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1.
Med Educ Online ; 25(1): 1826861, 2020 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-33000704

RESUMO

BACKGROUND: Dental education involves teaching and assessing the acquisition of verifiable domains that require superior psychomotor, communication, and cognitive skills. Evolving technologies and methods of assessment could enhance student learning environment and improve tutor assessment experience. OBJECTIVE: The aim of this study was to introduce the application of a comprehensive high-stakes online exam to final-year dental students during the COVID-19 pandemic and evaluate its effectiveness. DESIGN: A high-stakes exam was introduced and implemented online to the final-year dental students prior to their graduation. The exam consisted of four components: MEQs, MCQs, OSCE and an oral exam. The exam and invigilation were conducted using Blackboard and MS Teams programs. Stakeholders' views of the exam were obtained using two tailored surveys, one for students and another for faculty; both included closed- and open-ended questions. RESULTS: The exam was run successfully without untoward events. Both students and staff were satisfied with the online exam with the latter being more satisfied than the former. Students with previous experience in online learning system were more satisfied with the online exam compared with those with less experience (p < 0.05). The main issues raised by students' satisfaction with the exam were: inadequacy of time for the MEQ part, prevention of back tracking in the MCQ part and minor technological issues, whereas those raised by faculty members were increased time required to complete the exam setup and grading compared to the paper-based exam and minor technological issues. CONCLUSIONS: A newly introduced, multi-format, online high-stakes exam was implemented successfully to final-year dental students with minor technological issues and good satisfaction by students and staff alike.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação em Odontologia/métodos , Educação a Distância/métodos , Avaliação Educacional/métodos , Pneumonia Viral/epidemiologia , Betacoronavirus , Educação em Odontologia/normas , Educação a Distância/normas , Avaliação Educacional/normas , Humanos , Pandemias
2.
J Postgrad Med ; 66(4): 200-205, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33037168

RESUMO

With the introduction of competency-based undergraduate curriculum in India, a paradigm shift in the assessment methods and tools will be the need of the hour. Competencies are complex combinations of various attributes, many of which being not assessable by objective methods. Assessment of affective and communication domains has always been neglected for want of objective methods. Areas like professionalism, ethics, altruism, and communication-so vital for being an Indian Medical Graduate, can be assessed longitudinally applying subjective means only. Though subjectivity has often been questioned as being biased, it has been proven time and again that a subjective assessment in expert hands gives comparable results as that of any objective assessment. By insisting on objectivity, we may compromise the validity of the assessment and deprive the students of enriched subjective feedback and judgement also. This review highlights the importance of subjective assessment in competency-based assessment and ways and means of improving the rigor of subjective assessment, with particular emphasis on the development and use of rubrics.


Assuntos
Competência Clínica/normas , Educação Baseada em Competências/organização & administração , Educação de Graduação em Medicina/métodos , Educação Médica/organização & administração , Avaliação Educacional/métodos , Adulto , Currículo , Feminino , Humanos , Índia , Masculino , Profissionalismo , Estudantes de Medicina
3.
Soins ; 65(846): 32-34, 2020 Jun.
Artigo em Francês | MEDLINE | ID: mdl-33012416

RESUMO

The 2009 training reference frame was designed in accordance with the development of students' learning capacities and the French health context. As part of this necessary development, nurse training is based on a three-party contract between the student, the trainer and the internship tutor. The portfolio, used as an assessment aid and a tool to monitor learning, makes the progress and the acquisition of skills visible during the three years of training. As it is digitised, information concerning the internship can be shared in real time.


Assuntos
Educação em Enfermagem/organização & administração , Avaliação Educacional/métodos , Estudantes de Enfermagem/psicologia , Humanos , Internato e Residência , Aprendizagem
4.
Pharm. pract. (Granada, Internet) ; 18(3): 0-0, jul.-sept. 2020. tab
Artigo em Inglês | IBECS | ID: ibc-194191

RESUMO

OBJECTIVE: Entrustable Professional Activities (EPAs) are a list of professional tasks (with associated competency ratings) that pharmacy educational organizations support, and accreditation organizations require, for assessment by colleges and schools of pharmacy. This manuscript assesses the perceived frequency of performing EPAs in the population health promoter (PHP) domain among pharmacists practicing in North Dakota. METHODS: This survey assessed the self-reported EPA activities (inclusive of the PHP domain) of registered pharmacists living and practicing in North Dakota. There were 990 pharmacists surveyed, and 457 (46.1%) of pharmacists responded. RESULTS: Within the PHP domain, pharmacists reported performing "Minimize adverse drug events and medication errors" most frequently (mean=3.4, SD=2.0), followed by "Ensure that patients have been immunized against vaccine-preventable diseases" (mean=2.3, SD 2.3), "Maximize the appropriate use of medications in a population" (mean=2.2, SD 2.3), and "Identify patients at risk for prevalent diseases in a population" (mean=1.3, SD=1.9). In these Core EPAs PHP domains, the clinical pharmacists reported the highest level, followed by pharmacy managers and staff pharmacists. CONCLUSION: Pharmacists in North Dakota reported that EPAs in the PHP domain are practiced regularly. Thus, EPAs in the PHP domain have potential as a means to assess outcomes in pharmacy education and practice


