Educational Delivery Models Research Articles

Unintended consequences – Risk for bias in competency-based assessment

As nursing education transitions to competency-based education, careful attention to the assessment methodology must be considered. As nursing education contends with structural implicit bias and supports social justice, any transition to the education delivery model must consider the underserved and marginalized. Multilingual and marginalized students have long had inequitable experiences when taking standardized assessments influenced by the perspectives and values of the dominant culture. Resourced and under-resourced nurse educators must be empowered to access information to inform the competency-based assessment design. This perspective article aims to uncover the risk of bias in competency-based assessment when not properly implemented and to present strategies to reduce bias in competency-based assessment. Considerations for schools/colleges of nursing as they implement competency-based assessment are explored.

Design and Implementation of a Nursing Capstone Across a Multisite Health System.

The coronavirus disease 2019 (COVID-19) pandemic created profound effects in nursing education. Using a robust academic-practice partnership, a college of nursing and a health care organization collaborated to launch Jefferson Capstone Experience (JCE), an education delivery model that included a one-to-one, 108-hour clinical preceptorship between an experienced RN and an undergraduate nursing student. The expedited design, implementation, and evaluation of JCE is described. The mixed-method program evaluation included surveys, interviews, and focus groups with students, faculty, and preceptors. Students and preceptors reported high levels of satisfaction with JCE. All parties emphasized the importance of clear and timely communication, academic practice collaboration, and organization. A significant number of capstone graduates accepted a position with a capstone clinical partner. Although the logistics of planning and implementation were challenging, an immersive and largely positive experience was created for undergraduate students, which created a robust hiring pipeline of new-to-practice nurses. [J Nurs Educ. 2024;63(5):292-297.].

Perspectives of Teachers of Students With Visual Impairments and Orientation and Mobility Specialists During COVID-19

The COVID-19 pandemic was unprecedented in scope and nature, altering everyday life for people across the United States. One major change involved how schools provided educational services. Prior to the pandemic, schools used in-person instruction as their service delivery model for educational and education-related services, such as services for the blind and visually impaired. To document the effects of this historic event, an exploratory survey through Qualtrics was conducted on the perceptions of (a) teachers of students with visual impairments and (b) orientation and mobility specialists in four categories: service delivery models, student demographics, instruction and engagement, and preparation and training. Percentages were calculated with closed questions, and open-ended responses were used to clarify the data. There were some significant post-hoc correlations between ability to provide educational services and instructional delivery models. The results have implications for practitioners and professionals working in higher education.

Caregiver education programme on intellectual and developmental disabilities: An acceptability and feasibility study in an academic medical setting.

Children and adolescents with intellectual and developmental disabilities (I/DD), including autism spectrum disorder, benefit from a variety of specialized interventions. However, there are barriers that impact families' ability to access such services for their children. While not intended as a replacement for individualized or group-based interventions, educational classes may be an option in providing supplemental resources and support to families of individuals with I/DD. This study was a programme evaluation that examined the feasibility and acceptability of a Caregiver Education Program that was created in an outpatient specialty clinic of an academic medical centre, designed to provide educational information on a variety of topics relevant to children and adolescents with I/DD (e.g., toilet training, understanding behaviour and managing anxiety). The review included 1027 participants from 40 classes led by licensed clinicians, trainees, and/or experienced caregivers. Classes occurred approximately one time per month over the course of three-and-a-half years and targeted caregivers of children and adolescents with I/DD and community-based professionals in the field of I/DD. Participants were able to attend one or multiple classes, based on their interest in the given topic. Participants were asked to complete post-training surveys at the end of each session as part of ongoing programme evaluation. Participants reported a high level of satisfaction and increased knowledge as a result of participating in classes, and higher knowledge gained and higher satisfaction for in-person classes compared to virtual classes. This programme is one model of education delivery with high acceptability and feasibility, designed to support families and increase access to information beyond specialized interventions. Future directions include improving the model of programme data collection, examination of the programme's generalization to practice and to other communities, and an emphasis on culturally responsive curricula.

