Success Case Method Research Articles

Success stories: exploring perceptions of former fellows of a global faculty development program for health professions educators

BackgroundFaculty development programs (FDPs) in health professions education (HPE) are instrumental in supporting, promoting, and improving HPE curricula and activities that target individual- and system-level capacity strengthening. FAIMER, a division of Intealth, has been offering FDPs for global health professions educators in HPE and leadership for over two decades through the International FAIMER Institute in the USA and FAIMER Regional Institutes located globally. This paper explores perceptions of former program participants (Fellows) of FAIMER global FDPs by eliciting their success stories.MethodsThe study utilized a modified Success Case Method approach. Study participants recruited were 14 FAIMER Fellows nominated as exemplars of success cases by program directors and faculty members from seven global sites, using extreme case sampling technique. Of the 14 Fellows, two were from Africa, nine from Asia and three from Latin America. In-depth interviews were conducted with each Fellow to understand their self-perceived success, and factors from both their local context and FAIMER’s FDPs that have contributed to their success. Theoretical thematic analysis method was used to analyze the data.ResultsThe top three areas of success perceived by Fellows were career advancement & recognition, professional development, and advancement of HPE. Fellows identified both institutional-level factors and personal attributes as contributing to their success. They also reported that FAIMER global FDPs have substantially contributed to their success by expanding professional networks, fostering academic achievement, and enhancing interpersonal development and leadership skills.ConclusionsThe findings show that Fellows perceive that there are multiple pathways for them to succeed in advancing the field of HPE. The Fellows’ stories highlight the continuing value of FAIMER global FDPs for HPE educators worldwide in professional development and leadership. The study also proposes recommendations for enhancing faculty development activities in HPE.

How did the outcome of international cooperation in school-based management help schools respond to the COVID-19 pandemic in Nepal?

PurposeThis study aims to determine how school-based management (SBM) capacity developed through international cooperation functioned to overcome challenges during the coronavirus disease 2019 (COVID-19) pandemic in Nepal.Design/methodology/approachThe research structure was designed based on the success case method. The researchers conducted a questionnaire survey of head teachers to understand schools’ responses during the COVID-19 pandemic period, identified likely success-case schools, held workshops at the likely success-case schools and conducted in-depth interviews with head teachers and school management committee (SMC) members to understand how SBM functioned and contributed to the success cases.FindingsStorytelling from the success-case schools provided reliable evidence that the localised approaches of SBM are effective for planning and implementing suitable responses at school. The reviews of the head teachers showed that both head teachers and teachers had strong leadership and understood the importance of collaboration with teachers, SMC members, Parent Teacher Association (PTA), guardians and students. Although the research could not show clear evidence of a causal relationship between their achievement and Japan’s project input, the success-case schools clearly benefited from the head teachers’ appropriate execution of SBM with their strong leadership as well as the collaborative efforts of the stakeholders.Originality/valueThe research tries to clarify the influence of the effects of SBM capacity development projects by analysing the changes of head teachers and teachers through the storytelling aspect of the success case method with in-depth consideration of actual school responses during the emergency period of the COVID-19 pandemic.

대학교육에서 플립러닝 성공 및 실패 요인에 관한 교수자 관점의 연구

The purpose of this study is to explore the facilitating factors and barrier factors affecting the success and failure of flipped learning from the instructor’s perspectives. To this end, this study used the Success Case Method (SCM). For the purpose of the study, this study was conducted as a process of 1) selecting a target education program, 2) developing a flipped learning effect model, 3) selecting interviewees through the development and utilization of a flipped learning effect measurement survey and 4) deriving key facilitating factors and barrier factors affecting the success of flipped learning. As a result of the study, the key facilitating factors influencing the effect of flipped learning were instructor factors (e.g. clear understanding of the purpose of flipped learning, consistency with educational philosophies, and challenging tendencies), instructional design factors (e.g. the characteristics of curriculum and the linkage between course evaluation and instructional strategies), and organizational support factors. On the other hand, major obstacles to the effectiveness of flipped learning are instructor characteristics (e.g., superficial understanding of flipped learning), student characteristics (e.g., lack of understanding and expectation of flipped learning, lack of understanding of new educational paradigms), educational design factors (e.g., poorly designed pre-learning materials and activities in this class, etc.) and organizational support. At the end of the study, flipped learning support strategies were discussed based on the above research results.

What works in appraisal meetings for newly graduated doctors? \u2013 and what doesn\u2019t?

