Establishing the face validity of the criteria of teaching competence in the Leicester package for the assessment of teaching skills (L-PAST) for tutor-led, task-orientated small-group teaching

1996 ◽  
Vol 18 (2) ◽  
pp. 135-139 ◽  
Author(s):  
M. Elan Preston-Whyte ◽  
Ros McCulloch ◽  
Robin C. Fraser
2009 ◽  
Vol 14 (1) ◽  
pp. 4518 ◽  
Author(s):  
Blatt Benjamin ◽  
Kallenberg Gene ◽  
Lang Forrest ◽  
Mahoney Patrick ◽  
Patterson JoEllen ◽  
...  

2006 ◽  
Vol 1 ◽  
pp. 1-18 ◽  
Author(s):  
Eleanor Wong

AbstractIn 2001, the Faculty of Law at the National University of Singapore embarked on a bold initiative to teach legal skills in a more determined and focused way than ever before in its L.L.B. Programme. This paper documents how the experience of teaching skills in the United States was adapted and re-created for Singapore. It describes the challenges and the responses fashioned to deal with intensive and interactive small group teaching, research and mooting. The paper calls for student and learning centeredness and a keen appreciation of their cultural and social assumptions.


2005 ◽  
Vol 25 (4) ◽  
pp. 35-40 ◽  
Author(s):  
Jeffrey G. Wong ◽  
Eric S. Holmboe ◽  
William C. Becker ◽  
David A. Fiellin ◽  
Gail B. Jara ◽  
...  

2009 ◽  
Vol 9 (3) ◽  
pp. 26-30
Author(s):  
◽  
Neil Challis ◽  
Mike Robinson ◽  
Mike Thomlinson

Homeopathy ◽  
2020 ◽  
Vol 109 (04) ◽  
pp. 191-197
Author(s):  
Chetna Deep Lamba ◽  
Vishwa Kumar Gupta ◽  
Robbert van Haselen ◽  
Lex Rutten ◽  
Nidhi Mahajan ◽  
...  

Abstract Objectives The objective of this study was to establish the reliability and content validity of the “Modified Naranjo Criteria for Homeopathy—Causal Attribution Inventory” as a tool for attributing a causal relationship between the homeopathic intervention and outcome in clinical case reports. Methods Purposive sampling was adopted for the selection of information-rich case reports using pre-defined criteria. Eligible case reports had to fulfil a minimum of nine items of the CARE Clinical Case Reporting Guideline checklist and a minimum of three of the homeopathic HOM-CASE CARE extension items. The Modified Naranjo Criteria for Homeopathy Inventory consists of 10 domains. Inter-rater agreement in the scoring of these domains was determined by calculating the percentage agreement and kappa (κ) values. A κ greater than 0.4, indicating fair agreement between raters, in conjunction with the absence of concerns regarding the face validity, was taken to indicate the validity of a given domain. Each domain was assessed by four raters for the selected case reports. Results Sixty case reports met the inclusion criteria. Inter-rater agreement/concordance per domain was “perfect” for domains 1 (100%, κ = 1.00) and 2 (100%, κ = 1.00); “almost perfect” for domain 8 (97.5%, κ = 0.86); “substantial” for domains 3 (96.7%, κ = 0.80) and 5 (91.1%, κ = 0.70); “moderate” for domains 4 (83.3%, κ = 0.60), 7 (67.8%, κ = 0.46) and 9 (99.2%, κ = 0.50); and “fair” for domain 10 (56.1%, κ = 0.38). For domains 6A (46.7%, κ = 0.03) and 6B (50.3%, κ = 0.18), there was “slight agreement” only. Thus, the validity of the Modified Naranjo Criteria for Homeopathy tool was established for each of its domains, except for the two that pertain to direction of cure (domains 6A and 6B). Conclusion The Modified Naranjo Criteria for Homeopathy—Causal Attribution Inventory was identified as a valid tool for assessing the likelihood of a causal relationship between a homeopathic intervention and clinical outcome. Improved wordings for several criteria have been proposed for the assessment tool, under the new acronym “MONARCH”. Further assessment of two MONARCH domains is required.


2009 ◽  
Vol 6 (1) ◽  
pp. 56-58
Author(s):  
John Spencer

Author(s):  
Julio Cabero-Almenara ◽  
Julio Barroso-Osuna ◽  
Juan-Jesús Gutiérrez-Castillo ◽  
Antonio Palacios-Rodríguez

The impact and benefit that information and communication technologies (ICT) have in the educational field require new teaching skills. This fact has been increased by the recent crisis caused by COVID-19. This study tries to investigate the level of digital teaching competence (DTC) of Higher Education teachers of Health Sciences, and its relationship with several variables. For this, it has the participation of 300 teachers from the 9 universities of Andalusia (Spain). The research is structured through a descriptive (RQ1) and inferential (RQ2) design. The answers given to the DigCompEdu Check-In questionnaire adapted to the Spanish context are analyzed. The results, which show high levels of reliability of the questionnaire (Cronbach and McDonald) and validity (CFA), indicate that the level of competence is basic-intermediate. In addition, the area in which teachers excel is digital resources. For this reason, it is proposed to structure personalized training plans and continue expanding the characteristics of this study at an international level.


1999 ◽  
Vol 12 (4) ◽  
pp. 307-316 ◽  
Author(s):  
B. Johnson ◽  
A. F. Hackett ◽  
A. Bibby ◽  
J. Cross

1999 ◽  
Vol 42 (1) ◽  
pp. 233-249 ◽  
Author(s):  
JOHN McHUGH

This is a study of a successful parliamentary campaign led throughout the 1920s by a small group of backbench Labour MPs aimed at abolishing the military death penalty for the offences of cowardice and desertion. It was sustained in the face of opposition from the military establishment, the Conservatives, and finally the House of Lords. The campaigners used the opportunity afforded by the requirement on government to pass, annually, an Army Bill, to challenge the military establishment's insistence that a capital penalty was essential to the maintenance of army discipline. Despite the unwillingness of the 1924 Labour government to confront the military on this issue, the reformers persevered, securing some minor, incremental reform before the coming of the second Labour government in 1929. The new government was prevailed upon by backbench pressure to authorize a free vote in the Commons which approved the abolition of the capital penalty for cowardice and desertion in the Army Act of 1930.


2006 ◽  
Vol 81 (3) ◽  
pp. 239-244 ◽  
Author(s):  
Hugh Silk ◽  
Thomas Agresta ◽  
Catherine M. Weber

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