運用品管手法改善藥師在職教育課程的辦理成效

<p>目的：改善在職教育課程的辦理成效，期能強化部內藥事人員專業技能以提升病人的照護品質。</p> <p>方法：本專案結合Kern課程規劃循環(Kern curriculum cycle)與品管手法PDCA的概念，由課堂的課後資料與 問卷進行現況分析與學習者需求調查，找出「課程參與度與完成度低」之主要因，並擬定對策。課程參與度之目標設定為每堂課平均出席人數過半達64位，課程完成率達85%。（課程完成之定義為限期內完成課後評值且分數高於80分，以及滿意度填寫）</p> <p>結果：課程內容與品質改善後，平均出席人數由56位增加到65位，目標達成率112.5%；課程完成率由83.2%增加到87.3%，目標達成率227.8%。</p> <p>結論：藉由優化課程內容與品質，改善在職教育課程的辦理成效，進一步再將特定發展的課程主題以帶狀系列或社群模式進行，能提高同仁自主學習意願、促進自我成長，亦能強化同仁專業技能，進而提升病人照護品質，且有助於部門內人才師資培育兼顧員工職涯發展，並預做準備將全人照護概念向下扎根於藥學實習生。</p> <p>&nbsp;</p><p>Objective: To improve the effectiveness of on-the-job education programs for strengthening the professional skills of the pharmacists in our department and further enhance the quality of patient care.</p> <p>Methods: This project integrated the Kern curriculum cycle and the Plan-Do-Check-Act (PDCA) concept of quality control. We used post-class evaluations and questionnaires to do a situation analysis and survey learners’ needs to identify the main reasons for low course participation and completion and to develop countermeasures to these problems. The course participation targets were an average attendance of 64 pharmacists per class and a course completion rate of 85%. Course completion was defined as completing both the postcourse evaluation (80 points to pass) and the satisfaction questionnaires by the stipulated deadline.</p> <p>Results: After we improved the content and quality of the courses, the average attendance increased from 56 to 65, and the target achievement rate was 112.5%. In addition, the course completion rate increased from 83.2% to 87.3%, and the target achievement rate was 227.8%.</p> <p>Conclusion: By optimizing the content and quality of the courses, improving the effectiveness of the on-the-job education programs, and developing courses on specific topics within a series or community model, we cultivated independent learning and self-growth among our pharmacists, strengthened their professional skills, and improved the quality of patient care. Moreover, talents and teachers were fostered while taking into account the career development of our pharmacists, and preparations were made to root the concept of holistic care down in pharmacy interns.</p> <p>&nbsp;</p>

Gamification Increases Completion Rates in Massive Open Online Courses

Massive Open Online Courses (MOOCs) aim at unlimited participation and open access via the web. There are concerns about the actual value of such courses. This is predominantly due to higher dropout rates. According to studies, only 7-13% go on to complete these courses. The high dropout rate in MOOCs is a challenge for education providers. This paper aims to explore reasons for high dropout rates within MOOCs and how they can be minimized. With this in mind, two research questions have been set for this study: 1) Why do MOOC participants not complete their courses? 2) How can the course completion rate be increased? Implementation of the strategies investigated in this paper can increase completion rates in MOOCs. In conclusion, after analyzing the collected data, the final results have shown that gamification increased the completion rate of MOOCs.

DOES STRONG FACULTY SUPPORT EQUAL CONSISTENT COURSE COMPLETION? IT HAS FOR DALLAS BAPTIST UNIVERSITY

Dallas Baptist University (DBU) is a private, Christian, liberal arts institution located in the DFW Metroplex. Just over 5,200 students, DBU provides both traditional undergraduate, adult and graduate degrees with the enrollment almost equally divided between the three student groups. Today, DBU offers 34 degree programs fully online maintain a course completion rate of 92–93% each semester with almost 2,000 students taking online classes. Because of its continued success and dedication to quality course development, the DBU online education department has become a model for several other higher education institutions.

ROCHESTER INSTITUTE OF TECHNOLOGY: ANALYZING STUDENT SUCCESS

RIT Online Learning courses have an overall course completion rate of 94%. For lower-division courses, the rate is 92%, undergraduate 93%, and graduate 96%. In this case study. we will share additional measurements we have used to monitor student success and describe strategies we have used to promote online discussion as a key component of effective online courses. We will share results from a large survey of our online students that shows the most interactive courses receive the most positive responses from students. The demographics of our online students have shifted to where almost half our online students are campus-based now. We believe our historical emphasis on interaction in our online courses is serving these new online students equally well, which suggests an important opportunity exists to expand online discussion to more campus-based courses.

Increasing Student Success through a Cocktail of Cognitive Interventions

We extended a series of interventions developed in modern cognitive psychology to a group of students who had been academically dismissed and were at high risk to not complete college. Students learned how to respond adaptively to academic failure, how to embrace challenge, how to set realistic goals, and how to persist until their goals are achieved. The interventions were delivered within a sophomore seminar course. Within the class, students learned about, considered and practiced aspects of growth mindset, goal orientation, grit, stereotype threat, and belongingness. Before beginning the class, the 68 students had a mean cumulative GPA of 1.45, a course completion rate of 60%, and it was expected that over half would drop out of college within the next year. Following the intervention, students earned a mean semester GPA of 2.39, a course completion rate of 73%, 72% were retained for the next semester, and 58% were still enrolled one year later. These findings provide support for the benefits of these techniques used together to afford student success in a population of students that have previously struggled academically. ​

Personalities of Introductory Course Instructors and Course Completion

Online courses are often criticized for having lower retention rates than traditional courses, especially introductory courses. This study aimed to determine whether there was a relationship between online and traditional instructor personality traits and course completion rate for introductory course instructors at a higher education institution in the Western United States. Instructor personality traits, as measured by the NEO Five-Factor Inventory-3 (NEO-FFI-3), were correlated with student course completion rate. Independent t tests were used to determine whether the relationship differed as a function of modality. There were no statistically significant relationships found between online and traditional instructor personality traits and course completion rate, but there were statistically significant differences between modalities for extroversion, agreeableness, and course completion rate. The results imply the traditional modality better supports individuals with these traits and allows for greater expression of the traits. The findings provide a greater understanding of the diversity among teachers in different modalities.

Federated Governance: A successful model for e-learning

An innovative and sustainable approach to clinical e-learning is described. The approach is based on a national federation to provide funding, clinical and educational expertise, IT solutions and program oversight; to develop, curate and champion a resource with multiple courses for healthcare professionals. The approach has resulted in formal recognition by nearly all Australian healthcare organizations and a high course completion rate by individuals. Crucially the approach has succeeded in increasing learner motivation to complete the course and delivered unexpected benefits in process and cost efficiency.