Evaluation Of Education Program Research Articles

Systematic Review of Service User and Carer Involvement in Qualifying Social Work Education: A Decade in Retrospect

Abstract Service user and carer involvement in social work education is well established in the UK and other countries. There has however been limited research on the outcomes of this for social work practice and its subsequent impact on service users and carers. This has been noted in a previous systematic review involving one of the current authors. The current review aimed to synthesise literature from the previous decade (2011–2020) and follows on from the earlier review. PRISMA scoping review guidelines were followed and twenty-eight papers met the inclusion criteria that were framed. Data were extracted and tabulated according to the framework for the evaluation of educational programmes used in the previous review and analysed using narrative synthesis. A ten-item critical appraisal checklist was used to assess the rigour of all papers. The findings were similar to the earlier review. Most studies were from the UK and few evaluated change in students’ skills or subsequent practice; none evaluated subsequent outcomes for service users and carers. All stakeholders were positive about the perceived benefits of service user and care involvement. Future research needs to use more robust evaluation methodologies and evaluate skills development for students and outcomes for service users and carers.

Fostering pre-service teachers’ perceived ability to implement dialogic teaching in Turkey: Examining the contributing factors of an intensive short-term teacher education program from the teacher-learners’ vantage point

This study reports the design, implementation, and evaluation of a 3-day intensive short-term teacher education program that was specifically designed and implemented with the aims of fostering English as a foreign language (EFL) teacher-learners’ ability to enact dialogic teaching in their teaching practices. Thirty pre-service English teachers from 13 different universities across Turkey participated in the program and their perspectives of the effectiveness of the program in reaching its objectives were investigated to examine: (1) to what extent they felt their ability to implement dialogic teaching practices had improved, and (2) which specific factors from the program they felt specifically contributed to their development. Data were collected over a 4-week period, and included pre/post-course self-evaluation scales, during-course session evaluation forms, post-course evaluation forms, and interviews. Overall, the findings suggest the importance of intensive short-term teacher education programs with similar objectives consisting of: (1) instructors who are both knowledgeable and good models of what they are teaching in the context they are preparing teachers for; (2) content that is up to date, contextually related, and organized in a way that builds up both knowledge and practical skills; and (3) methods and activities in which teacher-learners experience what they are being taught both from a student’s and teacher’s perspective. The findings of this study hold important implications for various stakeholders involved in English teacher education, and teacher education program development, thus, practical suggestions are discussed regarding how future teacher education programs with related objectives may be designed and implemented to better foster attendees’ ability to apply what they learn at the classroom level.

Evaluating results of the implementation research MOOC using Kirkpatrick’s four-level model: a cross-sectional mixed-methods study

IntroductionAn implementation research (IR) massive open online course (MOOC) was developed by the Special Programme for Research and Training in Tropical Diseases, to address the scarcity of training in low-income...

Evaluation of Multi-Literacy Education Program at The Community Learning Activity Center in Palangka Raya City

This is related to the quality of one's life so that it can open up public insight. The purpose of this study was to analyze the evaluation of the program on the aspects of context, input, process, and product of the multi-literacy education program at Learning Center (PKBM) Luthfillah, Palangka Raya. PKBM is an educational facility provided to provide non-formal education for citizens. Evaluation of the program that has been implemented uses the Context, Input, Process, and Product (CIPP) model by analyzing the components of the context, input, process, and product of the Multiliteracy Education program implemented. This research is a type of qualitative research. The research instruments used were observation, interviews, and documentation. The results of the research show: (1) in the context aspect, the program implemented has fulfilled the learning needs of the students, and the program objectives can be achieved as expected; (2) in the input aspect, educators and program organizers already have the expected competencies. It's just that for the initial abilities of students, the basic requirements for ownership of the Sukma have not been met; (3) in the process aspect, the learning strategies used are in accordance with the conditions of the students, namely andragogic, practical, and thematic strategies; (4) in the product aspect, students have graduated from the advanced literacy education program and have been able to apply the learning outcomes that have been obtained. However, the student's graduation certificate has not been received in the form of SUKMA-L.

