Program Evaluation Process Research Articles

Program evaluation and healthcare process improvement focused on complex wheelchair procurement

ABSTRACT The operations of a specialty wheelchair (WC) seating center can influence the evaluation to delivery timeframe in days for a complex rehab technology (CRT) WC. Operations at one facility improved due to departmental process improvement (PI) project with evaluation of the delivery workflow and implementation of changes. A retrospective chart audit gathered baseline data on the evaluation to delivery timeframe in days of a CRT WC for 50 individuals prior to PI changes. Standard departmental workflow collected 745 individuals’ post-PI changes. The interventions took place from March 25, 2017, to April 5, 2018, and included defining and educating stakeholders on their roles and expectations, revisions of the electronic medical record, weekly and quarterly meetings with supplier leadership, paperwork completion goals, and follow-up paperwork centralization. Mean pre- and post-intervention evaluation to delivery timeframes in days was significantly different (162.2 versus 127.4 days, p < 0.0001). Overall, a reduction in the mean evaluation to delivery timeframe in days of CRT WC by 21.5% or 34.8 days occurred. Systematic change takes time as well as the commitment of all key players. PI changes resulted in evaluation to delivery timeframe reduction for patients to receive their CRT WCs.

Evaluating the Impact of the Inspiring School Program in High Schools

This research aims to evaluate the Inspirational School Program using the CIPP (Context, Input, Process, Product) model, focusing on providing insights and recommendations for enhancing its effectiveness and sustainability. Data collection methods in qualitative descriptive research include interviews, observation, and documentation. The study's sample population comprises individuals associated with SMA Negeri 5 in Banjarmasin, including educators, school leaders, and grade XI students. In-person interviews were conducted with the school principal, homeroom teacher, counselling teacher, and students. Data analysis techniques encompass data collection, reduction, presentation, and verification/conclusion. The results indicate that the school's needs align with the Ministry of Education and Culture guidelines. Despite limited local government support, the program planning and evaluation processes have been implemented effectively despite obstacles. The Product Evaluation Stage reflects positive outcomes, including literacy, numeracy, character development, and school safety climate improvements. Educator and staff competence have also seen enhancements. It is recommended to align implementation with the Independent Curriculum, bolster human resources through educator and staff training, enhance infrastructure support, and seek increased government assistance to sustain and improve the program. These measures aim to enhance productivity further and ensure the continued success of the Inspirational School Program.

A Model Curriculum For New Faculty Coaches in Undergraduate Medical Education.

Coaching is an interactive process of performance improvement accomplished by fostering a coachee's ability to critically self-evaluate, create goals, and develop a plan for action. It is being increasingly used in medical education, both at the undergraduate and graduate levels. The American Medical Association (AMA) recommends robust faculty development for any coaching program. Our institution created a mandatory coaching program for students starting in August 2022 with 22 faculty coaches. We used Kern's 6-step model for curriculum development to create our institution's faculty development for coaches. This manuscript describes the process of development, implementation, and early program evaluation for the curriculum for faculty coaches for the first 4 months of our mandatory coaching program. The objectives and teaching strategies are outlined. Our program evaluation consisted of immediate and follow-up surveys of faculty attendees. Content in the faculty development program describing the medical student curriculum, assessment, and student resources improved faculty perceived knowledge and confidence. Specific training in coaching skills, including a simulation using standardized students was used and found to be essential. We offer lessons learned from our coaches regarding timing and content for any faculty development curriculum for new coaches. Considerations for future faculty development curricula for academic coaching programs include timing of the faculty development, content consideration after three coaching sessions, and potential content additions and deletions. The curriculum outlined can be taken and immediately adapted for any school of medicine embarking on a coaching program for students.

Understanding and Addressing Bias in Grading: Progress at Washington University School of Medicine.

