The document discusses improving the impact and effectiveness of continuing medical education (CME). It notes that passive learning approaches are generally not effective and interactive CME with feedback is more likely to change physician performance. The document advocates moving from passive to performance-based CME and providing opportunities for practice and feedback. It provides strategies for CME providers to focus on clinical problems, learning stages, and start with desired outcomes in mind.
The focus of assessment has permeated our lives and, in that, we have been on a mission to collect data to demonstrate students are learning. So now what? Was the data collected as useful as you thought it would be? Did you or your faculty change their courses, programs, or teaching strategies based on the data? Join us to discuss if what we collect is chaos or making a difference. Presenters: Gil Linne, Dean, College of Social Sciences, University of Phoenix (AZ), and Beth Patton, Associate Dean, College of Natural Sciences, University of Phoenix (AZ).
Adapting Assessment Practices for Student LeadersAmma Marfo
A structured conversation conducted with Dr. Adam Peck of Stephen F. Austin University, in conjunction with Student Affairs Assessment Leaders.
For many student affairs professionals, the responsibility of collecting assessment has been an added job for which they fear they may not have sufficient time or energy to devote. Additionally, many don’t feel expert in these methodologies. Many are far more comfortable with their role as educators in helping students develop new competencies and make new discoveries. This webinar discussed some practical approaches to training student leaders to conduct valid programmatic and learning outcomes assessment in ways that benefit both students and the programs they care about most.
Formative assessment
“Any task or activity which creates feedback (or feedforward) for students about their learning. Formative assessment does not carry a grade which is subsequently used in a summative judgement.”
Formative feedback
Formative feedback is any information, process or activity which affords or accelerates student learning based on comments relating to either formative or summative assessment activities.”
Irons (2008:7):
Handout from panel session on "Supporter/Provider Expectations Panel — How they Can Work Together to Better Align Expectations" at the CBI’s 11th Forum on Independent Medical Education and Grants (
The focus of assessment has permeated our lives and, in that, we have been on a mission to collect data to demonstrate students are learning. So now what? Was the data collected as useful as you thought it would be? Did you or your faculty change their courses, programs, or teaching strategies based on the data? Join us to discuss if what we collect is chaos or making a difference. Presenters: Gil Linne, Dean, College of Social Sciences, University of Phoenix (AZ), and Beth Patton, Associate Dean, College of Natural Sciences, University of Phoenix (AZ).
Adapting Assessment Practices for Student LeadersAmma Marfo
A structured conversation conducted with Dr. Adam Peck of Stephen F. Austin University, in conjunction with Student Affairs Assessment Leaders.
For many student affairs professionals, the responsibility of collecting assessment has been an added job for which they fear they may not have sufficient time or energy to devote. Additionally, many don’t feel expert in these methodologies. Many are far more comfortable with their role as educators in helping students develop new competencies and make new discoveries. This webinar discussed some practical approaches to training student leaders to conduct valid programmatic and learning outcomes assessment in ways that benefit both students and the programs they care about most.
Formative assessment
“Any task or activity which creates feedback (or feedforward) for students about their learning. Formative assessment does not carry a grade which is subsequently used in a summative judgement.”
Formative feedback
Formative feedback is any information, process or activity which affords or accelerates student learning based on comments relating to either formative or summative assessment activities.”
Irons (2008:7):
Handout from panel session on "Supporter/Provider Expectations Panel — How they Can Work Together to Better Align Expectations" at the CBI’s 11th Forum on Independent Medical Education and Grants (
Banking dissatisfaction remains a critical issue months after the Bank Transfer Day protest movement urged consumers to switch to community banks and credit unions. About 11% of consumers indicate they are likely to switch primary financial institutions in the 2012, putting $675 billion in deposits at risk, according to Javelin’s 2012 FI Vulnerability Index. Citibank and Bank of America are the most vulnerable giant banks by far, with as many as one in four customers at risk of switching.
https://www.javelinstrategy.com/brochure/255
The Kirkpatrick Model is probably the best known model for analyzing and evaluating the results of training and educational programs. It takes into account any style of training, both informal or formal, to determine aptitude based on four levels criteria.
