Using Research Based Assessment Tools in Professional Development in Current Electricity

2007 ◽  
Vol 18 (3) ◽  
pp. 431-459 ◽  
Author(s):  
Ji Shen ◽  
Patrick C. Gibbons ◽  
John F. Wiegers ◽  
Ann P. McMahon
Keyword(s):  
Professional Development ◽  
Assessment Tools

scholarly journals Promoting Best Practices Regarding Exertional Heat Stroke: A Perspective from the Team Physician

2012 ◽  
Vol 7 (1) ◽  
pp. 30-37 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Kelly D. Pagnotta ◽  
Lindsey McDowell ◽  
Douglas J Casa ◽  
Lawrence Armstrong
Keyword(s):  
Professional Development ◽  
Best Practices ◽  
Sports Medicine ◽  
Water Immersion ◽  
Skill Training ◽  
Heat Stroke ◽  
Real Life ◽  
Assessment Tools ◽  
Team Physician ◽  
Exertional Heat Stroke

Context: Knowing the team physician's perspective regarding the use of evidence-based practice (EBP) for treatment of exertional heat stroke (EHS) may help increase the number of athletic trainers (ATs) implementing best practices and avoiding the use of improper assessment tools and treatment methods. Objective: To ascertain team physicians' perspectives regarding the AT's use of rectal temperature (Tre) and cold-water immersion (CWI) for recognition and treatment of EHS. Design: Exploratory study using semi-structured focus groups and follow-up telephone interviews. Setting: American College of Sports Medicine Annual meeting. Patients or Other Participants: Thirteen family or internal medicine specialists who were currently serving as the team physician for a college/university or secondary school participated. The mean age was 44 ± 4 with 10 ± 8 years of sports medicine specific experience. Of these, 7 participated in a focus group and 5 completed a telephone interview. Data Collection and Analysis: Data analysis included open coding procedures by a 3-member research team. Credibility was established by member checks and multiple analyst triangulations. Results: Two major themes emerged regarding how ATs could be encouraged to use Tre assessment and CWI in clinical practice: 1) pre-certification and 2) post-certification. Pre-certification included two lower level themes: a) real-life experience and b) skill set mandate. The post-certification theme included one lower theme: professional development. Conclusion: Physicians, in recognition of the dichotomy between best and actual practices, believe that ATs must receive both formal skill training in a structured learning environment and field experience using these methods, and remain current through annual professional development seminars and courses.

scholarly journals Students’ assessment tools of professional activities of scientific and pedagogical workers of higher education institutions: foreign and domestic experience

2019 ◽  
pp. 108-118
Author(s):  
Yurii Skyba ◽  
Lebedynets Hanna
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
United States ◽  
Higher Education Institutions ◽  
The United States ◽  
Assessment Tools ◽  
Teaching Staff ◽  
Professional Work ◽  
Professional Activities ◽  
Personal Qualities

Considering the external and internal challenges, including accession of Ukraine to the European Higher Education Area and the European Research Area, the adoption of the Laws of Ukraine «On Education» (2017), «On Scientific and Technical Activities» (2016), «On Higher Education» (2014) the systematic reforming higher education began. One of the directions of reforming higher education is to increase the requirements for the professional level of scientific and pedagogical workers, since only a highly qualified specialist is able to provide a high level of training for the applicants for higher education and, accordingly, to prepare a competitive specialist. The article is aimed to identify the tools for students to evaluate the professional activities carried out by the scientific and pedagogical workers in foreign and domestic higher education institutions. To achieve the aim and solve the set tasks, we used a complex of methods of scientific research: theoretical analysis of academic literature - to clarify the achievements of the scientists on a particular topic of research; structural and system analysis - to identify the tools of evaluation used by the students to assess professional activity of scientific and pedagogical workers of foreign and domestic higher education institutions; comparative method - to carry out a comparative analysis of the content of domestic and foreign instruments for evaluating the professional activities carried out by scientific and pedagogical workers. Summarizing the results of the study indicates that there is a positive experience in the market economies, including the United Kingdom, Australia, and the United States of America (USA) regarding the involvement of students in evaluating the professional performance of teaching staff. The reasonability of engaging students in evaluating the professional work of students' teaching staff is primarily due to the fact that they most often contact with the teaching staff and they are the direct consumers of their services. Based on an analysis of the best university practices in the UK, Australia, and the United States for assessing students' professional work and their personal qualities, it has been established that the main tools are: an online assessment system; student ratings; feedback from students to improve teaching and learning, including student letters prepared from the whole group or course; feedback from alumni (including masters and PhD students, as well as graduate assistants) and more. The analysis of domestic practices showed that instruments such as anonymous questionnaires and student rankings are mostly used to evaluate the professional activities of academic staff of higher education institutions and their personal qualities. The introduction of foreign experience of the use of various tools for assessing the professional activities of the scientific and pedagogical workers in domestic higher education institutions will contribute to the self-reflection of their own professional activities, the development of a trajectory of professional development focused on the areas that require professional development and improvement of quality.