No disponible


Assuntos
Humanos , Masculino , Feminino , Adulto , Pessoa de Meia-Idade , Avaliação Educacional/métodos , Educação em Farmácia , Assistência Farmacêutica/normas , Promoção da Saúde/métodos , Estados Unidos , Educação Baseada em Competências , Internato não Médico/métodos , Erros de Medicação/prevenção & controle
11.
Hu Li Za Zhi ; 67(4): 61-71, 2020 Aug.
Artigo em Chinês | MEDLINE | ID: mdl-32748380

RESUMO

BACKGROUND: After graduation, new nurses provide care directly to clients in the health and social care sectors. Nurses with higher levels of health and social care competences have been shown to provide better quality of care. The skills competitions organized and held by the Ministry of Labor follow international standards and address the general roles and functions of care providers worldwide. Using the results of these skills competitions to confirm the health and social care competences of nursing students important for nursing education. PURPOSE: This study was designed to assess the performance of nursing students in the skills competition and to identify the strengths and weaknesses of these students with regard to related competences in the context of current global standards. METHODS: This was a retrospective research study. Data were collected from the results of skills competitions using the Scenario-based Objective Structured Clinical Examination method. Descriptive statistics were used to analysis the data. RESULTS: The mean score for health and social care competence was 67.9 ± 12.9. The score for the home care dimension (65.1 ± 14.1) was the lowest dimension score. The most two improved of the six competence dimensions were problem solving/innovation and creativity (53.7 ± 3.9) and evaluating response to care (55.9 ± 4.0). The lowest health and social care item scores were practicing the five moments of hand hygiene (42.7%) and encouraging patient to discuss health problems (43.1%). CONCLUSIONS / IMPLICATIONS FOR PRACTICE: The results showed that the competence level of the students was moderate. Nursing educators should develop appropriate education approaches for teaching and evaluation and improve the health and social care competences of nursing students.


Assuntos
Competência Clínica/estatística & dados numéricos , Avaliação Educacional/métodos , Estudantes de Enfermagem , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Estudos Retrospectivos
12.
PLoS One ; 15(8): e0236862, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32857762

RESUMO

Language learning is an emerging research area where researchers have done significant contributions by incorporating technological assistantship (i.e., computer- and mobile-assistant learning). However, it has been revealed from the recent empirical studies that little attention is given on grammar learning with the proper instructional materials design and the motivational framework for designing an efficient mobile-assisted grammar learning tool. This paper hence, reports a preliminary study that investigated learner motivation when a mobile-assisted tool for tense learning was used. This study applied the Attention-Relevance-Confidence-Satisfaction (ARCS) model. It was hypothesized that with the use of the designed mobile- assisted tense learning tool students would be motivated to learn grammar (English tense). In addition, with the increase of motivation, performance outcome in paper- based test would also be improved. With the purpose to investigate the impact of the tool, a sequential mixed-method research design was employed with the use of three research instruments; Instructional Materials Motivation Survey (IMMS), a paper-based test and an interview protocol using a semi-structured interview. Participants were 115 undergraduate students, who were enrolled in a remedial English course. The findings showed that with the effective design of instructional materials, students were motivated to learn grammar, where they were positive at improving their attitude towards learning (male 86%, female 80%). The IMMS findings revealed that students' motivation increased after using the tool. Moreover, students improved their performance level that was revealed from the outcome of paper-based instrument. Therefore, it is confirmed that the study contributed to designing an effective multimedia based instructions for a mobile-assisted tool that increased learners' motivational attitude which resulted in an improved learning performance.


Assuntos
Avaliação Educacional/métodos , Aprendizagem , Motivação , Atenção , Feminino , Humanos , Entrevistas como Assunto , Idioma , Masculino , Aplicativos Móveis , Satisfação Pessoal , Autoimagem , Estudantes/psicologia , Adulto Jovem
13.
Ann Epidemiol ; 47: 8-12, 2020 07.
Artigo em Inglês | MEDLINE | ID: mdl-32713507