Medical Education, Feedback, Undergraduates, Feedback for written exam and assignments, feedback for oral presentations, feedback for laboratory experience
CH 8 Instructional Leadership and Change.pdfVATHVARY
Define instructional leadership.
List and summarize the main characteristics of instructional change.
List a series of processes and procedures that instructional leaders can use to implement and sustain change initiatives.
How do you create the people that must lead after you are gone? How do you prepare subordinates for advancement? How can you insure that you have the depth of personnel you need for the future? This course is focused on developing talent and not hiring talent. If you want to learn how to develop good people, then this class will help you learn the skills needed.
Collecting Information Please respond to the followingUsi.docxmary772
"Collecting Information" Please respond to the following:
Using your evaluation plan, describe it briefly and discuss the appropriateness, benefits, and limitations of using two of the following designs: (a) case study, (b) time-series, (c) causal –pre- and posttest, (d) comparison.
"Evaluation Designs" Please respond to the following:
Since it is usually impossible to evaluate the whole population of a large program, evaluators must select samples. Using your evaluation plan, discuss the possible benefits and limitations of selecting a random sample or using purposive sampling to obtain the target population.
THIS IS THE PROGRAM EVALUATION
Program Evaluation Approach for Education
Student`s Name
Instructor
Institutional Affiliation
Course
Date
The program evaluation is a viable mechanism that is used in schools that seek to strengthen the quality ofeducation that they offer as well as improving the outcomes of the students. Today, many approaches that are used in the evaluation focus on education and especially about the key features of the program that will be evaluated. This paper will seek to describe the planned approach as it applied in education as well as the rationale for the strategy, description of the question areas and their rationale and finally the stockholders and the reasons they should be involved as well as the ways that can be used in obtaining their involvement.
Description
and Rationale
the Program Evaluation Approach
The Tylerian evaluation approach usually has a significant influence on both evaluation and education. His theory foresaw the concepts that will be used in today`s world in the improvement and multiple as the means of assessment. He defined the objectives as a way for the teachers to explain what they wanted to teach in the classes(Posavac, 2015). Through stating the goals in terms of what the students should do, Tyler believed that the teachers should plan more on their curricula so that they can be able to achieve more. Tyler eventually defined the program evaluation approach as a process of determining how best one is achieving its objectives (Jacobs, 2017). In the evaluation process, one should consider the following steps; establishment of the broad goals as well as the objectives, classifying the goals, define the objectives in terms of behavior, finding situation in which the achievement of the targets can be shown, development of the required measurement techniques, collecting the performance data and eventually compare the performance of the data with the behaviors that have been stated in the objectives.
Description of the
Question and their Rationale
Some of the description questions that can be asked on the process are why is there a discrepancy?
The discrepancy in education is the model that is usually used in the determination of whether a child is eligible for education. It usually refers to the mismatch between the child`s intellectual ability and their progres.
Evaluating the training programs PPT: The Four levels ( Kirkpatrick's Four-Le...mpavi257
Level 4 is the final level of the Kirkpatrick model of training evaluation. It seeks to measure changes in business performance that have come about through learners applying their new learning to the workplace.
For organisation leaders in particular, this may be regarded as where the bottom-line value of training lies. However, gathering evaluation data at this level is a complex task which involves measuring the impact of training on business performance measures as reported by learners’ managers and other key stakeholders.
The specific performance measures used will depend on the individual organisation and, crucially, on the agreed objectives and expectations of outcomes from the training programme.
Examples of measures include changes to:
productivity/output rates
sales volumes
employee turnover rates
customer satisfaction and retention rates
number of customer complaints
wastage rates
non-compliance
rate of accidents per year
number of sick-absence days per month
number of cancelled training days/sessions
recruitment costs.
In many organization's some or all of these will be in place alongside other performance measures within existing management systems and reporting.