scholarly journals WEB-BASED 5-DIMENSIONAL ELECTRONIC PORTFOLIO (5DEP) AS A COMPETENCY-BASED ASSESSMENT TOOL IN POST-GRADUATE MEDICAL TRAINING

2020 ◽  
Vol 6 (1) ◽  
pp. 81-87
Author(s):  
Z. Bokhua ◽  
K. Chelidze ◽  
K. Ebralidze
Keyword(s):  
Internal Medicine ◽  
Professional Development ◽  
Medical Education ◽  
Assessment Tool ◽  
Electronic Portfolio ◽  
Assessment Tools ◽  
Assessment Instrument ◽  
First Year ◽  
Web Based ◽  
Competency Based

Background. New challenges of permanently changing context of healthcare system requires new methods of medical education and new assessment tools, as well. Competency-based Medical Education (CBME), framework which has been adopted as a new approach in medical education, needs appropriate assessment tool such as portfolio. Portfolio is learner-centered assessment instrument which evaluates learner’s progression towards outcomes and enables both residents and teachers to engage in a process of learning through assessment. Objective. In this paper we aim to share our successful experience of an effective use of web-based 5-Dimensional Electronic Portfolio (5DeP) as an assessment tool in the Pilot Group. Methods. Pilot Group of sixteen residents (six first year residents of Obstetrics/Gynecology and ten first year residents of Internal Medicine. Tbilisi State Medical University Institute of Postgraduate Medical Education and Continuous Professional Development) and twelve mentors (four Obstetrics/Gynecology mentor and eight Internal Medicine mentors) reported some feedback about 5-Dimensional Electronic Portfolio (5DeP) as a new assessment tool. Results. Feedback about 5-Dimensional Electronic Portfolio (5DeP) as a new assessment tool from mentors and students demonstrated efficiency of the program. It enables assessment within a framework of transparent and declared criteria and learning objectives; provides a model for lifelong learning and continuing professional development; increases competence in a wider context with benefits to both professional and personal roles; improves organizing skills. Conclusions. 5DeP have been recognized as an extremely effective assessment tool.

scholarly journals Portfolio-based learning in medical education

2013 ◽  
Vol 19 (5) ◽  
pp. 329-336 ◽  
Author(s):  
Antonina Ingrassia
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Professional Practice ◽  
Continuing Professional Development ◽  
Assessment Tools ◽  
Potential Value

SummaryThe use of portfolios has rapidly expanded in recent years and is now relevant to a number of different aspects of professional practice in medicine in general and psychiatry in particular, including training, appraisal and revalidation as well as continuing professional development. In this article I will examine the background of important changes and new trends in medical education on which the increasing use of portfolios is based, their potential value as learning and assessment tools, and some of the challenges and dilemmas associated with their use.

scholarly journals ATRA COMPETENCY STUDY: PROMOTING DEVELOPMENT OF RECREATIONAL THERAPISTS SERVING OLDER ADULTS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S2-S3
Author(s):  
Martha E Kemeny ◽  
Brent Hawkins ◽  
Heather Porter
Keyword(s):  
Professional Development ◽  
Older Adults ◽  
Older Adult ◽  
Delphi Study ◽  
Professional Association ◽  
Assessment Tools ◽  
Recreational Therapy ◽  
Job Tasks ◽  
Key Terms ◽  
Competency Level