BackgroundIn Denmark a national formal advisory program (NFAP) is mandatory in Postgraduate Medical Education (PGME). According to this, an educational advisor is assigned to each doctor in every clinical rotation to guide and oversee the work and learning progress of the trainee.This study explores why newly graduated trainees evaluated the appraisal meetings in the advisory program as either beneficial (successes) or not beneficial (non-successes).MethodsInspired by the Success Case Method, a survey was conducted among all 129 doctors employed in their first six-month clinical rotation of postgraduate medical education (PGY1) in the Central Denmark Region. A cluster analysis resulted in a group with eight successes respectively seven non-successes. Semi-structured interviews were conducted with six successes and five non-successes.ResultsIn contrast to non-successes, the successes had longer appraisal meetings and their advisor introduced them to purpose and process of meetings including use of the personal learning plan. Successes received feedback on clinical skills, overall global performance and career plans. The successes perceived their advisors as prepared, skilled and motivated and the advisor acted as a contact person.To the successes, the appraisal meetings fostered clarification of and reflections on educational goals, progress and career as well as self-confidence and a sense of security.ConclusionSuccess with appraisal meetings seemed to depend on advisor’s skills and motivation including willingness to prioritize time for this task.The results from this study indicate the importance of faculty development. It also raises the question if all doctors should serve as advisors or if this task should be assigned to the most motivated candidates.

Asian American Women in the Academy: Multiple Success Case Study of their Leadership Labyrinths and Practices<br />  

This paper sheds light on academic leadership pathways and practices of Asian American women (AAW) in higher education in the United States (U.S.) under intersectionality of social and institutional identities/elements. The preliminary intersection model of these identities/elements is the ultimate outcome of the paper. The paper is crystalized from an empirical study founded on intersectionality concept and leadership theories in general, and on established knowledge base of AAW and leadership in particular. The multiple case study method (MCSM) and success case method (SCM) were employed in combination to examine four AAW cases, which were purposively selected from four 4-year-universities in California and Pennsylvania. The data source primarily came from in-depth semi-structured interviews. The data analysis on NVivo 12 revealed that AAW’s leadership pathways and practices were influenced and shaped by social identities of individuals (gender, race/ethnicity, class, and culture), and institutional cultures (tangible and intangible). Religion and female role models in family, graduate study, and workplace were found as additive elements impacting AAW’s leadership experiences. These multiple identities and elements intersected with each other in different ways to feature lived experiences of AAW in academic leadership. The study responded to recent calls for applying incorporation approach of leadership and diversity in research on leadership. It also supported the existing literature on leadership pipelines and experiences of AAW in the academy. The research was among few qualitative studies in the AAW leadership scholarship using the NVivo program in data management, analysis, and presentation. The preliminary intersection model of social and institutional identities/elements influencing and shaping AAW’s leadership in the academy could imply direction for further study on AAW and leadership not only in academe but also in other areas.

카지노 딜러 직무교육의 교육훈련 전이 핵심성공요인: 성공사례기법의 적용

카지노 딜러 직무교육의 교육훈련 전이 핵심성공요인: 성공사례기법의 적용

The evaluation of learning transfer of industry skills council (ISC) training programs using success case method

Purpose Industry skills council (ISC) in Korea is at an earlier stage in terms of its formation and incubation. As a governance model similar to sector councils in Canada and UK, it still requires training and development of talents who work for ISCs. The purpose of this study is to analyze the effectiveness of training programs that are currently provided to personnel of the ISC to foster their learning systematically and to develop measures for effectiveness of the training programs. Design/methodology/approach This study evaluated the training program for the staff of the ISC secretariat as a tool to activate the councils’ main functions. In terms of methodology, we developed an effective training model to measure the training transfer and used it as an analytical framework for evaluation. Success case method was applied to identify the best case of training transfer that reinforces the role and function of ISC. Findings Learning transfer can help not only the transfer of the learning contents but also the role of the organization that the members belong to and strengthen the function of the ISC. By transferring the content matter of the learning, it can help strengthen the capacity of members to carry out the roles and functions of the ISC, and further strengthen the functions of the council and the role of key players in labor markets. Research limitations/implications An effective training model for the personnel of national sectoral bodies or non-profit organization can be further investigated. Practical implications The learning transfer evaluation model for ISC staff has unique characteristics that are different from previous studies. ISC has the characteristics of public goods that are established with government support and are active in developing human resources in each industry sector. Originality/value Incubating ISC in South Korea is at an earlier stage in terms of research and policy practice. The research findings in this study lay the foundations for further empirical explorations.

