My 2007 Alliance for CME conference presentation, later presented as an ACME webinar, that reviews strategies to measure continuing medical education outcomes. Was voted as a "Best of Conference" presentation, and included in the 2007 ACME “Best of Sessions Compilation CD.”
American Public Health Association- Annual Meeting 2014 Presentation scherala
Title: Using Quantitative Data to focus Medical Home Facilitation Interventions in the Massachusetts Patient Centered Medical Home Initiative (MA PCMHI)
American Public Health Association- Annual Meeting 2014 Presentation scherala
Title: Using Quantitative Data to focus Medical Home Facilitation Interventions in the Massachusetts Patient Centered Medical Home Initiative (MA PCMHI)
What is implementation science and why should you careLisa Muldrew
This seminar will discuss the emerging field of implementation science with a focus on its application within clinical settings. Topics will include an overview of implementation science, how implementation science is positioned within the translation continuum, common conceptual models and analytic frameworks used in implementation science and a study example.
An Introduction Patient Reported Outcome Measures (PROMS)Keith Meadows
An introduction to the key concepts of patient Reported Outcome Measures, including reliability and validity, generic versus disease specific,selection criteria and their adaptation for different cultural groups.
Program required by St. Clair County Community College in order for their students to mentor/ride along during his/her Basic EMT or Paramedic Program. Covers rules and regulations monitored by the college and addresses expectations of student and preceptor.
Evidence Based Practice is the integration of clinical expertise, patient values, and the best research evidence into the decision making process for patient care.
Clinical expertise refers to the clinician’s cumulated experience, education and clinical skills. The patient brings to the encounter his or her own personal preferences and unique concerns, expectations, and values.
The best research evidence is usually found in clinically relevant research that has been conducted using sound methodology.
What is implementation science and why should you careLisa Muldrew
This seminar will discuss the emerging field of implementation science with a focus on its application within clinical settings. Topics will include an overview of implementation science, how implementation science is positioned within the translation continuum, common conceptual models and analytic frameworks used in implementation science and a study example.
An Introduction Patient Reported Outcome Measures (PROMS)Keith Meadows
An introduction to the key concepts of patient Reported Outcome Measures, including reliability and validity, generic versus disease specific,selection criteria and their adaptation for different cultural groups.
Program required by St. Clair County Community College in order for their students to mentor/ride along during his/her Basic EMT or Paramedic Program. Covers rules and regulations monitored by the college and addresses expectations of student and preceptor.
Evidence Based Practice is the integration of clinical expertise, patient values, and the best research evidence into the decision making process for patient care.
Clinical expertise refers to the clinician’s cumulated experience, education and clinical skills. The patient brings to the encounter his or her own personal preferences and unique concerns, expectations, and values.
The best research evidence is usually found in clinically relevant research that has been conducted using sound methodology.
Similar to Alliance 2007 "Best of Conference" Presentation and Webinar: Beyond Theory: Practical Tools to Tackle Educational Outcomes Evaluation, Wendy Turell
HealthEd and Amylin EXL Digital Pharma West 2011HealthEd
"Return On Education" presentation by HealthEd and Amylin Pharmaceuticals, EXL Digital Pharma West 2011, San Francisco. Presenters: Susan Eno Collins and Susan M. LaRue
CORE Group Fall Meeting 2010. The Program Assessment Guide, Structuring Contextual Knowledge and Experience to Improve the Design, Delivery and Effectiveness of Nutrition Interventions.
This is a presentation from the 2013 American Academy of Pediatrics National Conference and Exhibition that discusses Maintenance of Certification, Quality Improvement and Electronic Health Records
QUESTION 1What are the main streams of influence, according to.docxmakdul
QUESTION 1
What are the main streams of influence, according to the Theory of Triadic Influence? Please provide examples factors/attributes that belong to each of those streams. What is the relationship/correlation between each of those streams?
Your response should be at least 200 words in length.
QUESTION 2
The PRECEDE-PROCEED approach has several key assessment/diagnosis phases. Please describe the epidemiological assessment. What are some key sources of data used in this assessment? Which main questions is this assessment is trying to address/answer?
Your response should be at least 200 words in length.
QUESTION 3
What specific questions the evaluators are bringing forward as they are trying to collect the necessary evaluation data? What are the three main types of evaluation discussed in the PRECEDE-PROCEED approach? What is each of them trying to identify, measure, evaluate?
Your response should be at least 200 words in length.
QUESTION 4
What are some of the key assumptions behind the PRECEDE-PROCEED approach? What are some of the key benefits of using this approach? What are some of the “real-life” examples of using this approach?
Your response should be at least 200 words in length.