Turning good intentions into good outcomes: ethical dilemmas at a student-run clinic and a rubric for reflective action

Student-run clinics represent a unique medical education and healthcare delivery model powered largely by good intentions. These good intentions may produce questionable results, however, when juxtaposed with intense academic pressure...

Stakeholders’ Analysis of the Effect of Ubiquitous Education Technologies on Higher Education

Purpose: Technology is an application of science used as a tool to solve the problems of society. One of the ICCT (Information Communication & Computation Technology) underlying technology called “Ubiquitous Education Technology” allows to make innovations in Higher Education delivery. Based on Ubiquitous Education Technology (UET), the online education delivery model found importance after COVID-19. Methodology: Using the explorative research method, we have analysed, discussed, compared, evaluated, and interpreted the impact of various components of Ubiquitous Education Technology on higher education delivery models using exploratory research methods. Results & Discussion: We have analysed, discussed, compared, evaluated, and interpreted the impact of various components of Ubiquitous Education Technology on higher education delivery models using exploratory research methods. This includes the effect of technology in the service sector, Opportunities for Ubiquitous Education Technologies and various components of them to be used in the higher education sector, a comparison of the higher education service model before and after COVID-19, evaluation of various Ubiquitous Education Technologies and the innovations to be achieved by them. Novelty/Value: ABCD analysis is carried out from three stakeholders’ points of view on Ubiquitous Education Technology based higher education delivery models, and some suggest new & effective ways of planning pedagogy to satisfy, delight and enlighten the learners in the Higher education system. Type of Paper: Explorative conceptual research.

The future integrated care workforce.

The future integrated care workforce.

Increasing palliative care capacity in primary care: study protocol of a cluster randomized controlled trial of the CAPACITI training program

BackgroundPrimary care providers play a critical role in providing early palliative care to their patients. Despite the availability of clinical education on best practices in palliative care, primary care providers often lack practical guidance to help them operationalize this approach in practice. CAPACITI is a virtual training program aimed at providing practical tips, strategies, and action plans to provide an early palliative approach to care. The entire program consists of 12 sessions (1 h each), divided evenly across three modules: (1) Identify and Assess; (2) Enhance Communication Skills; (3) Coordinate for Ongoing Care. We report the protocol for our planned evaluation of CAPACITI on its effectiveness in helping primary care providers increase their identification of patients requiring a palliative approach to care and to strengthen other core competencies.MethodsA cluster randomized controlled trial evaluating two modes of CAPACITI program delivery: 1) self-directed learning, consisting of online access to program materials; and 2) facilitated learning, which also includes live webinars where the online materials are presented and discussed. The primary outcomes are 1) percent of patients identified as requiring palliative care (PC), 2) timing of first initiation of PC, and self-reported PC competency (EPCS tool). Secondary outcomes include self-reported confidence in PC, practice change, and team collaboration (AITCS-II tool), as well as qualitative interviews. Covariates that will be examined are readiness for change (ORCA tool), learning preference, and team size.Primary care teams representing interdisciplinary providers, including physicians, nurse practitioners, registered nurses, care coordinators, and allied health professionals will be recruited from across Canada. The completion of all three modules is expected to take participating teams a total of six months.DiscussionCAPACITI is a national trial aimed at behavior change in primary care providers. This research will help inform future palliative care educational initiatives for generalist health care providers. Specifically, our findings will examine the effectiveness of the two models of education delivery and the participant experience associated with each modality.Trial registrationClinicalTrials.gov NCT05120154.