RESUMO

PURPOSE: The aim of the study was to determine if epidemiology instruction for high school students can improve science literacy skills compared with other science, technology, engineering, and math courses. METHODS: The Test of Scientific Literacy Skills (TOSLS), a validated measure of scientific inquiry and interpretation, was used to assess the change in students' (n = 116; 63% female, 36% Asian, 30% Hispanic, 54% 12th grade, 48% mid poverty, and 24% high poverty) science literacy skills based on pre-post performance. RESULTS: Multilevel models adjusted for individual-level student gender, race-ethnicity, grade level, age, semester, and poverty status showed similar TOSLS performance for physics (ß = 0.58; 95% confidence interval [CI], -0.44 to 1.61), biology (ß = 0.09; 95% CI, -0.82 to 1.00), and statistics (ß = -0.76; 95% CI, -1.84 to 0.32), and lower for chemistry (ß = -1.09; 95% CI, -2.26 to 0.08) and geology (ß = -1.04; 95% CI, -2.06 to -0.02) relative to the reference group, epidemiology. Models testing the interaction of course subject and sociodemographic factors did not show gender differences in TOSLS performance for epidemiology, in contrast with physics (lower in females) and biology (higher in females). CONCLUSIONS: Study findings suggest that epidemiology may be an appropriate method for supporting high school students' development of science literacy skills, although larger and more nuanced studies are needed.


Assuntos
Avaliação Educacional/métodos , Epidemiologia/educação , Aprendizagem , Saúde Pública/educação , Ciência/educação , Estudantes/estatística & dados numéricos , Adolescente , Avaliação Educacional/estatística & dados numéricos , Docentes , Feminino , Humanos , Masculino , Ensino
14.
PLoS One ; 15(7): e0235681, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32634821

RESUMO

INTRODUCTION: In the current international context, entrepreneurship education claims a privileged place within educational systems, given that it contributes decisively to innovation and to the set of competences demanded in the new knowledge-based economy. The state of the research in this line highlights the existing formative deficiencies at these basic education levels, despite the fact that numerous initiatives of fostering business culture have already been developed. Among the currently existing gaps, conspicuous by its absence is the lack of instruments capable of efficiently measure the basic business knowledge, needed to progressively constitute a consistent business identity stands out. In this sense, we set ourselves the construction and validation of a basic business knowledge scale for the Secondary Education stage. METHODS: This study was implemented in two phases. In the first phase, the dimensions and components of the Basic Business Knowledge Scale were identified via a systematic review of the literature following the PRISMA-P protocol and a qualitative study. In the second phase, the scale was developed and validated. On the one hand, a content validation was conducted through interviews of experts and students, studying the content validity (the Content Validity Ratio and the Content Validity Index) and the face validity (Think-aloud protocols). On the other hand, the construct validity was analyzed through an Explanatory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA). Then, the reliability was calculated with the Cronbach Alpha and the test stability with a test-retest. The convergent validity has been validated by the average variance extracted (AVE) and the discriminant validity between constructs was established through the AVE estimated for each construct with the squared interconstruct correlations associated with that factor. The sample was made up of 1440 students (679 girls and 761 boys) from age 11 to 17 (M = 14.6, SD = 1.597). RESULTS: The EFA and the CFA showed evidence of a first-order three-factor structure (Knowledge in Business Management (KBM), Legal Knowledge (LK) and Strategic Knowledge (SK)), and a second-order factor, Basic Business Knowledge. In the construct validity two items were eliminated due to their factor loadings being lower than .40. The results of the fit indices contributed acceptable values regarding the proposed model. The three subscales and the scale as a whole revealed a satisfactory internal consistency with Cronbach alphas over .75. The intraclass correlation coefficient (ICC) was above .90, showing an appropriate stability. The convergent validity offers values over .80 in the composite reliability (CR) and the average variance extracted (AVE) is greater than .50. Moreover, in the divergent validity, the values of the square root of the AVE are greater than the correlations with the other constructs. Finally, the Basic Business Knowledge Scale has 18 items. CONCLUSIONS: We find evidence concerning the validity and reliability of the Basic Business Knowledge Scale, tested with Spanish Secondary Education students within the compulsory stage of teaching. We believe that this Scale can contribute to a better understanding of the formation of indispensable basic culture to establish a genuine business spirit.


Assuntos
Testes de Aptidão , Comércio/economia , Avaliação Educacional/métodos , Escolaridade , Estudantes , Adolescente , Criança , Feminino , Humanos , Masculino
15.
BMJ Glob Health ; 5(7)2020 07.
Artigo em Inglês | MEDLINE | ID: mdl-32699155

RESUMO

School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce new short-term and long-term health risks through lost education. Measuring these effects in real time is critical to inform effective public health responses, and remote phone-based approaches are one of the only viable options with extreme social distancing in place. However, both the health and education literature are sparse on guidance for phone-based assessments. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary practical lessons to guide researchers and service providers as they try phone-based learning assessments. We provide preliminary evidence that phone-based assessments can accurately capture basic numeracy skills. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) use effective strategies to encourage respondents to pick up the phone, (7) build rapport with adult caregivers and youth respondents, (8) choose the most cost-effective medium and (9) account for potential bias in samples.