The Development and Effect Evaluation of the Newlyweds' Relationship Education Program in China

This study aimed to examine the application and effect of intimate relationship education program. 9 newlywed Chinese couples participated in this educational workshop program. The workshop was designed to help couples enhance mutual understanding, explore gender differences, learn about conflicts and coping strategies, promote emotional management skills. The study also used interviews to explore the effect mechanism of the educational workshop, and this kind of educational program was proved to be applicable and effective in helping newlywed couples to improve communication and self-management skills, and it might be helpful to decrease the future risk of marital dissolution.

Evaluation of a road safety educational programme for senior elementary school students in Cambodia: A pilot study

Purpose: Road accidents are the leading cause of non-disease-related deaths among teenagers in Cambodia. However, Cambodian schools continue to lack road safety education programmes and standardised guidelines. This study evaluated the effects of a customised comprehensive road safety educational programme for older elementary school students in Cambodia. Design: We conducted a road safety educational programme at an elementary school in Cambodia. The programme consisted of seven parts and included content related to pedestrian and vehicle (car, motorcycle and bike) safety. Methods: We used a mixed method to evaluate changes in knowledge, attitudes and practices following the programme. For the quantitative evaluation, we conducted a quasi-experimental study using a nonequivalent control group pre-test–post-test design involving 52 students. The experimental group comprised fourth graders (aged 10 years) and the control group consisted of fifth graders (aged 11 years). For the qualitative evaluation, we conducted focus group interviews with six participants from the experimental group. Results: Post-test road safety knowledge ( Z = −2.79; p = .005) and attitudes ( Z = −2.05, p = .041) improved significantly in the experimental group. Qualitatively, three themes were identified: participants acquired new insights into road safety, they adopted more positive attitudes and they made an effort to practise road safety. Conclusion: This pilot study demonstrated a possible positive effect of a road safety educational programme, suggesting that, following additional verification, it could be used to improve road safety for older elementary school students in Cambodia.

Applying the Kirkpatrick-Model on evaluating an educational intervention about transfusion medicine among nurses. Preliminary results

Background: Implementation of systematic and sustainable training in theoretical and practical aspects of transfusion, maximizes transfusion-safety and improves quality of nursing services. Kirkpatrick-Model can be used effectively for evaluating such educational programs. Method and Materials: According to Kirkpatrick-Model, evaluation of educational programs is determined by four levels: 1st-Reaction, 2nd-Learning, 3rd-Behavior, 4th-Results. During years 2018-2019, an educational program about transfusion-medicine (presentations-lectures, brochures distribution, individual training) was implemented among nurses working mainly in an Oncology Hospital of the Hellenic National Health System. Demographics, educational/professional experience, knowledge-level on transfusion-medicine as well as suggestions for improving it, were checked with pre-and post-training questionnaires. Statistical analysis was made using SAS9.4-software for Windows/Excel 2007 (Kruskal-Wallis method for numeric parameters, x2-test for categorical). The significance level was set to P<0.05. Results: Regarding trainees’ reaction (level 1), 38.59% considered the educational program “satisfactory” (before training, 13.67% answered that they needed no training, after training 52.26%, P<0.05). Regarding learning (level 2), there was improvement in knowledge (14.2±3 correct answers/respondent before training, 21.1±1.8 correct answers/respondent post-training, 48.6% increase in correct answers/respondent, P<0.000001). The evaluation of the trainees' change of work-behavior due to training (level 3) will be performed through an extended observation-period by auditors using an extensive evidence-based observatory checklist. The overall outcome of training (level 4) will be assessed after completing the above-mentioned audits. Conclusions: According to Kirkpatrick-Model, the applied educational program is evaluated positively in terms of levels 1-2, as it was considered sufficient by trainees and improved their theoretical knowledge. Further evaluation in terms of levels 3-4 is an ongoing procedure.

