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Selected AbstractsModeling Passing Rates on a Computer-Based Medical Licensing Examination: An Application of Survival Data AnalysisEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 3 2004André F. de Champlain The purpose of this article was to model United States Medical Licensing Examination (USMLE) Step 2 passing rates using the Cox Proportional Hazards Model, best known for its application in analyzing clinical trial data. The number of months it took to pass the computer-based Step 2 examination was treated as the dependent variable in the model. Covariates in the model were: (a) medical school location (U.S. and Canadian or other), (b) primary language (English or other), and (c) gender. Preliminary findings indicate that examinees were nearly 2.7 times more likely to experience the event (pass Step 2) if they were U.S. or Canadian trained. Examinees with English as their primary language were 2.1 times more likely to pass Step 2, but gender had little impact. These findings are discussed more fully in light of past research and broader potential applications of survival analysis in educational measurement. [source] Language and Regional Differences in Evaluations of Medicare Managed Care by HispanicsHEALTH SERVICES RESEARCH, Issue 2 2008Robert Weech-Maldonado Objectives. This study uses the Consumer Assessments of Healthcare Providers and Systems (CAHPS®) survey to examine the experiences of Hispanics enrolled in Medicare managed care. Evaluations of care are examined in relationship to primary language (English or Spanish) and region of the country. Data Sources. CAHPS 3.0 Medicare managed care survey data collected in 2002. Study Design. The dependent variables consist of five CAHPS multi-item scales measuring timeliness of care, provider communication, office staff helpfulness, getting needed care, and health plan customer service. The main independent variables are Hispanic primary language (English or Spanish) and region (California, Florida, New York/New Jersey, and other states). Ordinary least squares regression is used to model the effect of Hispanic primary language and region on CAHPS scales, controlling for age, gender, education, and self-rated health. Data Collection/Extraction Methods. The analytic sample consists of 125,369 respondents (82 percent response rate) enrolled in 181 Medicare managed care plans across the U.S. Of the 125,369 respondents, 8,463 (7 percent) were self-identified as Hispanic. The survey was made available in English and Spanish, and 1,353 Hispanics completed one in Spanish. Principal Findings. Hispanic English speakers had less favorable reports of care than whites for all dimensions of care except provider communication. Hispanic Spanish speakers reported more negative experiences than whites with timeliness of care, provider communication, and office staff helpfulness, but better reports of care for getting needed care. Spanish speakers in all regions except Florida had less favorable scores than English-speaking Hispanics for provider communication and office staff helpfulness, but more positive assessments for getting needed care. There were greater regional variations in CAHPS scores among Hispanic Spanish speakers than among Hispanic English speakers. Spanish speakers in Florida had more positive experiences than Spanish speakers in other regions for most dimensions of care. Conclusions. Hispanics in Medicare managed care face barriers to care; however, their experiences with care vary by language and region. Spanish speakers (except FL) have less favorable experiences with provider communication and office staff helpfulness than their English-speaking counterparts, suggesting language barriers in the clinical encounter. On the other hand, Spanish speakers reported more favorable experiences than their English-speaking counterparts with the managed care aspects of their care (getting needed care and plan customer service). Medicare managed care plans need to address the observed disparities in patient experiences among Hispanics as part of their quality improvement efforts. Plans can work with their network providers to address issues related to timeliness of care and office staff helpfulness. In addition, plans can provide incentives for language services, which have the potential to improve communication with providers and staff among Spanish speakers. Finally, health plans can reduce the access barriers faced by Hispanics, especially among English speakers. [source] A Systemic Approach to Culturally Responsive Assessment Practices and EvaluationHIGHER EDUCATION QUARTERLY, Issue 3 2010June Slee In an earlier paper, Slee and Keenan demonstrated that it was possible for tertiary education institutions to design culturally responsive assessment procedures that complied with standardised assessment policy. The authors' paper described Growing Our Own, an initiative between Charles Darwin University and Northern Territory Catholic Education, which in 2009 began preparing in situ Indigenous teacher assistants for teacher qualification in very remote schools in the Northern Territory, Australia. The paper demonstrated that the university assessment policy accommodated Indigenous learning, reflecting students' culture, remote learning context, world experience, primary language, family and community values and entry-level competencies. This article is a systemic response to recommendations arising from a recent external evaluation of Growing Our Own and seeks to demonstrate how the project's approaches meet university assessment rules yet fit within a culturally valid framework. [source] The Discursive Malleability of an IdentityJOURNAL OF LINGUISTIC ANTHROPOLOGY, Issue 1 2006Chaise LaDousa This article employs a dialogic approach, in the parlance of Bakhtin, to explore the ways in which a school smedium,its primary language of instruction, has become a major category of identity in North India. Many people describe themselves and others by invoking attendance at either a Hindi- or English-medium school. The first task of this article is to account for what Bakhtin callscentripetal forcesthat enable people at different positions in terms of class or school experience to use a common duality of Hindiversus English-medium and its attendant social resonances. The second task is to account for the abilities of a teacher to question the inevitability of the medium divide and to radically reframe what is important about schooling. Her abilities derive, in part, from her experiences with schools, attesting to Bakhtin s insight that centripetal forces in language are never total, and that centrifugal forces arise from complex engagements with institutions. [source] Information provision to clients with stroke and their carers: Self-reported practices of occupational therapistsAUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 3 2010Louise Gustafsson Background:,The literature promotes the use of a wide range of educational materials for teaching and training clients with chronic conditions such as stroke. Client education is a valuable tool used by occupational therapists to facilitate client and carer ability to manage the stroke-affected upper limb. The aim of this study was to identify what information was provided to clients and carers, how this information was delivered, when the information was delivered and the client factors that influenced the method of information provision. Methods:,Convenience and snowball sampling was used to recruit occupational therapists working in stroke. Twenty-eight participants completed the study questionnaire anonymously and their responses were summarised descriptively. Results:,There was a clinically important trend for carers to receive less information than clients. Written and/or verbal information was the favoured method for delivering information related to handling (57%), soft-tissue injury minimisation (46.4%) and oedema management (50%). Information was delivered with decreasing frequency from admission (86%) to discharge (64%). More than 90% of participants indicated that the client's cognitive ability, visual ability, level of communication, primary language and perceptual ability were considered prior to the delivery of information. Discussion:,Participants regularly conveyed information to clients and carers with respect to management of the stroke-affected upper limb. However, an increased emphasis on the development of practical self-management skills, awareness of the impact of personal factors and a timeline for information provision may prove useful. [source] | |||||||||||||