The Impact of Training on User Evaluations of Videotext

1992 ◽  
Vol 69 (4) ◽  
pp. 1001-1009
Author(s):  
Lee B. Becker ◽  
Bernadette M. Hemels
Keyword(s):  
Program Evaluation ◽  
Initial Experience ◽  
Personalized Instruction ◽  
User Evaluations ◽  
The Impact ◽  
Positive Program

Two experiments suggest that providing some instruction on new videotext technologies does not necessarily lead to a more positive initial experience or positive program evaluation, except where a system is complex and the user task difficult. Yet the experiments do suggest that as systems become more complex, personalized instruction on use may pay dividends in a number of ways.

47. Evaluation of new implementation strategies, program effectiveness and dissemination of new pedagogical knowledge: Centre for faculty development's stepping stones teaching certificate program

2007 ◽  
Vol 30 (4) ◽  
pp. 53
Author(s):  
D. Richardson ◽  
I. Silver ◽  
A. Dionne
Keyword(s):  
Program Evaluation ◽  
Faculty Development ◽  
Program Effectiveness ◽  
Teaching Practice ◽  
Journal Club ◽  
Development Program ◽  
Faculty Development Program ◽  
Stepping Stones ◽  
Certificate Program ◽  
The Impact

This evaluation of the integrated Stepping Stones (SS) Teaching Certificate program, including its instructional development (workshops) and theory review (journal club) components, will inform further program development. Results of this project will also add to the limited amount of scholarly work in the area of faculty development program evaluation. Faculty development literature in the area of organized program assessment reveals use of either quantitative OR qualitative methods. In this project, a novel method combining both techniques was used to explore program impact. Participants completed 2 questionnaires to identify skill-set knowledge gaps in teaching effectiveness. Pre- and post-program quantitative gaps were generated. Focus groups were used for qualitative exploration. Areas explored pre-program included: a) motives for enrollment, b) program expectations and c) prior teaching preparation. Post-program discussion explored: the impact of the program on a) participant’s perceived gaps, b) teaching behaviour change, and c) its influence on their career in education. We believed the program’s interprofessional environment would foster development of a learning community having impact on faculty knowledge, skills and attitudes related to teaching, and potentially elicit behavioural change in teaching practices. Results from a 2004-2005 cohort of participants have identified a variety of benefits for faculty and their teaching practice. Results from a second separate cohort, 2005-2006 participants, validated the initial findings. Remarkable harmonization in the results of the qualitative analysis between the two cohort samples was evident. Statistically significant differences (p < 0.05) were found in each of the domains examined qualitatively. Both qualitative and quantitatively, program effectiveness was demonstrated immediately following completion of the program. Follow up to assess the sustainability of the effects is ongoing. The analysis of the quantitative discrepancy (gaps) data has lead to a possible technique to assist in identifying unperceived educational needs. McLeod PJ, Steinert Y, Nasmith L, Conochie L. Faculty Development in Canadian medical schools: a 10-year update. CMAJ 1997; 156(10):1419-23. Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teach Learn Med 2001; 13(3):153-60. Moore EM. A Framework for Outcomes Evaluation in the Continuing Development of Physicians, in: The Continuing Professional Development of Physicians. Eds. Davis D, Barnes BE, Fox R. AMA Press, 2003.

Understanding the impact of perceived visual aesthetics on user evaluations: An emotional perspective

2019 ◽  
Vol 56 (1) ◽  
pp. 85-93 ◽  
Author(s):  
Upasna Bhandari ◽  
Klarissa Chang ◽  
Tillmann Neben
Keyword(s):  
Visual Aesthetics ◽  
User Evaluations ◽  
The Impact

Conditions influencing the impact of state level program evaluation

1992 ◽  
Vol 15 (4) ◽  
pp. 345-355 ◽  
Author(s):  
Frederick L. Newman ◽  
Michael Smukler ◽  
Brian P. Griffin ◽  
Daniel B. Fishman
Keyword(s):  
Program Evaluation ◽  
State Level ◽  
The Impact

The impact of term limits on legislative program evaluation

1999 ◽  
Vol 1999 (81) ◽  
pp. 95-105
Author(s):  
Rakesh Mohan ◽  
Mary Stutzman
Keyword(s):  
Program Evaluation ◽  
Term Limits ◽  
The Impact ◽  
Legislative Program Evaluation

scholarly journals Using Poverty Simulation for College Students: A Mixed-Methods Evaluation

2011 ◽  
Vol 6 (2) ◽  
pp. 72-77 ◽  
Author(s):  
Maureen Todd ◽  
Maria Rosario T. De Guzman ◽  
Xiaoyun Zhang
Keyword(s):  
College Students ◽  
Program Evaluation ◽  
Mixed Methods ◽  
Educational Programs ◽  
Mixed Methods Study ◽  
Attitudes And Beliefs ◽  
Attitudes And Behaviors ◽  
Multiple Factors ◽  
Mixed Methods Evaluation ◽  
The Impact