The communication plan designed in AET/560 gives a vivid description of how change agents should effectively communicate and implement a new training program.
purpose of sharing "evaluation of program/ learner" is to develop better understanding about evaluation program for students who are striving hard to get the easy and useful material that can help them to achieve better result in their academics. In this presentation, we have done our best to fulfil the need of students and make it easy to understand for students.
BSN students can specifically get help form this ppt as it is include in their curriculum
This presentation discusses the purpose/goals, phases, principles, tactics, use of technology, etc. when developing a communication plan during an organizational change process
Training Impact assessment or capacity development impact assessment pdfJayanta Dutta
The document contains details of concept, methods and approaches of training impact assessment which will be helpful for M.Sc(Agri) students under the course titled Capacity Development. The examples given in the document will help the students to understand the concept well.
Similar to Moore than Outcomes Levels (Guerrero & Abdolrasulnia) (20)
Moore than Outcomes Levels (Guerrero & Abdolrasulnia)
1. H E A T H E R G U E R R E R O , M A , C C M E P
S R . M A N A G E R I M E
M A Z I A B D O L R A S U L N I A , P H D –
P R E S I D E N T , M . C O N S U L T I N G , L L C
MOORE THAN
OUTCOMES LEVELS:
A CONVERSATION
2. • “Interactive CME that engages learners, helps them
reflect on current practices, identifies a gap between
their current performance and a standard, and then
requires them to practice what they are learning with
feedback to close that gap tend to be more effective
in changing performance. ”
• CME should be based on assessed need
• Passive approaches to learning are generally not
effective in changing physician behaviour
• Multifaceted activities that combine several different
interventions have been shown to be effective
IMPROVING IMPACT OF EDUCATION
• Challenge is to truly create impactful education
• Then, the next step is measuring that impact
• How you design education key to making an impact
Current
approaches
not useful
Move to
performance-
based CME
Single most
important
change
1. Moore et al. Achieving Desired Results and Improved Outcomes: Integrating Planning and
Assessment Throughout Learning Activities. JCEHP. 29(1):1 – 15, 2009
3. TAKE ACTION
• Bring the four strategies to your next staff meeting and
discuss where you are doing this well and where you
could improve
• Assign someone to be your resident feedback expert
• Stay abreast of how feedback is being given, successes and
failures
• Let that person review all proposals to see if there is a better
way to incorporate feedback
• Add feedback to your evaluation form or process for
reviewing proposals to fund
• Make it a organizational goal to know what is being
done in the CME community around feedback
• Put together a paper or presentation with your findings
3
4. • Focus on clinical problems and knowledge used in practice
• Take into account physician stages in learning
4 STRATEGIES FOR CME PROVIDERS
• Start with the end in mind1.
2.
3.
1. Moore et al. Achieving Desired Results and Improved Outcomes: Integrating Planning and
Assessment Throughout Learning Activities. JCEHP. 29(1):1 – 15, 2009
• Provide opportunities for practice and feedback in authentic
settings3.
Editor's Notes
HG starts with the inspiration for this talk – these are the forgotten points of Moore’s articleMazi jumps in with discussion of importance of feedback and some examples he has seenHG provides additional examplesMazi talks about MOC and MOL and now the ACA – all press this issue about changeHG action itemsBoth wrap up
Planning for outcomes (not done as an after thought)Taken directly from Moore’s paper – pg. 12
Planning for outcomes (not done as an after thought)Taken directly from Moore’s paper – pg. 12
Planning for outcomes (not done as an after thought)Taken directly from Moore’s paper – pg. 12
Discussion points for trying out what was learned and incorporating what was learned into praticeSounds so neat and tidy, but we all know its not. There are a lot of cracks or pitfalls the learner could fall into. That last step may or may not haopen.
Moore goes on to say that their approach outlined in the article shows how to do this – practice what they are learning and receive feedback from faculty experts
Planning for outcomes (not done as an after thought)Taken directly from Moore’s paper – pg. 12
Planning for outcomes (not done as an after thought)Taken directly from Moore’s paper – pg. 12