Evaluation Of Education Program Research Articles

Evaluation of a new patient safety educational programme to reduce adverse events by encouraging staff to speak up: application of the trigger tool methodology

BackgroundPoor communication contributes to adverse events (AEs). In our hospital, following an experience of a fatal incident in 2014, we developed an educational programme aimed at improving communication for better...

Lottery-Based Evaluations of Early Education Programs: Opportunities and Challenges for Building the Next Generation of Evidence

Lottery-based identification strategies offer potential for generating the next generation of evidence on U.S. early education programs. The authors’ collaborative network of five research teams applying this design in early education settings and methods experts has identified six challenges that need to be carefully considered in this next context: (a) available baseline covariates that may not be very rich; (b) limited data on the counterfactual; (c) limited and inconsistent outcome data; (d) weakened internal validity due to attrition; (e) constrained external validity due to who competes for oversubscribed programs; and (f) difficulties answering site-level questions with child-level randomization. The authors offer potential solutions to these six challenges and concrete recommendations for the design of future lottery-based early education studies.

Evaluation of oral health education programs among patients with schizophrenia in India: An interventional study.

Schizophrenia is a mental disease that can drastically affect oral health. Hence, this remains a significant factor that affects oral health-related quality of life (OHRQoL). Assessing the OHRQoLin schizophrenic patients is one of the primary needs. The oral health impact profile is an impressive range of instruments that assesses the impact of oral conditions on well-being and quality of life. A 100 schizophrenic individuals were randomly selected from the Psychiatry Department of Government Hospital, Patna, Bihar, India, and grouped into two groups: (a) Group I with.group-based sessions and (b) Group II with one-on-one interactions. Inclusion criteria: (a) Individuals who received the clinical confirmatory diagnosis of schizophrenia, (b) Patients who regularly reported to the psychologist for periodic evaluation, and (c) Patients who could follow instructions. Exclusion criteria: (a) Patients or their caregivers who were unwilling to participate in the study, (b) Patients with any other mental health disability other than schizophrenia, (c) Patients with muscular or nervous system disorders, and (d) Patients who could not follow instructions. Patients were educated on the modified Bass technique, and mean ± standard deviation plaque scores were compared at the baseline and after 12 weeks of intervention. Statistical analysis was performed using the Chi-square analytical test and paired "t-test." Statistically significant differences were observed in plaque scores in both groups (P < 0.001). Educational training tools help in improving oral health in schizophrenic patients.

Collaborative Advanced Trauma Care (CATC): Evaluation of a trauma education program developed in Pakistan in an Ethiopian context

Trauma globally represents an overwhelming burden of morbidity and mortality. Effective management with trauma teams has proven to reduce time to resuscitation and definitive care leading to decreased mortality and length of stay of trauma patients. Building upon previous partnership we undertook to implement and evaluate Collaborative Advanced Trauma Care (CATC) at a public teaching hospital in Ethiopia, based on course developed in Pakistan. A total of 140 participants were trained in CATC (83 physicians, 57 nurses), with improvement in fundamental trauma knowledge and leadership and teamwork. These findings are similarly reflective of evaluation scores of CATC in Pakistan, demonstrating that CATC can be expanded in settings that share similar medical education and emergency department structures.

Second Victim Phenomenon Educational Program Evaluation.

Second Victim Phenomenon Educational Program Evaluation.

Findings from a national evaluation of social work field education programs in Liberia, West Africa

