T. Still University Arizona School of Dentistry and Oral Health and the University of Missouri-Kansas City School of Dentistry utilize a capstone portfolio project to incorporate self-assessment throughout the curriculum. By combining artifacts from their dental and dental hygiene school experience with reflective writing essays, students can demonstrate attainment of program competencies. As more faculty members and students become involved and engaged in assessment strategies such as portfolios, they are also gaining a greater appreciation for the value of self-assessment. Copyright © 2015 The American Dental Hygienists’ Association.

  9. Evaluating the Effectiveness of Public Health Leadership Training: The NEPHLI Experience

    PubMed Central

    Saleh, Shadi S.; Williams, Dwight; Balougan, Modinat

    2004-01-01

    Objectives. We assessed the effect of public health leadership training on the capacity of public health leaders to perform competencies derived from the list of “Ten Essential Public Health Services” presented in 1994 by the steering committee of the Public Health Functions Project. Methods. Graduating scholars of the Northeast Public Health Leadership Institute were surveyed to determine differences in skill level in 15 competency areas before and after training. Surveys were completed after program completion. Results. The training program improved the skill levels of participants in all 15 competency areas. A relation also was detected between the frequency of use of the competency and the improvement experienced. Conclusions. Public health leadership training programs are effective in improving the skills of public health workers. PMID:15226150

  10. Educational interventions to improve knowledge and skills of interns towards prevention and control of hospital-associated infections.

    PubMed

    Dogra, Sandeep; Mahajan, Ruchita; Jad, Beena; Mahajan, Bella

    2015-08-01

    We believe that there is significant educational deficit amongst interns regarding up-to-date formal knowledge and skills on healthcare-associated infections (HAIs) which might compromise patient safety. This urgently requires curriculum innovations to ensure their formal training on HAIs prevention and control. Education of interns to improve their knowledge and skills toward HAIs prevention and control. This pilot study was conducted in interns using a multimodal approach consisting of a combination of videos, PowerPoint presentation, and hands-on demonstration to provide applied and practical teaching on prevention and control of HAIs. Pre- and post-test assessment of knowledge, attitude, and skills was carried out by multiple choice questions, 5-point Likert scale, and Objective Structured Practical Examination respectively. Paired t-test. A statistically significant improvement in the overall score rates between pre- and post-test of intern's was seen, suggesting that educational programs have a positive effect. Intern's felt benefitted from interventions focused on HAIs prevention and control and hoped that such sessions are integrated in the regular undergraduate curriculum. A majority of the students felt that their learning style assessment matched well with their own perception of learning preference. Assessment drives learning; hence strengthening the contribution of health-care workers to HAIs prevention programs should include measures that enhance knowledge, improve skills and develop appropriate attitudes, resulting in safety and quality of patient care.

  11. Peer-Led Culinary Skills Intervention for Adolescents: Pilot Study of the Impact on Knowledge, Attitude, and Self-efficacy.

    PubMed

    Oakley, Amanda R; Nelson, Sarah A; Nickols-Richardson, Sharon M

    To assess the impact and feasibility of a culinary skills intervention for adolescents led by peer educators compared with adult educators. Adolescents (aged 11-14 years) were randomized to peer educator (n = 22) or adult educator (n = 20) groups and attended 2 2.5-hour culinary skills lessons addressing knife skills, cooking methods, and recipes. Knowledge, attitude, and self-efficacy measurements were completed before and immediately after the intervention and at 3 and 6 months after the intervention. Fidelity checklists assessed the feasibility of program delivery. Differences within and between groups over time were assessed using ANOVA. Adolescents (n = 42) increased knowledge (3.7 ± 2.6 points [mean ± SD]; P < .001), attitude (0.8 ± 4.5; P < .05), and self-efficacy of cooking (2.6 ± 5.3; P < .001) and cooking method (1.7 ± 4.6; P < .01) after intervention. Peer and adult educators were equally able to deliver the intervention. Peers and adults can feasibly lead a culinary skills program for adolescents that increases knowledge. To affect attitude and self-efficacy, additional training of peer educators may be needed. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

  12. The portfolio approach to competency-based assessment at the Cleveland Clinic Lerner College of Medicine.

    PubMed

    Dannefer, Elaine F; Henson, Lindsey C

    2007-05-01

    Despite the rapid expansion of interest in competency-based assessment, few descriptions of assessment systems specifically designed for a competency-based curriculum have been reported. The purpose of this article is to describe the design of a portfolio approach to a comprehensive, competency-based assessment system that is fully integrated with the curriculum to foster an educational environment focused on learning. The educational design goal of the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University was to create an integrated educational program-curriculum and instructional methods, student assessment processes, and learning environment-to prepare medical students for success in careers as physician investigators. The first class in the five-year program matriculated in 2004. To graduate, a student must demonstrate mastery of nine competencies: research, medical knowledge, communication, professionalism, clinical skills, clinical reasoning, health care systems, personal development, and reflective practice. The portfolio provides a tool for collecting and managing multiple types of assessment evidence from multiple contexts and sources within the curriculum to document competence and promote reflective practice skills. This article describes how the portfolio was developed to provide both formative and summative assessment of student achievement in relation to the program's nine competencies.

  13. Assessing Organizational Readiness for a Participatory Occupational Health/Health Promotion Intervention in Skilled Nursing Facilities

    PubMed Central

    Zhang, Yuan; Flum, Marian; West, Cheryl; Punnett, Laura

    2018-01-01

    The long-term care sector is characterized by high morbidity and employee turnover, along with associated costs. Effective health protection and health promotion are important to improve physical and psychosocial well-being of caregivers. Assessment of organizational readiness for change is an essential precursor to the successful implementation of workplace programs addressing work climate, structure of tasks and relationships, and other issues that may be perceived as challenging by some within the institution. This study qualitatively assessed readiness of five skilled nursing facilities for a participatory occupational health/health promotion intervention. Selection criteria were developed to screen for program feasibility and ability to conduct prospective evaluations, and information was collected from managers and employees (interviews and focus groups). Three centers were selected for the program, and the first year of formative evaluation and intervention experience was then reviewed to evaluate and modify our selection criteria after the fact. Lessons learned include adding assessment of communication and the structure of problem solving to our selection criteria, improving methods to assess management support in a concrete (potentially nonverbal) form, and obtaining a stated financial commitment and resources to enable the team to function. Assessment of organizational readiness for change is challenging, although necessary to implement effective and sustainable health promotion programs in specific organizations. PMID:25715335

  14. A systematic review of online learning programs for nurse preceptors.

    PubMed

    Wu, Xi Vivien; Chan, Yah Shih; Tan, Kimberlyn Hui Shing; Wang, Wenru

    2018-01-01

    Nurse preceptors guide students to integrate theory into practice, teach clinical skills, assess clinical competency, and enhance problem solving skills. Managing the dual roles of a registered nurse and preceptor poses tremendous challenges to many preceptors. Online learning is recognized as an effective learning approach for enhancing nursing knowledge and skills. The systematic review aims to review and synthesise the online learning programs for preceptors. A systematic review was designed based on the Cochrane Handbook for Systematic Reviews of Programs. Articles published between January 2000 and June 2016 were sought from six electronic databases: CINAHL, Medline OVID, PubMed, Science Direct, Scopus, and Web of Science. All papers were reviewed and quality assessment was performed. Nine studies were finally selected. Data were extracted, organized and analysed using a narrative synthesis. The review identified five overarching themes: development of the online learning programs for nurse preceptors, major contents of the programs, uniqueness of each program, modes of delivery, and outcomes of the programs. The systematic review provides insightful information on educational programs for preceptors. At this information age, online learning offers accessibility, convenience, flexibility, which could of great advantage for the working adults. In addition, the online platform provides an alternative for preceptors who face challenges of workload, time, and support system. Therefore, it is paramount that continuing education courses need to be integrated with technology, increase the flexibility and responsiveness of the nursing workforce, and offer alternative means to take up courses. Copyright © 2017 Elsevier Ltd. All rights reserved.

  15. Reengineering Education at Anderson Consulting.

    ERIC Educational Resources Information Center

    Nowakowski, Alan

    1994-01-01

    Describes new educational approaches and classroom management procedures that are changing the professional education program at a business consulting firm. Highlights include a needs assessment study; skills development; specialists; adapting to change; computer-based self-study training programs; curriculum reassessment; and curriculum…

  16. Assessing the Impact of a Summer Internship Program for Teachers and Counselors.

    ERIC Educational Resources Information Center

    Russell, Jill F.; Reiser, Mary Lynn

    1999-01-01

    Discusses an evaluation of a summer internship program for Omaha, Nebraska, educators that stressed scientific/technical work experience. Results suggest that internship programs can provide a growth experience for teachers and can positively influence students' knowledge, skills, and readiness for the world of work. (MLH)

  17. The Accountable Curriculum: A Merit-Based High School Diploma Program.

    ERIC Educational Resources Information Center

    Stumpo, Vincent M.

    1997-01-01

    Recent research on student achievement conducted by the National Assessment for Educational Progress (NAEP) indicates that American students are deficient in reading, mathematics, writing, and other skills. To reverse this trend, the Accountable Curriculum, a program that raises expectations for students was created. The program is a departure…

  18. Well-Being for Mentally Retarded Adolescents: A Social, Leisure, and Nutrition Education Program.

    ERIC Educational Resources Information Center

    Coyne, Phyllis

    Intended for those working with moderately mentally retarded adolescents, the manual offers guidelines for social, recreation, and nutrition education. An introduction points out that the program model contains specific program strategies, assessment techniques, and methods to teach specific skills and concepts in the areas of leisure…

  19. Effects of Parent and Child Pre-Intervention Characteristics on Child Skill Acquisition during a School Readiness Intervention

    PubMed Central

    Mathis, Erin T. B.; Bierman, Karen L.

    2016-01-01

    200 preschool children in Head Start (55% girls; 20% Hispanic, 25% African-American, 55% European American; M age = 4.80 years old) participated in a randomized-controlled trial of a home visiting intervention designed to promote their emergent literacy skills (the Research-based Developmentally Informed parent [REDI-P] program). This study explored concurrent changes in levels of parent support and child literacy skills that occurred over the course of the intervention, and examined the impact of pre-intervention parent support and child literacy skills as potential moderators of parent and child outcomes. Cross-lagged structural equation models and follow-up analyses indicated that intervention had the strongest impact on child literacy skills when parents were high on support at the pre-intervention assessment. Conversely, the REDI-Parent program promoted the greatest gains in parent support when parents entered the program with low levels. These findings suggest that families may benefit from home visit school readiness interventions in different ways: child skill acquisition may be greatest when parents are initially high in support, whereas parenting may improve most when parents are initially low in support. PMID:27279678

  20. Assessment of training needs and preferences for geographic information systems (GIS) mapping in state comprehensive cancer-control programs.

    PubMed

    Hopfer, Suellen; Chadwick, Amy E; Parrott, Roxanne L; Ghetian, Christie B; Lengerich, Eugene J

    2009-10-01

    Geographic information systems (GIS) mapping technologies have potential to advance public health promotion by mapping regional differences in attributes (e.g., disease burden, environmental exposures, access to health care services) to suggest priorities for public health interventions. Training in GIS for comprehensive cancer control (CCC) has been overlooked. State CCC programs' GIS training needs were assessed by interviewing 49 state CCC directors. A majority perceived a need for GIS training, slightly more than half of state CCC programs had access to geocoded data, and the majority of programs did not require continuing education credits of their staff. CCC directors perceived judging maps and realizing their limitations as important skills and identified epidemiologists, CCC staff, public health officials, policy makers, and cancer coalition members as training audiences. They preferred in-class training sessions that last a few hours to a day. Lessons learned are shared to develop training programs with translatable GIS skills for CCC.

  1. Assistive technology for promoting adaptive skills of children with cerebral palsy: ten cases evaluation.

    PubMed

    Stasolla, Fabrizio; Caffò, Alessandro O; Perilli, Viviana; Boccasini, Adele; Damiani, Rita; D'Amico, Fiora

    2018-05-06

    To extend the use of assistive technology for promoting adaptive skills of children with cerebral palsy. To assess its effects on positive participation of ten participants involved. To carry out a social validation recruiting parents, physiotherapists and support teachers as external raters. A multiple probe design was implemented for Studies I and II. Study I involved five participants exposed to a combined program aimed at enhancing choice process of preferred items and locomotion fluency. Study II involved five further children for a combined intervention finalized at ensuring them with literacy access and ambulation responses. Study III recruited 60 external raters for a social validation assessment. All participants improved their performance, although differences among children occurred. Indices of positive participation increased as well. Social raters favorably scored the use of both technology and programs. Assistive technology-based programs were effective for promoting independence of children with cerebral palsy. Implications for Rehabilitation A basic form of assistive technology such as a microswitch-based program may be useful and helpful for supporting adaptive skills of children with cerebral palsy and different levels of functioning. The same program may improve the participants' indices of positive participation and constructive engagement with beneficial effects on their quality of life. The positive social rating provided by external experts sensitive to the matter may recommend a favorable acceptance and implementation of the program in daily settings.

  2. Transfer of Analytical Skills From Subject to Subject - Reality or Fiction?

    NASA Astrophysics Data System (ADS)

    de Oliveira, G.; Murray, D. P.; Veeger, A.; Caulkin, J.; Brand, S.; Fogleman, J.; Dooley, H.

