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Nominal Group Technique

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This presentation was given at the ER-WCPT Conference in Vienna in November 2013.

Published in: Education, Health & Medicine
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Nominal Group Technique

  1. 1. The Use of the Nominal Group Technique Consensus Development Method for the Evaluation of Learning, Teaching & Assessment Heather Gray ProfD MSc FHEA Brenda Bain MPhil FHEA Sivaramkumar Shanmugam PhD MSc FHEA
  2. 2. Nominal Group Technique (NGT) Consensus development method (Van de Ven & Delbecq, 1972) Facilitates groups in ideas generation, decision-making & priority setting
  3. 3. Competences required of physiotherapy students during first-year placements (Steward, 2001) Occupational health nurses’ perceptions of their education & training needs (Bamford & Warder, 2001) Factors affecting quality & capacity in clinical education in radiography (Williams et al, 2006) Evaluation of a special study module in literature & medicine (Lancaster et al, 2002) Evaluation of the teaching & assessment of mental health nurses’ inter-personal skills (Perry & Linsley, 2006) Learners’ perceptions of a medical education course’s strengths and weaknesses (Dobbie et al, 2004) NGT Examples in Healthcare Education
  4. 4. Sample NGT Questions from Physiotherapy What were the most beneficial aspects of the Vocational Rehabilitation module? What issues do international students on the MSc Physiotherapy programme have with written coursework feedback? How could your self-directed learning be improved in the Neurorehabilitation module?
  5. 5. Stages of NGT Group Meeting 1. Private generation of responses 2. Master list compilation 3. Item clarification 4. Merging of similar items 5. Silent private ranking of top 5 items 6. Ranked results shared with the group
  6. 6. Benefits of NGT for Participants Prevents dominant members controlling Ensures relatively equal participation Increases group productivity Mitigates status of group members Protects participants’ views
  7. 7. Benefits of NGT for Group Facilitator Superior to focus groups Prioritised list generated Immediate results available Results can be compared to other groups Qualitative & quantitative results Cost effective
  8. 8. Most Beneficial Aspects of Vocational Rehabilitation Module Rank Position Topic Median Rank 1 Coverage of the Systems Approach 4.0 2 How to carry out a workplace assessment (theory) 3.5 3 Conducting a real-life workplace assessment & presenting findings 3.0 4 Provision of workbook 3.0 5 Role play of work-focussed interview 2.0
  9. 9. Issues with Written Assessment Feedback for International MSc Students Rank Position Topic Median Rank 1 Lack of clarity of feedback provided 5.0 2 Late timing of feedback 4.0 3 Confusion regarding coursework presentation 2.0 4 Lack of clarity in assignment instructions 1.0
  10. 10. Suggestions for Improving Self-Directed Learning in Neurorehabilitation Module Rank Position Topic Median Rank 1 To provide a framework for analysing video-clips 4.5 2 To provide answers for video-clip case studies 4.0 3 Access to PowerPoint slides prior to classes 2.5 4 To make directed reading more specific 2.0 5 Provide access to tutorial PowerPoint slides immediately after class 1.0
  11. 11. My Top 5 Reasons for Using NGT 1. User guides available 2. Time efficient 3. Solutions focussed 4. Transparent results 5. Students & staff like it!
  12. 12. Bedtime Reading Delbecq, A. 1975. Group techniques for program planning: a guide to nominal group and Delphi processes. Glenview Ill., Scott Foresman. Dunham, R.B. 1998, Nominal group technique: A users' guide [online]. Available at: http://www.peoplemix.com/documents/general/ngt.pdf Fox, W.M. 1993, "The improved nominal group technique (INGT)", Journal of Management Development, Vol. 8, no. 1, pp. 20-27. Varga-Atkins , V., Bunyan, N., Fewtrell, R., McIsaac, J. 2011 The NGT– a practical guide for Facilitators, Liverpool University. Available at: http://www.slideshare.net/tundeva/the-nominal-group-technique-a- practical-guide-for-facilitators
  13. 13. The Use of the Nominal Group Technique Consensus Development Method for the Evaluation of Learning, Teaching & Assessment Heather Gray ProfD MSc FHEA Brenda Bain MPhil FHEA Sivaramkumar Shanmugam PhD MSc FHEA

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