A Systematic Approach to Gathering Integrative Medicine Educational Outcome Measures

EXPLORE ◽  
2013 ◽  
Vol 9 (5) ◽  
pp. 332-333
Author(s):  
Delia Chiaramonte ◽  
Anastasia Rowland-Seymour
Keyword(s):  
Outcome Measures ◽  
Integrative Medicine ◽  
Systematic Approach ◽  
Educational Outcome

scholarly journals Revalidation for general practitioners: randomised comparison of two revalidation models

BMJ ◽  
2004 ◽  
Vol 328 (7441) ◽  
pp. 687-691 ◽  
Author(s):  
David Bruce ◽  
Katie Phillips ◽  
Ross Reid ◽  
David Snadden ◽  
Ronald Harden
Keyword(s):  
Professional Development ◽  
Primary Care ◽  
General Practitioners ◽  
Outcome Measures ◽  
Continuing Professional Development ◽  
Summative Assessment ◽  
Educational Outcome ◽  
Acceptable Model ◽  
Patient Groups ◽  
Positive Effect

AbstractObjective To compare two models of revalidation for general practitioners.Design Randomised comparison of two revalidation models.Setting Primary care in Tayside, Scotland.Participants 66 Tayside general practitioners (principals and non-principals), 53 of whom completed the revalidation folders.Interventions Two revalidation models: a minimum criterion based model with revalidation as the primary purpose, and an educational outcome model with emphasis on combining revalidation with continuing professional development.Main outcome measures Feasibility and acceptability of each approach and effect on the doctor's continuing professional development. The ability to make a summative judgment on completed models and whether either model would allow patient groups to have confidence in the revalidation process.Results The criterion model was preferred by general practitioners. For both models doctors reported making changes to their practice and felt a positive effect on their continuing professional development. Summative assessment of the folders showed reasonable inter-rater reliability.Conclusions The criterion model provides a practical and acceptable model for general practitioners to use when preparing for revalidation.

scholarly journals Routine educational outcome measures in health studies: Key Stage 1 in the ORACLE Children Study follow-up of randomised trial cohorts

2010 ◽  
Vol 96 (1) ◽  
pp. 25-29 ◽  
Author(s):  
D. R. Jones ◽  
K. Pike ◽  
S. Kenyon ◽  
L. Pike ◽  
B. Henderson ◽  
...  
Keyword(s):  
Outcome Measures ◽  
Randomised Trial ◽  
Educational Outcome ◽  
Health Studies ◽  
Stage 1

Educational Outcome Measures

2012 ◽  
Author(s):  
Hanna Dumont ◽  
Ulrich Trautwein ◽  
Oliver Lüdtke ◽  
Marko Neumann ◽  
Alois Niggli ◽  
...  
Keyword(s):  
Outcome Measures ◽  
Educational Outcome

Reading Longer Words: Insights Into Multisyllabic Word Reading

2017 ◽  
Vol 2 (1) ◽  
pp. 86-94 ◽  
Author(s):  
Lindsay Heggie ◽  
Lesly Wade-Woolley
Keyword(s):  
Systematic Approach ◽  
Word Reading ◽  
Explicit Instruction ◽  
Working Memory Capacity ◽  
Reading Difficulties ◽  
Instructional Programs ◽  
Morphological Knowledge ◽  
Morphological Complexity ◽  
Reading Accuracy ◽  
Grade 3

Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.

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