Abstract Competency concerns the knowledge, skills, and abilities needed to perform specific job tasks. In the field of recreational therapy (RT), four documents from the certification (NCTRC), accreditation (CARTE), and professional association (ATRA) broadly identify areas of competency for RTs. While broad competencies are defined, no specific competencies (i.e., diagnoses, assessments, interventions, theories) are identified. Sixty-seven RT experts, including 10 verified older adult experts with greater than five years experience and peer-reviewed publications, participated in three rounds of a Delphi study to gain content consensus. After experts in each setting identified key terms in the first round, experts reviewed the consolidated list twice to generate the final competency list. Next, all certified recreational therapists were invited to rate the extent that each competency item is being used in RT practice; the extent of their knowledge/skill for each item; and the degree of interest in gaining more knowledge/skill. A total of 1377 recreational therapists participated in the study (88% females, 11% male, 1% non-disclosed) with participants ranging in age from 20-60+ years of age. The study’s findings related to specific diagnostic populations served; interventions/modalities, techniques, standardized assessment tools, and theories utilized; education, training, and counseling topics in treatment; and on-the-horizon treatment and issues. This comprehensive two-part multi-year study is the first to explore current RT practice at a micro-competency level. In the effort to improve practice, these specific competencies necessary for RT practice with older adults are significant to both educators and practitioners in future curriculum and professional development efforts.

scholarly journals Implementing Assessment of Practicing Physicians: The Development and Benefits of a Collaborative Model

2006 ◽  
Vol 92 (4) ◽  
pp. 31-39
Author(s):  
Thomas R. Henzel ◽  
Andrea Ciccone ◽  
Frances Cain ◽  
Carol A. Clothier ◽  
Richard Hawkins
Keyword(s):  
Professional Development ◽  
Objective Assessment ◽  
Medical Knowledge ◽  
Continuing Professional Development ◽  
Assessment System ◽  
Assessment Tools ◽  
Assessment Data ◽  
Collaborative Model ◽  
The Future ◽  
Practicing Physicians

ABSTRACT The Post-Licensure Assessment System of the Federation of State Medical Boards and the National Board of Medical Examiners has been evolving for nearly 10 years in its effort to develop a system of evaluation for practicing physicians. The development of such a system requires collaboration among a variety of assessment and educational institutions. To be credible, the system must be grounded in reliable and valid assessment tools, provide unbiased information about particular physician competencies, and be accepted by both licensing authorities and physicians. It also should provide feedback for planning remedial educational opportunities and be useful to physicians who wish to participate in continuing professional development. Assessments using the same standardized protocol addressing competence in medical knowledge, clinical reasoning, and patient management have been completed at three different sites for 79 physicians. Results show that when compared with non-certified physicians, certified physicians were twice as likely to achieve adequate levels of performance. In relation to licensure outcomes obtained for 53 physicians, of the 29 who performed in the less than adequate performance levels, eight remained in practice with restrictions and three returned to fully independent practice. All of the 24 whose performance was adequate were in practice. For nearly a decade, the Post-Licensure Assessment System (PLAS) has provided state licensing medical authorities information, in the form of objective assessment data, for use in making licensure decisions about physicians whose competence is in question. With membership of state licensing authorities changing, there are many representatives who may be unaware of the PLAS and the resources it offers now and for the future. This article first will briefly describe the origins and components of the PLAS and then focus on the initial years of work in the newer component, the Assessment Center Program. It will provide the rationale for a collaborative model of regional assessment programs and review the barriers to physician assessment. Then assessment data will be presented and discussed for its potential impact on licensure decisions. The article will conclude with plans for the future and the need to focus on how the educational recommendations resulting from assessments will contribute to the continuing professional development of physicians.

