scholarly journals Highlighting the value of evidence-based evaluation: pushing back on demands for ‘impact’

2015 ◽  
Vol 14 (02) ◽  
pp. A02 ◽  
Author(s):  
Heather King ◽  
Kate Steiner ◽  
Marie Hobson ◽  
Amelia Robinson ◽  
Hannah Clipson
Keyword(s):  
Informal Learning ◽  
Development Programme ◽  
Evidence Based ◽  
Site Specific ◽  
Rigorous Research ◽  
Science Centres ◽  
Teacher Professional ◽  
Learning Institutions ◽  
Future Practice ◽  
Specific Evaluation

This paper discusses the value and place of evaluation amidst increasing demands for impact. We note that most informal learning institutions do not have the funds, staff or expertise to conduct impact assessments requiring, as they do, the implementation of rigorous research methodologies. However, many museums and science centres do have the experience and capacity to design and conduct site-specific evaluation protocols that result in valuable and useful insights to inform ongoing and future practice. To illustrate our argument, we discuss the evaluation findings from a museum-led teacher professional development programme, Talk Science.

scholarly journals Evidence-Based Alignment of Pathology Residency With Practice II: Findings and Implications

2021 ◽  
Vol 8 ◽  
pp. 237428952110028
Author(s):  
W. Stephen Black-Schaffer ◽  
Stanley J. Robboy ◽  
David J. Gross ◽  
James M. Crawford ◽  
Kristen Johnson ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Evidence Based ◽  
Donor Center ◽  
Laboratory Management ◽  
Banking Services ◽  
Graduate Medical ◽  
Pathology Informatics ◽  
Billing And Coding ◽  
Future Practice

This article presents findings from a 4-year series of surveys of new-in-practice pathologists, and a survey of physician employers of new pathologists, assessing how pathology graduate medical education prepares its graduates for practice. Using the methodology described in our previous study, we develop evidence for the importance of residency training for various practice areas, comparing findings over different practice settings, sizes, and lengths of time in practice. The principal findings are (1) while new-in-practice pathologists and their employers report residency generally prepared them well for practice, some areas—billing and coding, laboratory management, molecular pathology, and pathology informatics—consistently were identified as being important in practice but inadequately prepared for in residency; (2) other areas—autopsy pathology, and subspecialized apheresis and blood donor center blood banking services—consistently were identified as relatively unimportant in practice and excessively prepared for in residency; (3) the notion of a single comprehensive model for categorical training in residency is challenged by the disparity between broad general practice in some settings and narrower subspecialty practice in others; and (4) the need for preparation in some areas evolves during practice, raising questions about the appropriate mode and circumstance for training in these areas. The implications of these findings range from rebalancing the emphasis among practice areas in residency, to reconsidering the structure of graduate medical education in pathology to meet present and evolving future practice needs.

scholarly journals An Evidence-based Model of Teacher Engagement in Indonesia: Indonesian Teacher Engagement Index (ITEI)

2018 ◽  
Vol 7 (3.30) ◽  
pp. 297
Author(s):  
Sasmoko . ◽  
Yasinta Indrianti ◽  
Aqeel Khan ◽  
Nor Fadila Amin
Keyword(s):  
Focus Group ◽  
Literature Review ◽  
Focus Group Discussion ◽  
Group Discussion ◽  
Evidence Based ◽  
Teacher Engagement ◽  
Educational Transformation ◽  
Exploratory Stage ◽  
Teacher Professional ◽  
Evidence Based Model

Educational transformation can occur when teachers are directly involved in seeking change through self-diagnostic measurements to have a clear picture of Indonesian teachers’ capacity as a teacher, professional and Indonesian character educator.  The instrument discussed in this research is the Indonesian Teacher Engagement Index (ITEI). This research is the result of the literature review to produce the ITEI model. The research used Neuroresearch method with an exploratory stage through journal study and focus group discussion. The result of the research found that there is a teacher engagement model that is suitable for the characteristics of teachers in Indonesia.  

Drug Use in Prisoners

2018 ◽  
Author(s):  
Stuart A. Kinner ◽  
Josiah D. Rich
Keyword(s):  
Drug Use ◽  
Drug Users ◽  
Mental Health Problems ◽  
People Who Use Drugs ◽  
Evidence Based ◽  
Policy And Practice ◽  
Correctional Policy ◽  
Preventable Hospitalisation ◽  
Rigorous Research ◽  
Increased Risk

Drug use and crime seem inextricably linked. Law enforcement responses to drug use tend to funnel people who use drugs into the criminal justice system rather than treatment, and those drug users who are imprisoned often have multiple, co-occurring mental health problems and/or suffer from infectious diseases including HIV, hepatitis C, and tuberculosis. Prisons provide a rare but regrettable opportunity to identify and respond to these needs, but correctional policies with respect to drug use and related harms often diverge from the evidence. Where such responses are evidence-based, they are rarely delivered at scale. Drug use in prison remains common and, in the absence of evidence-based harm reduction measures, is high risk. Relapse to drug use after release from prison is normative, such that incarceration can at best be conceived of as an interruption in drug use. People released from prison are at markedly increased risk of drug-related harms including fatal drug overdose and preventable hospitalisation, and are at increased risk of reincarceration. Greater investment in independent, rigorous research on the epidemiology of substance use and related harms in people who cycle through prisons, and a renewed commitment to aligning correctional policy and practice with the evidence, will have measurable benefits for public health, public safety, and the public purse.

scholarly journals Spatial inequalities leave micropolitan areas and Indigenous populations underserved by informal STEM learning institutions

2020 ◽  
Vol 6 (41) ◽  
pp. eabb3819
Author(s):  
Rachel A. Short ◽  
Rhonda Struminger ◽  
Jill Zarestky ◽  
James Pippin ◽  
Minna Wong ◽  
...  
Keyword(s):  
Informal Learning ◽  
Great Plains ◽  
Underserved Populations ◽  
The United States ◽  
Public Understanding ◽  
Indigenous Populations ◽  
Stem Learning ◽  
Stem Careers ◽  
Spatial Inequalities ◽  
Learning Institutions

Informal learning institutions (ILIs) create opportunities to increase public understanding of science and promote increased inclusion of groups underrepresented in Science, Technology, Engineering, and Math (STEM) careers but are not equally distributed across the United States. We explore geographic gaps in the ILI landscape and identify three groups of underserved counties based on the interaction between population density and poverty percentage. Among ILIs, National Park Service lands, biological field stations, and marine laboratories occur in areas with the fewest sites for informal learning opportunities and have the greatest potential to reach underserved populations, particularly in rural or high poverty counties. Most counties that are underserved by ILIs occur in the Great Plains, the southeast, and the northwest. Furthermore, these counties have higher Indigenous populations who are underrepresented in STEM careers. These unexpected geographic gaps represent opportunities for investments in ILI offerings through collaborations and expansion of existing resources.

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