Program evaluation is an integral component of social work field education and continuous social work programmatic improvement. To conduct an inaugural national survey of social work field education programs in Liberia, West Africa, Made in Africa Evaluation (MAE) was used to design and implement a national evaluation of social work field education programs. The evaluation was led by and implemented with Liberian social work faculty and staff. Thirty-six field supervisors completed a quantitative survey. Results were used to assist programs identify strengths and areas for improvement. The MAE approach guided analysis and discussion of evaluation results. Findings revealed an emerging credentialed and experienced pool of field supervisors with high exposure and endorsement of human rights concepts, which was a strength. Field agencies were clustered in the city center of Montserrado County, the county seat for Monrovia-Liberia’s capital. Field agencies’ missions and services aligned with health, education, and gender equality sustainable development goals. Field agency supervisors provided few opportunities for students to practice macro based developmental social work activities such as advocacy and community work, an area identified as needing improvement. Challenges included Liberian social work faculty’s lack of experience in conducting evaluation research, insufficient access to scholarly databases to obtain research articles, and expensive data management platforms. Collaboration was recommended as a strategy to build evaluation capacity. How to reference using ASWNet style: Tuggle, F., Banks, S. and Gbessage, S. (2023). Findings from a national evaluation of social work field education programs in Liberia, West Africa. African Journal of Social Work, 13(6), 273-284. https://dx.doi.org/10.4314/ajsw.v13i6.1 Visit journal website: https://ajsw.africasocialwork.net

Implementasi Evaluasi Program Pendidikan Islam: Analisis Peran, Bentuk dan Kendala Kepala Sekolah

Evaluation of the Islamic education program is the responsibility of the school principal, it aims to achieve the aspired educational goals. However, school principals often do not understand the role and forms of evaluation. This study aims to analyze the implementation of educational program evaluation at SD 92 Muara Kibul, focusing on three things, namely the role and constraints of school principals, as well as the form of program evaluation. The research method used is qualitative, with a narrative approach. Data collection used observation, interviews, and documentation studies. Data analysis through data collection, data reduction, data presentation, and conclusion drawing. The results revealed that the role of school principals in evaluating education programs is to design program evaluations, collect information from various sources, assess evaluation results, make improvements based on evaluation findings, involve teachers, students, and parents, build a positive attitude towards evaluation as a tool for improvement. The form of program assessment is divided into two, namely assessment according to standards and assessment based on Islamic programs. The obstacles faced are limited resources, time, lack of cooperation with external parties.

Evaluation of STEM Education Programs (Science, Technology, Engineering, Mathematics) in Increasing Students' Interest in Learning

STEM (Science, Technology, Engineering, and Mathematics) is an education system that can develop students' ability to solve problems, be more innovative, independent, and can connect what they learn at school with real life. Good innovation is when students are able to connect all aspects of STEM and combine four inter-disciplinary aspects of STEM so that they can solve a problem. The four STEM disciplines that have been described by Torlakson (2014) are: (a) Science, which is the science of nature, which represents natural laws related to physics, chemistry and biology and the treatment or application of related facts, principles, concepts and convections. with these scientific disciplines. (b) Technology, is a skill or a system used in managing society, organizations, knowledge or can be defined as a product of science and engineering. (c) Engineering, is engineering knowledge by utilizing concepts from science and mathematics as well as technological tools to solve a problem. (d) Mathematics, is knowledge that connects quantities, space and numbers which requires logical arguments.

The psychological readiness of the educators for inclusive education at universities of Kazakhstan

Inclusive education is a fundamental right that aims to provide equal opportunities and access to quality education for students with diverse backgrounds, abilities, and special educational needs. In recent years, our country has made significant progress in embracing inclusive education at the university level. By fostering an inclusive learning environment, Kazakhstan is not only empowering every learner but also paving the way for a more inclusive society. This article explores the importance of inclusive education for university students in Kazakhstan and the initiatives taken to ensure its implementation. Moreover, the psychological determinants of the readiness of educators for inclusive teaching of university students with disabilities have been studied. The analysis of scientific sources has shown that a positive attitude and appropriate training of teachers are decisive in this problem. The findings from the conducted survey for diagnosing the level of inclusive readiness of university teachers show that the experience of instructing students with SEN has a big impact on the educators’ attitude towards practicing inclusive education, as well as their level of confidence in own capabilities and competencies. Further expansion and continuous evaluation of inclusive education programs will ensure sustainable progress towards a more inclusive society.