Evaluation of an elementary teacher education program to promote argument instruction

While previous teacher education research on argumentation primarily targeted science teachers, we will provide insights on where to begin teacher education for beginners in situations, where argumentation instruction is not yet common and time constraints impede teacher training. We conducted a short-term program that lasted 160 minutes, with 61 graduate students from a Japanese graduate school of teacher education as participants. It explained arguments, and taught the participants how to construct, score, and plan arguments that they could use in their classes. We conducted the argument construction and evaluation task to examine the presence or absence of components and the correctness of the arguments. The non-parametric quantitative response data were analyzed using SPSS by Wilcoxon signed rank-sum test and Mann-Whitney U test. The results showed that the post-test revealed significant improvements in both tasks. This program may be effective for non-science beginner teachers.

A Multi-Mode Education Program to Enhance Asthma Care by Pharmacists

Objective. To provide optimal asthma care, community pharmacists must have advanced, contemporary knowledge, and the skills to translate that knowledge into practice. The development and evaluation of an innovative multi-mode education program to enhance pharmacists' clinical knowledge and practical skills is described.Methods. The online education modules were collaboratively developed alongside asthma and pharmacy organizations. The education program was comprised of five evidence-based education modules delivered online and a skills review conducted either in-person with real-time feedback (urban pharmacists) or via video upload and scheduled video-conference feedback (regional and remote pharmacists). A mixed methods approach was used to evaluate the feedback obtained from pharmacists to assess the content, efficacy, and applicability of the education.Results. Ninety-seven pharmacists opted into the program and successfully completed all education requirements. A larger proportion of pharmacists did not pass trial protocol-based education modules on their first attempts compared to the number that passed the asthma and medication knowledge-based modules. Prior to skills review, the proportion of pharmacists demonstrating device technique competency was suboptimal. Pharmacists rated the education modules highly in both quantitative and qualitative evaluations and reported that the program adequately prepared them to better deliver care to asthma patients.Conclusion. We developed, implemented, and evaluated a novel multi-mode asthma education program for community pharmacists that supports knowledge and practical skill development in this crucial area of patient care. The education program was well received by pharmacists. This form of education could be used more broadly in international collaborative trials.

Evaluation of a Digital COPD Education Program for Healthcare Professionals in Long-Term Care - A Mixed Methods Study.

BackgroundLack of routines and competence among healthcare professionals have been reported as barriers to COPD management in long-term care. Online education could be used as a strategy to make COPD education more accessible.PurposeThe aim of this study was to evaluate a digital COPD education program for healthcare professionals in long-term care regarding feasibility, knowledge and working procedures.MethodsA randomized controlled feasibility trial with a convergent mixed methods design was conducted. Two municipalities in Sweden were randomized to intervention (n=20) or control (n=17). The intervention was a digital COPD education program accessible for three months. Data was collected through questionnaires on COPD-specific knowledge, conceptual knowledge, feasibility and usage of the COPD Web platform. Repeated individual interviews using a semi-structured interview guide was also performed. Quantitative and qualitative findings were merged using a mixed methods design.ResultsThe digital COPD education program appears feasible based on the expressed satisfaction of the healthcare workers and their reports that it supported them in their work. Across questionnaires, objective COPD-specific knowledge increased by 14 to 16 percentage points in the intervention group compared to 0 to 6 percentage points in the control group (p=0.001). The objective increase in COPD-specific knowledge was also captured in the interviews, where a perceived increase in knowledge led to increased security and focus on COPD management. Few changes in working procedures were expressed, but participants felt that attention was raised regarding COPD and the importance of preventive healthcare services. In addition, increased knowledge of healthcare services provided by other involved professions was emphasized, leading to discussions with other professions in relation to COPD management.ConclusionA digital COPD education program is feasible and can increase the COPD-specific knowledge of healthcare professionals in long-term care, leading to increased focus on COPD-related issues. More comprehensive measures, including organizational changes, might be needed to change working procedures.

