Synthesis Package Research Articles

Critical Synthesis Package: East Tennessee State University Common Ground Assessment Instrument

Abstract The Critical Synthesis Package contains: (1) a Critical Analysis of the psychometric properties and application to health sciences education for the East Tennessee State University Common ...

Critical Synthesis Package: University of Michigan Search Assessment Tool for Ovid Medline (UMMSA)

Abstract This Critical Synthesis Package contains: (1) a Critical Analysis of the University of Michigan Search Assessment Tool for Ovid Medline (UMMSA), and (2) a copy of the UMMSA instrument and ...

Critical Synthesis Package: Completed Clinical Evaluation Report Rating (CCERR)

OPEN ACCESSApril 23, 2014Critical Synthesis Package: Completed Clinical Evaluation Report Rating (CCERR) Steven Rougas, MD Steven Rougas, MD The Warren Alpert Medical School of Brown University Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9772 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstractThis Critical Synthesis Package contains: (1) a Critical Analysis of the psychometric properties and the application to health science education of the Completed Clinical Evaluation Report Rating (CCERR), and (2) a copy of the CCERR instrument developed by Nancy Dudek, MD, MEd.The CCERR is a short, low-resource instrument developed to evaluate the quality of how a clinical evaluation form has been filled out beyond the actual design of the form. The instrument is intended for use by faculty supervisors, with a heavy focus on program directors and evaluation coordinators, to assess completed clinical evaluation forms (with quantitative and qualitative information) for any medical trainee after a clinical rotation. The instrument is a paper-based form with nine items; each item is scored on a 5-point Likert scale with “1” representing the lowest score (not at all) and “5” representing the highest score (exemplary). The literature on the CCERR supports the validity of its scores and each item in the instrument is supported by appropriate psychometric analysis, which is the measure's greatest strength. The greatest disadvantages of the CCERR is its lack of a standardized cut-point to establish clear definitions of in-training evaluation reports (ITERs) that receive poor, average, and high scores, and the inadequate evidence to support consequence validity. Though the instrument has only been tested on faculty who assess medical learners on clerkships, it has the potential to be applied to other forms of evaluation of resident physicians and other allied health professionals. Further studies outlining the impact of low or high CCERR scores of ITERs on learners' academic standing, remediation, or subsequent promotion would be of use to the academic community in order to establish relevance for its widespread use among educators. Educational Objectives To describe the purpose and basic properties of the Completed Clinical Evaluation Report Rating (CCERR), including number of items and scales, and psychometric properties;To describe the application of the CCERR to the field of health sciences education;To evaluate the relative strengths and weaknesses of the CCERR; andTo provide the CCERR and supplemental materials to aid in its administration. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Critical Analysis of the Completed Clinical Evaluation Report Rating (CCERR).pdf Completed Clinical Evaluation Report Rating (CCERR Instrument).pdf To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2014 Rougas. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsClinical ClerkshipsRotationDREAMQuality ImprovementDirectory and Repository of Educational Assessment Measures Disclosures None to report. Funding/Support None to report. Loading ...

Critical Synthesis Package: Major Depression Inventory

Critical Synthesis Package: Major Depression Inventory

Critical Synthesis Package: Competency-Based Test of Inpatient Geriatric Management (CTIGM) for Residents and Medical Students

Critical Synthesis Package: Competency-Based Test of Inpatient Geriatric Management (CTIGM) for Residents and Medical Students

Critical Synthesis Package: Effectiveness of Evidence-Based Practice Teaching Questionnaire (EBPTQ)

