scholarly journals Developing Evaluation Criteria for Competency-Based Curriculum in Medical Colleges

2021 ◽  
Author(s):  
So Young Lee ◽  
Seung-Hee Lee ◽  
Jwa-Seop Shin ◽  
Jooah Kim ◽  
Hyun Bae Yoon
Keyword(s):  
Evaluation Model ◽  
Evaluation Criteria ◽  
Medical Schools ◽  
Structured Interview ◽  
Literature Survey ◽  
Input Process ◽  
Modified Delphi ◽  
Expert Interview ◽  
Competency Based ◽  
Operation Status

Abstract Background The present study was conducted to examine the operation status of the Competency-Based Curriculum (CBC), which has become the main curriculum in the medical schools in Korea, and prepare valid evaluation criteria consented by experts to make improvements. The evaluation criteria were derived based on a model built by combining the Context, Input, Process and Product (CIPP) evaluation model and the Kirkpatrick evaluation model, which are representative educational evaluation models. Methods Firstly, literature survey was performed and a semi-structured interview was conducted with 5 experts to develop a draft of the evaluation criteria. To verify the validity of the draft of the developed evaluation criteria, two surveys based on the modified Delphi methodology were conducted with a panel consisting of 20 experts. Results Based on the literature survey and the expert interview, a draft of the evaluation criteria was derived, including 5 evaluation areas, 18 evaluation items and 58 evaluation indicators. Two Delphi surveys were conducted to validate the evaluation criteria. The evaluation criteria that showed a relatively low content validity ratio (CVR) were corrected and complemented by reflecting the experts’ opinions to finally derive 5 evaluation areas, 16 evaluation items and 51 evaluation indicators. Conclusions The significance of the present study is that an evaluation model and its evaluation criteria suitable for the curriculums of the medical schools in Korea were developed with the consensus of the experts. The preparation of valid evaluation criteria will open up the possibility of improving the evaluation in medical schools, contributing to the improvement of the educational quality and the continued quality improvement of medical education.

Establishing a Hierarchy Model for Evaluating Integrated Marketing Communications Services of Newspaper Groups in Taiwan

2013 ◽  
Vol 4 (4) ◽  
pp. 27-40
Author(s):  
Ya-Han Lin ◽  
Pi-Fang Hsu ◽  
Chia-Wen Tsai
Keyword(s):  
Evaluation Model ◽  
Evaluation Criteria ◽  
Marketing Communications ◽  
Integrated Marketing Communications ◽  
Integrated Marketing ◽  
Modified Delphi ◽  
Communications Services ◽  
Newspaper Group ◽  
Financial Holding ◽  
Hierarchy Process

This study aimed to build an evaluation model for integrated marketing communications services of newspaper groups. First, researchers obtained the proper evaluation criteria by using related documents and the modified Delphi method to condense experts' opinions. Then, AHP (Analytical Hierarchy Process) was applied to determine the weights of these criteria, allowing researchers to order the alternatives and find the most suitable newspaper group to implement integrated marketing communications services. The model was then applied to a real case of a famous financial holding company in Taiwan, which was looking for a newspaper group as its partner to promote its company image. According to the research results, the criteria that the advertisers cared about, in order of importance, were as follows: scale of the newspaper organization, ability of planning and implementation, ability of resource integration, and choice of communication tools. This model can provide advertisers with an objective and efficient method of choosing the most suitable newspaper group, and is of certain value and contribution in academic circles and practices.

scholarly journals Evaluasi Context, Input, Process, dan Product Program Permata di Lembaga Layanan Pendidikan Tinggi Wilayah I Sumatera Utara

2021 ◽  
Vol 4 (1) ◽  
pp. 20-27
Author(s):  
Armiadi Asamat ◽  
Slamet Widodo ◽  
Yoyok Hendarso
Keyword(s):  
Evaluation Model ◽  
Evaluation Research ◽  
Structured Interview ◽  
Input Process ◽  
Literature Study ◽  
Study Program ◽  
Program Accreditation ◽  
Implementation Program ◽  
Cultural Exchanges ◽  
Information And Communication