    2013-12-01

    The Rhode Island Technology Enhanced Science (RITES) Project is a partnership aimed at improving science education in Rhode Island. Most of the school districts in the state and five institutions of higher education participate in it. RITES was funded by the NSF Math and Science Partnership program, to a large extent because a statewide partnership would elucidate strategies that could be implemented in a diversity of environments throughout the country. The project has become an authentic and equal partnership that benefits both K-12 and higher education institutions; it has succeeded in improving science education by several measures, including gains in teacher content knowledge and in student performance on standardized exams. One of the centerpieces of the project is a professional development (PD) program, which has engaged more than 65% of the middle and secondary levels science teachers in the state. In this presentation we discuss outcomes of the PD, which shed light on questions of general interest to science educators. It is widely held that inquiry skills should be transferrable from one scientific domain to another regardless of content, and this premise was central to the original design philosophy of RITES PD. Nevertheless, although many educators embrace this view, it is a hypothesis that has been mostly untested. That is because there are few environments where an appropriate tool is in place to measure inquiry skills. RITES was uniquely positioned to measure the impact of its PD on student inquiry skills, and whether those skills would translate to topics not covered in classroom activities. New England has a multi-state consortium with a common assessment program, which measures inquiry skills in addition to content knowledge. Inquiry tasks on the New England Common Assessment Program (NECAP) may use any science topic. RITES offers technology-based classroom investigations for all areas of science, but it is nigh impossible to match inquiry opportunities during the academic year with the content of the NECAP inquiry tasks, as the latter continually change. An analysis of the NECAP inquiry assessment shows that students of RITES teachers do significantly better than others on inquiry. Moreover, no correlation has been found between the topics of the PDs and the NECAP inquiry tasks. These results will be discussed in this presentation along with insights from pre/post assessments of content knowledge specific to RITES investigations.

  3. The Comprehensive Soldier Fitness program: family skills component.

    PubMed

    Gottman, John M; Gottman, Julie S; Atkins, Christopher L

    2011-01-01

    Field combat stress clinics and research have identified the signature event that precedes thoughts of suicide and homicide in combat soldiers in Iraq and Afghanistan: a distressing personal relationship event with a stateside partner. In response to this alarming information, we have identified critical factors and precipitating incidents as well as critical social skills that form the basis for changing communication between soldiers and their stateside partners. A pilot program is described that proved effective with small groups of soldiers who were led by a male-female professional team and given structured reading and social skills training exercises based on Gottman and Silver's (1999) book The seven principles for making marriage work. Recommendations for future training are made based upon our assessment of the family issues facing the combat soldier in Iraq and Afghanistan. In conclusion, we describe the family fitness interventions and program elements of the skill building trainings within the family component of the Comprehensive Soldier Fitness program, which can be delivered via online interactive technology as well as face to face with families. (c) 2010 APA, all rights reserved.

  4. Proxy Measurement of Adult Basic Skills: Lessons from Canada.

    ERIC Educational Resources Information Center

    Murray, T. Scott

    "Proxy" measures have been developed and applied that extend the usefulness of direct assessments of adult basic skills. Three categories of users of data on adult literacy are as follows: (1) government authorities who need objective data to inform the decision-making process; (2) program delivery institutions who require an assessment…

  5. Design and Implementation of a Field Service Program for the Moderately Mentally Handicapped.

    ERIC Educational Resources Information Center

    Bachtel, Dolores H.; Smallwood, Wayne N.

    A group of 20 middle school students worked to improve the bowling, skating, and swimming skills of 50 moderately mentally handicapped children, while also providing the handicapped children with increased individual interaction, and increased social self-management skills. Assessment instruments were designed to measure the objectives. The…

  6. Trauma Symptoms and Life Skill Needs of Domestic Violence Victims

    ERIC Educational Resources Information Center

    Gorde, Mrugaya W.; Helfrich, Christine A.; Finlayson, Marcia L.

    2004-01-01

    This study identified the trauma symptoms and life skill needs of 84 domestic violence victims from three domestic violence programs. Women completed two self-report tools: Trauma Symptom Inventory (TSI) and Occupational Self Assessment (OSA). Staff members participated in focus groups regarding their perceptions of the womens needs. Women scored…

  7. Developmental Plan Handbook for Community Skills Training (TACL, Training Adults for Community Living).

    ERIC Educational Resources Information Center

    Roth, Martin R.; Hermus, Gary P.

    Based on behavioral principles, the handbook is designed as both an assessment tool and curriculum guide for training community living skills to mentally retarded and developmentally disabled individuals. Behavioral Programing Scales are provided to record baseline data, where the client receives no assistance. These scales cover all program…

  8. The Behavioral Assessment of Social Interactions in Young Children: An Examination of Convergent and Incremental Validity

    ERIC Educational Resources Information Center

    Callahan, Emily H.; Gillis, Jennifer M.; Romanczyk, Raymond G.; Mattson, Richard E.

    2011-01-01

    Many treatment programs for individuals with an autism spectrum disorder (ASD) target social skills, and there is growing attention directed toward the development of specific interventions to improve social skills and social interactions in this population (Hestenes & Carroll, 2000; Strain & Hoyson, 2000). However, there are limited tools…

  9. The Effects of a STEM Intervention on Elementary Students' Science Knowledge and Skills

    ERIC Educational Resources Information Center

    Cotabish, Alicia; Dailey, Debbie; Robinson, Ann; Hughes, Gail

    2013-01-01

    The purpose of the study was to assess elementary students' science process skills, content knowledge, and concept knowledge after one year of participation in an elementary Science, Technology, Engineering, and Mathematics (STEM) program. This study documented the effects of the combination of intensive professional development and the use of…

  10. Educational Interventions for Visual-Motor Deficiencies That Affect Handwriting in School-Aged Children.

    ERIC Educational Resources Information Center

    Dikowski, Timothy J.

    This practicum was designed to remediate handwriting skills in school-aged children who displayed visual-motor deficiencies that affect mechanical skills. Practicum goals were to: (1) identify and diagnose children with handwriting delays; (2) involve school and parent interaction by involving them with pre- and post-program assessment; (3)…

  11. The Assessment of Composition Skills. Pre/Post Results: Group I.

    ERIC Educational Resources Information Center

    Wilson, Morris D.

    The initial stimulus for measuring the composition skills of students in the Des Moines (IA) Independent Community School District came in 1980-81 when the school board adopted a goal for the year which stated: "The district should have school programs that improve pupils' competency in written expression." The intent of the original…

  12. A Comparison of the Effects of Fantasy Play Tutoring and Skills Tutoring in Nursery Classes.

    ERIC Educational Resources Information Center

    Smith, Peter K.; And Others

    1981-01-01

    Pre, post, and follow-up assessments showed that two tutoring programs (fantasy play tutoring and skill tutoring) had equal impact on the development of nursery school children's cognitive and linguistic development abilities. However, fantasy play tutoring showed a greater potential for maintaining or increasing social participation. (Author/MP)

  13. Accuracy and reliability of peer assessment of athletic training psychomotor laboratory skills.

    PubMed

    Marty, Melissa C; Henning, Jolene M; Willse, John T

    2010-01-01

    Peer assessment is defined as students judging the level or quality of a fellow student's understanding. No researchers have yet demonstrated the accuracy or reliability of peer assessment in athletic training education. To determine the accuracy and reliability of peer assessment of athletic training students' psychomotor skills. Cross-sectional study. Entry-level master's athletic training education program. First-year (n  =  5) and second-year (n  =  8) students. Participants evaluated 10 videos of a peer performing 3 psychomotor skills (middle deltoid manual muscle test, Faber test, and Slocum drawer test) on 2 separate occasions using a valid assessment tool. Accuracy of each peer-assessment score was examined through percentage correct scores. We used a generalizability study to determine how reliable athletic training students were in assessing a peer performing the aforementioned skills. Decision studies using generalizability theory demonstrated how the peer-assessment scores were affected by the number of participants and number of occasions. Participants had a high percentage of correct scores: 96.84% for the middle deltoid manual muscle test, 94.83% for the Faber test, and 97.13% for the Slocum drawer test. They were not able to reliably assess a peer performing any of the psychomotor skills on only 1 occasion. However, the φ increased (exceeding the 0.70 minimal standard) when 2 participants assessed the skill on 3 occasions (φ  =  0.79) for the Faber test, with 1 participant on 2 occasions (φ  =  0.76) for the Slocum drawer test, and with 3 participants on 2 occasions for the middle deltoid manual muscle test (φ  =  0.72). Although students did not detect all errors, they assessed their peers with an average of 96% accuracy. Having only 1 student assess a peer performing certain psychomotor skills was less reliable than having more than 1 student assess those skills on more than 1 occasion. Peer assessment of psychomotor skills could be an important part of the learning process and a tool to supplement instructor assessment.

  14. Individualized assessment and treatment program for alcohol dependence: results of an initial study to train coping skills.

    PubMed

    Litt, Mark D; Kadden, Ronald M; Kabela-Cormier, Elise

    2009-11-01

    Cognitive-behavioral treatments (CBT) are among the most popular interventions offered for alcohol and other substance use disorders, but it is not clear how they achieve their effects. CBT is purported to exert its beneficial effects by altering coping skills, but data supporting coping changes as the mechanism of action are mixed. The purpose of this pilot study was to test a treatment in which coping skills were trained in a highly individualized way, allowing us to determine if such training would result in an effective treatment. Participants were assigned randomly to a comprehensive packaged CBT program (PCBT), or to an individualized assessment and treatment program (IATP). The IATP program employed experience sampling via cellphone to assess coping skills prior to treatment, and provided therapists with a detailed understanding of patients' coping strengths and deficits. Out-patient treatment. A total of 110 alcohol-dependent men and women. Participants in both conditions completed experience sampling of situations, drinking and coping efforts prior to, and following, 12 weeks of treatment. Time-line follow-back procedures were also used to record drinking at baseline and post-treatment. IATP yielded higher proportion of days abstinent (PDA) at post-treatment (P < 0.05) than did PCBT, and equivalent heavy drinking days. IATP also elicited more momentary coping responses and less drinking in high-risk situations, as recorded by experience sampling at post-treatment. Post-treatment coping response rates were associated with decreases in drinking. The IATP approach was more successful than PCBT at training adaptive coping responses for use in situations presenting a high risk for drinking. The highly individualized IATP approach may prove to be an effective treatment strategy for alcohol-dependent patients.

  15. Individualized Assessment and Treatment Program for Alcohol Dependence: Results of an Initial Study to Train Coping Skills

    PubMed Central

    Litt, Mark D.; Kadden, Ronald M.; Kabela-Cormier, Elise

    2009-01-01

    Aims Cognitive-behavioral treatments (CBT) are among the most popular interventions offered for alcohol and other substance use disorders, but it is not clear how they achieve their effects. CBT is purported to exert its beneficial effects by altering coping skills, but data supporting coping changes as the mechanism of action are mixed. The purpose of this pilot study was to test a treatment in which coping skills were trained in a highly individualized way, allowing us to determine if such training would result in an effective treatment. Design Participants were assigned randomly to a comprehensive packaged CBT program (PCBT), or to an Individualized Assessment and Treatment Program (IATP). The IATP program employed experience sampling via cellphone to assess coping skills prior to treatment, and provided therapists a detailed understanding of patients' coping strengths and deficits. Setting Outpatient treatment. Participants A total of 110 alcohol dependent men and women. Measurements Participants in both conditions completed experience sampling of situations, drinking and coping efforts prior to, and following, 12 weeks of treatment. Timeline follow-back procedures were also used to record drinking at baseline and posttreatment. Findings IATP yielded higher proportion days abstinent (PDA) at posttreatment (p < .05) than did PCBT, and equivalent heavy drinking days. IATP also elicited more momentary coping responses, and less drinking, in high risk situations, as recorded by experience sampling at posttreatment. Posttreatment coping response rates were associated with decreases in drinking. Conclusions The IATP approach was more successful than PCBT at training adaptive coping responses for use in situations presenting high-risk for drinking. The highly individualized IATP approach may prove to be an effective treatment strategy for alcohol dependent patients. PMID:19712124

  16. An evaluation of the nursing success program: reading comprehension, graduation rates, and diversity.

    PubMed

    Symes, Lene; Tart, Kathryn; Travis, Lucille

    2005-01-01

    The Nursing Success Program was developed to enhance retention of baccalaureate nursing students. Reading comprehension scores are used to identify students who are at risk for failure and direct them into the retention program that addresses their skill deficits. To evaluate the program, the authors assessed reading comprehension, graduation rates, and ethnic diversity.

  17. The Evolution of Cartography Graduate Programs and the Development of New Graduate Programs in Cartography: An Assessment of Models.

    ERIC Educational Resources Information Center

    Steinke, Theodore R.

    This paper traces the historical development of cartography graduate programs, establishes an evolutionary model, and evaluates the model to determine if it has some utility today for the development of programs capable of producing highly skilled cartographers. Cartography is defined to include traditional cartography, computer cartography,…

  18. An Evaluation of On-Line, Interactive Tutorials Designed to Teach Practice Concepts

    ERIC Educational Resources Information Center

    Seabury, Brett A.

    2005-01-01

    This paper presents an evaluation of two on-line-based programs designed to teach practice skills. One program teaches crisis intervention and the other teaches suicide assessment. The evaluation of the use of these programs compares outcomes for two groups of students, one using the interactive program outside a class context and the other using…

  19. Teaching interprofessional teamwork skills to health professional students: A scoping review.

    PubMed

    Fox, Lanae; Onders, Robert; Hermansen-Kobulnicky, Carol J; Nguyen, Thanh-Nga; Myran, Leena; Linn, Becky; Hornecker, Jaime

    2018-03-01

    An expanding body of literature is examining interprofessional teamwork and its effect in healthcare. To produce capable healthcare professionals prepared to participate in interprofessional roles, teamwork training must begin early in health professional students' training. The focus of this scoping review was to explore interprofessional education (IPE) studies designed to teach and/or assess interprofessional teamwork skills to students from two or more different health professions, to find and describe effective pedagogy and assessment strategies. Using a scoping review methodology, 1,106 abstracts were reviewed by three teams of investigators. Eligibility criteria were inclusion of students in interprofessional teams, an intervention to improve interprofessional teamwork skills and assessment of outcomes related to teamwork. Thirty-three studies met the criteria for inclusion. The literature was varied in terms of study design, teaching methods and assessment measures for interprofessional teamwork. The lack of rigorous, comparable studies in this area makes recommending one teaching method or assessment measure over another difficult. Regardless of teaching method, it appears that most learning activities where interprofessional teams interact result in positive changes in student perceptions and attitudes towards IPE and practice. As health education programs seek to incorporate more interprofessional activities into their respective programs, it is important to review methods and measures that would best fit their individual program. This review highlights the importance of standardising the reporting of methods and outcomes for those who wish to incorporate the studied methods into their curricula.