OPEN ACCESSApril 2, 2014Critical Synthesis Package: Effectiveness of Evidence-Based Practice Teaching Questionnaire (EBPTQ) Gregory Turner, EdD, MBA, MPH Gregory Turner, EdD, MBA, MPH Florida State University College of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9765 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstractThis Critical Synthesis Package contains: (1) a Critical Analysis of the psychometric properties of and application to health science education of the Evidence-based Practice Teaching Questionnaire (EBPTQ), and, (2) a copy of the EBPTQ instrument developed by Rod Taylor, PhD.The EBPTQ is a self-completion instrument administered by postal survey. The instrument has four sections. The first section contains seven questions about previous experience with critical appraisal skills workshops or other professional development educational activities, access to library resources and experience searching published literature. The second section contains six questions inquiring specifically about the use of evidence and resources in decision-making. The third section contains seven attitude questions that explore opinions about using evidence in decision-making, classified on a 6-item scale ranging from “strongly agree” to “don't know.” The fourth section contains six knowledge questions with subscales each classified into three categories as “True,” “False,” or “Don't know.”Evidence-based practice (EBP) has become increasingly important in health care since the mid-1990s. Critical appraisal skills are believed to play a central role in an evidence-based approach to health care professional practice. Valid and reliable instruments are needed to plan educational programs and measure the abilities of health care professionals to demonstrate, and the effects of training related to EBP education. The choice of EBP instrument should be guided by research purpose, domains of interest, and target audience(s). In the knowledge and attitude domains, the EBPTQ demonstrates acceptable reliability. The analysis of validity findings show promise in the application of the instrument in health sciences' education. To strengthen the structure and psychometric properties of the questionnaire, future research should report additional statistical results (e.g., principal and confirmatory factor analyses for each item set), as well as additional analyses of construct, criterion, and convergent validity measures, to enhance judgments of overall validity and representativeness, as well as generalizability. Educational Objectives To describe the purpose and basic properties of the Evidence-based Practice Teaching Questionnaire (EBPTQ), including number of items and scales, and psychometric properties;To describe the application of the EBPTQ to the field of health sciences education;To evaluate the strengths and weaknesses of the EBPTQ; andTo provide the EBPTQ and supplemental materials to aid in its administration. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Critical Analysis of the Effectiveness of the Evidence-based Practice Teaching Questionnaire.pdf EEBPT Questionnaire.pdf To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2014 Turner. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsWorkshop EvaluationTeachingHealth PersonnelCritical Appraisal SkillsRandomized Controlled TrialQuestionnaire ValidationPerformance IndicatorsEvidence-based PracticeDirectory and Repository of Educational Assessment MeasuresDREAMAssessmentEducational Measurement Disclosures None to report. Funding/Support None to report. Loading ...

Critical Synthesis Package: Hatfield Global Measure of Equity Scale

Critical Synthesis Package: Hatfield Global Measure of Equity Scale

Critical Synthesis Package: Peer Assessment of Medical Lecturing Instrument (PAMLI)

Critical Synthesis Package: Peer Assessment of Medical Lecturing Instrument (PAMLI)

High Precision Synthesis of a Richards Immittance Via Parametric Approach

A Richards immitance is a positive real function expressed in terms of the Richards variable λ = tanh(pτ) = Σ+jΩ where p=σ+jω is the classical complex frequency. A Richards immittance can be synthesized as a lossless two port terminated in a resistance as in Darlington's synthesis such that the two-port consists of commensurate transmission lines. In this paper, a high precision method is presented to synthesize a Richards immittance as a lossless two-port constructed with cascade connections of equal length transmission lines, as well as short and open stubs. The new method of synthesis utilizes Bode procedure (or Parametric Method) to correct an immitance function specified in the complex Richards variable λ at each step of the synthesis. It is verified that new technique can synthesize a randomly generated Richards immitance function yielding 25 commensurate lines with the accumulated numerical error less than 10-3. A complete synthesis package is developed in MatLab and successfully integrated with the Real Frequency Technique to design broadband matching networks. Examples are presented to show the merits of the new Richards synthesis tool.