Assuntos
Infecções por Coronavirus/epidemiologia , Avaliação Educacional/métodos , Pneumonia Viral/epidemiologia , Telefone , Adolescente , Betacoronavirus , Botsuana/epidemiologia , Criança , Humanos , Pandemias , Reprodutibilidade dos Testes
16.
Intern Med J ; 50(9): 1150-1153, 2020 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-32666691

RESUMO

The COVID-19 pandemic has had a profound effect on society and higher education in Australia. In just a few weeks, entire courses have been re-structured and are now delivered online. The need to adapt rapidly has prompted many innovative changes that will ultimately have long-term benefits for medical education in Australia and New Zealand.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação a Distância/organização & administração , Educação Médica/organização & administração , Pneumonia Viral/epidemiologia , Austrália/epidemiologia , Betacoronavirus , Comportamento Cooperativo , Educação Médica/normas , Avaliação Educacional/métodos , Avaliação Educacional/normas , Humanos , Nova Zelândia/epidemiologia , Pandemias , Avaliação de Programas e Projetos de Saúde
17.
Yakugaku Zasshi ; 140(7): 949-953, 2020.
Artigo em Japonês | MEDLINE | ID: mdl-32612061

RESUMO

To contribute to research on the effective practice of pharmaceutical law, we analyzed the learner characteristics that influence learning outcomes in this field at Kitasato University School of Pharmacy. Specifically, we conducted a forced entry multiple regression analysis. The explanatory variables were the learner's gender, course, university entrance examination format, course year progression, completion of related subjects, and submission of class quizzes, while examination performance in pharmaceutical law was the response variable. The learners' course of study and submission of class quizzes were found to have a significant influence on the examination results. The examination performance of students enrolled in a four-year course was 14.4% lower than students enrolled in a six-year course, while students with records of not submitting the class quizzes scored 8.4% lower than those who submitted all the quizzes. It is probable that there was a fundamental difference between the academic ability of the students enrolled in the two courses that affected the examination results. The fact that the submission of class quizzes had an effect on the examination results may be useful in developing a learning guide for the students. To further enhance the evidence of the analysis of learner characteristics in this field, obtaining the results of joint research with other universities is necessary.


Assuntos
Biofarmácia/educação , Biofarmácia/legislação & jurisprudência , Educação em Farmácia/métodos , Avaliação Educacional/métodos , Aprendizagem , Estudantes de Farmácia/psicologia , Currículo , Feminino , Humanos , Japão , Masculino , Inquéritos e Questionários , Universidades
18.
J Am Acad Orthop Surg ; 28(18): e782-e792, 2020 Sep 15.
Artigo em Inglês | MEDLINE | ID: mdl-32649441

RESUMO

Orthopaedic residency training has and will continue to evolve with a wide variety of changes. Hands-on surgical simulation "boot camps," computerized simulation of surgical process, and even virtual reality simulators, all can help trainees acquire surgical experience without compromising patient care. Low-cost training modules help remedy the rising costs associated with teaching complex orthopaedic surgery skills. Motion tracking and checklists help refine standardization of assessment. As technology and healthcare systems continue to grow, we encourage training programs to keep pace by considering engagement of these tools.


Assuntos
Simulação por Computador , Educação de Pós-Graduação em Medicina/métodos , Internato e Residência , Procedimentos Ortopédicos/educação , Treinamento por Simulação/métodos , Competência Clínica , Educação de Pós-Graduação em Medicina/economia , Avaliação Educacional/métodos , Humanos , Treinamento por Simulação/economia , Realidade Virtual
20.
Acad Med ; 95(9): 1322-1324, 2020 09.
Artigo em Inglês | MEDLINE | ID: mdl-32496289

RESUMO

After extensive stakeholder discussion, the Federation of State Medical Boards and the National Board of Medical Examiners announced in February 2020 that United States Medical Licensing Examination Step 1 will transition to a pass/fail exam. Program directors have historically used Step 1 scores in deciding which residency applicants to interview. The lack of numerical scores will force changes to the residency selection process, which could have both positive and negative consequences for international medical graduates (IMGs). In this Invited Commentary, the authors discuss how some of the issues associated with the transition to Step 1 pass/fail are likely to impact IMGs. The authors also provide insights into how this and other policy changes could help spur the medical education community to improve the process by which medical school graduates transition to graduate medical education.


Assuntos
Avaliação Educacional/métodos , Médicos Graduados Estrangeiros , Internato e Residência , Licenciamento em Medicina , Educação de Graduação em Medicina , Humanos , Estados Unidos
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