This evaluation research was conducted to analyze and find out how the Permata Program was carried out in LLDikti Region I during the period 2016 to 2018. This research was conducted using a qualitative approach combined with the CIPP Evaluation Model (Context, Input, Process, and Product). The data collection consists of semi-structured interview method, literature study, and documentation. The informants of this study consisted of three elements; managers of the LLDikti’s HES Program, Managers of the HES Program at universities, and alumni of the HES Program. Informants were determined purposively, with special criteria coming from universities that were consistently active in the HES Program during the three years of its implementation. The results showed that the program has benefits for its participants and requires some improvements in its implementation. Program inhibiting factors: funding administration, control of input aspects; the availability of information of study program curriculum information, and communication between institutions. The supporting factor for implementing the Permata Program is the political will. Benefits of the Permata Program: the occurrence of scientific cultural exchanges to enrich and strengthen the uniqueness of each university; the occurrence of regional cultural exchanges to strengthen patriotism; gain student’s insight and experience; and probability of increasing the quality of study program accreditation.

scholarly journals How to execute Context, Input, Process, and Product evaluation model in medical health education

2019 ◽  
Vol 16 ◽  
pp. 40 ◽  
Author(s):  
So young Lee ◽  
Jwa-Seop Shin ◽  
Seung-Hee Lee
Keyword(s):  
Decision Making ◽  
Health Education ◽  
Evaluation Model ◽  
Product Evaluation ◽  
Literature Survey ◽  
Input Process ◽  
Diverse Range ◽  
Criteria And Indicators ◽  
Cipp Model ◽  
Medical Health

Improvements to education are necessary in order to keep up with the education requirements of today. The Context, Input, Process, and Product (CIPP) evaluation model was created for the decision-making towards education improvement, so this model is appropriate in this regard. However, application of this model in the actual context of medical health education is considered difficult in the education environment. Thus, in this study, literature survey of previous studies was investigated to examine the execution procedure of how the CIPP model can be actually applied. For the execution procedure utilizing the CIPP model, the criteria and indicators were determined from analysis results and material was collected after setting the material collection method. Afterwards, the collected material was analyzed for each CIPP element, and finally, the relationship of each CIPP element was analyzed for the final improvement decision-making. In this study, these steps were followed and the methods employed in previous studies were organized. Particularly, the process of determining the criteria and indicators was important and required a significant effort. Literature survey was carried out to analyze the most widely used criteria through content analysis and obtained a total of 12 criteria. Additional emphasis is necessary in the importance of the criteria selection for the actual application of the CIPP model. Also, a diverse range of information can be obtained through qualitative as well as quantitative methods. Above all, since the CIPP evaluation model execution result becomes the basis for the execution of further improved evaluations, the first attempt of performing without hesitation is essential.

scholarly journals Design, Implementation and Evaluation of a Distance Learning Framework to Expedite Medical Education during COVID-19 pandemic: A Proof-of-Concept Study

2021 ◽  
Vol 8 ◽  
pp. 238212052110003
Author(s):  
Aida J Azar ◽  
Amar Hassan Khamis ◽  
Nerissa Naidoo ◽  
Marjam Lindsbro ◽  
Juliana Helena Boukhaled ◽  
...  
Keyword(s):  
Distance Learning ◽  
Cognitive Development ◽  
Collaborative Learning ◽  
Medical Schools ◽  
Design Strategies ◽  
Student Autonomy ◽  
Learning Framework ◽  
Theory Of Practice ◽  
Competency Based ◽  
Medical Educators