Learning Experiences of Highly Able Learners With ASD: Using a Success Case Method

Empirical studies investigating twice-exceptional students’ learning experiences and intricate needs remain scarce to date. Even though highly able learners with autism spectrum disorder (ASDs) demonstrate potential for high achievement and/or creative productivity, they also face potential psychosocial distresses such as anxiety disorders and poor self-concept. This study aimed to explore positive educational opportunities for highly able learners diagnosed with ASD. Using a success case method, the researchers invited two fifth-grade highly able learners with ASD to participate in this study. Data collection included interviews, observations, questionnaires, and supplementary artifacts. Adopting a general inductive analysis approach and a Glaserian coding paradigm, the researchers identified a core category, supportive school context (SSC), along with three subcategories: (a) curriculum flexibility, (b) strength-based approaches, and (c) safe environment. The findings could provide effective pedagogical strategies for teachers, school administrators, and parents. Furthermore, we rendered several suggestions for future research.

Post-disaster Psychosocial Capacity Building for Women in a Chinese Rural Village

Mental health interventions following disasters have been criticized as individualistic, incomplete, and culturally insensitive. This article showcases the effects of a culturally relevant and sustainable psychosocial capacity-building project at the epicenter of the 2008 Wenchuan Earthquake. Specifically, the project focuses on women, a group that has received limited attention in post-disaster recovery in China. This qualitative research study (N = 14) sheds light on the characteristics and processes of the implementation of a post-disaster psychosocial intervention project in rural China. In addition, by adopting the Success Case Method as an evaluation approach, this study elucidates its effects on the psychological and social changes of the disaster victims. The findings capture five aspects of psychosocial changes: enriched daily life, better mood, enhanced self-confidence, increased willingness to socialize, and the provision of mutual help. This study hopes to encourage more culturally relevant and empowering practices for women in building their psychosocial capacity after disasters.

Tending to innovate in Swedish primary health care: a qualitative study

BackgroundPolicymakers in many countries are involved in system reforms that aim to strengthen the primary care sector. Sweden is no exception. Evidence suggests that targeted financial micro-incentives can stimulate change in certain areas of care, but they do not result in more radical change, such as innovation. The study was performed in relation to the introduction of a national health care reform, and conducted in Jönköping County Council, as the region’s handling of health care reforms has attracted significant national and international interest. This study employed success case method to explore what enables primary care innovations.MethodsFive Primary Health Care Centres (PHCCs) were purposively selected to ensure inclusion of a variety of aspects, such as size, location, ownership and regional success criteria. 48 in-depth interviews with managers and staff at the recruited PHCCs were analysed using content analyses. The COREQ checklist for qualitative studies was used to assure quality standards.ResultsThis study identified three types of innovations, which break with previous ways of organizing work at these PHCCs: (1) service innovation; (2) process innovation; and (3) organizational innovation. A learning-oriented culture and climate, comprising entrepreneurial leadership, cross-boundary collaboration, visible and understandable performance measurements and ability to adapt to external pressure were shown to be advantageous for innovativeness.ConclusionsThis qualitative study highlights critical features in practice that support primary care innovation. Managers need to consistently transform and integrate a policy “push” with professionals’ understanding and values to better support primary care innovation. Ultimately, the key to innovation is the professionals’ engagement in the work, that is, their willingness, capability and opportunity to innovate.

Evaluating Training for New Government Officials: A Case Study Using the Success Case Method

This study evaluates the training program for newly appointed government officials in Korea and presents the effectiveness of the success case method (SCM) technique for such an evaluation. The training program chosen as the case study is administered by the training institute for public officials of Korea. The SCM technique was used to evaluate this program and to draw implications that could be applied to the design of future training programs. A survey was conducted targeting 321 trainees who completed the program for newly appointed government officials, and 12 trainees were selected who showed a high level of training transfer measures for the qualitative examination. Through the analysis of semistructured interviews, the study deduced the factors that influenced effective training transfer. The results illustrate that the factors that lead to successful application of the training are 15 success factors categorized in the trainee’s individual characteristics, the training design, and the trainee’s work environment. This study provides implications that can be useful in the workplace, including the application of the SCM in evaluating training programs in the public sector, and the factors that should be considered for effective training transfer among newly appointed public officials.