Evaluasi Pendidikan dalam Konteks Aspek Politik, Etika dan Interpersonal

The evaluation of educational programs is designed to identify improvements needed in the education system. In practice, program evaluation also involves political dimensions that should be a concern for both evaluators and the parties being evaluated. Furthermore, the relationship between morality and individuals is also an integral part of the ethical code used in the assessment. This article aims to explain the importance of ethical and political aspects in the implementation of educational program evaluation. The research method used is a literature review in which the author gathers information related to the ethical and political aspects when evaluating educational programs. Research findings indicate that several factors influence the relationship between ethics and individuals in educational assessment, including religious beliefs, moral values embedded in culture, treatment by the educational community, messages conveyed through mass media, and environmental conditions

Evaluation of a pilot online education program to develop midwives’ knowledge, skill and confidence in perinatal mental health in rural South Australia

One in five women will experience perinatal anxiety and/or depression. In South Australia, a rural health service identified a high proportion of women with risk of perinatal mental health challenges and sought additional education for midwives. In response, a six-week facilitated, online perinatal mental health education program (e-PMHEP) was piloted. AimThe aim of this study was to evaluate the effectiveness of the (e-PMHEP) for rural midwives, nurses and Aboriginal maternal infant care practitioners. MethodProgram evaluation incorporated a validated online pre/post survey to assess self-reported knowledge, skill and confidence regarding perinatal mental healthcare. Additional questions sought feedback on satisfaction and feasibility. FindingsSixteen participants from rural South Australia engaged in the project from June to August 2022. Twelve participants completed the online pre/post survey. The overall pre/post knowledge scores were statistically significant (t = 2.73, 8df, p = 0.025) with improvement from the pre to post-test. Pre/post data also showed a measurable increase in confidence and skills. All respondents agreed that the content addressed their learning needs and would recommend this program to other practitioners. DiscussionThe e-PMHEP appeared beneficial in developing knowledge, skills and confidence regarding perinatal mental healthcare in rural midwives and practitioners. Only a third of practitioners routinely developed a mental health care plan with women. Key strengths of the program included the accessible content, and the combination of an experienced mental health clinician and a facilitator with lived experience. ConclusionProviding an accessible, facilitated online perinatal mental health education program could be beneficial for rural midwives.

Preventing Violence against Healthcare Workers in Hospital Settings: A Systematic Review of Nonpharmacological Interventions

Aims and Objectives. To evaluate nonpharmacological interventions for preventing patient and visitor-perpetrated violence against healthcare workers within hospital settings. Background. Up to 92% of health workers experience some form of patient-perpetrated violence. The highest risk environments include emergency departments, acute care settings, and mental health units. Given such elevated rates of violence, current interventions have questionable efficacy or implementation challenges. Design. We conducted a systematic review conforming to PRISMA reporting requirements. We searched PubMed, CINAHL, PsycINFO, Scopus, and the Cochrane Library. Studies reporting interventions to prevent patient-initiated violence against healthcare workers in hospitals were included, and findings were synthesised. Results. Based on meeting eligibility criteria, twelve studies were included in the review. Most interventions reported an effect with eleven of the twelve studies describing changes in the incidence of violence postintervention. Most studies were evaluations of education and training programs (n = 7), followed by action plans (n = 2), and a reporting instrument, risk assessment tool, and legislation (n = 1). Conclusions. Insights into effective strategies to prevent hospital patient and visitor-initiated violence are necessary to develop guidelines for better aggression/violence deterrence. Violence prevention requires strong, evidence-based, and clinically applicable interventions that promote the safety and satisfaction of all healthcare workers. Relevance to Clinical Practice. Formulating effective and appropriate strategies that aid in early recognition, prevention, and management of aggression/violence will benefit all health workers. Patient and staff satisfaction will rise; healthcare workers will regain a sense of preparedness, and higher levels of safety will be achieved. Without these effective interventions being established, the magnitude of adverse outcomes from patient-perpetrated violence will continue in healthcare.

Understanding implicit bias (UIB): Experimental evaluation of an online bias education program.

