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Education Outcomes (education + outcome)
Selected AbstractsEnsuring Clinical Education Outcomes: A Call for Reevaluation and ReformJOURNAL OF THE AMERICAN ACADEMY OF NURSE PRACTITIONERS, Issue 12 2005COLUMN EDITOR Scott Weber EdD, FACHE, FHIMSS No abstract is available for this article. [source] The Impact of Parents' Overseas Employment on Educational Outcomes of Filipino ChildrenINTERNATIONAL MIGRATION REVIEW, Issue 2 2010Marie Joy B. Arguillas Family structure, household resources, numbers of siblings competing for those resources, and parents' own educational attainment are often important predictors of children's education outcomes. Overseas migration of parents from the Philippines has resulted in increasing numbers of long-term separations of parents from each other and from their children. Western-based analyses might predict negative education outcomes for children as a result of parental absence. We find that separations caused by overseas migration often are either neutral or can have positive effects on schooling outcomes, at least among older children. Girls fare better in terms of educational attainment than do boys overall. Boys are often more affected by background variables, including parents' international migration. [source] An outcomes research perspective on medical education: the predominance of trainee assessment and satisfactionMEDICAL EDUCATION, Issue 4 2001Jay B Prystowsky Context A fundamental premise of medical education is that faculty should educate trainees, that is, students and residents, to provide high quality patient care. Yet, there is little research on the effect of medical education on patient outcomes. Objective A content analysis of leading medical education journals was performed to determine the primary foci of medical education research, using a three- dimensional outcomes research framework based on the paradigm of health services outcomes research. Data sources All articles in three medical education journals (Academic Medicine, Medical Education, and Teaching and Learning in Medicine) from 1996 to 1998 were reviewed. Papers presented at the Research in Medical Education conference at the Association of American Medical Colleges annual meeting during the same period, and published as Academic Medicine supplements, were also analysed. Study selection Only data-driven articles were selected for analysis; thus editorials and abstracts were excluded. Data extraction Each article was categorized according to primary participant (i.e. trainee, faculty, provider and patient), outcome (performance, satisfaction, professionalism and cost), and level of analysis (geographic, system, institution and individual(s)). Data synthesis A total of 599 articles were analysed. Trainees were the most frequent participants studied (68·9%), followed by faculty (19·4%), providers (8·1%) and patients (3·5%). Performance was the most common outcome measured (49·4%), followed by satisfaction (34·1%). Cost was the focus of only 2·3% of articles and patient outcomes accounted for only 0·7% of articles. Conclusions Medical education research is dominated by assessment of trainee performance followed by trainee satisfaction. Leading journals in medical education contain little information concerning the cost and products of medical education, that is, provider performance and patient outcomes. The study of these medical education outcomes represents an important challenge to medical education researchers. [source] Institutional decision making for increasing academic preparedness in community collegesNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 129 2005Dolores Perin This chapter identifies current organizational and instructional approaches to developmental education in community colleges and recommends a process by which colleges can make institutionally appropriate decisions to improve developmental education outcomes. [source] Effects of prenatal cocaine exposure on special education in school-aged childrenCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 5 2008Richard Reading Effects of prenatal cocaine exposure on special education in school-aged children . LevineT. P., LiuJ., DasA., LesterB., LagasseL., ShankaranS., BadaH. S., BauerC. R. & HigginsR. ( 2008 ) Pediatrics . Published online . DOI: 10.1542/peds.2007-2826 . Objective The objective of this study was to evaluate the effects of prenatal cocaine exposure on special education at age 7 with adjustment for covariates. Methods As part of the prospective, longitudinal, multi-site study of children with prenatal cocaine exposure (Maternal Lifestyle Study), school records were reviewed for 943 children at 7 years to determine involvement in special education outcomes: (1) individualized education plan; (2) special education conditions; (3) support services; (4) special education classes; and (5) speech and language services. Logistic regression was used to examine the effect of prenatal cocaine exposure on these outcomes with environmental, maternal and infant medical variables as covariates, as well as with and without low child IQ. Results Complete data for each analysis model were available for 737,916 children. When controlling for covariates including low child IQ, prenatal cocaine exposure had a significant effect on individualized education plan. When low child IQ was not included in the model, prenatal cocaine exposure had a significant effect on support services. Male gender, low birthweight, white race and low child IQ also predicted individualized education plan. Low birthweight and low child IQ were significant in all models. White race was also significant in speech and language services. Other covariate effects were model specific. When included in the models, low child IQ accounted for more of the variance and changed the significance of other covariates. Conclusions Prenatal cocaine exposure increased the likelihood of receiving an individualized education plan and support services, with adjustment for covariates. Low birthweight and low child IQ increased the likelihood of all outcomes. The finding that white children were more likely to get an individualized education plan and speech and language services could indicate a greater advantage in getting educational resources for this population. [source] | |||||||||||||