Kesepakatan Etik dan Interpersonal dalam Evaluasi Program Pendidikan

Evaluation of educational programs aims to find improvements needed in education. In practice, program evaluation also has a political aspect that needs to be paid attention to by the evaluator and the participants being evaluated. In addition, there is also an ethical agreement and interpersonal agreement in program evaluation, which is part of the code of ethics in carrying out evaluation activities. The purpose of this article is to provide an explanation of the importance of a code of ethics and political aspects in the implementation of educational program evaluation. The research method used is library research, where the author collects information related to the code of ethics and political aspects in the implementation of the evaluation of educational programs. The results of the study stated that there are several factors that influence ethics and interpersonal in the evaluation of education, namely religion that is believed, morals that develop in culture, educational treatment, messages in the mass media and environmental situations.

Implementation and evaluation of a virtual dental home educational program.

A Virtual Dental Home (VDH) is an alternative care model using teledentistry technology to provide care in community settings for special care populations. The Dental Hygiene Department at Idaho State University developed a VDH educational program to deliver preventive and therapeutic care at an assisted-living (AL) facility for memory care residents. The purpose of the educational program was to design and implement a VDH model for AL residents, and subsequently to evaluate the effectiveness of the educational program through students' knowledge, clinical confidence, and perspectives. Senior dental hygiene students (n = 32) completed didactic, laboratory, and clinical experiences on implementing an VDH. Using a pretest/posttest design, data were collected using a self-generated questionnaire; validity and reliability of the questionnaire were established prior to administration. Likert data were analyzed (n = 22, 69%) using the Wilcoxon Signed Rank test and Bonferroni correction. The change in scores of all three variables was statistically significant. The educational program was effective for increasing knowledge, clinical confidence, and perspectives of the dental hygiene students. Educational programs that include didactic, laboratory, and clinical experiences prepare graduates for using alternative care models, thereby, enhancing the potential to improve access to care for vulnerable populations in community settings.

Optimizing the integration of family caregivers in the delivery of person-centered care: evaluation of an educational program for the healthcare workforce

BackgroundWhile family caregivers provide 70-90% of care for people living in the community and assist with 10-30% of the care in congregate living, most healthcare providers do not meaningfully involve family caregivers as partners in care. Recent research recommends that the healthcare workforce receive competency-based education to identify, assess, support, and partner with family caregivers across the care trajectory.ObjectiveThis paper reports a mixed-methods evaluation of a person-centered competency-based education program on Caregiver-Centered Care for the healthcare workforce.MethodsThis foundational education was designed for all healthcare providers and trainees who work with family caregivers and is offered free online (caregivercare.ca). Healthcare providers from five healthcare settings (primary, acute, home, supportive living, long-term care) and trainees in medicine, nursing, and allied health were recruited via email and social media. We used the Kirkpatrick-Barr health workforce training evaluation framework to evaluate the education program, measuring various healthcare providers’ learner satisfaction with the content (Level 1), pre-post changes in knowledge and confidence when working with family caregivers (Level 2), and changes in behaviors in practice (Level 3).ResultsParticipants were primarily healthcare employees (68.9%) and trainees (21.7%) and represented 5 healthcare settings. Evaluation of the first 161 learners completing the program indicated that on a 5-point Likert scale, the majority were satisfied with the overall quality of the education (Mean(M) = 4.69; SD = .60). Paired T-tests indicated that out of a score of 50, post-education changes in knowledge and confidence to work with family caregivers was significantly higher than pre-education scores (pre M = 38.90, SD = 6.90; post M = 46.60, SD = 4.10; t(150) = − 16.75, p < .0001). Qualitative results derived from open responses echoed the quantitative findings in satisfaction with the education delivery as well as improvements in learners’ knowledge and confidence.ConclusionHealth workforce education to provide person-centered care to all family caregivers is an innovative approach to addressing the current inconsistent system of supports for family caregivers. The education program evaluated here was effective at increasing self-reported knowledge and confidence to work with family caregivers.

