A group process model for generating program-wide instructional objectives in medical education

1973 ◽  
Vol 12 (10) ◽  
pp. 1-9
Author(s):  
Rober G. Pierleoni
Keyword(s):  
Medical Education ◽  
Group Process ◽  
Process Model ◽  
Instructional Objectives

Evaluating the Impact and ROI of Medical Education Programs

2020 ◽  
pp. 261-293
Author(s):  
Timothy R. Brock
Keyword(s):  
Medical Education ◽  
Evaluation System ◽  
Process Model ◽  
Comprehensive Evaluation ◽  
Evaluation Framework ◽  
Evaluation Methodology ◽  
Education Programs ◽  
Organizational Excellence ◽  
Medical Education Program ◽  
Measurement And Evaluation

Medical education programs must deliver valued results that stakeholders expect in return for their funding investments. In the past, healthcare organizations accepted reports about test results and participant perceptions of the program as adequate evidence of course outcomes. Today, program funders expect evaluations that provide evidence that medical education programs improve organizational excellence measures to justify ongoing funding. This chapter will explain four of the five elements required of a proven, comprehensive evaluation system. This five-element system is necessary to provide the desired organizational excellence evidence that medical educators can adopt to address the needs of stakeholders at different levels of an organization. Specifically, this chapter will overview an evaluation framework, a process model, and guiding principles that are crucial elements of this methodology. The chapter ends with a case study that shows how a medical education team used this measurement and evaluation methodology to plan how they would design and evaluate a medical education program requested by executives to solve an ICU central line infection problem.

scholarly journals Toward Defining and Measuring Social Accountability in Graduate Medical Education: A Stakeholder Study

2013 ◽  
Vol 5 (3) ◽  
pp. 439-445 ◽  
Author(s):  
Anjani T. Reddy ◽  
Sonia A. Lazreg ◽  
Robert L. Phillips ◽  
Andrew W. Bazemore ◽  
Sean C. Lucan
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Group Process ◽  
The United States ◽  
Social Accountability ◽  
Snowball Sampling ◽  
Training Time ◽  
Graduate Medical ◽  
Accountability Measures ◽  
Field Notes

Abstract Background Since 1965, Medicare has publically financed graduate medical education (GME) in the United States. Given public financing, various advisory groups have argued that GME should be more socially accountable. Several efforts are underway to develop accountability measures for GME that could be tied to Medicare payments, but it is not clear how to measure or even define social accountability. Objective We explored how GME stakeholders perceive, define, and measure social accountability. Methods Through purposive and snowball sampling, we completed semistructured interviews with 18 GME stakeholders from GME training sites, government agencies, and health care organizations. We analyzed interview field notes and audiorecordings using a flexible, iterative, qualitative group process to identify themes. Results Three themes emerged in regards to defining social accountability: (1) creating a diverse physician workforce to address regional needs and primary care and specialty shortages; (2) ensuring quality in training and care to best serve patients; and (3) providing service to surrounding communities and the general public. All but 1 stakeholder believed GME institutions have a responsibility to be socially accountable. Reported barriers to achieving social accountability included training time constraints, financial limitations, and institutional resistance. Suggestions for measuring social accountability included reviewing graduates' specialties and practice locations, evaluating curricular content, and reviewing program services to surrounding communities. Conclusions Most stakeholders endorsed the concept of social accountability in GME, suggesting definitions and possible measures that could inform policy makers calls for increased accountability despite recognized barriers.

Outside the box: Unpacking the group process model

2017 ◽  
Vol 32 (4) ◽  
pp. 186-191
Author(s):  
Kristine M. Nicolini
Keyword(s):  
Group Process ◽  
Process Model ◽  
Outside The Box

The Nominal Group Process Model

TACD Journal ◽  
1983 ◽  
Vol 11 (1) ◽  
pp. 31-37
Author(s):  
Ronnie Freeman ◽  
John N. Childers ◽  
Michael Petrasek
Keyword(s):  
Group Process ◽  
Process Model ◽  
Nominal Group

scholarly journals The Collaborative Learning Development Exercise (CLeD-EX): an educational instrument promoting key collaborative learning behaviours in medical students

2019 ◽  
Author(s):  
Maha Pervaz Iqbal ◽  
Gary M Velan ◽  
Anthony O’ Sullivan J O’ Sullivan ◽  
Chinthaka Balasooriya
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Collaborative Learning ◽  
Group Process ◽  
Systematic Approach ◽  
Medical Training ◽  
Early Stage ◽  
Post Test ◽  
Learning Development ◽  
Learning Behaviours