Can people learn about implicit bias through an online course? We developed a brief (∼30 min) online educational program called Understanding Implicit Bias (UIB) consisting of four modules: (a) what is implicit bias? (b) the Implicit Association Test, (c) implicit bias and behavior, and (d) what can you do? In Experiment 1, we randomly assigned 6,729 college students across three separate samples to complete dependent measures before (control group) or after (intervention group) the UIB program. In Experiment 2, we randomly assigned 389 college students to complete the UIB program (intervention group) or two TED talks (control group) before dependent measures. Compared to control groups, the intervention groups had significantly higher objective knowledge about bias (ds = 0.39, 1.49) and subjective knowledge about bias (ds = 1.43, 2.61), awareness of bias (ds = 0.10, 0.54), and behavioral intentions to reduce bias (ds = 0.19, 0.84). These differences were again observed at a 2-week follow-up. These results suggest that brief online education about bias can affect knowledge and awareness of bias, as well as intentions to change behavior. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Assessment of Sexual Behavior and Habits of Medical and Non-Medical Students

Abstract The aim of this study is the assessment of sexual behavior and habits of medical and non-medical students in Belgrade. The research is designed as cross-sectional study conducted in the period from November until January 2016/2017. An anonymous and standardized questionnaire from the “National Health Survey” research protocol was used and variables of interest were added. A total of 1268 randomly selected students participated, from higher education institutions in Belgrade (College for Health Studies “Milutin Milankovic, Medical College of applied sciences in Zemun, Belgrade, Business Academy and Faculty of Security Studies in Belgrade). Results: Respondents from both groups almost had sexual relations with the opposite sex, although 2.2% of students of medical profession and 1.7% of nonmedical profession had sexual relations with the same sex. Condoms are most often contraceptive measures used in both groups, (&gt;40%). The most common reason for not using condom in both groups were partner's trust or reducing pleasure during intercourse (p&lt;0.005 and p&lt;0.851 respectively). Students of non-medical professions comparing to students of medical professions, on the second year of study (7.3% vs 5.5%), and on the third year of study (14.1% vs 2.4%) stated that the reason for not using a condom is the high cost. Conclusions: According to the obtained results, students of medical professions were prone to risky sexual behaviour, despite greater knowledge about reproductive health and risky sexual behaviors. There is a significant need for an evaluation of educational programs about sexual and reproductive health of students from all orientations.

Abu Dhabi’s Journey Towards Excellence in Continuing Medical Education

ABSTRACT Continuing medical education is essential to maintain and develop the skills of the healthcare workforce. Engagement with CME is required for maintaining practitioner licence in the United Arab Emirates. The CME environment in Abu Dhabi has been growing quickly, with rising numbers of activities and learner participation. Though Abu Dhabi’s Department of Health(DOH) has a history of regulating CME for its health professionals, it has typically relied on activity audits that have been inefficient and laborious. Consequently, the DOH evaluated and subsequently adopted international standards for provider accreditation and implemented a new model. That system incorporates eligibility standards, a digital system of registration, standards for ensuring learners are protected from advertising and promotion, expectations for educational outcomes, attendance verification, and program evaluation. DOH introduces an accreditation statement, set standards for activity documentation, data protection, and published a limited range of international systems whose credits could be recognized by DOH. Embedded in the new accreditation system is a restructured internal workforce, trained and supported to ensure accurate, consistent, and transparent accreditation decisions. DOH has supported implementation through a revised website, community meetings, provider training, and provider support services. DOH anticipates continuing evolution to support a culture of learning and competency management of the healthcare professionals in its workforce through CME, and in doing so support the delivery of high-quality healthcare to its citizens.

Translating discovery science: Delivering online, asynchronous financial education to service members at career and personal life transitions

AbstractObjectiveGrounded in the Kirkpatrick and Kirkpatrick model of evaluation, we examine multiple dimensions of military service members' reactions to six online, asynchronous financial family life education efforts.BackgroundUsing a “just‐in‐time” training model, financial literacy trainings that correspond to key family and career transitions were congressionally mandated for all service members. Program evaluation efforts are ongoing to assess training merit and inform training improvements.MethodThe six specific trainings evaluated occurred when service members were relocating, returning from deployment, receiving a promotion, getting married, getting divorced, and the birth of a first child. We explored various dimensions of training reactions, including training topics that were perceived as most beneficial at certain life stages or transitions; the perceptions of the trainings' quality, relevance, and impact; and finally, the likelihood of them sharing that information with their significant other. Data were collected between July 2021 and June 2023.ResultsOverall, service members perceived the trainings as high quality, relevant, and impactful, and most service members were likely to share the information with their spouse. Some differences were seen by demographic groups, such that trainees who were enlisted (compared to officers), identified as African American (compared to White), and had a high school diploma or associate's degree (compared to a more advanced degree) typically reported more favorable reactions.Conclusion and ImplicationsActionable strategies are provided to support service members and inform the development and evaluation of other family life education programs, particularly online, asynchronous training and financial‐focused training.