Unit Lesson Study Guide
In Unit 4, we will continue to discuss health behavior and its association with factors that could influence such behaviors. These types of influences are referred to as multilevel factors of behaviors, and they typically fall into five main categories:
1. individual factors,
2. inter-personal factors,
3. organizational factors,
4. community factors, and
5. policy factors
Consider the following scenario:
A 50-year-old man may purposely postpone getting a prostate cancer test because he is scared of finding out that he may have prostate cancer. This is an example of an individual- level factor. However, we need to look into this further and consider the following: his inaction might also be influenced by his primary physician’s failure to actually recommend and insist that he would need to take the prostate test. Another factor might be the difficulty of scheduling an appointment due to either unavailable equipment or the unavailability of staff at his local clinic. Another limiting factor could be that the fee for the exam is so high he cannot afford it, and his insurance does not cover this type of procedure. Thus, all these interpersonal, organizational, and policy factors are influencing this man’s behavior to not complete the prostate test. Therefore, for health promotion practitioners, it is very important to be aware of all these factors so effective change strategies or interventions can be prescribed.
One of the multilevel theories that will be discussed is the Theory of Triadic Influence (TTI). TTI behaviors arise due to one’s current social situation, general cultural environment, and their personal characteristics. Any health-related behaviors are influenced by an individual’s decisions.
What wo ...
An easy-to-use template and guide for Critical Appraisal
Similar to Alliance 2007 "Best of Conference" Presentation and Webinar: Beyond Theory: Practical Tools to Tackle Educational Outcomes Evaluation, Wendy Turell (20)
6. Outcomes-Based Educational Model Design Program for Maximum Impact Needs Assessment Identify Optimal Outcomes (based on educational gap) Outcomes Assessment & Program Evaluation Outcomes-Based Learning Objectives Needs Assessment
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9. Reach for Greater Heights in Measurement LEVEL 5 PATIENT HEALTH LEVEL 4 PERFORMANCE LEVEL 3 LEARNING LEVEL 2 SATISFACTION LEVEL 1 PARTICIPATION LEVEL 6 POPULATION HEALTH Moore DE. A framework for outcomes evaluation. In: Davis D. Barnes BE, Fox R, eds. The Continuing Professional Development of Physicians: From Research to Practice. Chicago: AMA Press: 2003.
13. Sample Study Plan Study Subjects Survey Administration Survey Design Experimental Group Control Group (optional) Case-Based Questions Knowledge- Based Questions Pre-Test Staggered Post-Test Different options to assess learning and behavior change
I Measurement and CME An Outcomes-Based Educational Model Rationale Overview II Educational Outcomes Evaluation: Methodology Pre and Post-testing Experimental and Control Groups III Sample Approaches to Study Design Symposium,Journal Supplement,Online Activity,Podcast IV Questions and Answers
Return on Education (ROE) Educational dollars should be spent on effective education Guide for future programming What formats and strategies work best? Protection within CME guidelines Proof of educational effectiveness
Integrated program planning progress
Levels 1: Participant Satisfaction and Program Quality Measures No longer enough per ACCME and many grantors Level 2: Change (or intent to change) in Knowledge, Attitudes, or Skills Intent to change- has been shown to correlate with actual behavior change Level 3: Self-Reported Behavior Change Can be Captured via “staggered” post-tests administered weeks to months after activity completion Note : just because something is subjective does not mean it’s wrong – We just have less confidence in these results than we would if we used objective variables
Level 4: Change in Practice Ex: chart reviews – may not capture every behavior – record keeping varies by institution & practice Level 5: Change in Treatment Outcomes or Health Status of Patients Best matched with CME activity that has strong impact (multiple exposures, major intervention) -you won’t likely find a change in patient outcome via a one-hour live symposium with 100 participants. Best matched for a series, a larger sweeping initiative in a health-care system, etc.
I would fix the visuals on this and put in a build have different colors for each box- make it a bit more interactive. Make sure you say that when you can recurring medical education initiatives- you must have the same evaluation-same outcomes analysis plan- that you can compare in terms of success to other educational initiatives
mail, online link, snail mail)
You don’t have to poll everyone! Effect Size – magnitude of effect under study Power Calculation How to Estimate without having a statistics degree Rules of Thumb: If you have <30 participants, try to sample all of them
Encourage participation We want to reach our target “n” Recommended If you plan to use a control group Should be “medically relevant” They are permitted in CME AMA guidelines- Incentives not to exceed $100.00 Unwritten guidelines- Do not exceed $25.00/survey Avoid the perception of coercion SAME INCENTIVES TO BOTH GROUPS
Obtaining contact information for pretest contact Live Can offer pre-tests as participants arrive in room, but this may be awkward and logistically difficult ARS Enduring Materials May be more practical to skip the pre-test (validity may suffer) Funding Limitations Grantor concerns Pre-tests Incentives Can always skip incentives (note: validity may suffer due to lower enrollment) Objectivity