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Evaluation Questions (evaluation + question)

Distribution by Scientific Domains

Medical Sciences	75%

Selected Abstracts

The talking touchscreen: A new approach to outcomes assessment in low literacy

PSYCHO-ONCOLOGY, Issue 2 2004
Elizabeth A. Hahn
Purpose. Cancer patients who are deficient in literacy skills are particularly vulnerable to experiencing different outcomes due to disparities in care or barriers to care. Outcomes measurement in low literacy patients may provide new insight into problems previously undetected due to the challenges of completing paper-and-pencil forms. Description of study. A multimedia program was developed to provide a quality of life assessment platform that would be acceptable to patients with varying literacy skills and computer experience. One item at a time is presented on the computer touchscreen, accompanied by a recorded reading of the question. Various colors, fonts and graphic images are used to enhance visibility, and a small picture icon appears near each text element allowing patients to replay the sound as many times as they wish. Evaluation questions are presented to assess patient burden and preferences. Results. An ethnically diverse group of 126 cancer patients with a range of literacy skills and computer experience reported that the ,talking touchscreen' (TT) was easy to use, and commented on the usefulness of the multimedia approach. Clinical implications. The TT is a practical, user-friendly data acquisition method that provides greater opportunities to measure self-reported outcomes in patients with a range of literacy skills. Copyright © 2003 John Wiley & Sons, Ltd. [source]

Resident Response to Integration of Simulation-based Education into Emergency Medicine Conference

ACADEMIC EMERGENCY MEDICINE, Issue 11 2008
Ernest E. Wang MD
Abstract Objectives:, Utilization of simulation-based training has become increasingly prevalent in residency training. The authors compared emergency medicine (EM) resident feedback for simulation sessions to traditional lectures from an EM residency didactic program. Methods:, The authors performed a retrospective review of all written EM conference evaluations over a 29-month period. Evaluation questions were scored on a 1,9 Likert scale. Results:, Lectures and simulation accounted for 77.6 and 22.4% of the conferences, respectively. Scored means (±standard deviations [SDs]) were as follows: overall, lecture 7.97 ± 0.74 versus simulation 8.373 ± 0.44 (p < 0.01); Question 1, lecture 7.97 ± 0.74 versus simulation 8.40 ± 0.43 (p < 0.005); Question 2, lecture 7.92 ± 0.74 versus simulation 8.34 ± 0.48 (p < 0.01); Question 3, lecture 8.01 ± 0.77 versus simulation 8.26 ± 0.51 (p < 0.15); and Question 4, lecture 8.00 ± 0.75 versus simulation 8.42 ± 0.46 (p < 0.01). There was no longitudinal decay of scores. Conclusions:, Emergency medicine residents scored simulation-based sessions higher than traditional lectures. The scores over time suggest that this preference for simulation can be sustainable long term. Residents perceive simulation as more desirable teaching method compared to the traditional lecture format. [source]

Factors influencing the choice of methods in federal evaluation practice

NEW DIRECTIONS FOR EVALUATION, Issue 113 2007
Eleanor Chelimsky
A critical historical review of the tensions in American governance places the method choice debate in a broader perspective. This chapter reviews the factors that influence the evaluation questions posed to evaluators and, in turn, the methods choices that stem from it. Political and professional pressures on the evaluators also influence methods choice. Flexibility in methods is considered essential for the evaluator to design a study that considers both the context and the specifics of the question. [source]

Training of attention and memory deficits in children with acquired brain injury

ACTA PAEDIATRICA, Issue 2 2010
N Madsen Sjö
Abstract This pilot study concerns cognitive rehabilitation of children with acquired brain injury (ABI). Aim:, The aim is threefold; to determine (1) whether the Amsterdam Memory and Attention Training for Children (AMAT-C) programme for children with ABI can be integrated in the child's school, (2) whether supervision in the school-setting maintains the child's motivation throughout the training programme and (3) whether positive changes in memory, attention and executive functions are found with this implementation of the training method. Methods:, Seven children with memory and/or attention deficits after ABI were trained with AMAT-C. Measures used were programme evaluation questions, neuropsychological tests and a questionnaire concerning executive functions. Results:, Overall, children, parents and trainers were satisfied with the programme and the children were motivated throughout the programme. The children showed significant improvements in neuropsychological subtests, primarily in tests of learning and memory. No overall change in executive functions was noted. Conclusion:, Provision of AMAT-C training and supervision at the child's school appears to ensure (1) satisfaction with the programme, (2) sustaining of motivation and (3) improvements in learning and memory. [source]