A rater training program in removable prosthodontics

1984 ◽  
Vol 48 (5) ◽  
pp. 251-257 ◽  
Author(s):  
Weaver ◽  
W Saeger
Keyword(s):  
Training Program ◽  
Rater Training

Effects of a rater training program on the clinician interview based impression of change (cibic-plus)

2000 ◽  
Vol 21 ◽  
pp. 27
Author(s):  
Steven H. Ferris ◽  
Elia A. Sinaiko ◽  
Sadia Faiz ◽  
Isabel M. Monteiro ◽  
Barry Reisberg ◽  
...  
Keyword(s):  
Training Program ◽  
Rater Training

scholarly journals THE EFFECTIVENESS OF VSTEP.3-5 SPEAKING RATER TRAINING

2020 ◽  
Vol 36 (4) ◽  
Author(s):  
Nguyen Thi Ngoc Quynh ◽  
Nguyen Thi Quynh Yen ◽  
Tran Thi Thu Hien ◽  
Nguyen Thi Phuong Thao ◽  
Bui Thien Sao ◽  
...  
Keyword(s):  
Training Program ◽  
Large Scale ◽  
Rating Scales ◽  
Rating Scale ◽  
Training Session ◽  
Vital Role ◽  
International Studies ◽  
Rater Training ◽  
The Impact ◽  
Band Separation

Playing a vital role in assuring reliability of language performance assessment, rater training has been a topic of interest in research on large-scale testing. Similarly, in the context of VSTEP, the effectiveness of the rater training program has been of great concern. Thus, this research was conducted to investigate the impact of the VSTEP speaking rating scale training session in the rater training program provided by University of Languages and International Studies - Vietnam National University, Hanoi. Data were collected from 37 rater trainees of the program. Their ratings before and after the training session on the VSTEP.3-5 speaking rating scales were then compared. Particularly, dimensions of score reliability, criterion difficulty, rater severity, rater fit, rater bias, and score band separation were analyzed. Positive results were detected when the post-training ratings were shown to be more reliable, consistent, and distinguishable. Improvements were more noticeable for the score band separation and slighter in other aspects. Meaningful implications in terms of both future practices of rater training and rater training research methodology could be drawn from the study.

Training the Raters: A Key to Effective Performance Appraisal

1986 ◽  
Vol 15 (2) ◽  
pp. 101-109 ◽  
Author(s):  
David C. Martin ◽  
Kathryn M. Bartol
Keyword(s):  
Training Program ◽  
Performance Appraisal ◽  
Major Elements ◽  
Appraisal System ◽  
Rater Training ◽  
Refresher Training ◽  
Performance Appraisal System ◽  
Effective Performance

Although appropriate rater behaviors are critical to the success of any performance appraisal system, raters frequently receive little or no training regarding how to carry out their role successfully. This article outlines the major elements which should be included in an effective rater training program. Suggested training approaches and the need for refresher training also are discussed.

Vanderbilt dental auxiliary training program

1971 ◽  
Vol 35 (10) ◽  
pp. 641-641
Author(s):  
SJ Gibbs ◽  
L Zucker
Keyword(s):  
Training Program

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

2020 ◽  
Vol 5 (6) ◽  
pp. 1410-1421
Author(s):  
Erica Ellis ◽  
Mary Kubalanza ◽  
Gabriela Simon-Cereijido ◽  
Ashley Munger ◽  
Allison Sidle Fuligni
Keyword(s):  
Los Angeles ◽  
Training Program ◽  
Interprofessional Education ◽  
Clinical Training ◽  
Interprofessional Collaboration ◽  
Communication Disorders ◽  
Outreach Program ◽  
State University ◽  
Diversity And Inclusion ◽  
Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

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