In 2020, the authors published work examining disparities in clerkship grading and found students who identify as White were more likely to receive honors grades compared with students from races/ethnicities traditionally underrepresented in medicine. Through a quality improvement approach, the authors identified the following 6 areas where improvements could mitigate grading disparities and, therefore, put processes in place to: ensure equitable access to examination preparation resources, change student assessment, develop medical student curriculum interventions, improve the learning environment, change house staff and faculty recruitment and retention practices, and provide ongoing program evaluation and continuous quality improvement processes to monitor for success. While the authors cannot yet be sure that they have achieved their goal of promoting equity in grading, they believe this evidence-based, multipronged intervention is a clear step in the right direction and encourage other schools to consider a similar approach to tackling this critically important problem at their own institutions.

What Chicago community organizations needed to implement COVID-19 interventions: lessons learned in 2021.

As the COVID-19 pandemic placed a spotlight on the health inequities in the United States, this study aimed to determine the local programmatic needs of community organizations (CO) delivering COVID-19 interventions across Chicago. In the summer of 2021, the Chicagoland CEAL Program interviewed 34 COs that were providing education, testing, and/or vaccinations in communities experiencing poor COVID-19 outcomes. The interviews were analyzed thematically and organized around logistical challenges and funding/resource needs. The COs routinely offered testing (50%) or vaccinations (74%), with most (56%) employing some programmatic evaluation. Programs utilizing trusted-messenger systems were deemed most effective, but resource-intensive. CO specific needs clustered around sustaining effective outreach strategies, better CO coordination, wanting comprehensive trainings, improving program evaluation, and promoting services and programs. The COs reached populations with low-vaccine confidence using trusted messengers to overcome mistrust. However, replenishment of the resources needed to sustain such strategies should be prioritized. Leveraging the Chicagoland CEAL Program to help negotiate community organizations' interorganizational coordination, create training programs, and provide evaluation expertise are deliverable supports that may bolster COVID-19 prevention. Achieving health justice requires that all institutions of power participate in meaningful community engagement, help build community capacity, and infuse health equity throughout all aspects of the research and program evaluation processes.

Curriculum Development Strategy for Arabic Lesson at Madrasah Ibtidaiyyah Miftahul Mubtadiin Islamiyyah Banyakan Kediri

This research examines the Arabic language learning process at MI Miftahul Mubtadiin Islamiyyah Banyakan Kediri which have known the Arabic lessons in early age. Basic level Arabic curriculum or Madrasah Ibtidaiyyah Arabic lessons are taught in a 4th grade students of Madrasah Ibtidaiyyah. However, in fact, the 4th grade students are only taught the Arabic that is already known of Arabic in a basic way. The purpose of this is study: (1) to determine curriculum development strategy for Arabic lesson at MI Miftahul Mubtadiin Islamiyyah Banyakan Kediri, (2) to determine the implementation of curriculum Arabic at MI Miftahul Mubtadiin Islamiyyah Banyakan Kediri. The method used in this study is descriptive qualitative methods and data collection methods used interviews, observation, and documentation. The results of the study explain: (1) curriculum development strategy for Arabic lesson at MI Miftahul Mubtadiin Islamiyyah Banyakan Kediri uses several processes, including: steps to be taken, compiling, strategies to be used, process of program preparation, implementation, and evaluation, (2) implementation of Arabic language curriculum at MI Miftahul Mubtadiin Islamiyyah, mostly located in Kediri city, have gone through a process guided by KMA Number 184 of 2019 concerning Guidelines for Curriculum Implementation in Madrasahs, Ministry of Religion and it was developed by its institution to achieve competent outputs or graduates in the field of Arabic subjects.

Anthropology in Evaluation: Free-Listing to Generate Cultural Models

Free-listing is a quick, semi-quantitative methodology commonly used by anthropologists to uncover information within a cultural domain. In this method note, we review how anthropologists have used free-listing in a variety of research settings. We then apply the social-ecological framework to describe how free-listing can be used for formative, process, outcome, and impact stages of program evaluation. Each type of evaluation includes a set of example free-list prompts to help researchers begin using this tool. We propose that free-listing is a beneficial data collection method in program evaluation. The free-listing method has identified barriers to treatment within our own work with clients recovering from either substance use disorder or opioid use disorder and has aided in providing flexible, individualized services. We conclude by providing recommendations for collecting free-list data and demonstrating the ease of computing free-list results by providing instructions and an example on how to analyze free-list responses.