125. Evaluation of an Arts-Based Educational Program to Reduce Mental-Health-Related Stigma Among Adolescents in India

Youth avoid seeking help for mental health problems due to mental-health-related stigma. Unlike high income countries, limited studies assess the impact of arts-based educational interventions on reducing such stigma among youth in low- and middle-income countries. A mixed methods, pre-post control group study was conducted (July 2016 - October 2017) to evaluate a six-week, arts-based educational program aimed to reduce mental-health-related stigma among youth in India.

Assessing community members’ knowledge and attitude towards Community-Based Education practices in Southern Ethiopia

The study conducted by the University of Gezira in Sudan indicated that many institutions are not involving the community in the process of Community-Based Education (CBE) program evaluation. Moreover, the community feels that the program is being imposed upon them rather than being available for them. This study aimed to assess community knowledge and attitude towards university health students’ CBE practices and associated factors. The community-based cross-sectional study through systematic random sampling method was conducted on 394 households. Descriptive statistics and logistic regression analysis were conducted by using Statistical Package for Social Science (SPSS) Version.23. Of the 394 individuals interviewed, 188 (47.7%) of them were found to have good knowledge and 229 (58.1%) have good attitude on CBE practices. Concerning the determinant factors, educated respondents, high-income respondents, and student and government employee were likely to have better knowledge of CBE practices than others. In addition, students and government employee also likely to have better attitude towards CBE practices than other occupations. Community members’ knowledge and attitude on certain aspects of the CBE practices were still poor. Thus, the awareness and large participation of community members in the program are needed to increase the popularity of the program.

Dose Matters in Evaluation of a School-Based Adolescent Sexual Health Education Program.

ABSTRACTBACKGROUNDResearch on the effects of intervention dose on outcomes within adolescent sexual health education programming is lacking. Existing research on dose typically utilizes the number of sessions as a variable. In a school setting, there are scheduling limitations, student absences, and other logistical barriers that have the potential to affect the number of sessions for an intervention and, in turn, impact the efficacy of programming.METHODSThis article evaluates the effectiveness of a school‐based, peer‐led adolescent comprehensive sexual health education program, with a focus on dose. A repeated measures MANOVA was used to evaluate the effects of individual difference variables and intervention variables on changes in participants' knowledge and attitudes across 2 time points. Additionally, paired t‐tests were used to evaluate changes in specific behaviors.RESULTSResults indicated that knowledge improved following the intervention, and specifically larger doses, measured in minutes, of the intervention were associated with larger improvements in knowledge. There were no significant effects related to attitudes or behavioral outcomes.CONCLUSIONSThis study adds to the knowledge base by including analysis of how the dose of intervention may impact youth outcomes. Implications for school health practices and research are discussed.

Competency-Based Education and Practice in Physical Therapy: It's Time to Act!

Competency-based education (CBE) is a concept, a philosophy, and an approach to educational design where learner progression occurs when competency is demonstrated. It assumes a set of standard defined performance outcomes for any level of professional practice-students, residents, or practicing physical therapists. Those outcomes are based on the health needs of society and guide the curricular design, implementation, and evaluation of health professions education programs. Lack of a CBE framework-with no required demonstration of competence throughout one's career-has the potential to lead to variation in physical therapists' skills and to unwarranted variation in practice, potentially hindering delivery of the highest quality of patient care. CBE requires a framework that includes a commonly understood language; standardized, defined performance outcomes at various stages of learner development; and a process to assess whether competence has been demonstrated. The purpose of this perspective article is to (1) highlight the need for a shared language, (2) provide an overview of CBE and the impetus for the change, (3) propose a shift toward CBE in physical therapy, and (4) discuss the need for the profession to adopt a mindset requiring purposeful practice across one's career to safely and most efficiently practice in a given area. Utilizing a CBE philosophy throughout one's career should ensure high-quality and safe patient care to all-patient care that can adapt to the changing scope of physical therapist practice as well as the health care needs of society. The physical therapy profession is at a point at which we must step up the transition to a competency-based system of physical therapist education.