  20. National Assessment Program--ICT Literacy Years 6 & 10 School Assessment Exemplars, 2005

    ERIC Educational Resources Information Center

    Ministerial Council on Education, Employment, Training and Youth Affairs (NJ1), 2005

    2005-01-01

    In 2005, the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) conducted an assessment of Year 6 and Year 10 students across Australia to assess their proficiency in ICT literacy. The 2005 ICT literacy assessment instrument consisted of seven discrete thematic modules. One module, the General Skills Test, included…

  1. Investigating the Viability of a Competency-Based, Qualitative Laboratory Assessment Model in First-Year Undergraduate Chemistry

    ERIC Educational Resources Information Center

    Pullen, Reyne; Thickett, Stuart C.; Bissember, Alex C.

    2018-01-01

    In chemistry curricula, both the role of the laboratory program and the method of assessment used are subject to scrutiny and debate. The ability to identify clearly defined competencies for the chemistry laboratory program is crucial, given the numerous other disciplines that rely on foundation-level chemistry knowledge and practical skills. In…

  2. Information Power: Use it or Loose it. Reflections on the Development and Use of a Statewide Assessment Information System.

    ERIC Educational Resources Information Center

    Bigelow, Robert A.

    The Delaware Educational Assessment Program publishes annual results from the California Test of Basic Skills by district, school, and grade (1 through 8 and 11). A statewide computer information system was developed to manage the testing program, the massive 10-year longitudinal database, and the information requests received. The Delaware…

  3. Iowa CASAS Pilot Project Reports: An Initial Evaluation of CASAS Effectiveness in Iowa's Adult Basic Education Programs.

    ERIC Educational Resources Information Center

    Strom, Mary L.

    In fall 1992, the Iowa Department of Education began pilot tests of the Comprehensive Adult Student Assessment System (CASAS), an assessment system evaluating reading, math, and problem solving in a life skills context for adult remedial programs. This document provides reports from the nine community colleges that served as test sites, describing…

  4. Low-Income Latino Students and California's Early Assessment Program: The Role of Sensemaking in the Use of College Readiness Information

    ERIC Educational Resources Information Center

    Almeida, Daniel J.

    2016-01-01

    California's Early Assessment Program is designed to notify students about their college readiness, encouraging them to take action to improve their skills during their senior year. The author uses qualitative methods and applies sense-making theory to examine how students attending majority Latino, low-income high schools make sense of the…

  5. Do Scaffolding Tools Improve Reflective Writing in Professional Portfolios? A Content Analysis of Reflective Writing in an Advanced Preparation Program

    ERIC Educational Resources Information Center

    Houston, Cynthia R.

    2016-01-01

    Reflective practice is an important skill that teachers must develop to be able to assess the effectiveness of their teaching and modify their instructional behavior. In many education programs reflective narratives, which are often part of teaching portfolios, are intended to assess students' abilities in these areas. Research on reflectivity in…

  6. Assessment in Professional Education.

    ERIC Educational Resources Information Center

    Elman, Sandra E.; Lynton, Ernest A.

    The assessment of professional programs at the undergraduate level is discussed (i.e., engineering, business, education, nursing, and other career-oriented fields). Presently, assessment in professional education relies almost exclusively on written or oral testing of a predetermined set of cognitive and analytical skills. This is followed by…

  7. Organizational impact of evidence-informed decision making training initiatives: a case study comparison of two approaches

    PubMed Central

    2014-01-01

    Background The impact of efforts by healthcare organizations to enhance the use of evidence to improve organizational processes through training programs has seldom been assessed. We therefore endeavored to assess whether and how the training of mid- and senior-level healthcare managers could lead to organizational change. Methods We conducted a theory-driven evaluation of the organizational impact of healthcare leaders’ participation in two training programs using a logic model based on Nonaka’s theory of knowledge conversion. We analyzed six case studies nested within the two programs using three embedded units of analysis (individual, group and organization). Interviews were conducted during intensive one-week data collection site visits. A total of 84 people were interviewed. Results We found that the impact of training could primarily be felt in trainees’ immediate work environments. The conversion of attitudes was found to be easier to achieve than the conversion of skills. Our results show that, although socialization and externalization were common in all cases, a lack of combination impeded the conversion of skills. We also identified several individual, organizational and program design factors that facilitated and/or impeded the dissemination of the attitudes and skills gained by trainees to other organizational members. Conclusions Our theory-driven evaluation showed that factors before, during and after training can influence the extent of skills and knowledge transfer. Our evaluation went further than previous research by revealing the influence—both positive and negative—of specific organizational factors on extending the impact of training programs. PMID:24885800

  8. Evaluation of a High School Fair Program for Promoting Successful Inquiry-based Learning

    NASA Astrophysics Data System (ADS)

    Betts, Julia Nykeah

    The success of inquiry-based learning (IBL) in supporting science literacy can be challenged when students encounter obstacles in the absence of proper support. This research is intended to evaluate the effectiveness of an Oregon public school district's regional science fair coaching program in promoting inquiry skills and positive attitudes toward science in participating high school students. The purpose of this study was to better understand students' perception of program support, obstacles or barriers faced by students, and potential benefits of IBL facilitated by the science fair program. Data included responses to informal and semi-structured interviews, an anonymous survey, a Skills assessment of final project displays, and an in-depth case study on three students' experiences. Results suggest that the science fair program can properly engage participants in authentic IBL. However, when assessing the participant's final project displays, I found that previous fair experience did not significantly increase mean scores as identified by the official Oregon Department of Education (ODE) scoring guides. Based on results from the case study, it is suggested that participants' low science self-concept, poor understanding of inquiry skills, and inability to engage in reflective discourse may reduce students' abilities to truly benefit. Recommendations to address this discrepancy include identifying specific needs of students through a pre--fair survey to develop more targeted support, and providing new opportunities to develop skills associated with science-self concept, understanding of inquiry and reflective discourse. In addition, results suggest that students would benefit from more financial support in the form of grants, and more connections with knowledgeable mentors.

  9. An innovative program for multihandicapped deaf students using the FSSI.

    PubMed

    Garner, D; Becker, H; Schur, S; Hammer, E

    1991-07-01

    Teachers in public schools now have more students with more severe disabilities than they did in the past. Unfortunately, efforts to provide them with a quality education have been hampered by a lack of focused instructional planning. This article describes an innovative program developed for deaf multihandicapped students that has created an integrated focus for instruction. The organizing framework for the program incorporates the Functional Skills Screening Inventory, a domain referenced assessment of living and working skills. This structured approach enables teachers to identify current functional levels, develop meaningful short- and long-term objectives, and monitor student progress throughout their educational programs. It also facilitates long-range planning and evaluation of the instructional program on an ongoing basis.

  10. Needs Assessment for Incoming PGY-1 Residents in Neurosurgical Residency.

    PubMed

    Brandman, David M; Haji, Faizal A; Matte, Marie C; Clarke, David B

    2015-01-01

    Residents must develop a diverse range of skills in order to practice neurosurgery safely and effectively. The purpose of this study was to identify the foundational skills required for neurosurgical trainees as they transition from medical school to residency. Based on the CanMEDS competency framework, a web-based survey was distributed to all Canadian academic neurosurgical centers, targeting incoming and current PGY-1 neurosurgical residents as well as program directors. Using Likert scale and free-text responses, respondents rated the importance of various cognitive (e.g. management of raised intracranial pressure), technical (e.g. performing a lumbar puncture) and behavioral skills (e.g. obtaining informed consent) required for a PGY-1 neurosurgical resident. Of 52 individuals contacted, 38 responses were received. Of these, 10 were from program directors (71%), 11 from current PGY-1 residents (58%) and 17 from incoming PGY-1 residents (89%). Respondents emphasized operative skills such as proper sterile technique and patient positioning; clinical skills such as lesion localization and interpreting neuro-imaging; management skills for common scenarios such as raised intracranial pressure and status epilepticus; and technical skills such as lumbar puncture and external ventricular drain placement. Free text answers were concordant with the Likert scale results. We surveyed Canadian neurosurgical program directors and PGY-1 residents to identify areas perceived as foundational to neurosurgical residency education and training. This information is valuable for evaluating the appropriateness of a training program's goals and objectives, as well as for generating a national educational curriculum for incoming PGY-1 residents.

  11. Integration of leadership training into a problem/case-based learning program for first- and second-year medical students.

    PubMed

    Ginzburg, Samara B; Deutsch, Susan; Bellissimo, Jaclyn; Elkowitz, David E; Stern, Joel Nh; Lucito, Robert

    2018-01-01

    The evolution of health care systems in response to societal and financial pressures has changed care delivery models, which presents new challenges for physicians. Leadership training is increasingly being recognized as an essential component of medical education training to prepare physicians to meet these needs. Unfortunately, most medical schools do not include leadership training. It has been suggested that a longitudinal and integrated approach to leadership training should be sought. We hypothesized that integration of leadership training into our hybrid problem-based learning (PBL)/case-based learning (CBL) program, Patient-Centered Explorations in Active Reasoning, Learning and Synthesis (PEARLS), would be an effective way for medical students to develop leadership skills without the addition of curricular time. We designed a unique leadership program in PEARLS in which 98 medical students participated during each of their six courses throughout the first 2 years of school. A program director and trained faculty facilitators educated students and coached them on leadership development throughout this time. Students were assessed by their facilitator at the end of every course on development of leadership skills related to teamwork, meaningful self-assessment, process improvement, and thinking outside the box. Students consistently improved their performance from the first to the final course in all four leadership parameters evaluated. The skills that demonstrated the greatest change were those pertaining to thinking outside the box and process improvement. Incorporation of a longitudinal and integrated approach to leadership training into an existing PBL/CBL program is an effective way for medical students to improve their leadership skills without the addition of curricular time. These results offer a new, time-efficient option for leadership development in schools with existing PBL/CBL programs.

  12. Using Intentional Development of Research Skills as a Framework for Curriculum Reform

    NASA Astrophysics Data System (ADS)

    Peterson, V. L.; Lord, M. L.

    2008-12-01

    We advocate that geoscience departmental or community discussions related to curriculur revision or accreditation should be considered within a framework that clearly and intentionally develops research and professional skills throughout the curricular structure. Among the primary qualities sought by geoscience employers and graduate schools are graduates with strong research, critical thinking, field, communication, and people/team skills. While these should be the hallmark of a liberally educated graduate, we think it is imperative to explicitly develop and assess these skills as part of the same curricular framework used for organizing essential content. Though many organizations and authors have argued about the importance and effectiveness of undergraduate research as a means to develop higher level skill sets, discussions of geoscience accreditation or curricular revision commonly emphasize the choice of a core set of courses or content. Drummond and Markin (2008) highlight the commonalities among core geoscience courses. However, their summary, and our own experiences and program comparisons also point out diversity among successful geoscience program cores that may relate to expansion of the boundaries of our discipline, geographic factors, and/or size and character of department faculty. At Western Carolina University (WCU) and more recently at Grand Valley State University, attempts at curricular revision were initially stymied by difficulties in defining core courses. At WCU, focus on a critical skills framework helped to work through these challenges to establish a revised geology curriculum in 2000 with explicit goals to build critical thinking, reasoning, synthesis, and communication skills. To achieve these goals, investigative experiences were included in all geology courses, a senior research capstone was required, and more opportunities were created for all students to engage in out-of-class research. Numerous measures indicate programmatic and student successes, but reveal challenges that the program now seeks to improve by adding skills and assessment benchmarks to key courses at each class level. These changes are supported by a faculty with a common vision, a recent program review, and a University initiative to improve student engagement and synthesis.

  13. Transition from early intervention program to primary school in children with autism spectrum disorder

    PubMed Central

    Eapen, Valsamma; Grove, Rachel; Aylward, Elizabeth; Joosten, Annette V; Miller, Scott I; Van Der Watt, Gerdamari; Fordyce, Kathryn; Dissanayake, Cheryl; Maya, Jacqueline; Tucker, Madonna; DeBlasio, Antonia

    2017-01-01

    AIM To evaluate the characteristics that are associated with successful transition to school outcomes in preschool aged children with autism. METHODS Twenty-one participants transitioning from an early intervention program were assessed at two time points; at the end of their preschool placement and approximately 5 mo later following their transition to school. Child characteristics were assessed using the Mullen Scales of Early Learning, Vineland Adaptive Behaviour Scales, Social Communication Questionnaire and the Repetitive Behaviour Scale. Transition outcomes were assessed using Teacher Rating Scale of School Adjustment and the Social Skills Improvement System Rating Scales to provide an understanding of each child’s school adjustment. The relationship between child characteristics and school outcomes was evaluated. RESULTS Cognitive ability and adaptive behaviour were shown to be associated with successful transition to school outcomes including participation in the classroom and being comfortable with the classroom teacher. These factors were also associated with social skills in the classroom including assertiveness and engagement. CONCLUSION Supporting children on the spectrum in the domains of adaptive behaviour and cognitive ability, including language skills, is important for a successful transition to school. Providing the appropriate support within structured transition programs will assist children on the spectrum with this important transition, allowing them to maximise their learning and behavioural potential. PMID:29259892

  14. Transition from early intervention program to primary school in children with autism spectrum disorder.

    PubMed

    Eapen, Valsamma; Grove, Rachel; Aylward, Elizabeth; Joosten, Annette V; Miller, Scott I; Van Der Watt, Gerdamari; Fordyce, Kathryn; Dissanayake, Cheryl; Maya, Jacqueline; Tucker, Madonna; DeBlasio, Antonia

    2017-11-08

    To evaluate the characteristics that are associated with successful transition to school outcomes in preschool aged children with autism. Twenty-one participants transitioning from an early intervention program were assessed at two time points; at the end of their preschool placement and approximately 5 mo later following their transition to school. Child characteristics were assessed using the Mullen Scales of Early Learning, Vineland Adaptive Behaviour Scales, Social Communication Questionnaire and the Repetitive Behaviour Scale. Transition outcomes were assessed using Teacher Rating Scale of School Adjustment and the Social Skills Improvement System Rating Scales to provide an understanding of each child's school adjustment. The relationship between child characteristics and school outcomes was evaluated. Cognitive ability and adaptive behaviour were shown to be associated with successful transition to school outcomes including participation in the classroom and being comfortable with the classroom teacher. These factors were also associated with social skills in the classroom including assertiveness and engagement. Supporting children on the spectrum in the domains of adaptive behaviour and cognitive ability, including language skills, is important for a successful transition to school. Providing the appropriate support within structured transition programs will assist children on the spectrum with this important transition, allowing them to maximise their learning and behavioural potential.

