Evidence-based Quality Improvement in University Language Didactics

2018 ◽  
Vol 8 (1) ◽  
pp. 173-185
Author(s):  
Daniela Unger-Ullmann
Keyword(s):  
Quality Assurance ◽  
Quality Improvement ◽  
Language Teaching ◽  
Supply And Demand ◽  
Evidence Based ◽  
Research Strategies ◽  
Teaching And Research ◽  
Research Findings ◽  
The University ◽  
Young Researchers

Abstract This report describes the opportunities, challenges and limits of evidence-based quality improvement in university language teaching. Using treffpunkt sprachen – Centre for Language, Plurilingualism and Didactics at the University of Graz as an example, it provides a brief explanation of the centre and then presents the prioritization of content in teaching and research. In the process, it is necessary to investigate the supply and demand for courses and to use statistics as evidence. In addition, research strategies to promote young researchers are presented whose realization documents the development of the language centre into a centre of research on university didactics. Next, an analysis is made of effective quality assurance measures that are able to be determined in the purposeful application of research findings. Finally, opportunities and potentials in teaching and research are scrutinized and their positive implications for the centre are explained.

Quality Assurance and Institutional Research for University Strategic Management

2020 ◽  
pp. 287-308
Author(s):  
Ngepathimo Kadhila ◽  
Gilbert Likando
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Strategic Management ◽  
Higher Education Institutions ◽  
Good Practice ◽  
Evidence Based ◽  
Institutional Research ◽  
The World ◽  
The University ◽  
Evidence Based Decision Making

Strategic management in higher education (HE) has become data-reliant. Most higher education institutions (HEIs) all over the world have implemented quality assurance (QA) and institutional research (IR) with the purpose of generating data that that would assist in evidence-based decision making for better strategic management. However, data generated through QA and IR processes have to be integrated and streamlined in order to successfully inform strategic management. One of the challenges facing higher education institutions is to integrate the data generated by QA and IR processes effectively. This chapter examines examples of good practice for integrating the data generated by these processes for use as tools to inform strategic management, using the University of Namibia as a reference point. The chapter offers suggestions on how higher education institutions may be assisted to overcome challenges when integrating the outcomes of QA and IR processes in order to close the quality loop through effective strategic management.

scholarly journals Auditoría médica en el primer nivel de atención.

2013 ◽  
Vol 11 (3) ◽  
pp. 107
Author(s):  
Fernando LLANOS ZAVALAGA
Keyword(s):  
Quality Assurance ◽  
Quality Improvement ◽  
Continuous Quality Improvement ◽  
Health Sector ◽  
Evidence Based ◽  
Continuous Quality ◽  
International Trends ◽  
Historical Variation

We revised briefly: The origins of audit in the health sector and the historical variation of this concept. This concept has switched from a sanctional tool to a methodology of quality assurance and continuous quality improvement. International trends and the so called Evidence-based audit are also analized.

The BBC Voices website

English Today ◽  
2013 ◽  
Vol 29 (4) ◽  
pp. 57-58
Author(s):  
J. R. Herring
Keyword(s):  
Small Groups ◽  
English Language ◽  
Language Use ◽  
Language Teaching ◽  
English Language Teaching ◽  
Online Questionnaire ◽  
Teaching And Research ◽  
The Public ◽  
The Uk ◽  
The University

The BBC Voices website will probably already be familiar to those involved in English Language teaching and research. Along with local and national radio programmes about English that were broadcast in the UK in 2005, this site is one of the outputs of Voices, a large collaborative multi-platform project undertaken by the BBC and the University of Leeds in 2004 and 2005. Members of the public were asked to submit to the site the different words they use for a range of concepts, and to air their views on English and language use around the UK. In parallel, regional radio journalists who had been trained by Leeds linguists conducted over 300 sociolinguistic interviews with small groups of speakers, discussing the same set of concepts as the online questionnaire, and similarly eliciting opinions on English and language use.

scholarly journals Applying improvement science to establish a resident sustained quality improvement (QI) educational model

2021 ◽  
Vol 10 (1) ◽  
pp. e001067
Author(s):  
Caitlyn Collins ◽  
Pamela Mathura ◽  
Shannon Ip ◽  
Narmin Kassam ◽  
Anca Tapardel
Keyword(s):  
Internal Medicine ◽  
Quality Improvement ◽  
Evidence Based ◽  
Educational Model ◽  
Improvement Science ◽  
University Of Alberta ◽  
Pdsa Cycle ◽  
One Year ◽  
The University ◽  
Previous Training

BackgroundPrior to 2017, internal medicine (IM) residents at the University of Alberta did not have a standardised quality improvement (QI) educational curriculum. Our goal was to use QI principles to develop a resident sustained curriculum using the Evidence-based Practice for Improving Quality (EPIQ) training course.MethodsThree one-year Plan–Do–Study–Act (PDSA) cycles were conducted. The EPIQ course was delivered to postgraduate year (PGY) 1–3 residents (n=110, PDSA 1) in 2017, PGY-1 residents (n=27, PDSA 2) in 2018 and PGY-1 residents (n=28, PDSA 3) in 2019. Trained residents were recruited as facilitators for PDSA 2 and 3. Residents worked through potential QI projects that were later presented for evaluation. Precourse and postcourse surveys and tests were conducted to assess knowledge acquisition and curriculum satisfaction. Process, outcome and balancing measures were also evaluated.ResultsIn PDSA 1, 98% felt they had acquired understanding of QI principles (56% increase), 94% of PGY-2 and PGY-3 residents preferred this QI curriculum compared with previous training, and 65% of residents expressed interest in pursuing a QI project (15% increase). In PDSA 2, tests scores of QI principles improved from 77.6% to 80%, and 40% of residents expressed interest in becoming a course facilitator. In PDSA 3, self-rated confidence with QI methodology improved from 53% to 75%. A total of 165 residents completed EPIQ training and 11 residents became course facilitators.ConclusionsHaving a structured QI curriculum and working through practical QI projects provided valuable QI training for residents. Feedback was positive, and with each PDSA cycle there was increased resident interest in QI. Developing this curriculum using validated QI tools highlighted areas of change opportunity thereby enhancing acceptance. As more cycles of EPIQ are delivered and more residents become facilitators, it is our aim to have this curriculum sustained by future residents.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

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