An attempt toward outcome-based education in medical pharmacology

The Japan Accreditation Council for Medical Education is the organization to evaluate medical education programs at each university based on the World Federation for Medical Education Global Standards for Quality Improvement. The practice of outcome-based education is one of the most important points in the evaluation. Each university is required to clarify learning outcomes, which are the qualities and abilities that students should acquire at the time of graduation, and the curriculums and the framework of evaluations to achieve the learning outcomes. With the publicization of common achievement tests for medical students prior to clinical clerkship, medical students can perform medical treatments during clinical clerkship except for the issuance of prescriptions. However, to properly issue prescriptions as a resident soon after passing the national examination for medical practitioners, medical students should acquire the qualities and abilities not only to understand the pathophysiology of disease and the pharmacological actions of therapeutic drugs but also comprehensively to grasp the relationships between the patient, family, and society. Therefore, pharmacology is inevitably involved in many learning outcomes as a hub in the horizontal integration of basic medicine and the vertical integration of basic medicine, behavioral science, social medicine, and clinical medicine. In this paper, I look at pharmacology education at the Mie University School of Medicine from the perspective of outcome-based education and consider the role that pharmacology should play in the evaluation of medical education programs.

Evaluation of an interdisciplinary education program to foster learning health systems (Preprint)

Evaluation of an interdisciplinary education program to foster learning health systems (Preprint)

The Development and Evaluation of Safety Education Program on Coping of Accidents for the Aged

The Development and Evaluation of Safety Education Program on Coping of Accidents for the Aged

The care trajectories leading to emergency dialysis start: a qualitative study

Abstract Introduction Emergency dialysis start (EDS) is an important issue to understand and tackle in Chronic Kidney Disease (CKD) care. Late referral, absent previous nephrology care and higher comorbidity scores have been associated with EDS. However, how those factors happen and contribute to EDS remains unexplored. We conducted a qualitative study in France to identify and describe the mechanisms that shape the trajectories that lead to EDS, using patients, GPs and nephrologists perspectives. Methods Three groups of participants were recruited in Brittany, north-west France: Patients who started dialysis in emergency between 2017 and 2019, GPs and nephrologists. Maximum variation sampling approach was used based on patients’ socio-economic profiles and GPs’ and nephrologists’ years and settings of practice. Semi-structured interviews were conducted between 2017 and 2020. A crossed thematic analysis between the 3 groups of transcripts was performed, informing how EDS trajectories come to be. Results Twenty patients, 12 GPs and 18 nephrologists were interviewed. Five themes were identified: 1) Learning about dialysis, 2) Dialysis and nephrology care representations: a) an unacceptable biographical disruption, b) a dreadful invasive machinery, c) a straw that breaks the camel's back, 3) The gap between the “illness” perceived and the “disease” treated, 4) Slipping through the primary care prevention net, 5) the unavoidable unpredictability of CKD course. Conclusions This study shows how EDS is, in part, the results of an interplay between patients’ constructed representations of dialysis, relation with the medical sphere and CKD physiopathology. The results suggests a need for evaluation of kidney replacement therapy education programs and reinforcement of psychological care. Finally, results support ambitious mass prevention campaign focused on kidney health to counter the persistent negative representation of dialysis and seal off prevention cracks. Key messages • Emergency dialysis start is the result of an interplay between patients’ constructed representations of dialysis, relation with the medical sphere and CKD physiopathology. • Evaluation of kidney replacement therapy education programs and reinforcement of psychological care as well as an ambitious prevention campaign focused on kidney health could contribute to reduce EDS.