İngiliz dili öğretiminin uzaktan eğitim sistem değerlendirmesi: Ölçek geliştirme çalışması

As educational curricula have been transformed from face-to-face to distance education, new and different tools in educational program evaluation have become a necessity. Therefore, in this study we aimed to develop a five-point Likert-type scale to measure the effects of the distance education system of English language teaching. For the pilot study, a 40-item questionnaire was applied to 121 students studying in the English preparatory program at a Turkish university. First, the factor analysis study of the scale was created, and then the item analysis studies were carried out and the scale was updated by removing 10 items with a low factor load or collected under more than one factor. The new scale, consisting of 30 items, was applied to 370 students, and as a result of the factor analysis study, the scale consisted of five different structures named as “Language Skills”, “Communication”, “Content Evaluation”, “Instructors” and “Assessment”. The Cronbach Alpha internal consistency coefficient for the entire scale, whose validity and reliability studies were completed, was determined as 0.952. Finally, confirmatory factor analysis studies were carried out and it was determined that the goodness of fit indices were at an acceptable level and the exploratory factor analysis results were confirmed.

Evaluation of a poverty-focused educational program and simulation for pharmacists

Background and purposeLimited literature explores the impact that poverty-focused educational simulations can have on practicing clinicians. This study used a poverty simulation, specifically created to resemble the lives of Medicare patients, to sensitize practicing pharmacists to the situations faced by people living in poverty. The study evaluated how a poverty-focused educational program impacted practicing pharmacists' actual knowledge gain, intention to assist patients with limited income, and satisfaction with the educational program. Educational activity and settingA quasi-experimental one-group pre−/posttest design of practicing pharmacists was utilized. The intervention was a live continuing educational (CE) program at a pharmacy alumni event and a pharmacy convention. The CE program was delivered in person and included a Medicare poverty simulation and a 75-min didactic lecture. Pre- and posttests were used to assess outcomes. The primary outcome was change in knowledge as measured by test scores. Secondary outcomes included intention to assist future low-income patients and participant satisfaction with the educational program. FindingsEighty-nine pharmacists participated in the educational program. Participants' mean knowledge increased from 2.76 (SD = 0.97) to 3.61 (SD = 1.21) (P < .001) out of 5. The majority (88.3%) agreed they were interested in assisting patients with limited income in the future. Most participants strongly agreed that the program was satisfactory and contributed to their learning. SummaryThis is the first identifiable study that incorporated a poverty simulation into an educational program for practicing pharmacists. The study may help inform the development of future educational programs for practicing pharmacists.

Social Emotional Learning Competencies in Belize Children: Psychometric Validation Through Exploratory Structural Equation Modeling.

In the nation of Belize, and in particular the south side of Belize City, the main metropolitan area of the nation, significant economic disparities have led to child and adolescent exposure to high rates of violent crime, gang activity, unsafe neighborhoods, sexual, and physical violence. Problems associated with poor Social-Emotional Character Development are especially prevalent among boys. Consequently, valid culture-relevant measures are required that identify problematic behavior for policy-based intervention and evaluation of educational programs designed to ameliorate this problem. The present study demonstrates the application of Exploratory Structural Equation Modeling to existing measures through the investigation of structural validity and generalizability of the Social-Emotional and Character Development Scale with a large sample of children from schools in Belize (N = 1,877, Ages 10–13). Exploratory structural equation modeling results demonstrate the original factor correlations were reduced, providing less biased estimates than confirmatory factor analysis (CFA). Moreover, a multi-group Exploratory Structural Equation Modeling analysis illuminates significant differences between latent factor scores of males and females for most factors. Using this newer factor analytic procedure, original factors are reconceptualized to better situate the Social Emotional Character Development Scales into the larger body of Social-Emotional Learning (SEL) competencies literature.