Implementation of Education and Training Program Evaluation

This study aims to describe the program evaluation model Context, Input, Process, and Product in the training of office administration managers at BBPLK Semarang. This research is evaluative research using a qualitative descriptive approach. Data collection techniques were carried out using observation, interviews, and documentation methods. Primary data collection uses observation instruments while secondary data is obtained through documentation and interviews. The research subjects comprised the head of the institution, the head of evaluation and reporting, a training instructor and two trainees. Data analysis techniques used are data collection, data reduction, data presentation, and conclusion. The results obtained in this study are seen from the Context Analysis of the needs and educational background of the training carried out by the training organizers by the planning. Judging from the input, the training was organized well and neatly. Instructors, curriculum, educational facilities, and infrastructure that have been well prepared to support the process Judging from the Process The training schedule compiled is carried out according to how, the performance is very good in preparing all training needs, activities run as expected and evaluation of activities carried out by collecting responses from the trainees and reviewed properly so that program improvements continue to be made. Judging from the product, the participants could understand both theoretically and practically. The conclusions of this study indicate that in the context of organizing training for office administration managers, can develop and organize competency-based training programs with national work competency standards.

Using participant-oriented research in post-secondary mental health program development and evaluation

Purpose With the recent release of the National Standard for Mental Health and Well-Being for Post-Secondary Students, there is increased interest to integrate research and practice for mental health services on post-secondary campuses. Participant-oriented research is a useful framework to bridge this gap. This paper aims to describe the program development and evaluation process and reports challenges and lessons learned to inform future implementation strategies for similar endeavours. Design/methodology/approach A participant-oriented research approach was used to revise and evaluate an innovative interdisciplinary resilience program, entitled Roots of Resiliency, for post-secondary students. Findings This case analysis used the development and evaluation of Roots of Resiliency to demonstrate some of the strategies and challenges that exist for participant-oriented research related to mental health in the post-secondary context. Collaborative relationships among the various development team members contributed to an overall positive experience. Some challenges that others who work in post-secondary mental health field may consider include the need for content expertise, the ongoing need for communication among team members and the need for an effective system to give voice to all participants. Originality/value Any mental health program has a cultural component and is best co-developed by the particular students (e.g. indigenous students) who are to be served by the program. In this regard, the co-design and shared development and evaluation of the current mental health program is an example that can be emulated in other programs within the post-secondary context.

The Influence of COVID-19 on Medical Student Resource Preferences.

IntroductionOver the past decade, pre-clerkship medical education has shifted from solely relying on didactic lectures to implementing more group learning and clinical experience to promote individualized, self-directed, and patient-centered education. COVID-19 required medical schools to examine their curricula and determine which portions were adaptable to virtual learning. This study compared first-year medical students’ (MS1) perceptions of an online curriculum, focusing on the students’ preferred resources before and after the transition to virtual courses.Materials and methodsAt one community-based allopathic medical school, a decision was made to move the entire pre-clerkship curriculum to a virtual format in the setting of the pandemic. An end-of-course survey evaluation was distributed via email to 64 first-year medical students at a community-based allopathic medical school. The participants were asked numerous questions about their overall perceptions of each course, including questions about the usefulness of lectures, small group activities, course administration, and faculty communication. Quantitative and qualitative data were collected during the standard program evaluation process for the two courses, and a third survey that focused on learning resources asked questions regarding virtual learning.ResultsOf the students, 29.7% reported being disappointed with the virtual curriculum, while the other 70.3% reported an unchanged or improved overall medical education. Regarding resource preferences, 56.5% of the students viewed most (76%-100%) course lectures, while 35.5% of the students viewed less than half of the course lectures. In contrast, 75.8% of the students said the majority (>50%) of their learning comes from outside resources. Furthermore, 31% reported that they are satisfied with the resources provided by the school, while 42% reported that they would like the school to provide additional resources. With that being said, 61% reported using more outside resources with the onset of a virtual curriculum, while 34% reported no change in outside resource use. Only 2% reported using fewer outside resources.ConclusionThis study found that pre-clerkship medical students preferred some aspects of the in-person setting, such as social interaction and clinical exposure that is lacking in the virtual setting. However, students preferred many aspects of the virtual setting, such as having more independent study time and a more efficient learning process. Overall, before and after the transition, students were less satisfied with traditional curricular resources and more likely to choose external, board-specific resources with hopes of building strong residency applications, and these preferences were heightened in the online format.