Background: The COVID-19 pandemic has forced medical schools to suspend on-campus live-sessions and shift to distance-learning (DL). This precipitous shift presented medical educators with a challenge, ‘to create a “ simulacrum” of the learning environment that students experience in classroom, in DL’. This requires the design of an adaptable and versatile DL-framework bearing in mind the theoretical underpinnings associated with DL. Additionally, effectiveness of such a DL-framework in content-delivery followed by its evaluation at the user-level, and in cognitive development needs to be pursued such that medical educators can be convinced to effectively adopt the framework in a competency-based medical programme. Main: In this study, we define a DL-framework that provides a ‘ simulacrum’ of classroom experience. The framework’s blueprint was designed amalgamating principles of: Garrison’s community inquiry, Siemens’ connectivism and Harasim’s online-collaborative-learning; and improved using Anderson’s DL-model. Effectiveness of the DL-framework in course delivery was demonstrated using the exemplar of fundamentals in epidemiology and biostatistics (FEB) course during COVID-19 lockdown. Virtual live-sessions integrated in the framework employed a blended-approach informed by instructional-design strategies of Gagne and Peyton. The efficiency of the framework was evaluated using first 2 levels of Kirkpatrick’s framework. Of 60 students, 51 (85%) responded to the survey assessing perception towards DL (Kirkpatrick’s Level 1). The survey-items, validated using exploratory factor analysis, were classified into 4-categories: computer expertise; DL-flexibility; DL-usefulness; and DL-satisfaction. The overall perception for the 4 categories, highlighted respondents’ overall satisfaction with the framework. Scores for specific survey-items attested that the framework promoted collaborative-learning and student-autonomy. For, Kirkpatrick’s Level 2 that is, cognitive-development, performance in FEB’s summative-assessment of students experiencing DL was compared with students taught using traditional methods. Similar, mean-scores for both groups indicated that shift to DL didn’t have an adverse effect on students’ learning. Conclusion: In conclusion, we present here the design, implementation and evaluation of a DL-framework, which is an efficient pedagogical approach, pertinent for medical schools to adopt (elaborated using Bourdieu’s Theory of Practice) to address students’ learning trajectories during unprecedented times such as that during the COVID-19 pandemia.

CONFRONTING THE “GRAY ZONES” OF TECHNOLOGY ASSESSMENT: EVALUATING GENETIC TESTING SERVICES FOR PUBLIC INSURANCE COVERAGE IN CANADA

2003 ◽  
Vol 19 (2) ◽  
pp. 301-316 ◽  
Author(s):  
Mita Giacomini ◽  
Fiona Miller ◽  
George Browman
Keyword(s):  
New Technologies ◽  
Evaluation Model ◽  
Insurance Coverage ◽  
Unit Cost ◽  
Evaluation Criteria ◽  
Public Insurance ◽  
Evaluative Criteria ◽  
Predictive Genetic Tests ◽  
Decision Making Processes ◽  
Coverage Policy

We describe an evaluation model to guide public coverage of new predictive genetic tests in Ontario, Canada. The model confronts common “gray zones” in evaluation and coverage policy for challenging new technologies. Analysis addresses three domains of the evaluation picture. The first specifies evaluative criteria (purpose, effectiveness, additional effects, unit cost, demand, cost-effectiveness). The second induces or deduces acceptable cutoffs for each criterion. The third domain addresses the need to make decisions under uncertainty and to respond to “gray” evaluations with conditional-coverage decisions. The evaluation criteria should be applied within sound decision-making processes.

scholarly journals Self-Assessment of Problem Solving Disposition in Medical Students

2014 ◽  
Vol 2014 ◽  
pp. 1-6
Author(s):  
Silvia Lizett Olivares-Olivares ◽  
Mildred Vanessa López-Cabrera
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Medical Students ◽  
Problem Solving ◽  
Medical Schools ◽  
Self Assessment ◽  
Competency Based Education ◽  
Competency Based ◽  
Future Demands ◽  
Disposition Model

Medical schools are committed to both students and society to develop capabilities required to succeed in health care environments. Present diagnosis and treatment methods become obsolete faster, demanding that medical schools incorporate competency-based education to keep pace with future demands. This study was conducted to assess the problem solving disposition of medical students. A three-subcategory model of the skill is proposed. The instrument was validated on content by a group of 17 experts in medical education and applied to 135 registered students on the sixth year of the M.D. Physician Surgeon program at a private medical school. Cronbach’s alpha indicated an internal consistency of 0.751. The findings suggest that selected items have both homogeneity and validity. The factor analysis resulted in components that were associated with three problem-solving subcategories. The students’ perceptions are higher in the pattern recognition and application of general strategies for problem solving subcategories of the Problem solving disposition model.