  15. Health Literacy Training for Public Health Nurses in Fukushima: A Multi-site Program Evaluation.

    PubMed

    Goto, Aya; Lai, Alden Yuanhong; Rudd, Rima E

    2015-09-01

    Public health nurses (PHNs) are community residents' access points to health information and services in Japan. After the Fukushima nuclear accident, they were challenged to communicate radiation-related health information to best meet community needs. We previously developed and evaluated the outcome of a single-site health literacy training program to augment PHNs' ability to improve community residents' access to written health information. This paper presents an evaluation of an identical training program using data combined from multiple sites, and further included proximal and distal evaluations to document the impact of health literacy training in a post-disaster setting. A total of 64 participants, primarily experienced PHNs, attended one of three multi-session health literacy workshops conducted in multiple sites across Fukushima. Quantitative and qualitative data on PHNs' training satisfaction, self-evaluation of achievements regarding training goals, and application of learned skills were collected and analyzed. Each workshop consisted of two 2-hour sessions introducing health literacy and assessment tools and developing skills to improve written materials, followed by a one-month follow-up assessment on PHNs' application of the gained skills in the field. Post-training evaluations on the appropriateness and usefulness of the workshop were highly positive. At the end of the one-month follow-up, 45% of participants had gained confidence in assessing and revising written materials and had applied the skills they had gained to develop and communicate health information in various settings and modes. This increase in confidence was associated with further application of the learned skills at the municipal level. However, participants reported difficulties in explaining risks, and the need to learn more about plain language to be able to paraphrase professional terms. This paper highlighs the positive outcomes of health literacy training among PHNs. Practical strategies to reinforce their skills to use plain language and communicate the epidemiological concept of risk are also recommended.

  16. Improving Nurses' Peripheral Intravenous Catheter Insertion Knowledge, Confidence, and Skills Using a Simulation-Based Blended Learning Program: A Randomized Trial.

    PubMed

    Keleekai, Nowai L; Schuster, Catherine A; Murray, Connie L; King, Mary Anne; Stahl, Brian R; Labrozzi, Laura J; Gallucci, Susan; LeClair, Matthew W; Glover, Kevin R

    2016-12-01

    Peripheral intravenous catheter (PIVC) insertion is one of the most common invasive procedures performed in a hospital, but most nurses receive little formal training in this area. Blended PIVC insertion training programs that incorporate deliberate simulated practice have the potential to improve clinical practice and patient care. The study was a randomized, wait-list control group with crossover using nurses on three medical/surgical units. Baseline PIVC knowledge, confidence, and skills assessments were completed for both groups. The intervention group then received a 2-hour PIVC online course, followed by an 8-hour live training course using a synergistic mix of three simulation tools. Both groups were then reassessed. After crossover, the wait-list group received the same intervention and both groups were reassessed. At baseline, both groups were similar for knowledge, confidence, and skills. Compared with the wait-list group, the intervention group had significantly higher scores for knowledge, confidence, and skills upon completing the training program. After crossover, the wait-list group had similarly higher scores for knowledge, confidence, and skills than the intervention group. Between the immediate preintervention and postintervention periods, the intervention group improved scores for knowledge by 31%, skills by 24%, and decreased confidence by 0.5%, whereas the wait-list group improved scores for knowledge by 28%, confidence by 16%, and skills by 15%. Results demonstrate significant improvements in nurses' knowledge, confidence, and skills with the use of a simulation-based blended learning program for PIVC insertion. Transferability of these findings from a simulated environment into clinical practice should be further explored.

  17. Objective assessment of laparoscopic skills using a virtual reality stimulator.

    PubMed

    Eriksen, J R; Grantcharov, T

    2005-09-01

    Virtual reality simulation has a great potential as a training and assessment tool of laparoscopic skills. The study was carried out to investigate whether the LapSim system (Surgical Science Ltd., Gothenburg, Sweden) was able to differentiate between subjects with different laparoscopic experience and thus to demonstrate its construct validity. Subjects 24 were divided into two groups: experienced (performed > 100 laparoscopic procedures, n = 10) and beginners (performed <10 laparoscopic procedures, n = 14). Assessment of laparoscopic skills was based on parameters measured by the computer system. Experienced surgeons performed consistently better than the residents. Significant differences in the parameters time and economy of motion existed between the two groups in seven of seven tasks. Regarding error parameters, differences existed in most but not all tasks. LapSim was able to differentiate between subjects with different laparoscopic experience. This indicates that the system measures skills relevant for laparoscopic surgery and can be used in training programs as a valid assessment tool.

  18. Are short-term focused training courses on a phantom model using porcine gall bladder useful for trainees in acquiring basic laparoscopic skills?

    PubMed

    Bansal, Virinder Kumar; Panwar, Rajesh; Misra, Mahesh C; Bhattacharjee, Hemanga K; Jindal, Vikas; Loli, Athiko; Goswami, Amit; Krishna, Asuri; Tamang, Tseten

    2012-04-01

    The best training method in laparoscopic surgery has not been defined. We evaluated the efficacy of laparoscopic skills acquisition in a short-term focused program. Two hundred fifty-six participants undergoing training on a phantom model were divided into 2 groups. Group 1 had no exposure and group 2 had performed a few laparoscopic surgeries. Acquisition of laparoscopic skills was assessed by operation time and the modified Global Operative Assessment of Laparoscopic Skills (GOALS) scale. A questionnaire was sent to the participants after 3 to 6 months for assessment of impact of training. There was a statistically significant improvement in the assessed parameters and in the mean score of all 5 domains of GOALS. The participants in group 2 performed better than those in group 1 in the first case. The difference between both the groups disappeared after the training. Participants who responded to the questionnaire felt that training helped them in improving their performance in the operation theater.

  19. A novel bedside cardiopulmonary physical diagnosis curriculum for internal medicine postgraduate training.

    PubMed

    Garibaldi, Brian Thomas; Niessen, Timothy; Gelber, Allan Charles; Clark, Bennett; Lee, Yizhen; Madrazo, Jose Alejandro; Manesh, Reza Sedighi; Apfel, Ariella; Lau, Brandyn D; Liu, Gigi; Canzoniero, Jenna VanLiere; Sperati, C John; Yeh, Hsin-Chieh; Brotman, Daniel J; Traill, Thomas A; Cayea, Danelle; Durso, Samuel C; Stewart, Rosalyn W; Corretti, Mary C; Kasper, Edward K; Desai, Sanjay V

    2017-10-06

    Physicians spend less time at the bedside in the modern hospital setting which has contributed to a decline in physical diagnosis, and in particular, cardiopulmonary examination skills. This trend may be a source of diagnostic error and threatens to erode the patient-physician relationship. We created a new bedside cardiopulmonary physical diagnosis curriculum and assessed its effects on post-graduate year-1 (PGY-1; interns) attitudes, confidence and skill. One hundred five internal medicine interns in a large U.S. internal medicine residency program participated in the Advancing Bedside Cardiopulmonary Examination Skills (ACE) curriculum while rotating on a general medicine inpatient service between 2015 and 2017. Teaching sessions included exam demonstrations using healthy volunteers and real patients, imaging didactics, computer learning/high-fidelity simulation, and bedside teaching with experienced clinicians. Primary outcomes were attitudes, confidence and skill in the cardiopulmonary physical exam as determined by a self-assessment survey, and a validated online cardiovascular examination (CE). Interns who participated in ACE (ACE interns) by mid-year more strongly agreed they had received adequate training in the cardiopulmonary exam compared with non-ACE interns. ACE interns were more confident than non-ACE interns in performing a cardiac exam, assessing the jugular venous pressure, distinguishing 'a' from 'v' waves, and classifying systolic murmurs as crescendo-decrescendo or holosystolic. Only ACE interns had a significant improvement in score on the mid-year CE. A comprehensive bedside cardiopulmonary physical diagnosis curriculum improved trainee attitudes, confidence and skill in the cardiopulmonary examination. These results provide an opportunity to re-examine the way physical examination is taught and assessed in residency training programs.

  20. Evaluation of skill-based training program on rational drug treatment for medical interns

    PubMed Central

    Venkatesan, Murugan; Dongre, Amol R; Ganapathy, Kalaiselvan

    2017-01-01

    Context: A module-based training program for medical interns using World Health Organization guide for good prescription along with the individual feedback on their prescription was developed and implemented. Objective: The objective of the study was to obtain the medical interns’ reactions to newly developed skill-based training program on rational treatment. Study Setting: This study was conducted at the Department of Community Medicine. Participants: A total of 96 medical interns were included in the study. Study Design: A cross-sectional study consisting of retro-prefeedback and open-ended questions about self-assessment of perceived skill on rational treatment. Analysis: Collected data were entered in Epi Info (3.5.4) and analyzed. Results: After training, there was a significant increase in self-perceived posttest scores of setting up the therapeutic objective for the treatment (2.9–4.9), ability to select the correct drug (2.8–5.1), ability to select right dose, schedule, and duration of drugs (2.5–4.9). and overall prescription skill (2.9–4.9). There is a significant decrease in self-perceived scores in the skill of practicing polypharmacy (4.1–2.5). Conclusions: Overall, the training program was taken well and interns perceived their skill on rational treatment was improved as shown by the feedback. PMID:29564272

  1. The Development and Assessment of an NIH-Funded Research Ethics Training Program

    PubMed Central

    DuBois, James M.; Dueker, Jeffrey M.; Anderson, Emily E.; Campbell, Jean

    2015-01-01

    In an effort to increase the number of researchers with skills “in identifying and addressing the ethical, legal, and social implications of their research,” the National Institutes of Health (NIH) solicited training grant proposals from 1999 to 2004 and subsequently funded approved programs. The authors describe the content, format, and outcomes of one such training program that ran from 2002–2006 and shares key lessons learned about program formats and assessment methods. Jointly developed by the Saint Louis University Center for Health Care Ethics and the Missouri Institute of Mental Health Continuing Education department, the training program focused on mental health research and adopted a train-the-trainer model. It was offered in onsite and distance-learning formats. Key outcomes of the program included educational products (such as 70 case studies posted on the course website, a textbook, and an instructional DVD) and program completion by 40 trainees. Assessment involved pre- and post-testing focused on knowledge of research ethics, ethical problem-solving skills, and levels of confidence in addressing ethical issues in mental health research. The program succeeded in increasing participants’ knowledge of ethical issues and their beliefs that they could identify issues, identify problem-solving resources, and solve ethical problems. However, scores on the case-based problem-solving assessment dropped in post-testing, apparently due to diminished confidence about the right course of action in the specific dilemma presented; the implications of this finding for ethics assessment are discussed. Overall satisfaction was high and dropout rates were low, but 3 times higher for distance-learners than onsite participants. PMID:18520469

  2. Cost analysis of objective resident cataract surgery assessments.

    PubMed

    Nandigam, Kiran; Soh, Jonathan; Gensheimer, William G; Ghazi, Ahmed; Khalifa, Yousuf M

    2015-05-01

    To compare 8 ophthalmology resident surgical training tools to determine which is most cost effective. University of Rochester Medical Center, Rochester, New York, USA. Retrospective evaluation of technology. A cost-analysis model was created to compile all relevant costs in running each tool in a medium-sized ophthalmology program. Quantitative cost estimates were obtained based on cost of tools, cost of time in evaluations, and supply and maintenance costs. For wet laboratory simulation, Eyesi was the least expensive cataract surgery simulation method; however, it is only capable of evaluating simulated cataract surgery rehearsal and requires supplementation with other evaluative methods for operating room performance and for noncataract wet lab training and evaluation. The most expensive training tool was the Eye Surgical Skills Assessment Test (ESSAT). The 2 most affordable methods for resident evaluation in operating room performance were the Objective Assessment of Skills in Intraocular Surgery (OASIS) and Global Rating Assessment of Skills in Intraocular Surgery (GRASIS). Cost-based analysis of ophthalmology resident surgical training tools are needed so residency programs can implement tools that are valid, reliable, objective, and cost effective. There is no perfect training system at this time. Copyright © 2015 ASCRS and ESCRS. Published by Elsevier Inc. All rights reserved.