Abstract Background: Modern clinical practice increasingly relies on collaborative and team-based approaches to care. Regulatory bodies in medical education emphasise the need to develop collaborative and teamwork competencies and highlight the need to do so from an early stage of medical training. During undergraduate medical education the focus is usually to facilitate collaborative learning and increase feedback and reflection on this learning. This article describes a novel educational instrument, the Collaborative Learning Development Exercise (CLeD-EX), which aims to foster the development of key collaborative learning competencies in medical students. Methods: In this study, the “educational design research” framework was used to develop, implement and evaluate the CLeD-EX. This involved adopting a systematic approach towards designing a creative and innovative instrument which would help solve a real-world challenge in developing collaborative learning skills. The systematic approach involved a qualitative exploration of key collaborative learning behaviours which are influential in effective collaborative learning contexts. The identified competencies were employed in the design of the CLeD-EX. The design of the CLeD-EX included features to facilitate structured feedback by tutors to students, complemented by self-evaluation and reflection. The CLeD-EX was field-tested with volunteer junior medical students, using a controlled pre-test post-test design. Analysis of the completed CLeD-EX forms, self-perception surveys (i.e. pre-test and post-test surveys) and analyses of reflective reports were used to explore the educational impact of CLeD-EX, as well as its utility and practicality. Results: After using the CLeD-EX, students showed a significant improvement in self‑directed learning, critical thinking and group process as measured by a previously validated instrument. Both students and tutors recognised CLeD-EX as an effective instrument, especially as a structured basis for giving and receiving feedback and for completing the feedback loop. CLeD-EX was also found to be feasible, practical and focused, while promoting learning and effective interactions in small group learning. Conclusion: The findings of this study support the introduction of an educational instrument such as the CLeD-EX to facilitate the development of students’ skills in collaborative learning.

scholarly journals The Collaborative Learning Development Exercise (CLeD-EX): an educational instrument to promote key collaborative learning behaviours in medical students

2020 ◽  
Author(s):  
Maha Pervaz Iqbal ◽  
Gary M Velan ◽  
Anthony O’ Sullivan J O’ Sullivan ◽  
Chinthaka Balasooriya
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Collaborative Learning ◽  
Group Process ◽  
Systematic Approach ◽  
Medical Training ◽  
Educational Impact ◽  
Post Test ◽  
Learning Development ◽  
Learning Behaviours

Abstract Background: Modern clinical practice increasingly relies on collaborative and team-based approaches to care. Regulatory bodies in medical education emphasise the need to develop collaboration and teamwork competencies and highlight the need to do so from an early stage of medical training. In undergraduate medical education, the focus is usually on collaborative learning, associated with feedback and reflection on this learning This article describes a novel educational instrument, the Collaborative Learning Development Exercise (CLeD-EX), which aims to foster the development of key collaborative learning competencies in medical students. In this article we report on the effectiveness, feasibility and educational impact of the CLeD-EX. Methods: In this study, the “educational design research” framework was used to develop, implement and evaluate the CLeD-EX. This involved adopting a systematic approach towards designing a creative and innovative instrument which would help solve a real-world challenge in developing collaborative learning skills. The systematic approach involved a qualitative exploration of key collaborative learning behaviours which are influential in effective collaborative learning contexts. The identified competencies were employed in the design of the CLeD-EX. The design of the CLeD-EX included features to facilitate structured feedback by tutors to students, complemented by self-evaluation and reflection. The CLeD-EX was field-tested with volunteer junior medical students, using a controlled pre-test post-test design. Analysis of the completed CLeD-EX forms, self-perception surveys (i.e. pre-test and post-test surveys) and analyses of reflective reports were used to explore the educational impact of CLeD-EX, as well as its utility and practicality. Results: After using the CLeD-EX, students showed a significant improvement in critical thinking and group process as measured by a previously validated instrument. Both students and tutors recognised CLeD-EX as an effective instrument, especially as a structured basis for giving and receiving feedback and for completing the feedback loop. CLeD-EX was also found to be feasible, practical and focused, while promoting learning and effective interactions in small group learning. Conclusion: The findings of this study support the introduction of an effective and feasible educational instrument such as the CLeD-EX, to facilitate the development of students’ skills in collaborative learning.

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