scholarly journals Developing a valid and reliable assessment on knowledge translation in the continuing professional development (CPD) of health professionals

2018 ◽  
Author(s):  
Irvin L Ong ◽  
Michael Joseph S Diño ◽  
Maria Minerva P Calimag ◽  
Fe A Hidalgo
Keyword(s):  
Professional Development ◽  
Knowledge Translation ◽  
Health Professionals ◽  
Assessment Tool ◽  
Healthcare Providers ◽  
Continuing Professional Development ◽  
Healthcare Outcomes ◽  
Internal Reliability ◽  
Area Of Interest ◽  
Before And After

Introduction Knowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a KT learning assessment tool in CPD. Methods The Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes was utilized in crafting the 20-item IRV-KT tool. This instrument identified knowledge creation and action as essential KT constructs. Using a one-group post-posttest pre-experimental design, the KT competency was assessed in 3 moments (i.e. before and after CPD event and if in a lecture). Health professionals who successfully completed a CPD program using alternative teaching approaches were asked to complete the IRV-KT during the pilot study (n = 10) and actual implementation (n = 45). Responses were subjected to Cronbach’s reliability and criterion-validity testing. Results The initial test of the IRV-KT tool revealed a high internal reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation (r = 0.33, p < 0.05) and action (r = 0.49, p < 0.05). All items have significant positive large validity coefficients (r > 0.35, p < 0.05) in all segments. Discussion The study practically produced reflective assessment tool to assess validly and reliability KT learning in a CPD. IRV-KT is seen to guide curriculum process of CPD programs to bridge learning and healthcare outcomes.

scholarly journals Developing a valid and reliable assessment on knowledge translation in the continuing professional development (CPD) of health professionals

2018 ◽  
Author(s):  
Irvin L Ong ◽  
Michael Joseph S Diño ◽  
Maria Minerva P Calimag ◽  
Fe A Hidalgo
Keyword(s):  
Professional Development ◽  
Knowledge Translation ◽  
Health Professionals ◽  
Assessment Tool ◽  
Healthcare Providers ◽  
Continuing Professional Development ◽  
Healthcare Outcomes ◽  
Internal Reliability ◽  
Area Of Interest ◽  
Before And After

Introduction Knowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a KT learning assessment tool in CPD. Methods The Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes was utilized in crafting the 20-item IRV-KT tool. This instrument identified knowledge creation and action as essential KT constructs. Using a one-group post-posttest pre-experimental design, the KT competency was assessed in 3 moments (i.e. before and after CPD event and if in a lecture). Health professionals who successfully completed a CPD program using alternative teaching approaches were asked to complete the IRV-KT during the pilot study (n = 10) and actual implementation (n = 45). Responses were subjected to Cronbach’s reliability and criterion-validity testing. Results The initial test of the IRV-KT tool revealed a high internal reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation (r = 0.33, p < 0.05) and action (r = 0.49, p < 0.05). All items have significant positive large validity coefficients (r > 0.35, p < 0.05) in all segments. Discussion The study practically produced reflective assessment tool to assess validly and reliability KT learning in a CPD. IRV-KT is seen to guide curriculum process of CPD programs to bridge learning and healthcare outcomes.

scholarly journals Developing a valid and reliable assessment of knowledge translation (KT) for continuing professional development program of health professionals

PeerJ ◽  
2018 ◽  
Vol 6 ◽  
pp. e5323 ◽  
Author(s):  
Irvin L. Ong ◽  
Michael Joseph S. Diño ◽  
Maria Minerva P. Calimag ◽  
Fe A. Hidalgo
Keyword(s):  
Professional Development ◽  
Knowledge Translation ◽  
Health Professionals ◽  
Assessment Tool ◽  
Healthcare Providers ◽  
Development Program ◽  
Continuing Professional Development ◽  
Healthcare Outcomes ◽  
Internal Reliability ◽  
Area Of Interest

