scholarly journals Designing and Operationalizing a Toolkit of Bilingual Interprofessional Education Assessment Instruments

2010 ◽  
Vol 1 (3) ◽  
Author(s):  
Colla J. MacDonald ◽  
Douglas Archibald ◽  
David Trumpower ◽  
Lynn Casimiro ◽  
Betty Cragg ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Assessment Tools ◽  
Assessment Instruments ◽  
Competency Development ◽  
Education Assessment ◽  
Face To Face ◽  
Qualitative And Quantitative ◽  
French And English ◽  
Interprofessional Healthcare ◽  
Evaluation Survey

This article addresses one of the most important unresolved issues of interprofessional education (IPE): assessment. Here we describe our process and experiences designing and operationalizing a toolkit of qualitative and quantitative IPE assessment instruments for online and face-to-face education programs developed concurrently in both English and French. The toolkit includes a) the quantitative W(e)Learn program evaluation survey, which aligns with the W(e)Learn framework, b) the quantitative Interprofessional Collaborative Competencies Attainment Survey (ICCAS), to self-assess competency development in collaborative practice using a post-post design, and c) qualitative team and learner contracts, with explanatory exemplars, that serve as both learning and assessment tools. These instruments are currently undergoing validation in hopes of a) increasing the likelihood that IPE experiences are planned and delivered effectively and b) increasing the justification and accountability of IPE experiences and practical outcomes. Although this validation process will continue for some time, the development of the IPE assessment tools is worthy of particular attention in order to guide further work in this field. French and English copies of the toolkit assessments can be downloaded from http://ennovativesolution.com/WeLearn/IPE-Instruments.html. Although these instruments were designed with interprofessional healthcare teams in mind, we feel they could readily be transferable to a variety of interdisciplinary tasks and settings, such as social work and human services education.

Qualitative and Quantitative Methods as Complementary Assessment Tools

2011 ◽  
pp. 121-134
Author(s):  
Sheila S. Thompson ◽  
Annemarie Vaccaro
Keyword(s):  
Mixed Method ◽  
Quantitative Methods ◽  
Private University ◽  
Assessment Tools ◽  
Future Trends ◽  
Review Of The Literature ◽  
Education Assessment ◽  
Qualitative And Quantitative ◽  
Higher Education Assessment ◽  
Qualitative And Quantitative Methods

The purpose of this chapter is to address epistemological and methodological approaches to assessing assessment. The authors’ intent is to show how moving beyond paradigm wars and using multiple methods makes for good assessment. The authors explore ways qualitative and quantitative methods are complementary, as opposed to competing concepts, arguing that these methodologies in collaboration provide a much richer form of higher education assessment. The chapter begins with a review of the literature on qualitative, quantitative, and mixed method designs, which includes an overview of the history and contemporary landscape of the qualitative-quantitative debate. The chapter also highlights successful examples of mixed-method assessment at a mid-sized, private university, presented in general frameworks which can be used on any campus. The chapter concludes with recommendations for practitioners and future trends.

scholarly journals Online Assessment of Cognitive Functioning: A Reliable Alternative to Laboratory Testing?

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 576-577
Author(s):  
Maximilian Haas ◽  
Sascha Zuber ◽  
David Framorando ◽  
Elissa El Khawli ◽  
Susanne Scheibe ◽  
...  
Keyword(s):  
Cognitive Functioning ◽  
Cognitive Abilities ◽  
Rapid Assessment ◽  
Cognitive Disorders ◽  
Assessment Tools ◽  
Adult Lifespan ◽  
Face To Face ◽  
Age Related ◽  
Online Tools

Abstract As the population ages, risks for cognitive decline threaten independence and quality of life for older adults. Classically, psychological assessment tools to evaluate cognitive functioning are administered in face-to-face laboratory sessions, which is time- and resource-consuming. With the aim of reducing such costs, the present study set out to develop and validate two new online tools, allowing a rapid assessment of general cognitive abilities and of prospective memory. We collected data from 250 participants equally spread across the adult lifespan (aged 18 – 86). Results suggest that performance assessed via these newly developed online tools is comparable to performance in face-to-face laboratory settings. Our findings thereby indicate that these online tools can reliably measure cognitive functioning across the lifespan at a reduced cost, which may help detect individuals at risk of developing age-related cognitive disorders.

scholarly journals Rates of violence in patients classified as high risk by structured risk assessment instruments

