Class session 2
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This document summarizes a class session on curriculum design in medical education. The agenda includes examining a completed curriculum, planning a needs assessment, and conducting their own needs assessment. A needs assessment identifies necessary knowledge and skills to achieve educational goals. Components of an educational gap include what is happening, what should be happening, the cause, and symptoms. Needs assessment approaches include strategic, competency-based, job/task analysis, and training/educational. Data gathering strategies are interviews, focus groups, surveys, observation, and extant data. Students examine scenarios and choose one to assess, assigning roles. Questions are provided to discuss the needs assessment planning. Students find partners outside their specialty to share curriculum design ideas and needs assessment plans.
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Similar to Class session 2
Class session 2
The document summarizes a class session on curriculum design in medical education. The agenda includes examining a completed curriculum, planning a needs assessment, and conducting their own needs assessment. A needs assessment identifies necessary knowledge and skills to achieve educational goals. Components of an educational gap include what is happening, what should be happening, the cause, and symptoms. Approaches include strategic, competency-based, job/task analysis, and training/educational needs assessments. Data gathering strategies are interviews, focus groups, surveys, observation, and extant data. Students choose a scenario to work on in groups and consider questions about designing the educational experience.
Class session 2
The document summarizes a class session on curriculum design in medical education. The agenda includes examining a completed curriculum, planning a needs assessment, and conducting their own needs assessment. A needs assessment identifies necessary knowledge and skills to achieve educational goals. Components of an educational gap include what is happening, what should be happening, the cause, and symptoms. Approaches include strategic, competency-based, job/task analysis, and training/educational needs assessments. Data gathering strategies are interviews, focus groups, surveys, observation, and extant data. Students choose a scenario to work on in small groups and consider questions about designing the educational experience.
Class session 2
This document summarizes a class session on curriculum design in medical education. The agenda includes addressing questions, examining a completed curriculum, and planning a needs assessment. A needs assessment identifies necessary knowledge and skills to achieve educational goals. It determines the nature and extent of problems and how to solve them. A needs assessment examines what is happening, what should be happening, and the gap between them. It identifies causes and symptoms of problems. Different types of needs assessments and data gathering strategies like interviews and surveys are discussed. Students work in groups to plan a needs assessment for a scenario and consider questions about designing an educational experience based on their assessment.
Class session 2.2.16
This class session covered conducting a needs assessment for curriculum design. It discussed defining a needs assessment, the key components to examine which are what is happening, what should be happening, the causes of problems, symptoms, and gaps. Data gathering strategies mentioned were interviews, focus groups, surveys, observation, and reviewing extant literature. Students were then instructed to partner with someone outside their specialty to share ideas for a targeted needs assessment for a course or learning experience. They were to present their answers to planning questions to conduct the needs assessment. The session concluded discussing revisiting curriculum development processes and methods to address any deficiencies found.
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This document provides an overview of action research. It defines action research as a systematic inquiry conducted by educators to gather information about how schools operate, how teachers teach, and how students learn, with the goal of immediate application and problem-solving in a local setting. The document discusses the importance of action research, including that it deals with specific problems, provides timely results, allows educators to improve practices, and promotes collaboration. It also contrasts action research with fundamental research, noting differences in their goals and methodologies. Finally, it outlines the typical steps involved in conducting action research, such as identifying problems, reviewing literature, determining methods, and analyzing results.
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This document provides an overview of educational research. It discusses the scientific method and its application to educational research. There are four main sections that cover the scientific method, classifying research by purpose and method, and examples of research types. Both quantitative and qualitative research methods are described, along with their characteristics and designs. The purposes of research include basic, applied, evaluation, research and development, and action research. Quantitative designs include descriptive, correlational, experimental, causal-comparative, and single subject. Qualitative designs include narrative and ethnography.
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This document provides an overview of educational research. It discusses five ways of knowing, including personal experience, tradition, experts/authorities, inductive reasoning, and deductive reasoning. The scientific method aims to explain, predict, and control phenomena through problem recognition, hypothesis formulation, data collection, analysis, and conclusions. Educational research applies this method to study educational problems. Research is classified by purpose, including basic, applied, evaluation, research and development, and action research. It is also classified by method, including quantitative and qualitative approaches. Quantitative methods use numerical data and large sample sizes to describe, investigate relationships, and study causes and effects. Common quantitative designs are descriptive, correlational, causal-comparative, experimental, and single
Educational Research.PPT
This document provides an overview of educational research. It discusses five ways of knowing, including personal experience, tradition, experts/authorities, inductive reasoning, and deductive reasoning. The scientific method aims to explain, predict, and control phenomena through problem recognition, hypothesis formulation, data collection, analysis, and conclusions. Educational research applies this method to study educational problems. Research is classified by purpose, including basic, applied, evaluation, research and development, and action research. It is also classified by method, including quantitative and qualitative approaches. Quantitative methods use numerical data and large sample sizes to describe, investigate relationships, and study causes and effects. Common quantitative designs are descriptive, correlational, causal-comparative, experimental, and single
educational research by Gay, Mils and Alrasian
This document provides an overview of educational research. It discusses five ways of knowing, including personal experience, tradition, experts/authorities, inductive reasoning, and deductive reasoning. The scientific method aims to explain, predict, and control phenomena through problem recognition, hypothesis formulation, data collection, analysis, and conclusions. Educational research applies this method to study educational problems. Research is classified by purpose, including basic, applied, evaluation, research and development, and action research. It is also classified by method, including quantitative and qualitative approaches. Quantitative methods use numerical data and large sample sizes to describe, investigate relationships, and study causes and effects. Common quantitative designs are descriptive, correlational, causal-comparative, experimental, and single
Objective, Module, Study Guide.pptx
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Ch01 intro
This document provides an overview of educational research methods. It discusses five ways of knowing, including personal experience, tradition, experts, logic, and the scientific method. The scientific method aims to explain, predict and control phenomena through problem recognition, hypothesis formulation, data collection, analysis and stating conclusions. Educational research applies this method to study educational problems. The document also classifies research by purpose, including basic, applied, evaluation, research and development, and action research. Additionally, it describes quantitative and qualitative research methods, and provides examples of descriptive, correlational, causal-comparative, experimental and single subject quantitative research designs.