Development and Modification of a Culturally Tailored Education Program to Prevent Breast Cancer in Korean Immigrant Women in New York City.

Breast cancer (BC) is the most common cancer in Korean American (KA) women. In view of its high prevalence in these women, their low screening rates, and the cultural influence of BC risk factors in their lifestyles, we developed a community-based culturally tailored BC prevention program, the Korean Breast Cancer Risk Reduction Program (KBCRRP). Guided by the PRECEDE-PROCEDE and health belief models, the KBCRRP was developed to achieve four goals: (1) healthy weight, (2) physically active lifestyle, (3) healthy diet, and (4) BC screening and adherence. KBCRRP combines effective multicomponent strategies for BC screening and a group-based lifestyle intervention incorporating traditional Korean health beliefs and is tailored for BC risk reduction. In this paper, we provide an overview of the program, the process of program development, implementation, and evaluation, and modification during the COVID-19 pandemic. The initial program involved 8 weeks of in-person group education sessions led by interdisciplinary healthcare professionals and 16 weeks of follow-up involving smartphone applications, phone calls, and text messaging from trained lifestyle coaches. Participants received opportunities to obtain free mammography during the program. After feasibility testing, the program was modified by incorporating participants’ feedback. During the COVID-19 pandemic, we provided the program using the Zoom video platform. Participants’ recruitment and retention during the pandemic was successful, reflecting the fact that virtual delivery of group-based education was a feasible and acceptable alternative to in-person sessions. Collaboration with community organizations serving the target population is the key to developing and sustaining a successful community-based educational program.

A Meta-Evaluation Research on Teacher Training Programs in Türkiye

The purpose of this research is to make a meta-evaluation of the program evaluation studies on teacher training programs in Turkey. Meta-evaluation is the process of revealing the deficiencies and errors of the research as the last stage of the program evaluation process. In this context, the steps of the meta-evaluation processes were followed methodically. In the in this research, 9 program evaluation studies conducted between 2010 and 2020 about teacher training programs, using any program evaluation approach and model, were meta-evaluated. The sampling method of the research is criterion sampling.. Research data was collected using the "Program Evaluation Standards Checklist developed by the researchers. During the development of the relevant data collection tool, the Program Evaluation Standards created by the Joint Committee on Standards for Educational Evaluation (JCSEE) were benefited. The studies included in the research were examined by 6 program experts who formed the meta-evaluation team. Each expert evaluated 3 studies using the checklist. Research data was analyzed using descriptive analysis method. Research findings indicate that the examined program evaluation studies meet the program evaluation standards by 55.67%. From this point, some suggestions that are believed to contribute to future program evaluation and meta-evaluation studies on teacher training were presented.

Sexual Medicine Programs for Women Across the Life Span: Lessons Learned from a New Initiative in a US-Based Academic Medical Center