Physical Education Teacher Training in Fundamental Movement Skills Makes a Difference to Instruction and Assessment Practices

2015 ◽  
Vol 34 (3) ◽  
pp. 548-556 ◽  
Author(s):  
Natalie Jayne Lander ◽  
Lisa Michele Barnett ◽  
Helen Brown ◽  
Amanda Telford
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Physical Education ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Physical Education Teacher ◽  
Assessment Practice ◽  
Movement Skills ◽  
Fundamental Movement Skills

The purpose of this study was to investigate instruction and assessment of fundamental movement skills (FMSs) by Physical Education (PE) teachers of Year 7 girls. Of 168 secondary school PE teachers, many had received little FMSs professional development, and although most assessed student FMSs proficiency, the quality of assessment was variable. Neither years of experience nor confidence influenced the quality of assessment tools used; however, greater FMSs training improved assessment practice regularity. Teachers more recently out of preservice were more confident in demonstrating FMSs. The results suggest that FMSs education for teachers should be a priority inclusion in both the training of preservice teachers and the ongoing professional development of in-service teachers.

Project-Based Learning Integration with Teachers Immersed in a Professional Development Initiative

2017 ◽  
pp. 442-452
Author(s):  
Virginia McCormack
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Instructional Strategies ◽  
Project Based Learning ◽  
Assessment Tools ◽  
Active Engagement ◽  
Case Study Method ◽  
Learning Tasks ◽  
Pedagogical Skills

This chapter focused on the effectiveness of a professional development initiative on the planning, designing, and implementing project-based learning in mathematics, science, and special education classrooms. The purpose was to highlight project-based learning and the development of a professional development learning community that provided unique ways in which teachers engaged with a variety of learning tasks, assessments, and resources while practicing vital mathematics and science skills with diverse students. Attention was given to the importance of teacher attitude and confidence, collaboration, school support, barriers, and increasing student engagement. The case study method was used to amass and probe data. The results indicated valuable suggestions about the effectiveness of professional development for active engagement in project-based learning through networking, differentiating instructional strategies, creating new assessment tools, and gaining content knowledge and pedagogical skills.

scholarly journals 4443 Tailoring Professional Development to CTS Trainees

2020 ◽  
Vol 4 (s1) ◽  
pp. 67-68
Author(s):  
Megan Maxwell ◽  
Elizabeth Hexner ◽  
Rachel McGarrigle ◽  
Emma Meagher
Keyword(s):  
Professional Development ◽  
Student Satisfaction ◽  
Personal Development ◽  
Early Stage ◽  
Junior Faculty ◽  
Assessment Tools ◽  
Reading Material ◽  
Multiple Dimensions ◽  
Study Population

OBJECTIVES/GOALS: Penn instituted a Professional Development Core (PDC) to complement existing CTS education programs. Sessions were designed to advance participant knowledge and skills in key competency areas including communication, expectation setting, implicit bias and organizational structure, self-efficacy and resilience in order to enhance abilities to successfully execute career and research goals. METHODS/STUDY POPULATION: The PDC enrolled 4 cohorts totaling 87 trainees and scholars from 2016-2019. This included 35% predoctoral trainees (27 MD, 3 PhD), 39% postdoctoral trainees (29 MD, 3 PhD, 2 VMD/DVM), and 26% junior faculty (16 MD, 6 MD/PhD, 1 PhD). The two-year curriculum consists of 14 lunchtime sessions held bimonthly during academic terms. Session structures include a variety of interactive presentations, activities and facilitated discussions as well as reading material, assessment tools, and case studies. Facilitators include topic experts in academia, entrepreneurship, communications, and professional and personal development. The program is evaluated qualitatively through student satisfaction surveys after each session. RESULTS/ANTICIPATED RESULTS: Of the 2018-2019 participants, 90.8% rated the overall quality of PDC sessions as Very Good (56.05%) or Outstanding (34.75%). DISCUSSION/SIGNIFICANCE OF IMPACT: Feedback indicates that the group benefited from combining predoctoral and postdoctoral trainees, although not all content was immediately relevant to early stage trainees. Trainees appreciated the opportunity to engage with experts in disciplines typically considered outside of traditional science but critical to CTS career success. The flexibility of the curriculum allowed for inclusion of timely topics, newer suites of sessions focus on the multiple dimensions of valuing your science.

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