2014 ◽  
Vol 204 (3) ◽  
pp. 180-187 ◽  
Author(s):  
Jay P. Singh ◽  
Seena Fazel ◽  
Ralitza Gueorguieva ◽  
Alec Buchanan
Keyword(s):  
Risk Assessment ◽  
High Risk ◽  
Risk Groups ◽  
Evidence Base ◽  
Assessment Tools ◽  
Current Evidence ◽  
Assessment Instruments ◽  
Individual Liberty ◽  
Current Evidence Base ◽  
Study Heterogeneity

BackgroundRates of violence in persons identified as high risk by structured risk assessment instruments (SRAIs) are uncertain and frequently unreported by validation studies.AimsTo analyse the variation in rates of violence in individuals identified as high risk by SRAIs.MethodA systematic search of databases (1995–2011) was conducted for studies on nine widely used assessment tools. Where violence rates in high-risk groups were not published, these were requested from study authors. Rate information was extracted, and binomial logistic regression was used to study heterogeneity.ResultsInformation was collected on 13 045 participants in 57 samples from 47 independent studies. Annualised rates of violence in individuals classified as high risk varied both across and within instruments. Rates were elevated when population rates of violence were higher, when a structured professional judgement instrument was used and when there was a lower proportion of men in a study.ConclusionsAfter controlling for time at risk, the rate of violence in individuals classified as high risk by SRAIs shows substantial variation. In the absence of information on local base rates, assigning predetermined probabilities to future violence risk on the basis of a structured risk assessment is not supported by the current evidence base. This underscores the need for caution when such risk estimates are used to influence decisions related to individual liberty and public safety.

scholarly journals Readiness of Lecturers As A Facilitator In Interprofessional Education Learning In Antenatal Care

2018 ◽  
Vol 2 (1) ◽  
pp. 51-57
Author(s):  
Dina Zakiyyatul Fuadah ◽  
Muhammad Taukhid
Keyword(s):  
Experimental Design ◽  
Antenatal Care ◽  
Interprofessional Education ◽  
Statistical Tests ◽  
T Test ◽  
Educational Institutions ◽  
Learning Models ◽  
Interprofessional Learning ◽  
Qualitative And Quantitative ◽  
Before And After

Background: Many educational institutions in Indonesia are familiar with the concept of interprofessional learning or interprofessional education but not many have applied. Facilitator readiness, one of the causes of this method has not been implemented optimally. Purpose: This study aims to determine the readiness of the lecturer as a facilitator in interprofessional learning. Methods: The pre-experimental design, pre and posttest design was used to examine a sample of 20 respondents which included the lecturers of nursing, midwifery and nutrition obtained by purposive sampling. Instrument to measure the readiness of lecturers using the RIPLS questionnaire. Result: The results of statistical tests using the T-Test found that the readiness of lecturers in the positive category where there was a change in readiness before and after being given an intervention in the form of interprofessional learning training with a Pvalue of 0.021. Conclusion: Educational institutions are recommended to start developing interprofessional education models that are mutually agreed upon and supported by clear facilities, policies and regulations. Subsequent research is expected to explore more appropriate interprofessional  learning models through both qualitative and quantitative approaches

Using Virtual Environments to Achieve Learner Outcomes in Interprofessional Healthcare Education

2016 ◽  
pp. 900-921
Author(s):  
Michelle Aebersold ◽  
Dana Tschannen
Keyword(s):  
Clinical Judgment ◽  
Interprofessional Education ◽  
Educational Experience ◽  
Learning Objectives ◽  
Training Method ◽  
Learner Outcomes ◽  
Simulation Techniques ◽  
Effective Training ◽  
Virtual Simulations ◽  
Interprofessional Healthcare

The use of simulation in the training of healthcare professionals has become an essential part of the educational experience. Students and practitioners need to learn a variety of technical, interpersonal, and clinical judgment skills to be effective healthcare practitioners. Virtual simulation can provide an effective training method to facilitate learning and can be targeted to develop specific skills in the area of Interprofessional Education (IPE). This chapter reviews the literature around simulation techniques and outlines a development process that can be used to develop virtual simulations to meet a variety of learning objectives including IPE. Specific issues and solutions are also presented to ensure a successful educational experience.

Critical Diversity Education to Promote Interprofessional Understanding

2010 ◽  
pp. 62-74
Author(s):  
Marion Brown
Keyword(s):  
Pilot Study ◽  
Research Design ◽  
Interprofessional Education ◽  
Diversity Education ◽  
Online Delivery ◽  
Face To Face ◽  
Critical Diversity

The chapter begins with an overview of the current momentum toward interprofessional education and practice, citing specific trends in Canada as reflections of a global emerging consciousness. Initiatives undertaken at Dalhousie University are discussed in setting the context for this pilot study. Next, the pedagogy of critical diversity education is introduced and explained, with particular relevance for interprofessional education and practice. Comparison of face-to-face and online delivery of an interprofessional module based upon critical diversity education principles is then detailed, including research design and findings. The chapter concludes with a discussion of implications from this study.