ABSTRACT Introduction In a self-report study of women presenting to a gynecological clinic, 9 out of 10 women reported a sexual health concern (Nusbaum 2003). These concerns are best addressed using a biopsychosocial approach to assessment, treatment and prevention drawing on medical, behavioral and psychological science. At an academic health center in the United States, The Women's Sexual Health Consultation Service was launched in 2019 to provide evaluation, education, treatment and prevention interventions using an integrated practice model. The interdepartmental program currently includes an Advanced Practice Nurse from the Department of Obstetrics and Gynecology as well as two clinical health psychologists from the Department of Psychiatry all with expertise in women's health and women's sexual medicine. Our interprofessional team collaborates closely with providers in women's primary care, medical, gynecologic and radiation oncology, urogynecology, colorectal surgery, among others. Objective Review lessons learned from interdepartmental program design, funding, implementation, and evaluation of the Women's Sexual Health Consultation Service in an academic health center, summarize the types of sexual health concerns among women who presented to the integrated service, and highlight recommendations to generalize and/or adjust the program model to other types of health settings. Methods Review the program implementation and evaluation process for the Women's Sexual Health Consultation Service, summarize the data on the women seen for care from April 23 2019 through June, 2021 (e.g., the number of unduplicated patients evaluated, their age, sexual health concerns, and treatment offered, etc), and outline program challenges and strategies to sustain and expand the initiative during and following the COVID-19 pandemic through virtual and in-person care. Results The Women's Sexual Health Consultation Service saw 198 women from April 23 2019 through June, 2021. Patients ranged in age from 21 to 72 (mean: 45 years). While most patients (33%) referred themselves to this program, other women were referred by obgyns, medical oncologists, women's primary care providers and gynecologic oncologists. Primary sexual health concerns included one or more of the following issues: pain (100), low desire (76), difficulty with orgasm (19), difficulty with arousal (12) and other (55). Additional findings will be presented on the types of treatment offered as well as patient and referring provider satisfaction with the new integrated sexual health consult service. Conclusions Our interdepartmental Women's Sexual Health Consultation Service implemented a highly successful program that integrates sexual medicine, behavioral health, health psychology and sexual therapy to ensure access to state-of-the-art interprofessional education and care for women across the life span in all their diversities. We were able to sustain and expand this program through telehealth and in-person visits during the COVID-19 pandemic, and anticipate further growth in patient referrals and treatment modalities moving forward. Providers across disciplines also routinely refer to and collaborate with the program. Several components of the model are generalizable or adjustable to other women's health settings. Disclosure No

Sexual medicine programs for women across the life span: Lessons learned from a new initiative in a US-based academic medical center

ABSTRACT Introduction In a self-report study of women presenting to a gynecological clinic, 9 out of 10 women reported a sexual health concern (Nusbaum 2003). These concerns are best addressed using a biopsychosocial approach to assessment, treatment and prevention drawing on medical, behavioral and psychological science. At an academic health center in the United States, The Women's Sexual Health Consultation Service was launched in 2019 to provide evaluation, education, treatment and prevention interventions using an integrated practice model. The interdepartmental program currently includes an Advanced Practice Nurse from the Department of Obstetrics and Gynecology as well as two clinical health psychologists from the Department of Psychiatry all with expertise in women's health and women's sexual medicine. Our interprofessional team collaborates closely with providers in women's primary care, medical, gynecologic and radiation oncology, urogynecology, colorectal surgery, among others. Objective Review lessons learned from interdepartmental program design, funding, implementation, and evaluation of the Women's Sexual Health Consultation Service in an academic health center, summarize the types of sexual health concerns among women who presented to the integrated service, and highlight recommendations to generalize and/or adjust the program model to other types of health settings. Methods Review the program implementation and evaluation process for the Women's Sexual Health Consultation Service, summarize the data on the women seen for care from April 23 2019 through June, 2021 (e.g., the number of unduplicated patients evaluated, their age, sexual health concerns, and treatment offered, etc), and outline program challenges and strategies to sustain and expand the initiative during and following the COVID-19 pandemic through virtual and in-person care. Results The Women's Sexual Health Consultation Service saw 198 women from April 23 2019 through June, 2021. Patients ranged in age from 21 to 72 (mean: 45 years). While most patients (33%) referred themselves to this program, other women were referred by obgyns, medical oncologists, women's primary care providers and gynecologic oncologists. Primary sexual health concerns included one or more of the following issues: pain (100), low desire (76), difficulty with orgasm (19), difficulty with arousal (12) and other (55). Additional findings will be presented on the types of treatment offered as well as patient and referring provider satisfaction with the new integrated sexual health consult service. Conclusions Our interdepartmental Women's Sexual Health Consultation Service implemented a highly successful program that integrates sexual medicine, behavioral health, health psychology and sexual therapy to ensure access to state-of-the-art interprofessional education and care for women across the life span in all their diversities. We were able to sustain and expand this program through telehealth and in-person visits during the COVID-19 pandemic, and anticipate further growth in patient referrals and treatment modalities moving forward. Providers across disciplines also routinely refer to and collaborate with the program. Several components of the model are generalizable or adjustable to other women's health settings. Disclosure Work supported by industry: no.