Critical Synthesis Package: Structured Communication Adolescent Guide (SCAG)

OPEN ACCESSFebruary 13, 2014Critical Synthesis Package: Structured Communication Adolescent Guide (SCAG) Godwin Dogbey, PhD Godwin Dogbey, PhD Ohio University, Heritage College of Osteopathic Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9690 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractThis Critical Synthesis Package contains: (1) a Critical Analysis of the basic descriptive and psychometric properties of the Structured Communication Adolescent Guide (SCAG), and (2) a copy of the SCAG with the scoring instructions and picture documentation of the use of instrument developed by Kim Blake, MD.The SCAG is a 30-item checklist designed to help medical students receive feedback about their interviewing skills with adolescents. The measure consists of four domains labeled: Getting Started, Gathering Information, Teen Alone-Including Lifestyles, and Wrap Up. The items are rated on a 3-point Likert-type scale (0 = Did Not, 2 = Did Well). The items are simple statements that the rater, an adolescent patient, uses to assess the provider. A brief explanation of the instructions on scoring is provided at the upper part of the guide. An additional column is provided for general comments from the rater regarding favorable (positive) and unfavorable (negative) things that stood out during the interview. The general rating is based on a 5-letter scale (A = Excellent, F = Fail). For scoring purposes, numerical values can be assigned to these alphabetic anchors. French, Spanish, and German language versions of the SCAG exist in the same format as the English language version. A picture guide that gives visual context to how the guide is used in practical face-to-face situations constitutes part of the complete repertoire of the supplemental materials. Studies reported that SCAG has been found to be both reliable and valid. Although the SCAG was translated into other languages, studies that used them in those languages were not readily available or accessible. The adaptation of the SCAG for use with other patient populations such as geriatric patients has been suggested, although it was specifically developed for use with adolescents. For medical education purposes, the SCAG can be used over the entire continuum of medical education spanning undergraduate, graduate, and practicing physicians undergoing continuing education, despite its initial development for undergraduate medical education.NOTE: The instrument to which this submission refers is also published within MedEdPORTAL and is available at: www.mededportal.org/publication/798 Educational Objectives To describe the purpose, and basic properties of the Structured Communication Adolescent Guide (SCAG), including number of items and scales, and psychometric properties;To describe the application of the SCAG in the health sciences education;To evaluate the relative strengths and weaknesses of the SCAG; andTo provide the SCAG and supplemental materials to aid in its administration. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Critical Analysis of the SCAG.pdf SCAG Instrument-English.doc SCAG Sample Use Pictures.doc SCAG Instrument-Spanish.docx SCAG Instrument-French.docx To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationDogbey G. Critical Synthesis Package: Structured Communication Adolescent Guide (SCAG). MedEdPORTAL. 2014;10:9690. https://doi.org/10.15766/mep_2374-8265.9690 Related The Structured Communication Adolescent Guide (SCAG) Critical Synthesis Package: Structured Communication Adolescent Guide (SCAG) Copyright & Permissions© 2014 Dogbey. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsPsychometric PropertiesAdolescent InterviewingStructured CommunicationDirectory and Repository of Educational Assessment MeasuresAdolescentCritical AnalysisMedical History TakingDREAMPsychometricsCommunication Disclosures None to report. Funding/Support None to report. Loading ...

Critical Synthesis Package: International Depression Literacy Survey

Abstract This Critical Synthesis Package includes: (1) a Critical Analysis of the psychometric properties and the applications to health sciences for the International Depression Literacy Survey (I...

Critical Synthesis Package: Strength of Motivation for Medical School—Revised (SMMS-R) Questionnaire