  3. The effects of professional development related to classroom assessment on student achievement in science

    NASA Astrophysics Data System (ADS)

    Mazzie, Dawn Danielle

    This study investigated the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher participation in a Teacher Quality Research (TQR) project on classroom assessment. The samples for these studies were teachers from underperforming schools who volunteered to take part in a professional development program in classroom assessment. School groups were randomly assigned to the treatment group. For Study 1, teachers in the treatment received professional development in classroom assessment from a trained assessment coach. Teachers in the control received no professional development. For Study 2, teachers in Treatment 1 received professional development in classroom assessment from a trained assessment coach and teachers in Treatment 2 received professional development in classroom assessment from a facilitator with one day of training. Teachers in both groups completed a measure of assessment literacy, the Teacher Quality Research Test of Assessment Literacy Skills (TQR_TALS), prior to the beginning and then again at the conclusion of the four month professional development program. A hierarchical linear model (HLM) analysis was conducted to determine the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher TQR status. Based upon these analyses, the professional development program increased teachers' assessment literacy skills; however, the professional development had no significant impact on students' achievement.

  4. Developing Elementary Math and Science Process Skills Through Engineering Design Instruction

    NASA Astrophysics Data System (ADS)

    Strong, Matthew G.

    This paper examines how elementary students can develop math and science process skills through an engineering design approach to instruction. The performance and development of individual process skills overall and by gender were also examined. The study, preceded by a pilot, took place in a grade four extracurricular engineering design program in a public, suburban school district. Students worked in pairs and small groups to design and construct airplane models from styrofoam, paper clips, and toothpicks. The development and performance of process skills were assessed through a student survey of learning gains, an engineering design packet rubric (student work), observation field notes, and focus group notes. The results indicate that students can significantly develop process skills, that female students may develop process skills through engineering design better than male students, and that engineering design is most helpful for developing the measuring, suggesting improvements, and observing process skills. The study suggests that a more regular engineering design program or curriculum could be beneficial for students' math and science abilities both in this school and for the elementary field as a whole.

  5. Evaluation of a Short-term Training Program in Bedside Emergency Ultrasound in Southwestern Tanzania.

    PubMed

    Shaffer, Mark; Brown, Heather A; McCoy, Chloé; Bashaka, Prosper

    2017-03-01

    To evaluate the effect of a short-term training program in emergency ultrasound on physician skills and attitudes in southwestern Tanzania. Eight registrar physicians at Mbeya Zonal Referral Hospital (Mbeya, Tanzania) underwent a 5-day course in bedside emergency ultrasound, focusing primarily on the focused assessment with sonography for trauma examination, including didactic sessions, practical sessions, and on-job training. The impact on ultrasound knowledge was assessed by pretest and posttest evaluations. Provider skill was evaluated by a standardized observed simulated patient encounter. Attitudes toward ultrasound training, utility, and self-confidence were assessed by a post-training questionnaire. All 8 physicians who began the training completed the course and successfully passed their objective structured clinical examination. There was a statistically significant improvement in written ultrasound test scores from 31% to 66% (P < .01) after the course. Most trainees felt confident performing and interpreting a basic focused assessment with sonography for trauma examination at the end of the course, and 7 of 8 stated that they would consider paying tuition for similar courses in the future. Main concerns with the course revolved around insufficient time dedicated to practicing under supervision. Registrar physicians in Tanzania can effectively learn basic emergency ultrasound skills in a short-term training program. Similar future programs may consider heavier emphasis on practical hands-on training with experts. Ongoing data collection is required to understand the true impact of such training on long-term ultrasound use and patient outcomes. © 2017 by the American Institute of Ultrasound in Medicine.

  6. Assessing outcomes of industrial hygiene graduate education.

    PubMed

    Brosseau, Lisa; Fredrickson, Ann

    2009-05-01

    To ensure that industrial hygiene professionals continue to be prepared for current and future trends, it is important to regularly assess the value of their education. Described here are the results of discussions with employers and a mailed survey of graduates. Comparisons are made with past mailed surveys of both groups. Two sets of discussions were held in late 2005 with employers of industrial hygienists and other health and safety professionals. Twenty-eight participants were asked to discuss current and future needs for professionals in their organization and economic sector, their expectations for knowledge and skills when hiring professionals, methods for finding and hiring, and the importance of ABET accreditation. At the same time, a survey was mailed to 71 industrial hygiene students graduating in the last 15 years. Respondents were asked to rank the value of and their proficiency in 42 competencies. Questions also assessed employment experience, certification, the importance of ABET accreditation, and demographic characteristics. There was a lot of agreement between the two stakeholder groups (employers and graduates) about the most important skill and knowledge areas. Most employers identified communicating effectively and exposure assessment among the most important skills, with designing and initiating research as among the least. Hazard recognition, exposure measurement principles, and personal protective equipment were the most highly ranked knowledge areas. Employers discussed the need for good "business skills" such as teamwork, communication, and project management, and the importance of problem-solving skills. Graduates reported that skills in the areas of recognition, evaluation, and control were most valuable in their first jobs and generally reported high levels of proficiency in these skill areas. There was a similar dichotomy in opinions about accreditation within each stakeholder group. The reputation of the academic program was important when making hiring decisions; accreditation became an important factor only when a program's reputation was not known. Graduates strongly supported ongoing accreditation but did not apply or attend on the basis of accreditation.

  7. WALKABOUT: Final Evaluation Report 1978-79.

    ERIC Educational Resources Information Center

    Magi Educational Services, Inc., Port Chester, NY.

    The report presents an objective third-party assessment of the WALKABOUT program. Now in its third year in Northern Westchester County, New York, this program offers an optional learning environment for Grade 12 students in which the skills and self confidence needed to be effective adults are nurtured. In order to attain WALKABOUT program goals,…

  8. The Effect of a Depression Prevention Program on Negative Cognitive Style Trajectories in Early Adolescents

    ERIC Educational Resources Information Center

    Kindt, Karlijn C. M.; Kleinjan, Marloes; Janssens, Jan M. A. M.; Scholte, Ron H. J.

    2016-01-01

    As restructuring a negative cognitive style is a central skill taught in many depression prevention programs, we tested whether a universal prevention program evoked a change in negative cognitive style in adolescents. In addition, we examined distinct developmental trajectories of negative cognitive styles and assessed whether research condition…

  9. The effectiveness of skills training for improving outcomes in supported employment.

    PubMed

    Mueser, Kim T; Aalto, Steve; Becker, Deborah R; Ogden, John S; Wolfe, Rosemarie S; Schiavo, Diane; Wallace, Charles J; Xie, Haiyi

    2005-10-01

    This study evaluated whether a supplementary skills training program improved work outcomes for clients enrolled in supported employment programs. Thirty-five recently employed clients with severe mental illness who were receiving supported employment services at a free-standing agency were randomly assigned to participate in either the workplace fundamentals program, a skills training program designed to make work more "successful and satisfying," or treatment as usual. Knowledge of workplace fundamentals (for example, identifying workplace stressors, problem solving, and improving job performance) was assessed at baseline and at nine months; employment outcomes and use of additional vocational services were tracked for 18 months. Clients in the workplace fundamentals group (N=17) improved more in knowledge of workplace fundamentals than those in the control group (N=18) at the nine-month follow-up, but the two groups did not differ in the number of hours or days worked, salary earned, or receipt of additional vocational services over the 18-month period. In general, clients in this study had higher educational levels and better employment outcomes than clients in most previous studies of supported employment, making it difficult to detect possible effects of the skills training intervention on work. Supplementary skills training did not improve work outcomes for clients who were receiving supported employment.

  10. 28 CFR 91.2 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Administration DEPARTMENT OF JUSTICE (CONTINUED) GRANTS FOR CORRECTIONAL FACILITIES General § 91.2 Definitions... for purposes of the Uniform Crime Reports. If such data is unavailable, Bureau of Justice Statistics... facilities) and job skills programs, educational programs, a pre-release prisoner assessment to provide risk...

  11. MCE Field Study Project.

    ERIC Educational Resources Information Center

    Taber, Florence M.

    The effectiveness of six microcomputer programs designed for the secondary to adult population to teach concepts associated with daily living skills (vocations, elementary budgeting, money management assessment, banking, and home safety) was studied. These programs were field tested in special education classrooms in three different school…

  12. Libraries, the MAP, and Student Achievement.

    ERIC Educational Resources Information Center

    Jones, Cherri; Singer, Marietta; Miller, David W.; Makemson, Carroll; Elliott, Kara; Litsch, Diana; Irwin, Barbara; Hoemann, Cheryl; Elmore, Jennifer; Roe, Patty; Gregg, Diane; Needham, Joyce; Stanley, Jerri; Reinert, John; Holtz, Judy; Jenkins, Sandra; Giles, Paula

    2002-01-01

    Includes 17 articles that discuss the Missouri Assessment Program (MAP) and the role of school library media centers. Highlights include improving student achievement; improving student scores on the MAP; graphic organizers; programs for volunteer student library workers; research process; research skills; reading initiatives; collaborative…

  13. Designing a Summer Transition Program for Incoming and Current College Students on the Autism Spectrum: A Participatory Approach.

    PubMed

    Hotez, Emily; Shane-Simpson, Christina; Obeid, Rita; DeNigris, Danielle; Siller, Michael; Costikas, Corinna; Pickens, Jonathan; Massa, Anthony; Giannola, Michael; D'Onofrio, Joanne; Gillespie-Lynch, Kristen

    2018-01-01

    Students with Autism Spectrum Disorder (ASD) face unique challenges transitioning from high school to college and receive insufficient support to help them navigate this transition. Through a participatory collaboration with incoming and current autistic college students, we developed, implemented, and evaluated two intensive week-long summer programs to help autistic students transition into and succeed in college. This process included: (1) developing an initial summer transition program curriculum guided by recommendations from autistic college students in our ongoing mentorship program, (2) conducting an initial feasibility assessment of the curriculum [Summer Transition Program 1 (STP1)], (3) revising our initial curriculum, guided by feedback from autistic students, to develop a curriculum manual, and (4) pilot-testing the manualized curriculum through a quasi-experimental pre-test/post-test assessment of a second summer program [Summer Transition Program 2 (STP2)]. In STP2, two autistic college students assumed a leadership role and acted as "mentors" and ten incoming and current autistic college students participated in the program as "mentees." Results from the STP2 pilot-test suggested benefits of participatory transition programming for fostering self-advocacy and social skills among mentees. Autistic and non-autistic mentors (but not mentees) described practicing advanced forms of self-advocacy, specifically leadership, through their mentorship roles. Autistic and non-autistic mentors also described shared (e.g., empathy) and unique (an intuitive understanding of autism vs. an intuitive understanding of social interaction) skills that they contributed to the program. This research provides preliminary support for the feasibility and utility of a participatory approach in which autistic college students are integral to the development and implementation of programming to help less experienced autistic students develop the self-advocacy skills they will need to succeed in college.

  14. Designing a Summer Transition Program for Incoming and Current College Students on the Autism Spectrum: A Participatory Approach

    PubMed Central

    Hotez, Emily; Shane-Simpson, Christina; Obeid, Rita; DeNigris, Danielle; Siller, Michael; Costikas, Corinna; Pickens, Jonathan; Massa, Anthony; Giannola, Michael; D'Onofrio, Joanne; Gillespie-Lynch, Kristen

    2018-01-01

    Students with Autism Spectrum Disorder (ASD) face unique challenges transitioning from high school to college and receive insufficient support to help them navigate this transition. Through a participatory collaboration with incoming and current autistic college students, we developed, implemented, and evaluated two intensive week-long summer programs to help autistic students transition into and succeed in college. This process included: (1) developing an initial summer transition program curriculum guided by recommendations from autistic college students in our ongoing mentorship program, (2) conducting an initial feasibility assessment of the curriculum [Summer Transition Program 1 (STP1)], (3) revising our initial curriculum, guided by feedback from autistic students, to develop a curriculum manual, and (4) pilot-testing the manualized curriculum through a quasi-experimental pre-test/post-test assessment of a second summer program [Summer Transition Program 2 (STP2)]. In STP2, two autistic college students assumed a leadership role and acted as “mentors” and ten incoming and current autistic college students participated in the program as “mentees.” Results from the STP2 pilot-test suggested benefits of participatory transition programming for fostering self-advocacy and social skills among mentees. Autistic and non-autistic mentors (but not mentees) described practicing advanced forms of self-advocacy, specifically leadership, through their mentorship roles. Autistic and non-autistic mentors also described shared (e.g., empathy) and unique (an intuitive understanding of autism vs. an intuitive understanding of social interaction) skills that they contributed to the program. This research provides preliminary support for the feasibility and utility of a participatory approach in which autistic college students are integral to the development and implementation of programming to help less experienced autistic students develop the self-advocacy skills they will need to succeed in college. PMID:29487547

  15. Education Model Program on Water-Energy Research: A New STEM Graduate Program from Development through Evaluation

    NASA Astrophysics Data System (ADS)

    McCay, D.; Fiorenza, P.; Lautz, L.

    2017-12-01

    More than half of Ph.D. scientists and engineers find employment in non-academic sectors. Recognizing the range of career options for graduate degree holders and the need to align graduate education with the expectations of prospective employers, the National Science Foundation (NSF) created the NSF Research Traineeship (NRT) program. To date, over 100 NRT programs have been funded. As these programs are implemented, it is important to assess their progress, successes, and challenges. This presentation describes the ongoing evaluation of one NRT program, "Education Model Program on Water-Energy Research" (or EMPOWER) at Syracuse University. Through seminars, mini-grants, professional development activities, field courses, internship opportunities, and coursework, EMPOWER's goal is to equip students with the skills needed for the range of career options in water and energy. In collaboration with an external evaluator, EMPOWER is examining the fidelity of the program to proposed goals, providing feedback to inform project improvement (formative assessment) and assessing the effectiveness of achieving program goals (summative assessment). Using a convergent parallel mixed method design, qualitative and quantitative data were collected to develop a full assessment of the first year of the program. Evaluation findings have resulted in several positive changes to the program. For example, EMPOWER students perceive themselves to have high technical skills, but the data show that the students do not believe that they have a strong professional network. Based on those findings, EMPOWER offered several professional development events focused on building one's professional network. Preliminary findings have enabled the EMPOWER leadership team to make informed decisions about the ways the program elements can be redesigned to better meet student needs, about how to the make the program more effective, and determine the program elements that may be sustained beyond the funding period. Evaluation of programs like EMPOWER provide essential information to support continual improvement of STEM graduate programs.