An evaluation of a community-based forest restoration programme in Gunung Gede Pangrango National Park, West Java, Indonesia

2020 ◽  
Vol 1 (2) ◽  
pp. 25-33
Author(s):  
Tintin Retno Pramesti ◽  
Rita Retnowati ◽  
Dolly Priatna
Keyword(s):  
Forest Ecosystem ◽  
Forest Restoration ◽  
National Park ◽  
Evaluation Model ◽  
Product Evaluation ◽  
Input Process ◽  
Programme Implementation ◽  
Community Based ◽  
The People ◽  
Degraded Ecosystems

Forest restoration is needed to improve the condition of degraded ecosystems and boost up the ecological services. The existence of forest areas, especially in Indonesia, cannot be separated from the livelihoods of the people living around them. The purpose of this study was to evaluate whether the feasabiluty of the community-based forest restoration programme, implemented by the Gunung Gede Pangrango National Park Agency (BBGGPNP) and its partners, is feasible and can support efforts to restore forest ecosystem functioning and build community independence in managing the forest ecosystem. This study used the Context, Input, Process and Product (CIPP) method. This is an evaluation model which provides an analytical and rational basis for programme decision-making, based on a cycle of planning, structuring, implementing and reviewing and revising decisions, examined through a different aspect of evaluation –context, input, process and product evaluation. Data were obtained from field observations, interviews and document analysis. Aspects of the programme ‘Context’ were found to be categorized as good and can become the basis for programme implementation, Programme ‘Inputs’ were also determined to be good, and fulfilled the criteria required to support the achievement of programme objectives. The ‘Process’ aspects were found to be sufficient, with key areas for improvement included the need for better coordination with partners and the need to respond to technical restoration requirements by adjusting the area of land to be restored, the number of trees to be planted, and by considering the technical rule of restoration. The ‘Product’ aspect of the programme were shown to be good, is shown by the achievement of the target amount and growth of trees and the increased capacity of human resources as well as the development of independent businesses in the ex-encroachers who were the programme participants. Based on these results, it can be concluded that the community-based forest restoration programme such as conducted by the GGPNP Agency is feasible and can be implemented in similar sites.Restorasi hutan diperlukan untuk memperbaiki fungsi ekosistem hutan yang terdegradasi. Keberadaan kawasan hutan, khususnya di Indonesia, tidak dapat dipisahkan dengan penghidupan masyarakat yang tinggal di sekitarnya. Tujuan dari penelitian ini adalah untuk mengevaluasi apakah program restorasi hutan berbasis pemberdayaan masyarakat yang dilaksanakan oleh Balai Besar Taman Nasional Gunung Gede Pangrango (BBTNGGP) bersama mitranya, layak serta dapat mendukung upaya pemulihan ekosistem dan membangun kemandirian masyarakat. Penelitian ini menggunakan metode CIPP, yaitu model evaluasi pada aspek Context, Input, Process dan Product. Data diperoleh dari hasil observasi lapangan, wawancara dan analisa dokumen. Berdasarkan analisis data, dapat disimpulkan bahwa program restorasi hutan berbasis pemberdayaan masyarakat layak untuk diterapkan sebagai upaya memulihkan ekosistem dan membangun kemandirian masyarakat di sekitar hutan. Aspek Konteks program berkategori baik dan dapat menjadi dasar utama pelaksanaan program, Aspek Input program baik, telah memenuhi kriteria yang mendukung tercapainya tujuan program, Aspek Proses berkategori cukup, perlu melakukan koordinasi yang lebih baik dengan pihak mitra untuk lebih berkomitmen dan perlu untuk melakukan penyesuaian antara target luasan lahan yang direstorasi dengan jumlah pohon yang ditanam dengan mempertimbangkan aturan teknis restorasi. Aspek Produk berkategori baik ditunjukkan dengan tercapainya target jumlah dan pertumbuhan pohon dan meningkatnya kapasitas SDM serta terbangunnya usaha mandiri pada masyarakat eks perambah yang menjadi peserta program.

