Underpinning Quality Assurance in Trust-Based e-Assessment Procedures

Author(s):  
Paula Ranne ◽  
Esther Huertas Hidalgo ◽  
Roger Roca ◽  
Anaïs Gourdin ◽  
Martin Foerster
2005 ◽  
Vol 46 (2) ◽  
pp. 140-147 ◽  
Author(s):  
A. Jensen ◽  
G. J. Mikkelsen ◽  
M. Vestergaard ◽  
E. Lynge ◽  
I. Vejborg

Purpose: To evaluate the compliance of Danish mammography clinics with requirements concerning organization, activity volume, and assessment procedures from two European guidelines for quality assurance in diagnostic mammography (EUSOMA and EUREF). Material and Methods: We used individual records on all diagnostic mammographies performed in Denmark in 2000, and questionnaires given to Danish mammography clinics in 2000, 2002, and 2004. Results: The study showed a marked centralization of the diagnostic activity from 2000 to 2004 to a smaller number of public breast assessment centers with full multidisciplinary breast assessment. However, a relatively large number of these centers did not comply with the activity volume requirement of 2000 mammograms per clinic per year. The number of private diagnostic mammography clinics performing basic diagnostic mammography has remained fairly stable in the period 2000 to 2004. Compared with public breast assessment centers, the private diagnostic mammography clinics had a lower compliance with activity volume requirements. Conclusion: A marked proportion of Danish public breast assessment centers operate with less than optimal activity volume, suggesting that further centralization would be appropriate. The situation in private diagnostic mammography clinics may cause concern, as our study showed that the majority of these clinics did not meet the activity volume requirements.


1999 ◽  
Vol 23 ◽  
pp. 31-32
Author(s):  
B. M. Simpson

AbstractA description is provided of the development of quality assurance in the Scottish beef and lamb industry during the period 1988-98. The contributions of many organizations and individuals are explained and three essential development phases are identified: setting the standards, gaining commitment from the industry and establishing independent credible assessment procedures. While Scotland has achieved some economic advantage, the author acknowledges that much has still to be done to reward all participating sectors.


1992 ◽  
Vol 23 (3) ◽  
pp. 261-268 ◽  
Author(s):  
Alan G. Kamhi

My response to Fey’s article (1985; reprinted 1992, this issue) focuses on the confusion caused by the application of simplistic phonological definitions and models to the assessment and treatment of children with speech delays. In addition to having no explanatory adequacy, such definitions/models lead either to assessment and treatment procedures that are similarly focused or to procedures that have no clear logical ties to the models with which they supposedly are linked. Narrowly focused models and definitions also usually include no mention of speech production processes. Bemoaning this state of affairs, I attempt to show why it is important for clinicians to embrace broad-based models of phonological disorders that have some explanatory value. Such models are consistent with assessment procedures that are comprehensive in nature and treatment procedures that focus on linguistic, as well as motoric, aspects of speech.


2013 ◽  
Vol 40 (Fall) ◽  
pp. 116-137
Author(s):  
Ashleigh J. Callahan ◽  
Andrea B. Yost ◽  
Kimberly L. Richards ◽  
Amy L. Rogers

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.


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