  16. The Integrated Performance Assessment (IPA): Connecting Assessment to Instruction and Learning

    ERIC Educational Resources Information Center

    Adair-Hauck, Bonnie; Glisan, Eileen W.; Koda, Keiko; Swender, Elvira B.; Sandrock, Paul

    2006-01-01

    This article reports on "Beyond the OPI: Integrated Performance Assessment (IPA) Design Project," a three-year (1997-2000) research initiative sponsored by the U.S. Department of Education International Research and Studies Program. The primary goal of the project was to develop an integrated skills assessment prototype that would measure…

  17. Reliable Assessment with CyberTutor, a Web-Based Homework Tutor.

    ERIC Educational Resources Information Center

    Pritchard, David E.; Morote, Elsa-Sofia

    This paper demonstrates that an electronic tutoring program can collect data that enables a far more reliable assessment of students' skills than a standard examination. Socratic electronic homework tutor, CyberTutor can integrate effectively instruction and assessment. CyberTutor assessment has about 62 times less variance due to random test…

  18. Training for Phonological Awareness in an Orthographically Transparent Language in Two Different Modalities

    ERIC Educational Resources Information Center

    Kartal, Günizi; Babür, Nalan; Erçetin, Gülcan

    2016-01-01

    The main goal of this study was to investigate the effects of an experimental program designed to develop the phonological awareness (PA) skills of beginning readers in Turkish, an orthographically transparent language. We administered pre-, post-, and follow-up tests to assess the PA skills of 113 first graders and kindergartners in 2…

  19. Maintaining Basic Skills through Summer Thematic Tutoring with Exceptional Students in Residential Foster Care.

    ERIC Educational Resources Information Center

    Colombey, Hanna

    A thematic teaching program and portfolio assessment were used to maintain basic academic language arts and mathematics skills during the summer for 21 elementary students placed in residential foster care settings as victims of physical and/or sexual abuse. All activities were designed around the selected theme of a safari. Students listened to…

  20. Social Competence and Social Skills Training and Intervention for Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Cotugno, Albert J.

    2009-01-01

    This study examined the effectiveness of a 30 week social competence and social skills group intervention program with children, ages 7-11, diagnosed with Autism Spectrum Disorders (ASD). Eighteen children with ASD were assessed with pretreatment and posttreatment measures on the Walker-McConnell Scale (WMS) and the MGH YouthCare Social Competence…

  1. Criterion Referenced Assessment: Establishing Content Validity of Complex Skills Related to Specific Tasks

    ERIC Educational Resources Information Center

    MacQuarrie, David; Applegate, Brooks; Lacefield, Warren

    2008-01-01

    Career and Technical Education (CTE) is a nationwide program that emphasizes training for primary, secondary, and post secondary educational stages for the career and workforce needs of today and tomorrow's society. Mandated indicators of success have been set in place and secondary schools are expected to improve student's skill levels in…

  2. Assessing the Success of a Discipline-Based Communication Skills Development and Enhancement Program in a Graduate Accounting Course

    ERIC Educational Resources Information Center

    Barratt, Catherine; Hanlon, Dean; Rankin, Michaela

    2011-01-01

    In this paper we present results of the impact diagnostic testing and associated context-specific workshops have on students' written communication skills in a graduate-level accounting course. We find that students who undertook diagnostic testing performed better in their first semester accounting subject. This improvement is positively…

  3. South Carolina Word List, Grades 1-12. Basic Skills Assessment Program.

    ERIC Educational Resources Information Center

    Instructional Objectives Exchange, Los Angeles, CA.

    Designed as a resource for reading teachers who are attempting to enhance their students' fundamental reading skills and to permit the more rigorous determination of readability levels for both instructional materials and testing devices, this word list provides a grade-by-grade set of key words students need to master for grades 1 through 12 The…

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

  5. Assessment of Needs of Adults with Developmental Disabilities in Skilled Nursing and Intermediate Care Facilities in Illinois.

    ERIC Educational Resources Information Center

    Uehara, Edwina S.; And Others

    1991-01-01

    This study evaluated 2,815 adults with developmental disabilities in 328 Illinois intermediate care and skilled nursing facilities. Only 10 percent were determined to be appropriately placed in medical settings; 27 percent were enrolled in day training programs; and many individuals recommended for alternative residential settings had medical and…

  6. Career Transitions for Adults. Maine Guide. A Developmental Framework for Life Choices.

    ERIC Educational Resources Information Center

    Maine State Dept. of Educational and Cultural Services, Augusta. Bureau of Adult and Secondary Vocational Education.

    This curriculum presents career, academic, and life skill activities to assist education and training organizations in developing and delivering comprehensive career development and life skill programs. It is designed for the out-of-school person who has life and work experiences and who wants to assess a current life or career situation. The…

  7. Beyond Passive Learning: Problem-Based Learning and Concept Maps to Promote Basic and Higher-Order Thinking in Basic Skills Instruction

    ERIC Educational Resources Information Center

    Smith, Regina O.

    2014-01-01

    Research into the best practices for basic skills education, national bridge programs, the new GED® assessment, and accelerated developmental education indicated that contextualized instruction was most effective when preparing adult literacy students for college and work. Nevertheless, "remedial pedagogy" with a sole focus on the…

  8. Re-Imagining Competencies in North Carolina Community Colleges: Integrating Certifications into Academic Programs at Two Community Colleges

    ERIC Educational Resources Information Center

    Vester, Jonathan Steven

    2017-01-01

    Once a community college graduate completes an associate's degree, the institution is committing to the public that the graduate possesses a prescriptive set of knowledge, skills, and abilities either gained through, or enhanced by, their college attendance. At most institutions, these skill sets are assessed almost exclusively through internal…

  9. Avatar Assistant: Improving Social Skills in Students with an ASD through a Computer-Based Intervention

    ERIC Educational Resources Information Center

    Hopkins, Ingrid Maria; Gower, Michael W.; Perez, Trista A.; Smith, Dana S.; Amthor, Franklin R.; Wimsatt, F. Casey; Biasini, Fred J.

    2011-01-01

    This study assessed the efficacy of "FaceSay," a computer-based social skills training program for children with Autism Spectrum Disorders (ASD). This randomized controlled study (N = 49) indicates that providing children with low-functioning autism (LFA) and high functioning autism (HFA) opportunities to practice attending to eye gaze,…

  10. Correlates of Persistence and Achievement: Student Support Services at a New England Research University.

    ERIC Educational Resources Information Center

    Martinez, Marla D.

    1999-01-01

    A study examined the predictability of student persistence and achievement, based on Scholastic Assessment Test scores, high school rank, mother's education, birth order, and study-skills course grade, in a group of students served by a federal Student Support Services program. Some variables (SAT scores, study-skills course grade) were more…

  11. Assessing the Impact of an Emotion Regulation Booster Program for Elementary School-Aged Children

    ERIC Educational Resources Information Center

    Hammond, Angela; Westhues, Anne; Hanbidge, Alice Schmidt

    2009-01-01

    The purpose of this study was to determine whether children who participated in a booster program 3 years after completing an emotion regulation program show a greater increase between pretest and post-test in the development of emotion regulation skills than children in a comparison group. A booster program was implemented as a pilot project with…

  12. Assessing the Implementation Fidelity of a School-Based Teaching Personal and Social Responsibility Program in Physical Education and Other Subject Areas

    ERIC Educational Resources Information Center

    Escartí, Amparo; Liops-Goig, Ramon; Wright, Paul M.

    2018-01-01

    Purpose: The Teaching Personal and Social Responsibility (TPSR) model was developed to foster responsibility and teach life skills that transfer to various settings. The purpose of this study was to assess the implementation fidelity of a school-based TPSR program in physical education and other subject areas. Method: Systematic observation was…

  13. Assessing the Effects of the "McGraw Hill Phonemic Awareness" Program with Preschool Children with Developmental Delays: A Case Study

    ERIC Educational Resources Information Center

    Isakson, Lisa; Marchand-Martella, Nancy; Martella, Ronald C.

    2011-01-01

    This study assessed the effects of "McGraw Hill Phonemic Awareness" on the phonemic awareness skills of 5 preschool children with developmental delays. The children received 60 of the 110 lessons included in this program over 5 months. They were pre- and posttested using the kindergarten level Initial Sound Fluency and Phoneme…

  14. Research on and Guidelines for Effective Use of Assessment Instruments and Strategies for Adult Learners Enrolled in Adult Basic and Literacy Education Programs. Final Report.

    ERIC Educational Resources Information Center

    Pennsylvania State Univ., University Park. Inst. for the Study of Adult Literacy.

    The goal of this research project was to create a guide on the effective use of assessment instruments and methodologies, related resources, and guidelines for measuring adult learners' attainment of basic skills and competencies to document educational gains and demonstrate program quality. The project focused on confirming current use of…

  15. Results of a Pilot Intervention in Food Shelves to Improve Healthy Eating and Cooking Skills Among Adults Experiencing Food Insecurity

    PubMed Central

    Davey, Cynthia; Friebur, Robin; Nanney, Marilyn S.

    2015-01-01

    Since the start of the 2007 economic downturn, reliance on emergency food assistance suppliers (e.g., food pantries, also known as food shelves) has increased. Many food shelves strive to provide effective nutrition programs to serve their clients, even while they are faced with a scarcity of resources. Rigorous evaluation of the impact of such programming on dietary outcomes is, therefore, warranted. The aim of this study was to evaluate the effectiveness of a pilot cooking and nutrition education intervention among food shelf clients. A six-session class was conducted with 63 participants in four food shelves in Minneapolis and St. Paul, MN. Diet was assessed through a 24-hour recall from which a Healthy Eating Index (HEI) score was created. Cooking skills were assessed by survey. Average HEI scores increased from 50.9 at baseline to 58.5 post-intervention (p = 0.01, n = 43). Participants demonstrated improved cooking skills scores post-intervention (35.9 vs. 33.1 at baseline, p = 0.002, n = 45). Future research is needed to advance our understanding of how best to improve client nutrition knowledge and cooking skills. This study provides some evidence that improvements in diet and skills can be demonstrated with minimal intervention. PMID:28386304

  16. Resident self-other assessor agreement: influence of assessor, competency, and performance level.

    PubMed

    Lipsett, Pamela A; Harris, Ilene; Downing, Steven

    2011-08-01

    To review the literature on self-assessment in the context of resident performance and to determine the correlation between self-assessment across competencies in high- and low-performing residents and assessments performed by raters from a variety of professional roles (peers, nurses, and faculty). Retrospective analysis of prospectively collected anonymous self-assessment and multiprofessional (360) performance assessments by competency and overall. University-based academic general surgical program. Sixty-two residents rotating in general surgery. Mean difference for each self-assessment dyad (self-peer, self-nurse, and self-attending physician) by resident performance quartile, adjusted for measurement error, correlation coefficients, and summed differences across all competencies. Irrespective of self-other dyad, residents asked to rate their global performance overestimated their skills. Residents in the upper quartile underestimated their specific skills while those in the lowest-performing quartile overestimated their abilities when compared with faculty, peers, and especially nurse raters. Moreover, overestimation was greatest in competencies related to interpersonal skills, communication, teamwork, and professionalism. Rater, level of performance, and the competency being assessed all influence the comparison of the resident's self-assessment and those of other raters. Self-assessment of competencies related to behavior may be inaccurate when compared with raters from various professions. Residents in the lowest-performing quartile are least able to identify their weakness. These data have important implications for residents, program directors, and the public and suggest that strategies that help the lowest-performing residents recognize areas in need of improvement are needed.

  17. Assessing Organizational Readiness for a Participatory Occupational Health/Health Promotion Intervention in Skilled Nursing Facilities.

    PubMed

    Zhang, Yuan; Flum, Marian; West, Cheryl; Punnett, Laura

    2015-09-01

    The long-term care sector is characterized by high morbidity and employee turnover, along with associated costs. Effective health protection and health promotion are important to improve physical and psychosocial well-being of caregivers. Assessment of organizational readiness for change is an essential precursor to the successful implementation of workplace programs addressing work climate, structure of tasks and relationships, and other issues that may be perceived as challenging by some within the institution. This study qualitatively assessed readiness of five skilled nursing facilities for a participatory occupational health/health promotion intervention. Selection criteria were developed to screen for program feasibility and ability to conduct prospective evaluations, and information was collected from managers and employees (interviews and focus groups). Three centers were selected for the program, and the first year of formative evaluation and intervention experience was then reviewed to evaluate and modify our selection criteria after the fact. Lessons learned include adding assessment of communication and the structure of problem solving to our selection criteria, improving methods to assess management support in a concrete (potentially nonverbal) form, and obtaining a stated financial commitment and resources to enable the team to function. Assessment of organizational readiness for change is challenging, although necessary to implement effective and sustainable health promotion programs in specific organizations. © 2015 Society for Public Health Education.

  18. Implementing an Online Writing Assessment Strategy for Gerontology

    ERIC Educational Resources Information Center

    Brown, Pamela S.; Hanks, Roma S.

    2008-01-01

    Assessment of student learning is a growing concern for programs in gerontology. This report focuses on the conception, design, funding, and implementation of an innovative online workshop to assess and improve writing skills of students enrolled in distance-learning gerontology classes. The approach is multidisciplinary and involves a…

  19. Using General Education Assessment Rubrics to Document Basic Skills and Content Knowledge.

    ERIC Educational Resources Information Center

    Hegler, Kay L.

    This paper describes a collaborative approach to using general education rubrics as an additional assessment strategy to American Association of Colleges for Teacher Education members who are revising and sustaining their institutional and teacher education assessment programs. Faculty members from a rural, comprehensive private college in…

  20. Nursing intensive care skills training: a nurse led, short, structured, and practical training program, developed and tested in a resource-limited setting.