Class 6 research quality in qualitative methods 3 2-17
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Evaluating Teaching in Higher Education
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The National Center on Response to Intervention and Implementation Science: B...
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20171023 The Train-the-Trainer Model 1-1 Taiwan-USA Experience -- Educating ...
20171023 The Train-the-Trainer Model 1-1 Taiwan-USA Experience -- Educating ...R.O.C.Ministry of Health and Welfare
20171023 The Train-the-Trainer Model 1-1 Taiwan-USA Experience -- Educating Taiwan Interprofessionals -to be Teachers of CaregiversCkass 2 determining a research question
This document provides an overview of the scholarship of teaching and learning (SoTL). It discusses Weston and McAlpine's continuum of growth toward SoTL, which outlines increasing levels of engagement and expertise in SoTL from developing personal knowledge of one's own teaching to conducting significant research on teaching and learning. The document also discusses quantitative, qualitative, and mixed methods approaches that can be used in SoTL and provides examples. Key aspects of rigor and quality in research are outlined for quantitative and qualitative methods. The quantitative-qualitative debate in medical education research is also briefly discussed.
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This document discusses summative evaluation in nursing education. Summative evaluation determines if students have achieved course objectives and can occur during or at the end of instruction. It is used to evaluate student success and curriculum effectiveness. Current methods include written, practical, and oral exams, but have issues like subjectivity. Steps to improve include defining clear objectives and criteria, using authentic assessments, and involving students in the evaluation process. The goal of evaluation is to incentivize learning, provide feedback, and protect society.
Vocce action research
This document provides information on action research conducted by Dr. C. Thanavathi. It begins with an introduction to action research, including its purpose and benefits. It then discusses how to conduct action research, outlining the typical cycles and steps involved, from identifying a problem or question, developing a research plan, collecting and analyzing data, and sharing results. Different types of action research are also described, including individual teacher research, collaborative research, and school-wide research. Methods for collecting both qualitative and quantitative data are presented. The document concludes by emphasizing that action research is an ongoing, reflective process aimed at improving teaching and learning.
Evidence-based Information Seeking Skills of Young Clinicians
Rowena Cullen
School of Information Management, Victoria University of Wellington
www.vuw.ac.nz
(P38, 1/10/09, Skellerup Room, 11.28)
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How to Create a More Engaging and Human Online Learning Experience
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Class session 2
- 1. Class Session 2 Curriculum Design in Medical Education September 25, 2014
- 2. Agenda Address any questions about the course Where we are headed~ Examining a completed course or curriculum design (Thomas et al. text) Planning a general and targeted needs assessment Conductin g your own needs assessme nt
- 3. What is a Needs Assessment? “a process for identifying knowledge and skills necessary for achieving educational goals.” (Brinkerhoff& Gill, 1994) “a method of finding out the nature and extent of problems and how they can be solved.” (Molenda, Pershing, & Reigeluth, 1996)
- 4. Components of an educational gap What is happening? What should be happening? Cause – Why does the problem exist? Symptoms – What are the effects of the problem? Gap
- 5. Needs Assessment Approaches Strategic Competency-based - KSAs Job and task analysis Training or Educational needs assessment When do you use each one?
- 6. Data Gathering Strategies Interviews Focus Groups Surveys and Questionnaires Observation Extant Data
- 7. Planning a general and targeted needs assessmen t Look at the three scenarios • Residents as Teachers • Obesity in Children • Substance abuse and physician impairment for medical students Choose one to work on in a small group Choose roles among group members Report out
- 8. What stands out for you about how you will need to design this educational experience? What is your assessment of the potential to result in significant learning? Why? What do you see as the potential of this experience if implemented at VCU? To what degree might it be needed here? Which aspects of the learning experience might be “culture specific” ? Questions to Discuss after Your Needs Assessment Planning Session
- 9. Consider Your Own Plans for a Curriculum Design Find someone to work with who is not working within your specialty or discipline. Share your ideas for conducting a targeted needs assessment in a course, rotation, or other learning experience design.