IPP PROGRAM EVALUATION MODEL OF TEACHER SUPERVISION AT SDN 35 TALANG KELAPA, BANYUASIN REGENCY

The objective of this study was to evaluate the teacher supervision program based on the CIPP model that consists of context, input, process and product at SDN 35 Talang Kelapa, Banyuasin regency. Determining the effectiveness of the program supervision evaluation process is seen from the level of achievement of the program evaluation objectives that have been determined by the school. This research was a qualitative study that used the CIPP model by evaluating each component: context, input, process and product to achieve an effective supervision program evaluation process. Sources of research data are teachers at SDN 35 Talang Kelapa, Banyuasin Regency. Collecting the research data by using instruments, those were interview and questionnaire. From the results of the study, it showed that the implementation of the teacher supervision program based on the CIPP model (context, input, process and product) was declared that good and effective.

Manajemen Risiko dalam Meningkatkan Mutu Pendidikan di MTs Muhammadiyah Sanden

Risk is something that always exists in human life, whether it is in the activities carried out by humans, an organization, an institution, a company, and even a government. Risk is usually considered as an adverse event, therefore we as humans need to be careful and make the right calculations in everything. However, when we are careful and run according to the plan, but we experience losses / are still affected by these risks. With this, risk management is needed, as an effort to always be able to survive in the face of all risks in various unpredictable circumstances. The author uses a qualitative method, obtaining information through interviews with the Principal of Mts Muhammadiyah Sanden, as well as from various literatures. The purpose of this study was to determine the role of risk management in improving the quality of education at Mts Muhammadiyah Sanden, through the process of program evaluation, implementation evaluation, and evaluation of activity results. This is very influential and runs smoothly in improving the quality of schools, because in managing its activities it is very good and can minimize the risks of its activities.

Integration of Scientific Literacy Course into the Curriculum: Trakya University Medical School Experience

Aim: A good physician is expected to have competencies such as communicator, collaborator, leader, health advocate, professional and scholar besides clinical skills. A scholarrole of a physicianis associated with the application, dissemination, translation, and creation of medical knowledge and practices. The physician's ability to provide a good health service depends on having evidence-based practice and research awareness. Therefore, the medical education curriculum should have a structure that equips the physician with knowledge, skills and attitudes about scientific methods and principles.In this study, it is aimed to present the integration process of the Scientific Literacy Course, which is designed in relation to the physician's role as a scholar, into the undergraduate medical education curriculumof our faculty.Methods: In the process of restructuring a pre-graduate medical education program that meets national standards, a course called Scientific Literacy, which will enable our students to use their knowledge of science literacy, was added to the vertical corridor created in the curriculum of our faculty.The integration of the Scientific Literacy Course into the undergraduate medical education curriculum of Trakya University Faculty of Medicine was carried out in six steps using the Kern Program Development Model: "Problem Definition and General Needs Analysis", "Analysis of Participants Needs", "Goals and Objectives", "Training Strategies", "Implementation", "Evaluation and Feedback".Results: The change process that started with the Flexner Report in medical education has enabled the physician competencies to be redefined. Scholar is one of the competencies that a physician should have and provides a solid foundation for other competencies.A good physician is a physician who develops scientific knowledge and skills together with clinical practices.As a scholar, the physician must have enabling competencies such as lifelong learning, teaching, evidence-based decision making and research. In this context, it is important that the undergraduate medical education curriculum equips the physician with the knowledge, skills and attitude associated with these enabling competencies.Conclusions: The Scientific Literacy Course, which is added to the curriculum in order to support our students to develop their scientist competencies, is unique in that it is a five-year compact program that is integrated with the boards and has continuity in itself, and all faculty members serve as advisors. The extent to which the Scientific Literacy Course contributes to the development of our students' scientist competencies can be revealed through program evaluation processes.

Building Capacity for Community Pediatric Autism Diagnosis: A Systemic Review of Physician Training Programs.