    PubMed

    De Silva, A Pubudu; Stephens, Tim; Welch, John; Sigera, Chathurani; De Alwis, Sunil; Athapattu, Priyantha; Dharmagunawardene, Dilantha; Olupeliyawa, Asela; de Abrew, Ashwini; Peiris, Lalitha; Siriwardana, Somalatha; Karunathilake, Indika; Dondorp, Arjen; Haniffa, Rashan

    2015-04-01

    To assess the impact of a nurse-led, short, structured training program for intensive care unit (ICU) nurses in a resource-limited setting. A training program using a structured approach to patient assessment and management for ICU nurses was designed and delivered by local nurse tutors in partnership with overseas nurse trainers. The impact of the course was assessed using the following: pre-course and post-course self-assessment, a pre-course and post-course Multiple Choice Questionnaire (MCQ), a post-course Objective Structured Clinical Assessment station, 2 post-course Short Oral Exam (SOE) stations, and post-course feedback questionnaires. In total, 117 ICU nurses were trained. Post-MCQ scores were significantly higher when compared with pre-MCQ (P < .0001). More than 95% passed the post-course Objective Structured Clinical Assessment (patient assessment) and SOE 1 (arterial blood gas analysis), whereas 76.9% passed SOE 2 (3-lead electrocardiogram analysis). The course was highly rated by participants, with 98% believing that this was a useful experience. Nursing Intensive Care Skills Training was highly rated by participants and was effective in improving the knowledge of the participants. This sustainable short course model may be adaptable to other resource-limited settings. Copyright © 2014 Elsevier Inc. All rights reserved.

  1. Improving Dairy Organizational Communication from the Veterinarian's Perspective: Results of a Continuing Veterinary Medical Education Pilot Program.

    PubMed

    Moore, Dale A; Sischo, William M; Kurtz, Suzanne; Siler, Julie D; Pereira, Richard V; Warnick, Lorin D; Davis, Margaret A

    2016-01-01

    The increasing size and complexity of US dairy farms could make it more difficult for a veterinary practitioner to effectively communicate protocol recommendations for prevention or treatment on the farm. A continuing education workshop was set up based on the results of research on dairy organizational communication on dairy farms, which resulted in a tool to assess dairy communication structure and flow. The workshop specifically focused on communication structure and whom to talk to when implementing health care changes in calf rearing. In addition, modern methods of veterinary-client communication knowledge and skills were provided. Primary outcomes of the workshops were to obtain feedback from participants about research findings and the communication model, to improve awareness about the complexity of communication structures on dairy farms, and to change participants' knowledge and skills associated with on-farm communication by providing communication theory and skills and an approach to evaluate and improve dairy organizational communication. Of the 37 participants completing the pre-program assessment, most recognized a need for themselves or their practice to improve communication with clients and farm employees. After the program, most participants were confident in their new communication skills and would consider using them. They highlighted specific new ideas they could apply in practice, such as conducting a "communication audit." The results from the assessment of this communication workshop, focused on dairy veterinarians, highlighted the need for communication training in this sector of the profession and practitioners' desire to engage in this type of training.

  2. Improving Dairy Organizational Communication from the Veterinarian's Perspective: Results of a Continuing Veterinary Medical Education Pilot Program

    PubMed Central

    Moore, Dale A.; Sischo, William M.; Kurtz, Suzanne; Siler, Julie D.; Pereira, Richard V.; Warnick, Lorin D.; Davis, Margaret A.

    2016-01-01

    The increasing size and complexity of US dairy farms could make it more difficult for a veterinary practitioner to effectively communicate protocol recommendations for prevention or treatment on the farm. A continuing education workshop was set up based on the results of research on dairy organizational communication on dairy farms, which resulted in a tool to assess dairy communication structure and flow. The workshop specifically focused on communication structure and whom to talk to when implementing health care changes in calf rearing. In addition, modern methods of veterinary–client communication knowledge and skills were provided. Primary outcomes of the workshops were to obtain feedback from participants about research findings and the communication model, to improve awareness about the complexity of communication structures on dairy farms, and to change participants' knowledge and skills associated with on-farm communication by providing communication theory and skills and an approach to evaluate and improve dairy organizational communication. Of the 37 participants completing the pre-program assessment, most recognized a need for themselves or their practice to improve communication with clients and farm employees. After the program, most participants were confident in their new communication skills and would consider using them. They highlighted specific new ideas they could apply in practice, such as conducting a “communication audit”. The results from the assessment of this communication workshop, focused on dairy veterinarians, highlighted the need for communication training in this sector of the profession and practitioners' desire to engage in this type of training. PMID:26751909

  3. 46 CFR 11.301 - Requirements for STCW officer endorsements.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... specialist. (vii) Workshop skills training: Documentation of successful completion of assessments or... engineering—as appropriate. (ii) Training ship experience: Documentation of successful completion of an approved training program involving formal training and assessment onboard a training ship. (iii) Simulator...

  4. Differences Between Japanese and U.S. Children's Performance on "Zoo U": A Game-Based Social Skills Assessment.

    PubMed

    Craig, Ashley B; DeRosier, Melissa E; Watanabe, Yayoi

    2015-08-01

    The purpose of this study was to test whether and how performance on a digital game-based social skills assessment tool, "Zoo U" (3C Institute, Durham, NC), differed for children in the United States and Japan across six core social skills. "Zoo U" was administered to 497 third and fourth grade children from the United States and Japan (46 percent Japanese) by teachers and researchers, respectively. U.S. children received the original version of "Zoo U," and Japanese children received a fully translated Japanese version of the program. Scoring of each of the six social skills is built into the "Zoo U" software, with specific scoring algorithms for each grade level that provide both a continuous scale score and cutoffs for three distinct performance categories: high, average, and low. A multivariate analysis of variance (MANOVA) was conducted to assess differences by cultural group on each of the six continuous social skill scores, controlling for gender and grade level. Results revealed significant differences on four of the six skills in expected directions. Chi-squared and odds ratios analyses were then conducted on the assignment of children into each of the performance categories by cultural group, revealing additional nuance to the cultural differences identified in the MANOVA consistent with existing literature. We were able to replicate known cultural differences between U.S. and Japanese children with a simple direct translation of a Web-based social skills assessment game, "Zoo U." Our results provide preliminary support for the potential of game-based assessment methods to provide efficient and valid social skill assessments to children around the world.

  5. The pediatric hematology/oncology educational laboratory in-training examination (PHOELIX): A formative evaluation of laboratory skills for Canadian pediatric hematology/oncology trainees.

    PubMed

    Leung, Elaine; Dix, David; Ford, Jason; Barnard, Dorothy; McBride, Eileen

    2015-11-01

    Pediatric hematologists/oncologists need to be skilled clinicians, and must also be adept and knowledgeable in relevant areas of laboratory medicine. Canadian training programs in this subspecialty have a minimum requirement for 6 months of training in acquiring "relevant laboratory diagnostic skills." The Canadian pediatric hematology/oncology (PHO) national specialty society, C17, recognized the need for an assessment method in laboratory skills for fellows graduating from PHO training programs. Canadian pediatric hematologists/oncologists were surveyed regarding what were felt to be the essential laboratory-related knowledge and skills deemed necessary for graduating pediatric hematology/oncology trainees. The PHOELIX (Pediatric hematology/oncology educational laboratory in-training examination) was then developed to provide an annual formative evaluation of laboratory skills in Canadian PHO trainees. The majority of PHO respondents (89%) felt that laboratory skills are important in clinical practice. An annual formative examination including review of glass slides was implemented starting in 2010; this provides feedback regarding knowledge of laboratory medicine to both trainees and program directors (PDs). We have successfully created a formative examination that can be used to evaluate and educate trainees, as well as provide PDs with a tool to gauge the effectiveness of their laboratory training curriculum. Feedback has been positive from both trainees and PDs. © 2015 Wiley Periodicals, Inc.

  6. Accelerated skills preparation and assessment for senior medical students entering surgical internship.

    PubMed

    Brunt, L Michael; Halpin, Valerie J; Klingensmith, Mary E; Tiemann, Debra; Matthews, Brent D; Spitler, Jennifer A; Pierce, Richard A

    2008-05-01

    Skills training plays an increasing role in residency training. Few medical schools have skills courses for senior students entering surgical residency. A skills course for 4(th)-year medical students matched in a surgical specialty was conducted in 2006 and 2007 during 7 weekly 3-hour sessions. Topics included suturing, knot tying, procedural skills (eg, chest tube insertion), laparoscopic skills, use of energy devices, and on-call management problems. Materials for outside practice were provided. Pre- and postcourse assessment of suturing skills was performed; laparoscopic skills were assessed postcourse using the Society of American Gastrointestinal and Endoscopic Surgeons' Fundamentals of Laparoscopic Surgery program. Students' perceived preparedness for internship was assessed by survey (1 to 5 Likert scale). Data are mean +/- SD and statistical analyses were performed. Thirty-one 4(th)-year students were enrolled. Pre- versus postcourse surveys of 45 domains related to acute patient management and technical and procedural skills indicated an improved perception of preparedness for internship overall (mean pre versus post) for 28 questions (p < 0.05). Students rated course relevance as "highly useful" (4.8 +/- 0.5) and their ability to complete skills as "markedly improved" (4.5 +/- 0.6). Suturing and knot-tying skills showed substantial time improvement pre- versus postcourse for 4 of 5 tasks: simple interrupted suturing (283 +/- 73 versus 243 +/- 52 seconds), subcuticular suturing (385 +/- 132 versus 274 +/- 80 seconds), 1-handed knot tying (73 +/- 33 versus 58 +/- 22 seconds), and tying in a restricted space (54 +/- 18 versus 44 +/- 16 seconds) (p < 0.02). Only 2-handed knot tying did not change substantially (65 +/- 24 versus 59 +/- 24 seconds). Of 13 students who took the Fundamentals of Laparoscopic Surgery skills test, 5 passed all 5 components and 3 passed 4 of 5 components. Skills instruction for senior students entering surgical internship results in a higher perception of preparedness and improved skills performance. Medical schools should consider integrating skills courses into the 4(th)-year curriculum to better prepare students for surgical residency.

  7. InTeGrate: Transforming the Teaching of Geoscience and Sustainability

    NASA Astrophysics Data System (ADS)

    Blockstein, D.; Manduca, C. A.; Bralower, T. J.; Castendyk, D.; Egger, A. E.; Gosselin, D. C.; Iverson, E. A.; Matson, P. A.; MacGregor, J.; Mcconnell, D. A.; Mogk, D. W.; Nevle, R. J.; Oches, E. A.; Steer, D. N.; Wiese, K.

    2012-12-01

    InTeGrate is an NSF-funded community project to improve geoscience literacy and build a workforce that can apply geoscience principles to address societal issues. Three workshops offered this year by InTeGrate and its partner, On the Cutting Edge, addressed strategies for bringing together geoscience and sustainability within geoscience courses and programs, in interdisciplinary courses and programs, and in courses and programs in other disciplines or schools including arts and humanities, health science, and business. Participants in all workshops described the power of teaching geoscience in the context of sustainability and the utility of this approach in engaging students with geoscience, including student populations not traditionally represented in the sciences. Faculty involved in both courses and programs seek to teach important skills including the ability to think about systems and to make connections between local observations and challenges and global phenomena and issues. Better articulation of these skills, including learning outcomes and assessments, as well as documenting the relationship between these skills and employment opportunities were identified as important areas for further work. To support widespread integration of geoscience and sustainability concepts, these workshops initiated collections describing current teaching activities, courses, and programs. InTeGrate will continue to build these collections in collaboration with On the Cutting Edge and Building Strong Geoscience Departments, and through open contributions by individual faculty and programs. In addition, InTeGrate began developing new teaching modules and courses. Materials for use in introductory geoscience and environmental science/studies courses, distance learning courses, and courses for education majors are being developed and tested by teams of faculty drawn from at least three institutions, including several members from two-year colleges. An assessment team is assisting the development teams in incorporation of research-based teaching methods and embedded assessments to document learning. The assessment team will also evaluate the success of these materials in meeting learning outcomes prior to broad dissemination. Additional opportunities for faculty to propose and develop needed materials are currently available.

  8. Residents as teachers: psychiatry and family medicine residents' self-assessment of teaching knowledge, skills, and attitudes.

    PubMed

    Brand, Michael W; Ekambaram, Vijayabharathi; Tucker, Phebe; Aggarwal, Ruchi

    2013-09-01

    Residents are one of the prime sources of information and education for medical students. As an initial step in supporting residents as teachers, a baseline self-assessment of residents' knowledge, skills, attitudes, and values related to teaching was conducted among psychiatry and family medicine residents to compare and improve their confidence and skills as teachers. Psychiatry residents (N=12) and family medicine residents (N=23) completed self-assessments of their knowledge, skills, attitudes, and values related to teaching. Residents also were asked to list steps used in the One-Minute Preceptor process and estimate the time each spent in teaching. Descriptive summary statistics were used for four main areas related to teaching; t-test and chi-square analyses were conducted to ascertain whether there was a significant difference in resident groups. In the current study, the perceived amount of time spent for teaching patients was significantly higher among family practice residents, whereas no group differences were found for time teaching medical students, peers, community members, non-physicians, or others. However, family medicine residents rated themselves higher than psychiatry residents in their understanding of their roles in teaching medical students and teaching patients. Also, family medicine residents' self-reported teaching skills were more advanced (82.4%) than psychiatry residents' (54.2%). They most likely applied at least two different teaching methods in inpatient and outpatient settings, as compared with psychiatry residents. No significant group differences were found in the other 15 items assessing teaching knowledge, skills, attitudes, and values. Results indicate that residents' knowledge, skills, attitudes, and values regarding teaching varies across institutions and training programs. The psychiatry residents in this study do not clearly understand their role as educators with patients and medical students; they have a less clear understanding of teaching techniques, and report spending less time educating patients than do family medicine residents. The differences might be due to different patient populations and treatment settings. The study suggests that psychiatry residents may have difficulty adapting the One-Minute Preceptor technique in psychiatric settings. Results serve as a benchmarking study in a performance-improvement program to enhance psychiatry residents' teaching skills.