Trust the Process

What are the benefits or drawbacks of a low-residency educational delivery model? How does the process of designing one's own study impact the work completed in a distance education program with this form of delivery? As researchers who found success in a low-residency undergraduate program, we engaged in a duoethnographic study to mine our experiences and better understand the advantages and disadvantages of this educational model. We engaged in four recorded conversations over the course of three weeks, with sessions ranging from 35 to 60 minutes each. Between sessions, we journaled in a shared online document, discussing our emerging understandings of the topic, responding to each other's perspectives, and pushing one another to articulate and revisit our stances. Through these oral and written dialogues, we identified six themes featured in the low-residency educational model: reduced stigma for non-traditional students, diversity of community, flexibility, self-designed study, staying connected, and clarity of boundaries.
 Keywords: low-residency, distance education, duoethnography, self-designed learning, non-traditional students

From Digital Natives to Zoom Graduates? Student Experiences with Distance Learning during Lockdown in Portugal

Public health measures adopted due to the COVID-19 pandemic made emergency remote learning the designated higher education delivery model under lockdowns, causing several transformations in the sector. Based on an online survey of 1009 students aged between 16 and 24 years old during 2021, this article examines the perceptions and experiences of distance education of a cohort dealing with the second lockdown in Portugal. It explores how young people perceived their student lives during the lockdown. More specifically, the study focuses on higher education experience, from learning conditions to pedagogical quality; expectations regarding academic life; and main concerns about academic (and professional) futures due to the lockdown’s effects. The results show that while some students adapted well to remote teaching, stressing its advantages in terms of time management and convenience, the majority disliked it because they had greater difficulty in following classes, not due to material and technical limitations, but rather for lack of socialisation and peer support. We discuss the value of a hidden curriculum for student engagement.

A cross sectional survey on the effect of COVID-19 related restrictions on undergraduate and postgraduate medical education in Qatar

BackgroundCOVID-19 pandemic has affected all dimensions of day to day life across the world and medical education was no exception. With this study, we aimed to understand the effect of nationwide restrictions on medical education in Qatar, the models of education adopted during this period and perceptions of participants to the same.MethodsWe conducted a cross-sectional study utilizing an online questionnaire distributed via convenience sampling between April–October 2020. Study participants were faculty and trainees in governmental undergraduate and postgraduate medical education institutes. Two sets of questionnaires were designed for each group. They were asked a series of questions to assess pre- and post-COVID pandemic educational practices, their preferred teaching methods, and their familiarity with electronic teaching platforms. Faculty respondents were asked about their perceived barriers to delivery of medical education during the pandemic and their agreement on a 5-point Likert scale on specific elements. Trainees were asked a series of multiple-choice questions to characterize their pre- and post-COVID pandemic educational experiences. Both groups were asked open-ended questions to provide qualitative insights into their answers. Data were analysed using STATA software version 12.0.ResultsMajority of trainees (58.5%) responded that the pandemic has adversely affected medical education at both the undergraduate and postgraduate levels. Trainees (58.5%) and faculty (35.7%) reported an increased reliance on e-learning. Trainees preferred face-to-face education, while faculty preferred a combination of models of education delivery (33.5% versus 37.1%, p = 0.38). Although 52.5% of the faculty had no previous experience of delivering education through e-learning modalities, 58.9% however felt confident in using e-learning software.ConclusionsFaculty and trainees agree that the COVID-19 pandemic has had a significant impact on the provision of medical education and training in Qatar, with an increased dependence on e-learning. As trainee’s prefer face-to-face models of education, we may have to consider restructuring of medical curricula in order to ensure that optimum learning is achieved via e-learning, while at the same time enhancing our use, knowledge and understanding of the e -learning methods. Further research is warranted to assess if these changes have influenced objective educational outcomes like graduation rates or board scores.

Veterinary Clinical Education Delivery Models: A Conceptual Framework.

The sustainability of the traditional university-owned and -operated veterinary teaching hospital has been discussed for many years. Concerns around the shortage and lack of diversity of clinical faculty, financial sustainability, and suitability of secondary and tertiary case load for the development of Doctor of Veterinary Medicine students' Day One Competences are perennial issues. Consequently, many schools have been looking at alternative ways of delivering veterinary clinical education. This article provides a conceptual framework for evaluating the delivery of veterinary clinical education, providing putative advantages and disadvantages of each model for further empirical investigation. Four different models are proposed-owner, third party, embedded distributive, and fully distributive-that can broadly be defined along two dimensions: the degree of integration of the clinical enterprise with the academic enterprise and the degree of authority of the dean/head of school with respect to clinical enterprise governance and their role in budgetary, investment, and hiring decisions. The author offers a typology that may assist deans/heads of schools make strategic decisions about the mode of delivery of veterinary clinical education for their school.