Introduction Knowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a valid and reliable KT learning assessment tool in CPD. Methods The Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes, was utilized in crafting the 20-item IRV-KT tool. This instrument includes knowledge creation and action as essential KT constructs. KT competency was assessed in three segments (i.e., before and after CPD event and if in a lecture) using a one-group post-posttest pre-experimental design. Health professionals who successfully completed a CPD program on a knowledge translation topic were asked to complete the IRV-KT during the pilot study (n = 10) and actual implementation (n = 45). Responses were subjected to Cronbach’s reliability and criterion-validity testing. Results The initial test of the IRV-KT tool demonstrated a high internal reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation (r = 0.33, p < 0.05) and action (r = 0.49, p < 0.05). All items have significant positive validity coefficients (r > 0.35, p < 0.05) in all segments of the tool. Discussion The study produced a reflective assessment tool to validly and reliably assess KT learning in a CPD. IRV-KT is seen to guide the curriculum process of CPD programs to bridge learning and healthcare outcomes.

scholarly journals Caring for HIV-positive children: healthcare providers' pre-and post-disclosure experiences in Nairobi, Kenya

2019 ◽  
Vol 13 (3) ◽  
pp. 1-7
Author(s):  
Drusilla Makworo ◽  
Theresa Odero
Keyword(s):  
Health Professionals ◽  
Healthcare Providers ◽  
Hiv Disclosure ◽  
Sub Saharan Africa ◽  
Hiv Positive ◽  
Number Of Children ◽  
High Resource ◽  
Main Challenge ◽  
Before And After ◽  
Sub Saharan

Background The number of children living with HIV has increased worldwide, largely due to improvements in antiretroviral therapy. Most of these children are living in sub-Saharan Africa. The rate of disclosure to children of their HIV-positive status is low in low-resource countries compared to high-resource countries. Aim To explore health professionals' experiences of caring for HIV-positive children before and after their HIV-positive status was disclosed to them. The health professionals included nurses, counsellors, nutritionists, social workers, pharmacists and clinicians with at least 1 year of experience at the paediatric section of the comprehensive care centre. Methods Nine health professionals were interviewed. Findings Results revealed that there were more challenges before disclosure than after. The main challenge was communicating with the children. The children's main concerns before disclosures included the reason for treatment and its duration, and clinic follow-up. Conclusions Health professionals should be trained on the benefits of HIV disclosure to children, in order to allow for open and direct communication between healthcare providers, parents/carers and children.

scholarly journals Implementation of Continuing Professional Development for Health Professionals in Nepal

2020 ◽  
Vol 18 (3) ◽  
pp. I-II
Author(s):  
Ganesh Dangal ◽  
Sushil Koirala ◽  
Sandhya Chapagain ◽  
Shashi Sharma ◽  
Ramesh Kant Adhikari
Keyword(s):  
Professional Development ◽  
Health Professionals ◽  
Continuing Professional Development

NA

scholarly journals Understanding teacher knowledge of the use of assessment for learning in the context of homework

2011 ◽  
Author(s):  
◽  
Daren Harris
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Teacher Perceptions ◽  
Student Attitudes ◽  
Teacher Perception ◽  
Assessment Tool ◽  
Future Research ◽  
Assessment Practice ◽  
Teacher Understanding ◽  
Before And After

The researcher conducted a qualitative study to develop a deeper understanding of teacher perceptions use, and understanding of homework as a formative assessment tool. The work of Black et al. (2004), Moss and Brookhart (2009), Stiggins et al. (2006) provided a lens to improve understanding of formative assessment. Cooper (2007), Kohn (2006), and Vatterott (2009) provided a lens to improve understanding of homework. Participants were teachers from three Midwestern high schools in one Midwestern state. Data were collected from focus group interviews, an online open-ended survey, and document analysis. All segments of the participants identified three categories as related to perception, use, and understanding homework as a formative assessment tool: teacher perception of the purpose of homework, the uses of homework as part of classroom assessment practice, and teacher understanding of homework as a formative assessment tool. The findings of this study have implications for teachers and administrators. One of the findings of this study was teachers formulate their perception of homework on assumptions embedded in educational culture. The other important finding was the lack of understanding of formative assessment and homework as formative assessment. Implications for future practice include recommendations for school leaders to take the lead in providing organizational learning, utilize the principles of transformational leadership, and be a provider of professional development in the areas of assessment. Implications for future research include recommendations for gaining an understanding of teacher attitudes before and after professional development in assessment, how effective change is achieved in the area of assessment, and student attitudes toward education in classroom which employ formative assessment versus those who do not.

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