OPEN ACCESSDecember 27, 2013Critical Synthesis Package: Strength of Motivation for Medical School—Revised (SMMS-R) Questionnaire Gillian Leibach, MS, Marilyn Stern, PhD Gillian Leibach, MS Virginia Commonwealth University School of Medicine Google Scholar More articles by this author , Marilyn Stern, PhD Virginia Commonwealth University School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9645 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstractThis Critical Synthesis Package contains: (1) a Critical Analysis of the psychometric properties and application to health sciences education for the Strength of Motivation for Medical School-Revised (SMMS-R) Questionnaire, and (2) a copy of the SMMS-R instrument and the SMMS-R scoring guide developed by Olle Ten Cate, PhDThe SMMS-R is a 15-item self-report measure that evaluates the strength of motivation new medical students have for training in medical school. It includes three sub-scales identified through a factor analysis: Willingness to Sacrifice, Readiness to Start, and Persistence. Responses are provided on a 5-point Likert scale from one (strongly disagree) to five (strongly agree). Scores can be calculated individually by sub-scale or by summing the scores from all of the sub-scales to create an overall Strength of Motivation for Medical School score. Scores can range from five to 25 on the individual sub-scales and from 15 to 75 for the overall scale. Although the measure has demonstrated adequate internal consistency and test-retest reliability, as well as validity, the authors suggest further studies on the psychometric properties. Its recommended use is not as a tool to accept or reject applicants to medical school, but rather for post-hoc analyses to examine the relations between motivation and other factors (e.g., academic successes). Having a more cohesive understanding of the strength of motivation for medical school could help administrators and faculty members target students who may need interventions to improve strength of motivation. Educational Objectives To describe the purpose and basic properties of the Strength of Motivation for Medical School-Revised (SMMS-R), including number of items and scales, and psychometric properties;To describe the application of the SMMS-R to the field of health sciences education;To evaluate the relative strengths and weaknesses of the SMMS-R; andTo provide the SMMS-R and supplemental materials to aid in its administration. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Critical Analysis of the Strength of Motivation for Medical School-Revised Questionnaire.pdf SMMS-R Instrument and Scoring Guide.doc To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2013 Leibach and Stern. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsMedicalEducationalDREAMMedical SchoolAcademic MotivationMotivationAssessmentSchoolsDirectory and Repository of Educational Assessment Measures Disclosures None to report. Funding/Support None to report. Loading ...

Critical Synthesis Package: Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration

OPEN ACCESSDecember 2, 2013Critical Synthesis Package: Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration Angela Wetzel, PhD Angela Wetzel, PhD Virginia Commonwealth University Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9631 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractThis Critical Synthesis Package contains: (1) a Critical Analysis of the psychometric properties and application to health sciences education for the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration (JSAPNC), and (2) a copy of the JSAPNC and the Scoring Guide developed by Mohammadreza Hojat, PhD.The JSAPNC measures both nurse and physician attitudes toward physician-nurse professional collaboration. Fifteen items are distributed across four domains: Shared Education and Collaborative Relationships, Caring as Opposed to Curing, Nurse's Autonomy, and Physician's Authority. All domains are self-assessed by the participant along a four-point Likert-type scale. Reliability and validity evidence of the JSAPNC, applied extensively in both nursing and medical education, and practice, indicate moderate to high internal consistency and suggest sensitivity of the measure to differences in attitudes between nurses and physicians. Further investigations on the use of the JSAPNC in longitudinal and repeated measure designs is recommended to better understand its utility as a program evaluation outcome measure and its relationship to objective patient care outcomes. Although some methodological limitations exist, investigators consistently report moderate-to high- total-scale reliability, and validity is further supported by clear connections between items and the literature. Finally, several investigators mentioned a potential ceiling effect for the JSAPNC as many physicians, nurses, and students in training reported high initial attitudes, limiting the potential to demonstrate practically significant improvements over time. It may be necessary to revise the questionnaire to include a greater range of response for this instrument to be effectively applied in longitudinal or repeated measure research designs. Educational Objectives To describe the purpose and basic properties of the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration (JSAPNC), including number of items and scales, and psychometric properties;To describe the application of the JSAPNC to the field of health sciences education;To evaluate the relative strengths and weaknesses of the JSAPNC; andTo provide the JSAPNC and supplemental materials to aid in its administration. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Critical Analysis of the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration.pdf Jefferson Scale of Attitudes Toward Physcian-Nurse Collaboration Instrument.doc Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration Scoring Guide.docx To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationWetzel A. Critical Synthesis Package: Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration. MedEdPORTAL. 2013;9:9631. https://doi.org/10.15766/mep_2374-8265.9631 Copyright & Permissions© 2013 Wetzel. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-No Derivatives license.KeywordsAttitudeInterprofessional CollaborationDirectory and Repository of Educational Assessment MeasuresInterprofessional EducationDREAMInterprofessional RelationsAttitudes & BeliefsIPE Disclosures None to report. Funding/Support None to report. Loading ...