Performance and Anxiety in Videoconferencing

2011 ◽  
pp. 137-157
Author(s):  
Daniel A. Craig ◽  
Jungtae Kim
Keyword(s):  
Language Learning ◽  
Oral Language ◽  
Communication Technologies ◽  
Assessment Instruments ◽  
Face To Face ◽  
Text Chat ◽  
Test Face ◽  
Anxiety Levels ◽  
And Performance ◽  
Performance Research

Anxiety has long been considered a hindrance to both language learning and performance. To address this issue in oral language testing, it has been suggested that the use of Information & Communication Technologies (ICT) to distance the test-taker from the interviewer could reduce anxiety levels and, thus, improve performance. Research has been undertaken on the use of synchronous and asynchronous text chat to lower anxiety and increase communication. However, research on the use of videoconferencing is largely unknown in the same areas. Thus, this study undertakes the challenge by comparing forty students’ anxiety levels when they took an oral test face-to-face and via an online videoconferencing medium. The students were from a private, mid-sized, Korean university, and they were interviewed and rated by two interviewers under both face-to-face and video conference conditions, as well as surveyed for state anxiety. The findings in this study will be used to guide the design of future distance assessment instruments as well as inform educational research in this field.

Adult Depression

2018 ◽  
pp. 131-151
Author(s):  
Jacqueline B. Persons ◽  
David M. Fresco ◽  
Juliet Small Ernst
Keyword(s):  
Major Depressive Disorder ◽  
Depressive Disorder ◽  
Treatment Planning ◽  
Empirical Support ◽  
Monitoring And Evaluation ◽  
Treatment Monitoring ◽  
Assessment Tools ◽  
Assessment Instruments ◽  
Case Conceptualization ◽  
Scientific Support

Abstract: This chapter focuses on the assessment of depression in adults. It focuses on major depressive disorder (MDD) because the empirical support for the tools and theories and therapies described in this chapter focuses most frequently on MDD. Many other disorders, as well as phenomena that are not disorders (e.g., grief), share features with MDD, and many of the assessment tools described in this chapter will be helpful in those cases as well. The chapter begins with an overview of the nature of the disorder, which is followed by reviews of assessment instruments designed for the purposes of (a) diagnosis, (b) case conceptualization and treatment planning, and (c) treatment monitoring and evaluation. We include recommendations for instruments that have the greatest scientific support and that assess depression in a clinically sensitive manner.

scholarly journals Home run—results of a chronic kidney disease Telemedicine Patient Education Study

2019 ◽  
Vol 13 (5) ◽  
pp. 867-872 ◽  
Author(s):  
Andrea M Easom ◽  
Ashutosh M Shukla ◽  
Dumitru Rotaru ◽  
Songthip Ounpraseuth ◽  
Sudhir V Shah ◽  
...  
Keyword(s):  
Chronic Kidney Disease ◽  
Kidney Disease ◽  
Informed Choice ◽  
Assessment Tools ◽  
Controlled Study ◽  
Care Group ◽  
Mortality And Morbidity ◽  
Face To Face ◽  
Randomized Controlled

Abstract Background Chronic kidney disease (CKD) incidence is increasing and associated mortality and morbidity are high. Educating patients is effective in delaying progression and establishing optimal renal replacement therapy (RRT). Tele-education/telemedicine (TM) can be an effective tool to provide such education, but there are no available data quantifying its effectiveness. We attempted to establish such evidence correlating the effect of education in patient choices and with the start of actual RRT. We present results from a 3-year pilot study evaluating the effectiveness of comprehensive predialysis education (CPE) through TM for CKD patients compared with a standard care group [face to face (FTF)]. The patient’s ability to choose RRT was the primary endpoint. Methods This was a randomized controlled study providing CPE over three classes at nine sites (one FTF and eight TM). Three assessment tools were utilized to compare groups: CKD knowledge, literacy and quality of life. Results A total of 47.1% of FTF and 52.2% of TM patients reported not having enough information to choose a modality. This decreased by the third visit (FTF 7.4%, TM 13.2%). Home modality choices more than doubled in both groups (FTF 25.8–67.7%, TM 22.2–50.1%). In patients that completed one visit and needed to start RRT, 47% started on a home modality or received a pre-emptive transplant (home hemodialysis 6%, peritoneal dialysis 38%, transplant 3%). Conclusions Results show almost 90% (TM 87%, FTF 95%) of the attendees could choose a modality after education. Home modality choices doubled. Patients were able to make an informed choice regardless of the modality of education.

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