Re-considering Teacher Professional Development in the Pandemic Era: The Uruguayan Case

Abstract For more than a decade, Uruguay has maintained a considerable investment in digital technologies in primary and secondary education, as well as teacher training centers, through the implementation of the Ceibal Plan (Basic IT Computer Science Educational Connectivity Plan for Online Learning). When the COVID-19 pandemic arrived in Uruguay in March 2020, the government ordered the suspension of all face-to-face classes until June 2020. Then, a progressive return to school was introduced. Fortunately, the country already had a well-established technological infrastructure to rely on. Teachers across all levels of education had to quickly adapt to virtual teaching by adopting strategies that presented significant challenges, and which will make a lasting impact on teacher training and professional development. This article examines Uruguayan standards for the professional development of teachers, with a focus on digital teaching skills for online instruction. Practical examples of Ceibal initiatives are provided to promote the pedagogical use of technologies by teachers. We argue that the emergency that Latin America and Uruguay faced in 2020 led to a fundamental rethink and redesign of teacher professional development courses and institutional support. The COVID-19 crisis has presented an enormous shock to the traditional model of education delivery, and to teacher training programs. Digital technologies are not merely devices for conveying educational content, but rather should be seen as tools for maximizing meaningful learning for students. For this purpose, adequate training and support are essential for teachers to be prepared for future scenarios of even greater uncertainty. Keywords: Teacher Professional Development, Uruguay, Emergency Remote Teaching; Educational Technology; Technology Uses in Education; Compulsory Education; Educational Practices.

Use of Social Media and Depression in First-Year Undergraduate Students during COVID-19 Lockdown

Due to the COVID-19 pandemic, most educational institutions switched to online learning as a standard education delivery model. The use of social media has since become an essential and integral component of students’ lives, both as a tool to facilitate learning as well as for social connections. The current study examines the use of social media and its association with depression among newly enrolled first-year university students during the national lockdown. Three hundred and eighty-six (N = 386) participants aged between 19–21 years from one faculty of a public university were recruited online for the study. Self-reports on daily time spent and emotional investment (frequency of visits) on social media were obtained. Depression was assessed using the Patient-Reported Outcomes Measurement Information System (PROMIS) Depression Scale. Results from binary logistic regression showed that high levels of investment in a variety of social media activities were associated with symptoms of depression. Compared to the users at the lowest level, students in the higher usage groups had significantly increased odds of depression (AOR = 2.94, 95% CI = 1.22–7.08; AOR = 2.49, 95% CI = 1.04–5.94, respectively), even after controlling for all covariates. Total time spent, however, was not found to associate with depression. Additionally, indigenous students from East Malaysia who mostly reside in rural areas recorded a significantly higher odds of experiencing depression during the pandemic (AOR = 3.32, 95% CI = 1.23–8.90, p = .02) compared to the Malays. Given the pervasive use of social media during the COVID-19 lockdown, the findings of the study suggest that educators at higher education institutions can leverage on the ubiquitous use of social media among students to disseminate targeted educational messages regarding mental health.

Development of an Acehnese Value-Based Education Implementation Model at SMK Negeri 7

The values of Islamic character should be the spirit that colors all aspects of education, both in classroom-based learning, the climate of school life, as well as in the context of interaction with community life in general, integrated into learning starting from planning, implementing, and evaluating according to the characteristics Basic Competence. Learning in vocational schools needs to be designed according to the demands of the curriculum in an effort to instill Acehnese values through production-based training/production-based education and training and Islamic edutechnopreneur learning practices. The objectives of this research are to: 1) Develop a model of education implementation based on Acehnese values through the Islamic Edutechnopreneur model; 2) Testing the quality of the education delivery model; and 3) Analyzing teacher and student responses to the Acehnese values-based education model through the Islamic Edutechnopreneur model that has been developed at SMK Negeri 7 Lhokseumawe. This study uses the Research and Development method. The importance of this research is because vocational and school teachers really need a model of Islamic edutechnopreneur-based education and its implementation in school life. The results showed that the success of the Edutechnopreneur production unit at SMK Negeri 7 Lhokseumawe really depends on the management applied in the school. Therefore, it is important to strengthen SMK management so that Islamic Edutechnopreneur production units can be developed in an effort to strengthen the competitiveness of graduates. Teachers are an important resource, involve teachers in various trainings that enable them to develop in mastery of competencies and achieve increased insight and entrepreneurial skills.