Critical Synthesis Package: University of Iowa OSCE Standardized Patient Communication Checklist

Abstract This Critical Synthesis Package contains: (1) A Critical Analysis of the psychometric properties and the application to health science education of the University of Iowa OSCE Standardized...

Critical Synthesis Package: Thanatophobia Scale

Abstract The Critical Synthesis Package contains: (1) a Critical Analysis of the psychometric properties and application to health sciences education for the Thanatophobia Scale, and (2) a copy of ...

Critical Synthesis Package: Four Habits Coding Scheme (4HCS)

Abstract The Critical Synthesis Package contains: (1) a Critical Analysis of the psychometric properties and application to health sciences education for the Four Habits Coding Scheme (4HCS), and (...

Critical Synthesis Package: Family Conference OSCE

Critical Synthesis Package: Family Conference OSCE

Critical Synthesis Package: Objective Structured Teaching Exercise (OSTE) in Faculty Feedback Skills

Critical Synthesis Package: Objective Structured Teaching Exercise (OSTE) in Faculty Feedback Skills

Critical Synthesis Package: American Board of Internal Medicine (ABIM) Peer Assessment

OPEN ACCESSOctober 24, 2013Critical Synthesis Package: American Board of Internal Medicine (ABIM) Peer Assessment Matt J. Rustici, MD Matt J. Rustici, MD University of Colorado School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9590 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractThis Critical Synthesis Package contains: (1) a Critical Analysis of the psychometric properties and the application to health science education of the American Board of Internal Medicine (ABIM) Peer Assessment, and (2) a copy of the ABIM Peer Assessment instrument developed by Eric Holmboe, MD.The ABIM Peer Assessment is an 11-item instrument with responses recorded on a 9-point numerical rating scale with descriptive anchors. Higher scores indicate a more favorable assessment. The instrument was developed as a component of the ABIM re-certification process and is designed to assess practicing internal medicine physicians. Items assess ambulatory care skills, medical knowledge, management of multiple complex problems, problem solving, management of hospitalized patients, respect, integrity, psychosocial aspects of illness, compassion, responsibility and overall clinical skills. The instrument has demonstrated an acceptable generalizability coefficient (0.7) when 10–13 instruments are collected and seems to be minimally biased when peer evaluators are self-selected by the physician being evaluated. The instrument attempts to provide feedback to physicians from peers to help guide self-improvement plans and does not have any established minimum competency scores. In one study, scores of 100 practicing physicians were positively correlated to evaluations from residency directors but there is limited supporting data correlating scores on the instrument to other measures of physician competence. Educational Objectives To describe the purpose and basic properties of the American Board of Internal Medicine (ABIM) Peer Assessment, including number of items and scales, and psychometric properties;To describe the application of the ABIM Peer Assessment to the field of health sciences education;To evaluate the relative strengths and weaknesses of the ABIM Peer Assessment; andTo provide the ABIM Peer Assessment and supplemental materials to aid in its administration. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: ABIM Peer Assessment Instrument.pdf Critical Analysis of the American Board of Internal Medicine (ABIM) Peer Assessment.pdf To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationRustici MJ. Critical Synthesis Package: American Board of Internal Medicine (ABIM) Peer Assessment. MedEdPORTAL. 2013;9:9590. https://doi.org/10.15766/mep_2374-8265.9590 Copyright & Permissions© 2013 Rustici. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsEvaluationDREAMPhysiciansDirectory and Repository of Educational Assessment MeasuresPeer AssessmentClinical CompetenceEvaluation Studies as TopicInternal MedicineFeedbackProfessionalismHumanismAmerican Board of Internal MedicineABIMNon-Clinical SkillsClinical Skills Disclosures None to report. Funding/Support None to report. Loading ...

Critical Synthesis Package: Scientific Misconduct Questionnaire-Revised (SMQ-R)

Critical Synthesis Package: Scientific Misconduct Questionnaire-Revised (SMQ-R)