scholarly journals Competency-based medical education in two Sub-Saharan African medical schools

2014 ◽  
pp. 483 ◽  
Author(s):  
Elsie Kiguli-Malwadde ◽  
Francis Omaswa ◽  
oluwabunmi Olapade-Olaopa ◽  
Sarah Kiguli ◽  
Candice Chen ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Schools ◽  
Competency Based Medical Education ◽  
Competency Based ◽  
Sub Saharan

scholarly journals Missing the mark: Current practices in teaching the male urogenital examination to Canadian undergraduate medical students

2016 ◽  
Vol 10 (7-8) ◽  
pp. 281
Author(s):  
Kristen McAlpine ◽  
Stephen Steele
Keyword(s):  
Medical Students ◽  
Clinical Training ◽  
Clinical Skills ◽  
Medical Schools ◽  
Clinical Settings ◽  
Undergraduate Medical Students ◽  
Canadian Medical School ◽  
Competency Based ◽  
English Speaking ◽  
And Training

<p><strong>Introduction:</strong> The urogenital physical examination is an important aspect of patient encounters in various clinical settings. Introductory clinical skills sessions are intended to provide support and alleviate students’ anxiety when learning this sensitive exam. The techniques each Canadian medical school uses to guide their students through the initial urogenital examination has not been previously reported.</p><p><strong>Methods:</strong> This study surveyed pre-clerkship clinical skills program directors at the main campus of English-speaking Canadian medical schools regarding the curriculum they use to teach the urogenital examination.</p><p><strong>Results:</strong> A response rate of 100% was achieved, providing information on resources and faculty available to students, as well as the manner in which students were evaluated. Surprisingly, over onethird of the Canadian medical schools surveyed failed to provide a setting in which students perform a urogenital examination on a patient in their pre-clinical years. Additionally, there was no formal evaluation of this skill set reported by almost 50% of Canadian medical schools prior to clinical training years.</p><p><strong>Conclusions:</strong> To ensure medical students are confident and accurate in performing a urogenital examination, it is vital they be provided the proper resources, teaching, and training. As we progress towards a competency-based curriculum, it is essential that increased focus be placed on patient encounters in undergraduate training. Further research to quantify students’ exposure to the urogenital examination during clinical years would be of interest. Without this commitment by Canadian medical schools, we are doing a disservice not only to the medical students, but also to our patient population.</p>

Assessing Product Lifecycle Sustainability Using Uncertain Design Information at Conceptual Stage

2008 ◽  
Author(s):  
Q. Z. Yang ◽  
B. Song
Keyword(s):  
Conceptual Design ◽  
Product Information ◽  
Sustainability Assessment ◽  
Early Stage ◽  
Evaluation Model ◽  
Evaluation Criteria ◽  
Design Decision ◽  
Fuzzy Evaluation ◽  
Product Lifecycle ◽  
Selection Of

This paper presents a hierarchical fuzzy evaluation approach to product lifecycle sustainability assessment at conceptual design stages. The purpose is to advocate the emerging use of lifecycle engineering methods in support of evaluation and selection of design alternatives for sustainable product development. A fuzzy evaluation model is developed with a hierarchical criteria structure to represent different sustainability considerations in the technical, economic and environmental dimensions. Using the imprecise and uncertain early-stage product information, each design option is assessed by the model with respect to the hierarchical evaluation criteria. Lifecycle engineering methods, such as lifecycle assessment and lifecycle costing analysis, are applied to the generation of the evaluation criteria. This would provide designers with a more complete lifecycle view about the product’s sustainability potentials to support decision-making in evaluation and selection of conceptual designs. The proposed approach has been implemented in a sustainable design decision-support software prototype. Illustrative examples are discussed in the paper to demonstrate the use of the approach and the prototype in conceptual design selection of a consumer product.

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