  9. Benefits and Enjoyment of a Swimming Intervention for Youth With Cerebral Palsy: An RCT Study.

    PubMed

    Declerck, Marlies; Verheul, Martine; Daly, Daniel; Sanders, Ross

    2016-01-01

    To investigate enjoyment and specific benefits of a swimming intervention for youth with cerebral palsy (CP). Fourteen youth with CP (aged 7 to 17 years, Gross Motor Function Classification System levels I to III) were randomly assigned to control and swimming groups. Walking ability, swimming skills, fatigue, and pain were assessed at baseline, after a 10-week swimming intervention (2/week, 40-50 minutes) or control period, after a 5-week follow-up and, for the intervention group, after a 20-week follow-up period. The level of enjoyment of each swim-session was assessed. Levels of enjoyment were high. Walking and swimming skills improved significantly more in the swimming than in the control group (P = .043; P = .002, respectively), whereas fatigue and pain did not increase. After 20 weeks, gains in walking and swimming skills were retained (P = .017; P = .016, respectively). We recommend a swimming program for youth with CP to complement a physical therapy program.

  10. Inclusive intervention to enhance the fundamental movement skills of children without hearing: a preliminary study.

    PubMed

    Gursel, Ferda

    2014-02-01

    The purpose of this study was to assess an intervention program on the fundamental movement skill of students with and without hearing impairment, using the Test of Gross Motor Development-2 (TGMD-2) standardized Turkish norm. Preschool children with and without hearing impairment participated in this study. At the beginning of the study, most of the children with hearing impairment demonstrated developmental delay on the Locomotor subscale (6/7), as did about one-third (4/11) of the children without hearing impairment. For the Object control subscale, 4/7 of children with hearing impairment and none without hearing impairment showed developmental delay prior to the intervention program. After the intervention program, 3/7 children with hearing impairment had developmental delay on the Locomotor subscale. On the Object control subscale, 2/7 children with hearing impairment and none without hearing impairment showed developmental delay. The six-week intervention program improved TGMD-2 scores of children with hearing impairment, yet did not yield statistically significant improvement of fundamental movement skills.

  11. Usability and Navigability of an HIV/AIDS Internet Intervention for Adolescents in a Resource Limited Setting

    PubMed Central

    Ybarra, Michele; Biringi, Ruth; Prescott, Tonya; Bull, Sheana S.

    2012-01-01

    Use of Internet is growing in Sub Saharan Africa. Evidence of computer and Internet effectiveness for reduction in risk behaviors associated with HIV shown in U.S. settings has yet to be replicated in Africa. We describe the development, usability and navigability testing of an Internet-based HIV prevention program for secondary school students in Uganda, called CyberSenga. For this work, we used four data collection activities, including observation of (a) computer skills and (b) navigation, (c) focus group discussions, and (d) field assessments to document comprehension and usability of program content. We document limited skills among students, but youth with basic computers skills were able to navigate the program after instruction. Youth were most interested in activities with more interaction. Field-testing illustrated the importance of using a stand-alone electrical source during program delivery. This work suggests delivery of Internet-based health promotion content in Africa requires attention to user preparedness and literacy, bandwidth, Internet connection, and electricity. PMID:22918136

  12. The External Diploma Program (EDP) and the SCANS Report. The External Diploma Program (EDP) and CASAS.

    ERIC Educational Resources Information Center

    Harvey, Florence

    These two presentations discuss the National External Diploma Program (EDP) sponsored by the American Council on Education and its relationship to the Department of Labor's Secretary's Commission on Achieving Necessary Skills (SCANS) report and to the Comprehensive Adult Student Assessment System (CASAS). The first presentation focuses on the…

  13. School-Based Drug Prevention Program: Quantitative Assessment of Life Skills Training Elementary School Program

    ERIC Educational Resources Information Center

    Kindle, Silverlene J.

    2013-01-01

    Since the 1960s long-term studies have documented nation-wide patterns of adolescent smoking, drinking and illicit drug use. The federal government responded by passing the Safe and Drug Free Schools and Communities Act, which funded school-based prevention programs. The problem for school counselors in a Georgia Public School District was…

  14. Influence of an interprofessional HIV/AIDS education program on role perception, attitudes and teamwork skills of undergraduate health sciences students.

    PubMed

    Curran, Vernon R; Mugford, J Gerry; Law, Rebecca M T; MacDonald, Sandra

    2005-03-01

    An evaluation study of an undergraduate HIV/AIDS interprofessional education program for medical, nursing and pharmacy students was undertaken to assess changes in role perception, attitudes towards collaboration, self-reported teamwork skills and satisfaction with a shared learning experience. A combined one group pretest-posttest and time-series study design was used. Several survey instruments and observation checklists were completed by students and tutors before, during and after the educational program. Students reported greater awareness of roles and the continuous exposure to interprofessional learning led to improved attitudes towards teamwork. Standardized patients were effective in fostering an experience of realism and motivating collaboration between students. A problem-based learning approach combined with standardized patients was effective in enhancing HIV/AIDS interprofessional role perception, enhancing attitudes towards collaboration and interprofessional approaches to HIV/AIDS care and fostering confidence in teamwork skills among pre-licensure health sciences students.

  15. Domestic Violence Training Program for Residents

    PubMed Central

    Kripke, Elana Nudel; Steele, George; O'Brien, Mary K.; Novack, Dennis H.

    1998-01-01

    Domestic violence is occurring in epidemic proportions in the United States. Recent surveys have shown there is a need for educational programs for health care professionals. This report presents the results of a domestic violence workshop developed to increase knowledge and improve attitudes and skills in working with victims of domestic violence. The results of the workshop, measured by preintervention and postintervention attitude, knowledge, and skills surveys, are promising. There was a significant improvement in knowledge, self-assessed skills, and attitudes after the workshop. Although the full magnitude of the changes was not sustained over time, there was still significant improvement after 6 months in knowledge and attitude. Rates of detection and documentation did not change. Future educational programs will need to address maintaining routine screening for domestic violence in the primary care setting and to highlight more clearly the role of health care professionals in the detection and treatment of domestic violence. PMID:9844082

  16. Suicide intervention training for college staff: Program evaluation and intervention skill measurement.

    PubMed

    Shannonhouse, Laura; Lin, Yung-Wei Dennis; Shaw, Kelly; Wanna, Reema; Porter, Michael

    2017-10-01

    Suicide remains a pressing issue for college communities. Consequently, gatekeeper trainings are often provided for staff. This study examines the effect of one such program, Applied Suicide Intervention Skills Training (ASIST). 51 college employees received ASIST in August of 2014 and were compared to 30 wait-list control participants. Repeated Measures ANOVA were used to analyze pre- and post-training: (a) skills at responding to students-at-risk; (b) attitudes toward suicide; (c) knowledge about suicide; and (d) comfort/competence/confidence at helping a student-at-risk. Significant positive training effects were observed for ASIST on self-report measures and also for objectively assessed skill at responding, after adjusting for a potential scoring limitation of the Suicide Intervention Response Inventory, Revised (SIRI-2). ASIST improved the self-perception of college staff at working with students-at-risk of suicide and also their skills at performing an intervention. Further, analysis of SIRI-2 data provides support for a potential instrument revision.

  17. Scholar outcomes for dental internship research program in Saudi Arabia: A qualitative evaluation.

    PubMed

    Bahammam, Laila A; Linjawi, Amal I

    2017-04-01

    To explore the potential, challenges and needs for internship research activities in achieving scholar outcomes among graduates. A qualitative general needs assessment and evaluation of an internship research program was conducted at King Abdulaziz University, Faculty of Dentistry (KAUFD), KSA, from December 2014 to February 2015 using focus groups and interviews. The participants included: administrates, faculty, and internship students. Data were transcribed and analyzed following the grounded theory. The participants were two administrative personnel, 21 faculty members, and 16 internship students. Results were clustered around five main domains; curriculum design, faculty, students, administrative, and institutional domain. Reported potentials included: a multi-faceted educational intervention approach, and building evidence-based skills and inquiry minds among graduates. Time, load, and incentives were major challenges reported by faculty. Interesting and achievable research topics were major challenges reported by students. Areas that needed development included: equipped research personnel, aligned administrative and institutional support, faculty skills, students' knowledge and skills, aligned curriculum, and clear program goals, objectives, and outcomes. Curriculum design, faculty and students' skills; as well as administrative and institutional support were found to play major roles in the success of the current internship research program at KAUFD.

  18. Evaluation of Pillars4life: a virtual coping skills program for cancer survivors.

    PubMed

    Smith, Sophia K; O'Donnell, Jonathan D; Abernethy, Amy P; MacDermott, Kristin; Staley, Tina; Samsa, Gregory P

    2015-11-01

    Pillars4Life is an educational program that teaches coping skills to cancer patients in a virtual group setting; it was recently implemented at 17 hospitals across the USA. The cost-effective, scalable, and assessable Pillars4Life curriculum targets psychosocial resources (e.g., self-efficacy and coping skills) as a means to reduce symptoms (e.g., depression, anxiety, and posttraumatic stress) and enhance quality of life. Cancer patients were recruited from hospitals that received the LIVESTRONG Community Impact Project Award to enroll in a pilot study of Pillars4Life. Consenting participants met with a certified instructor weekly for 10 weeks in a virtual environment; the manualized intervention trained participants in personal coping skills. Longitudinal assessments over 6 months were assessed using validated instruments to determine changes in Pillars4Life targeted resources and outcomes. Multiple linear regression models examined the relationship between changes in targeted resources and changes in outcome from baseline to 3 months post-intervention. Participants (n = 130) had the following characteristics: mean age of 56 ± 11 years, 87% women, 11% non-Caucasian, and 77% with college degree. At 3- and 6-month follow-up, mean scores improved on all key outcome measures such as depression (Patient Health Questionnaire), anxiety (Generalized Anxiety Disorder), posttraumatic stress (Posttraumatic Stress Disorder Checklist), fatigue (Functional Assessment of Chronic Illness Therapy-Fatigue), and well-being (Functional Assessment of Cancer Therapy-General) from baseline (all p < 0.01); results were most pronounced among participants who reported ≥4/10 on the Distress Thermometer at baseline (all p < 0.001). Changes in each targeted resource were associated with 3-month improvements in at least one outcome. Participation in the Pillars4Life program was associated with statistically and clinically significant improvements in scores on pre-specified outcomes and targeted resources. Copyright © 2015 John Wiley & Sons, Ltd.

  19. Targeted Feedback in the Milestones Era: Utilization of the Ask-Tell-Ask Feedback Model to Promote Reflection and Self-Assessment.

    PubMed

    French, Judith C; Colbert, Colleen Y; Pien, Lily C; Dannefer, Elaine F; Taylor, Christine A

    2015-01-01

    The Accreditation Council for Graduate Medical Education's Milestones Project focuses trainee education on the formation of valued behaviors and skills believed to be necessary for trainees to become independent practitioners. The development and refinement of behaviors and skills outlined within the milestones will require learners to monitor, reflect, and assess their own performance over time. External feedback provides an opportunity for learners to recalibrate their self-assessments, thereby enabling them to develop better self-monitoring and self-assessment skills. Yet, feedback to trainees is frequently generic, such as "great job," "nice work," or "you need to read more." In this article, we describe a feedback model that faculty can use to provide specific feedback, while increasing accountability for learners. We offer practical examples of its use in a variety of settings in the milestone era. The Ask-Tell-Ask (ATA) patient communication skills strategy, which was adapted for use as a trainee feedback model 10 years ago at our institution, is a learner-centered approach for reinforcing and modifying behaviors. The model is efficient, promotes learner accountability, and helps trainees develop reflection and self-assessment skills. A feedback agreement further enhances ATA by establishing a shared understanding of goals for the educational encounter. The ATA feedback model, combined with a feedback agreement, encourages learners to self-identify strengths and areas for improvement, before receiving feedback. Personal monitoring, reflection, self-assessment, and increased accountability make ATA an ideal learner-centered feedback model for the milestones era, which focuses on performance improvement over time. We believe the introduction of the ATA feedback model in surgical training programs is a step in the right direction towards meaningful programmatic culture change. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  20. Arthroscopic training resources in orthopedic resident education.

    PubMed

    Koehler, Ryan; John, Tamara; Lawler, Jeffrey; Moorman, Claude; Nicandri, Gregg

    2015-02-01

    The purpose of this study was to determine the frequency of use, perceived effectiveness, and preference for arthroscopic surgical skill training resources. An electronic survey was sent to orthopedics residents, residency program directors, and orthopedic sports medicine attending physicians in the United States. The frequency and perceived effectiveness of 10 types of adjunctive arthroscopic skills training was assessed. Residents and faculty members were asked to rate their confidence in resident ability to perform common arthroscopic procedures. Surveys were completed by 40 of 152 (26.3%) orthopedic residency program directors, 70 of 426 (16.4%) sports medicine faculty, and 235 of 3,170 (7.4%) orthopedic residents. The use of adjunctive methods of training varied from only 9.8% of programs with virtual reality training to 80.5% of programs that used reading of published materials to develop arthroscopic skill. Practice on cadaveric specimens was viewed as the most effective and preferred adjunctive method of training. Residents trained on cadaveric specimens reported increased confidence in their ability to perform arthroscopic procedures. The resources for developing arthroscopic surgical skill vary considerably across orthopedic residency programs in the United States. Adjunctive training methods were perceived to be effective at supplementing traditional training in the operating room. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

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