A Comprehensive Evaluation of Agile Maturity Self-assessment Surveys

The Munich Ankle Questionnaire (MAQ): a self-assessment tool for a comprehensive evaluation of ankle disorders

European Journal of Medical Research ◽

10.1186/s40001-018-0344-7 ◽

2018 ◽

Vol 23 (1) ◽

Cited By ~ 2

Author(s):

Frederik Greve ◽

Karl Friedrich Braun ◽

Veronika Vitzthum ◽

Michael Zyskowski ◽

Michael Müller ◽

...

Keyword(s):

Assessment Tool ◽

Comprehensive Evaluation ◽

Self Assessment

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Diagnosis of educational preparation for retirement: expectations and knowledge of Mexican workers

Revista de la Facultad de Medicina ◽

10.15446/revfacmed.v67n4.71994 ◽

2019 ◽

Vol 67 (4) ◽

pp. 413-418

Author(s):

María De los Ángeles Aguilera-Velasco ◽

Cecilia Andrea Ordóñez-Hernández ◽

María De Lourdes Marrero-Santos ◽

Martín Acosta-Fernández

Keyword(s):

Comprehensive Evaluation ◽

Basic Knowledge ◽

Labor Rights ◽

Self Assessment ◽

Educational Preparation ◽

Self Reflection ◽

Retirement Expectations ◽

Qualitative Descriptive ◽

Face Adaptation ◽

Positive Knowledge

Introduction: Without proper preparation, 1 in 3 workers who are about to retire face adaptation problems while their levels of stress and anxiety increase.Objective: To diagnose the educational preparation needs for retirement by classifying expectations and knowledge of Mexican workers about to retire.Materials y methods: Qualitative descriptive study in which an initial comprehensive evaluation was used. 92 workers over 55 years of age and about to retire were included. Data were collected in a metacognitive format that encourages self-assessment and self-reflection. A thematic analysis was carried out.Results: Six types of knowledge were identified: 1) no knowledge; 2) basic knowledge; 3) indifferent knowledge (workers who knew little about retirement or were not interested in learning about it); 4) knowledge about labor rights; 5) positive knowledge; and 6) negative knowledge. Expectations were classified into five types: a) wanting to know everything, b) wanting to know about income, c) wanting to know about rights and obligations, d) wanting to stay active, and e) wanting to prepare for retirement.Conclusion: The metacognitive tool helped workers who are close to retirement to decipher, reflect and socialize their knowledge and expectations about retirement, and to raise awareness about their upcoming change of lifestyle. Companies should prepare employees who are going to retire through sensitizing conferences, taking care first of the need to know about the procedures and paperwork. Relatives and colleagues should be involved in future interventions, given that retirement has a collective dimension that needs to be addressed.

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Student self-assessment in dental technology

Journal of Dental Education ◽

10.1002/j.0022-0337.1973.37.9.tb00731.x ◽

1973 ◽

Vol 37 (9) ◽

pp. 19-21 ◽

Cited By ~ 4

Author(s):

PR Geissler

Keyword(s):

Self Assessment ◽

Dental Technology

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Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

Perspectives on Administration and Supervision ◽

10.1044/aas20.2.64 ◽

2010 ◽

Vol 20 (2) ◽

pp. 64-70 ◽

Cited By ~ 2

Author(s):

Mary Pat McCarthy

Keyword(s):

Clinical Education ◽

Performance Indicator ◽

Clinical Skills ◽

Self Assessment ◽

Clinical Practicum ◽

Self Reflection ◽

Healthcare Settings ◽

Language Pathology ◽

Traditional Performance ◽

The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

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Students Involvement in Multilingual and Multicultural Community Services

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.77 ◽

2015 ◽

Vol 22 (2) ◽

pp. 77-89 ◽

Cited By ~ 2

Author(s):

Ying-Chiao Tsao

Keyword(s):

Service Learning ◽

Cultural Competence ◽

Linguistically Diverse ◽

Community Services ◽

Cultural Humility ◽

Self Assessment ◽

Multicultural Community ◽

Raising Awareness ◽

Hands On ◽

Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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