Factors predicting training transfer in health professionals participating in quality improvement educational interventions

BackgroundPredictors of quality improvement (QI) training transfer are needed. This study aimed to identify these predictors among health professionals who participated in a QI training program held at a large hospital in the United States between 2005 and 2014. It also aimed to determine how these predictive factors facilitated or impeded QI training transfer.MethodsFollowing the Success Case Method, we used a screening survey to identify trainees with high and low levels of training transfer. We then conducted semistructured interviews with a sample of the survey respondents to document how training transfer was achieved and how lack of training transfer could be explained. The survey’s response rate was 43%, with a Cronbach alpha of 0.89. We then conducted a thematic analysis of the interview transcripts of 16 physicians.ResultsThe analysis revealed 3 categories of factors influencing the transfer of QI training: trainee characteristics, training course, and work environment. Relevant trainee characteristics included attitude toward change, motivation, mental processing skills, interpersonal skills, and the personality characteristics curiosity, humility, conscientiousness, resilience, wisdom, and positivity. The training project, team-based learning, and lectures were identified as relevant aspects of the training course. Work culture, work relationships, and resources were subthemes of the work environment category.ConclusionsWe identified several QI training transfer predictors in our cohort of physicians. We hypothesize that some of these predictors may be more relevant to QI training transfer. Our results will help organizational leaders select trainees who are most likely to transfer QI training and to ensure that their work environments are conducive to QI training transfer.

Embers to bonfires: an analysis of early childhood teacher training in Zambia

ABSTRACTThis study examined a five-year project initiated by the Women’s Global Connection (WGC) to train pre-primary teachers in schools serving HIV/AIDS orphans in Zambia. The researchers evaluated the contextual factors of the training initiative to clarify why some teachers possess high self-efficacy, while others do not. The article analyses the self-report survey responses of all training participants and also describes compelling interview narratives obtained from a random sampling of extreme groups. When stories from the groups were compared, factors emerged that had enabled some participants to feel more successful than others. The researchers selected the Success Case Method (SCM) as a research process for its straightforward determination of the impact of organisational initiatives on the organisation’s project goals. The results may guide international teacher training for developing countries.

Training and capacity building evaluation: Maximizing resources and results with Success Case Method

This article describes the use of Success Case Method (Brinkerhoff, 2003) to evaluate health promotion and public health training programs. The goal of the Office Community Research and Engagement (OCRE) of the Puerto Rico Clinical and Translational Research Consortium (PRCTRC) is to establish a stable and sustainable translational research capacity. Early efforts toward achieving this goal included sponsoring two independent research training programs. A description of the implementation of the five step Success Case Method is presented. Results reveal that SCM would deem both trainings as highly successful, based upon the overall impact of a low number of success cases. However, a traditional summative evaluation would consider this disappointing. Strengths of SCM are discussed. It was concluded that the Success Case Method is a useful and valuable evaluative method for measuring the success of health promotion and public health training initiatives and provides sufficient information for decision-making processes.

Training professionals' usage and understanding of Kirkpatrick's Level 3 and Level 4 evaluations

Training professionals have long acknowledged the necessity of conducting behavior‐based (Level 3) and results‐based (Level 4) evaluations, yet organizations do not frequently conduct such evaluations. This research examined training professionals' perceptions of the utility of Level 3 and Level 4 evaluations and the factors that facilitate or obstruct their attempts to perform them. The research was conducted using Brinkerhoff's Success Case Method and Gilbert's Behavior Engineering Model as its frameworks. The three key factors identified by study participants as having an impact upon their ability to conduct Level 3 and Level 4 evaluations were the availability of resources such as time and personnel, managerial support (organizational) and expertise in evaluative methodology (individual). The research findings indicated a need to further explore how training professionals interpret Level 3 and Level 4 and how they can better develop their evaluative expertise, which in turn may increase effectiveness in gaining organizational support for evaluation efforts.

A Study on Facilitating Factors and Barrier Factors Influencing on Training transfer: by Success Case Method

A Study on Facilitating Factors and Barrier Factors Influencing on Training transfer: by Success Case Method

Evaluating a training programme for executive coaches

Orientation: The evaluation of training programmes provides methodological and logistical challenges to evaluators and human resource (HR) managers. The training of executive coaches is no exception in this regard. Research purpose: The study aimed to investigate one particular aspect of the results of an executive coach training programme, and the extent to which knowledge, skills and attitudes acquired during the programme were applied in practical settings.Motivation for the study: Too little is known in South Africa about the effectiveness of training programmes, including executive coach training programmes. There is a need to demonstrate methodological approaches that would provide valid and reliable data.Research design, approach and method: The success case method (SCM) was used to guide the study, consisting first of a survey of 80 participants in the training programme, followed by eight interviews to compare successful with less successful cases of skills transfer.Main findings: All six successful coaches were applying the proximal outcomes from the training with good results, with several valuable consequences resulting from the training. Barriers to successful implementation included personal circumstances and unfulfilled expectations of the programme content.Practical/managerial implications: Aspects of the training programme that could be improved included: the buddy selection system, more individualised feedback about self-development, closer supervision, and more support from programme managers.Contribution/value-add: This evaluation contributes to the evaluation literature by providing a documented exploration of a systematic application of the SCM. It also contributes to the coach training literature by providing a systematic evaluation of a coach training intervention in South Africa.