Two Sides of the Same Coin: A Glimpse into the Advantages and Disadvantages of the Cohort Educational Delivery Model

Two Sides of the Same Coin: A Glimpse into the Advantages and Disadvantages of the Cohort Educational Delivery Model

Improving learning outcomes through choice-based course delivery: The Choice Model

In response to the Covid-19 pandemic, faculty and administrators have been called to engage in pilot studies of new educational delivery models. A pilot study was conducted during the Fall 2020 semester at a midwestern liberal arts college involving 49 undergraduate students using a new alternative course delivery format called the “Choice Model.” The Choice Model featured courses taught simultaneously in-person and broadcast in Zoom. A key feature was that each student could choose each day the mode they would attend (in-person or Zoom), and both modes) used in-class quizzes through a learning platform to keep students engaged. The results of the Choice Model included a 7.17-point increase in performance on the final exam from Marketing students, class attendance of 92.2% during a pandemic, and students reported increased engagement during class sessions. While students expressed a strong preference for the Choice Model over alternative course delivery models (in-person only, Zoom-only, a 50-50 model), a limitation found the Choice Model was that some students made suboptimal choices for their own learning outcomes.

Outcomes and Perceptions of Graduates of a Hybrid OT Program

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. As more educational programs transition to online and hybrid programming, there is a need to explore longer term outcomes of graduates of these programs. This mixed-methods survey study compared characteristics and perceptions of hybrid- and on-campus-pathway graduates from an entry-level OT program. Overall results indicated that both groups of graduates are similar in all areas, suggesting hybrid education is a suitable educational delivery model for OT students. Primary Author and Speaker: Lou Jensen Additional Authors and Speakers: Alie Banning, Morgan Dickerson, and Angelique Roebuck

The benefits of an innovative community engagement model in dental undergraduate education

ABSTRACT Dental healthcare students at the Peninsula Dental School, University of Plymouth, UK undertake community engagement projects as a core part of their undergraduate curriculum. Students work with their peers to develop a student-led, evidence-based project working with target groups in the local community to address oral health needs. The aim of the programme is to further the students’ understanding of health inequalities and the health needs of different groups in the community, while developing skills that will help them deliver holistic dental care as part of their future professional practice. This report highlights our model of education delivery in collaboration with the community, the student-learning outcomes and discusses some of the benefits of this approach including examples of projects that have benefitted the community. We highlight the further work needed to evaluate the longer-term impacts on students of undertaking social accountability programmes.

Multi-Tiered System of Supports: An Ecological Approach to School Psychology Service Delivery

Introduction: School psychologists work to support the academic, behavioral, and social-emotional well-being of students in schools. Their roles have become increasingly diverse in recent years due to the implementation of Multi-tiered System of Supports (MTSS) frameworks in schools throughout the United States. Statement of the Problem: Despite a national shortage of school psychologists, psychology students are often unaware of the profession or may have an outdated understanding of the role of school psychologists. Psychology students may also be unfamiliar with the MTSS framework, which promotes research-based, data-driven, equitable, and culturally responsive practices through a systemic, ecological approach to service delivery in schools. Literature Review: We review the main components of a typical MTSS prevention and intervention framework and describe the various roles of school psychologists and other key stakeholders within this model. Teaching Implications: This review and supporting resources can be used to introduce the field of school psychology to students. Additionally, it can be used to generate discussions regarding the provision of evidence-based and equitable academic and psychological services to students in the school through an ecological model. Conclusion: This article will help students gain an understanding of school psychologists’ roles within a current MTSS educational service delivery model.