This paper speaks to the potential for simulation and experience-based educational programs in delivering changes in knowledge, attitudes and behaviors, as well as the utility of mixed-methods approaches to program evaluation. The authors discuss a mixed-methods study which evaluates the impact of a poverty simulation program on college students at three Midwestern universities. Findings suggest multiple benefits of the experience, including changes in attitudes and beliefs about how serious the experience of poverty can be, an understanding that poverty is complex and can be caused by multiple factors, and a decrease in their biases and stereotypes about people in poverty. Qualitative findings corroborate these data.

scholarly journals Behavioral control, the medial prefrontal cortex, and resilience

2006 ◽  
Vol 8 (4) ◽  
pp. 397-406 ◽  
Keyword(s):  
Prefrontal Cortex ◽  
Brain Stem ◽  
Medial Prefrontal Cortex ◽  
Behavioral Control ◽  
Initial Experience ◽  
Limbic Structures ◽  
Ventral Medial Prefrontal Cortex ◽  
The Face ◽  
Degree Of Control ◽  
The Impact

The degree of control that an organism has over a stressor potently modulates the impact of the stressor, with uncontrollable stressors producing a constellation of outcomes that do not occur if the stressor is behaviorally controllable. It has generally been assumed that this occurs because uncontrollability actively potentiates the effects of stressors. Here it will be suggested that in addition, or instead, the presence of control actively inhibits the impact of stressors. At least in part, this occurs because (i) the presence of control is detected by regions of the ventral medial prefrontal cortex (mPFCv); and (ii) detection of control activates mPFCv output to stress-responsive brain stem and limbic structures that actively inhibit stress-induced activation of these structures. Furthermore, an initial experience with control over stress alters the mPFCv response to subsequent stressors so that mPFCv output is activated even if the subsequent stressor is uncontrollable, thereby making the organism resilient. The general implications of these results for understanding resilience in the face of adversity are discussed.

scholarly journals Using an Innovative Curriculum Evaluation Tool to Inform Program Improvement: The Clinical Skills Fair

2014 ◽  
Vol 6 (1) ◽  
pp. 133-138 ◽  
Author(s):  
Aditee P. Narayan ◽  
Shari A. Whicker ◽  
Betty B. Staples ◽  
Jack Bookman ◽  
Kathleen W. Bartlett ◽  
...  
Keyword(s):  
Program Evaluation ◽  
Patient Care ◽  
Clinical Skills ◽  
Curriculum Evaluation ◽  
Medical Knowledge ◽  
Program Improvement ◽  
Evaluation Tool ◽  
Residency Curriculum ◽  
Innovative Curriculum ◽  
The Impact

Abstract Background Program evaluation is important for assessing the effectiveness of the residency curriculum. Limited resources are available, however, and curriculum evaluation processes must be sustainable and well integrated into program improvement efforts. Intervention We describe the pediatric Clinical Skills Fair, an innovative method for evaluating the effectiveness of residency curriculum through assessment of trainees in 2 domains: medical knowledge/patient care and procedure. Each year from 2008 to 2011, interns completed the Clinical Skills Fair as rising interns in postgraduate year (PGY)-1 (R1s) and again at the end of the year, as rising residents in PGY-2 (R2s). Trainees completed the Clinical Skills Fair at the beginning and end of the intern year for each cohort to assess how well the curriculum prepared them to meet the intern goals and objectives. Results Participants were 48 R1s and 47 R2s. In the medical knowledge/patient care domain, intern scores improved from 48% to 65% correct (P &lt; .001). Significant improvement was demonstrated in the following subdomains: jaundice (41% to 65% correct; P &lt; .001), fever (67% to 94% correct; P &lt; .001), and asthma (43% to 62% correct; P  =  .002). No significant change was noted within the arrhythmia subdomain. There was significant improvement in the procedure domain for all interns (χ2  =  32.82, P &lt; .001). Conclusions The Clinical Skills Fair is a readily implemented and sustainable method for our residency program curriculum assessment. Its feasibility may allow other programs to assess their curriculum and track the impact of programmatic changes; it may be particularly useful for program evaluation committees.

Training School Counselors in Program Evaluation

2005 ◽  
Vol 9 (1) ◽  
pp. 2156759X0500900
Author(s):  
Randall L. Astramovich ◽  
J. Kelly Coker ◽  
Wendy J. Hoskins
Keyword(s):  
Program Evaluation ◽  
School District ◽  
School Counseling ◽  
School Counselors ◽  
Training Workshop ◽  
Training School ◽  
Evaluation Procedures ◽  
Training And Research ◽  
Program Accountability ◽  
The Impact

Today's school counselors are faced with demands to demonstrate the impact and effectiveness oftheir counseling programs. Twenty-eight school counselors from a large Southwestern school district participated in a program evaluation training workshop designed to help them develop evaluation skills necessary for demonstrating program accountability. The majority of participants expressed high levels of interest in evaluating their programs but believed they needed more training in evaluation procedures. The authors discuss implications and make suggestions for future training and research on program evaluation in school counseling.

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