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Knowledge Gain (knowledge + gain)
Selected AbstractsCompetence in the musculoskeletal system: assessing the progression of knowledge through an undergraduate medical courseMEDICAL EDUCATION, Issue 12 2004Subhashis Basu Background, Professional bodies have expressed concerns that medical students lack appropriate knowledge in musculoskeletal medicine despite its high prevalence of use within the community. Changes in curriculum and teaching strategies may be contributing factors to this. There is little evidence to evaluate the degree to which these concerns are justified. Objectives, To design and evaluate an assessment procedure that tests the progress of medical students in achieving a core level of knowledge in musculoskeletal medicine during the course. Participants and Setting, A stratified sample of 136 volunteer students from all 5 years of the medical course at Sheffield University. Methods, The progress test concept was adapted to provide a cross-sectional view of student knowledge gain during each year of the course. A test was devised which aimed to provide an assessment of competence set at the standard required of the newly qualified doctor in understanding basic and clinical sciences relevant to musculoskeletal medicine. The test was blueprinted against internal and external guidelines. It comprised 40 multiple-choice and extended matching questions administered by computer. Six musculoskeletal practitioners set the standard using a modified Angoff procedure. Results, Test reliability was 0.6 (Cronbach's ,). Mean scores of students increased from 41% in Year 1 to 84% by the final year. Data suggest that, from a baseline score in Year 1, there is a disparate experience of learning in Year 2 that evens out in Year 3, with knowledge progression becoming more consistent thereafter. All final year participants scored above the standard predicted by the Angoff procedure. Conclusions, This short computer-based test was a feasible method of estimating student knowledge acquisition in musculoskeletal medicine across the undergraduate curriculum. Tested students appear to have acquired a satisfactory knowledge base by the end of the course. Knowledge gain seemed relatively independent of specialty-specific clinical training. Proposals from specialty bodies to include long periods of disciplinary teaching may be unnecessary. [source] Evaluating for long-term impact of an environmental education program at the Kalinzu Forest Reserve, UgandaAMERICAN JOURNAL OF PRIMATOLOGY, Issue 5 2010C.W. Kuhar Abstract Although the importance of evaluating the effectiveness of conservation education programs cannot be underestimated, few evaluations of these programs and their resulting impact on the environment have been conducted. A partnership between scientists, educators, and local administrators on an evaluation program has been developed to evaluate a model of education program evaluation that includes short- and long-term evaluation of (1) knowledge and attitude change, (2) behavior change, and (3) positive biological impact. Previous work has shown short-term knowledge retention from this education program. In the current study follow-up evaluations were collected from students at 14 schools outside the Kalinzu Forest Reserve, Uganda. By comparing performance 30 days, 1 year and 2 years after the initial program we demonstrate that knowledge gain from this program is not transient. However, although knowledge is a prerequisite for appropriate conservation actions it does not guarantee appropriate behaviors will be performed. Anecdotal evidence of behavior change and positive biological impact is discussed within the context of the challenges with changing behavior and evaluating the true biological impacts of those behaviors. Ultimately, conservation professionals will need to partner with educators and social scientists to effectively measure the impact of conservation education and human-based conservation programs on primate populations and their habitat. Am. J. Primatol. 72:407,413, 2010. © 2009 Wiley-Liss, Inc. [source] Evaluation of phone-based genetic counselling in African American women using culturally tailored visual aidsCLINICAL GENETICS, Issue 2 2010T Pal Pal T, Stowe C, Cole A, Lee J-H, Zhao X, Vadaparampil S. Evaluation of phone-based genetic counselling in African American women using culturally tailored visual aids. Genetic counselling (GC) services for inherited breast and ovarian cancer (HBOC) are underutilized by African American (AA) women. We sought to evaluate factors associated with knowledge gain in a sample of AA women diagnosed with early-onset breast cancer, in whom GC for HBOC was provided, using a culturally targeted genetic counselling aid (GCA). Through a cancer registry-based study, phone-based GC for HBOC was offered to AA women with breast cancer ,50. A questionnaire to assess knowledge about HBOC was completed prior to GC. All women were provided a GCA about HBOC developed by the investigative team for use during the GC session. Following GC, a personalized summary letter was mailed to all study participants and the same knowledge questionnaire was completed. A total of 37 study participants completed the pre- and post-GC knowledge questionnaires with significant gains in knowledge following the GC process (p < 0.0001). Statistically significant factors associated with knowledge gain included earlier stage of diagnosis of breast cancer and education level. Our results indicate that phone-based GC supplemented by a culturally targeted visual aid is an effective means of improving knowledge about HBOC in young AA women with invasive breast cancer. [source] Comprehensive evaluation of an online tobacco control continuing education course in CanadaTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 4 2008Kirsten E. Sears MHSc Abstract Introduction: To respond to the increasing need to build capacity for planning, implementing, and supporting tobacco control strategies, an evidence-based, online continuing education (CE) course aimed at Canadian public health professionals was developed. The purpose of this study was to comprehensively evaluate the course, Tobacco and Public Health: From Theory to Practice (http://tobaccocourse.otru.org). Methods: Rossett and McDonald's revision of Kirkpatrick's four-level evaluation model for training programs guided the evaluation design. A pre-, post-, and follow-up single group design assessed immediate reactions to course modules, knowledge change and retention, practice change, and overall perceived value of the course. Six external peer reviewers evaluated course module content. Results: Fifty-nine participants completed all three course modules and the final online questionnaire at time 3, representing a response rate of 78%. Significant knowledge gains occurred between times 1 and 2 (p < 0.001). Although time 3 scores remained higher than time 1 scores for each module (p < 0.001), they decreased significantly between times 2 and 3 (p < 0.001). The majority of participants (93%) felt the topics covered were useful to their daily work. All but one participant felt the course was a good investment of their time, and nearly all participants (97%) stated they would recommend the course to others. Peer reviewers found that module content flowed well and was comprehensive. Discussion: This comprehensive evaluation was valuable both for assessing whether course goals were achieved and for identifying areas for course improvement. We expect this design would be a useful model to evaluate other online continuing education courses. [source] | |||||||||||||