Training primary care providers to provide diagnostic assessments for autism spectrum disorder (ASD) decreases wait times and improves diagnostic access. Outcomes related to the quality of these assessments and the impacts on system capacity have not been systematically examined. This systematic review identifies and summarizes published studies that included ASD diagnostic training for primary care providers (PCPs) and aims to guide future training and evaluation methods. Systematic searches of electronic databases, reference lists, and journals identified 6 studies that met 3 inclusion criteria: training for PCPs, community setting, and training outcome(s) reported. These studies were critically reviewed to characterize (1) study design, (2) training model, and (3) outcomes. All studies were either pre-post design or nonrandomized trials with a relatively small number of participants. There was considerable heterogeneity among studies regarding the training provided and the program evaluation process. The most evaluated outcomes were access to autism diagnosis and accuracy of diagnosis. Training PCPs to make ASD diagnoses can yield high diagnostic agreement with specialty teams' assessments and reduce diagnostic wait times. Current data are limited by small sample size, poor to fair quality study methodology, and heterogenous study designs and outcome evaluations. Evidence is insufficient to draw conclusions about the overall effects of training PCPs for ASD diagnostic assessments. Since further research is still needed, this review highlights which outcomes are relevant to consider when evaluating the quality of ASD assessments across the continuum of approaches.

Visual art-based training in undergraduate medical education: A systematic review

Background Visual art has been increasingly incorporated into medical education and has been shown to enhance important competencies, such as empathy. However, limited evidence on effective visual art program design and evaluation processes remain. This systematic review examines the format, content, and espoused outcomes of visual art-based training programs in undergraduate medical education. Methods A comprehensive literature search of MEDLINE, EMBASE, the Cochrane Central Register of Controlled Trials, and ProQuestERIC on undergraduate medical education and visual arts retrieved 1703 articles published from 2014 to 2020. After reviewing inclusion and exclusion criteria, 23 articles were chosen for full review and synthesis. Results Program format and content varied, ranging from 1-day specific competency focused programs to well-structured comprehensive 6–12-week programs. 6 areas of program foci were identified: observation skills, empathy, tolerance to uncertainty, cultural sensitivity, team building and collaboration, and wellness and resiliency. Although several programs used validated measures to assess skills acquisition, they seldom addressed long-term outcomes. Conclusions Our findings indicate that visual art-based education hold a promise to enhance important competencies in medical education, particularly empathy. Clinical observation, in particular, had the strongest evidence of its effectiveness compared to the other competencies. Future programs incorporating visual arts will benefit from a longitudinal (greater than 6 weeks) program which incorporates guided artworks, reflection exercises, and a group discussion to provide a stronger foundation for the development of core competencies. We propose using validated scales to measure outcomes in future studies and follow-up with participants to better assess Kirkpatrick Level 3 and 4 outcomes.

Development, implementation and evaluation of an optimized cross-sectoral rehabilitation program after acute hip fracture surgery: A mixed-methods study

Fall-related hip fracture (HF) is a frequent trauma in Scandinavia with a yearly incidence of 8,000 among ≥65-year-old citizens in Denmark. The rising incidence and global predictions are alarming since a HF is a major, and potentially fatal, trauma to the citizen, requiring acute surgery, a multimodal approach and post-operative crosssectoral rehabilitation. However, continuity of the rehabilitation program is frequently interrupted in the transition between sectors, compromising optimal recovery of frail citizens. Thus, there is a need to develop and implement optimized cross-sectoral rehabilitation after HF. The purpose of this explorative study was to develop, implement and evaluate an optimized cross-sectoral rehabilitation program (OCRP) after HF surgery using validated theoretical frameworks. OCRP was developed, implemented and evaluated in one municipality using a pragmatic user-centered approach, quantitative and qualitative data collection and theoretical frameworks including the Behavior Change Wheel (BCW) and RE-AIM. Results of OCRP showed optimized rehabilitation based on motivated health professionals, high patient satisfaction and tendencies of improved levels of physical function. No re-referrals to rehabilitation were reported after OCRP. The BCW, RE-AIM and user-centered approach to program development, implementation and evaluation are useful to apply in program development and evaluation processes across sectors, professions, and medical specialties.