Peering Inside the Clock: Using Success Case Method to Determine How and Why Practice-Based Educational Interventions Succeed

No educational method or combination of methods will facilitate implementation of clinical practice guidelines in all clinical contexts. To develop an empirical basis for aligning methods to contexts, we need to move beyond "Does it work?" to also ask "What works for whom and under what conditions?" This study employed Success Case Method to understand how 3 performance improvement CME activities contributed to implementation of tobacco cessation practice guidelines in 9 outpatient practices. Success criteria were applied to clinical data from 93 practices, generating a pool of 14 success cases; 9 were recruited into the study. We conducted semistructured telephone interviews with 1 to 4 informants in each practice. Individual case reports were developed summarizing changes made, what was done to effect the changes, relevant contextual factors, and contributions of the educational interventions to change. A cross-case analysis followed. Twenty informants were interviewed. Practice changes varied in number and degree. Implementation mechanisms included acquisition of new knowledge and skills, making improving cessation practice an active goal, engaging the clinical team, adopting a more proactive approach with smokers, and making smokers and clinical practice performance more visible. Contextual factors influencing the implementation process were also identified. The study shows that (1) the appropriate target of an educational intervention may be a team rather than an individual, (2) implementing even relatively simple practice guidelines can be a complex process, and (3) change requires scientific and practical knowledge. A richer understanding of implementation mechanisms and contextual factors is needed to guide educational planning.

Evaluation of a Collaborative Program on Smoking Cessation: Translating Outcomes Framework Into Practice

Although evaluating at multiple outcome levels has been proposed for continuing education activities and programs, it is a complex undertaking and is not done routinely, especially in collaborative, multicomponent programs. This article reports on strategies used and results obtained in an evaluation project that examined multiple outcomes of a US-based collaborative, multicomponent smoking cessation educational program for clinicians. Evaluation was organized conceptually around the 6 levels of an outcomes-based evaluation model and was conducted using registration data, postactivity evaluations, clinical vignettes with questions assessing knowledge and competence in participants and in a comparison group, a commitment to change approach, data from patient charts to assess clinician compliance on 8 performance measures, and tobacco cessation rates. Additional methods included a success case method study of 9 practices participating in performance improvement (PI) activities and assessment of partner collaboration using a written survey and interviews. The program reached more than 43,000 clinicians who participated in a variety of activities. Participants indicated a high level of satisfaction with the program's educational activities and demonstrated higher scores than a comparison group on 6 of 7 competencies. The majority of participants who responded to commitment to change questions reported intended and implemented practice changes consistent with desired outcomes. Performance outcomes of 3 PI activities varied, with greater improvements observed in 1 activity (9.0% to 36.2% improvement across 8 measures). Lower performance outcomes, but a smoking quit rate of 46.8%, was observed in 2 other PI activities. The program had an overall positive impact on the measured variables for clinicians and their patients. Use of 1 outcomes assessment framework acceptable to all members of the collaborative, common measures and evaluation techniques, and centralized data repositories contributed to the success of the program evaluation reported here and is recommended to others who are considering a collaborative program evaluation.

Building a global management pipeline

PurposeThe purpose of this paper is to share best practices of a global, frontline leadership development program.Design/methodology/approachLake Forest Graduate School of Management worked with Hollister Incorporated to develop and deliver a program that provided consistent leadership growth for global frontline leaders of the organization. The program was supported by senior management in a number of ways to ensure success and commitment. Both live classroom and online elements ensured a program that maximized participants' time and transfer of learning. The Success Case Method was used to measure results and the value of the program for Hollister Incorporated. Best practices are identified to help others who want to embark on similar training for their frontline leaders.FindingsThe paper finds that: live, classroom‐based leadership development brings added value to organizations through informal learning and networking and strengthens culture; partnerships with colleges can ensure curriculum stays current and relevant as well as providing outside expert voice; virtual reinforcement ensures application of skills on the job; and measurement using the success case methodology provides quantitative and qualitative results, including 94 percent report behavioral change and improved cross‐functional and cross‐departmental awareness.Originality/valueThe reader of this paper is able to learn best practices established over five years of delivering frontline leadership development to a global audience.