Explains and differentiates among several types of needs assessment, recommends one type, the external needs assessment, and presents the steps for implementing this and other types of needs assessments. (Author/CHC)
Explains and differentiates among several types of needs assessment, recommends one type, the external needs assessment, and presents the steps for implementing this and other types of needs assessments. (Author/CHC)
Continuing medical education (CME) program development and needs assessment have historically been practiced within the tradition of Ralph Tyler's education model. In light of transformational social, political, e...
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Continuing medical education (CME) program development and needs assessment have historically been practiced within the tradition of Ralph Tyler's education model. In light of transformational social, political, economic, and technical forces that demand greater account-ability and responsiveness from physicians, CME units are challenged to transform their cultures and structures from models that deliver education to models that support the facilitation of learning for enhanced competence and performance. This article describes key change forces for physicians and brings program development and needs assessment into focus for the discussion. The impact of change forces on program development and needs assessment are examined, and some techniques to move beyond the traditional approach of felt needs are presented as a way of enabling strategic administrative planning and change management.
The advent of user-friendly email programs and web browsers created possibilities for widespread use of e-mentoring programs. In this review of the research, we presented the history of e-mentoring programs and define...
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The advent of user-friendly email programs and web browsers created possibilities for widespread use of e-mentoring programs. In this review of the research, we presented the history of e-mentoring programs and defined e-mentoring and structured e-mentoring programs, focusing on large-scale e-mentoring programs that addressed issues of social equity and educational advancement. The literature reviewed spanned from the mid-1990s to the present and included journal articles, reports, and book chapters on implemented e-mentoring programs. The literature indicates that ementoring is not a panacea, neither is it an inexpensive alternative to face-to-face mentoring. Ementoring is an alternative mode that facilitates the expansion of mentoring opportunities. The research we reviewed supported that the benefits associated with e-mentoring mirrored the benefits associated with mentoring: informational, psychosocial, and instrumental. In addition, research supports two additional benefits of e-mentoring: the value of impartiality and inter-organizational connections, which were facilitated by the use of electronic communications. Research conducted on the programmatic features associated with e-mentoring programs identified training, coaching, and group e-mentoring as features that enhanced participant involvement. Our goal in providing a review of the research at this stage in the development of e-mentoring was to facilitate increased understanding of the current research to enhance future research and programs and to advance ementoring as a field.
The Master of Design Enterprise (MDE) in Otago Polytechnic has been developed into a study pathway from the Bachelor of Engineering Technology (BEngTech). In a pilot for engineering students, an Industry Oriented Teac...
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ISBN:
(纸本)9781479939220
The Master of Design Enterprise (MDE) in Otago Polytechnic has been developed into a study pathway from the Bachelor of Engineering Technology (BEngTech). In a pilot for engineering students, an Industry Oriented Teaching and Learning Strategy have been incorporated in the MDE program. Student feedback on the pilot is positive and will be used to refine this pathway further.
Mentorship programs, in which volunteers from the community are paired with students, have proven to be a practical solution for students with academic and behavior problems. Youngsters participating in mentoring prog...
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Mentorship programs, in which volunteers from the community are paired with students, have proven to be a practical solution for students with academic and behavior problems. Youngsters participating in mentoring programs have higher self-esteem, higher grade point averages, better attendance, and fewer suspensions. A mentorship program requires teamwork between the community and the school, yielding favorable results for students and professionals alike. The information presented in this article provides step-by-step guidelines for developing a mentoring program for students with disabilities.
With an increased need for training comes and increased need for competent training professionals. However, no standard qualifications or educational requirements exist for the individual with human resource developme...
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With an increased need for training comes and increased need for competent training professionals. However, no standard qualifications or educational requirements exist for the individual with human resource development (HR) responsibilities. A study describes HRD certificate programs currently offered at education institutions throughout the US to determine factors that are perceived by HRD certificate program administrators as influencing the development of HRD certificate programs. The work experience requirement and the graduate credit preference for certificate program coursework suggests that HRD certificate programs should not be narrowly perceived as preservice educational programs for HRD practitioners.
The aim of this work is to investigate a new method of involving all students in the continued development of an educational program. Using this method, we have obtained a list of well-scrutinized suggestions for impr...
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ISBN:
(纸本)9781450357074
The aim of this work is to investigate a new method of involving all students in the continued development of an educational program. Using this method, we have obtained a list of well-scrutinized suggestions for improvement that have support among the students, and that we can start to implement. We have also saved a large pool of suggestions that could be used in the future.
Urinary incontinence (UI) is a disorder receiving little attention from clinical health psychologists. This paper establishes the importance of addressing the issue of UI within the clinical and research practices of ...
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Urinary incontinence (UI) is a disorder receiving little attention from clinical health psychologists. This paper establishes the importance of addressing the issue of UI within the clinical and research practices of clinical health psychologists. Over 10 million Americans suffer from loss of bladder control. Incontinence affects over half of older individuals in long-term care institutions, about one-third of hospitalized elderly, and up to 30% of Americans over the age of 60 living at home. Because of social stigma and misconceptions attached to urinary incontinence, it is estimated that less than half of those affected see a physician about their condition. Since UI is generally associated with medical social, psychological, and economic consequences, a multidisciplinary perspective is important because these factors are integral in the selection of appropriate treatment. Definitions of UI, its incidence and costs, and brief reviews of treatment and management techniques are presented. Psychological sequelae and treatments are presented as a foundation for developing further treatment and research approaches. Guidelines for collaboration and consultation by clinical health psychologists with medical professionals in the area of UI are also discussed.
Purpose of the ReviewThe increasing prevalence of orthopedic procedures, such as knee and hip replacements, underscores the critical need for comprehensive orthopedic anesthesia training within anesthesiology residenc...
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Purpose of the ReviewThe increasing prevalence of orthopedic procedures, such as knee and hip replacements, underscores the critical need for comprehensive orthopedic anesthesia training within anesthesiology residency programs. This review aims to present a structured framework for the development of orthopedic anesthesia education, utilizing Kern's Six-Step *** FindingsThe review highlights the multifaceted challenges in orthopedic anesthesia education, including the variability in patient demographics, the complexity of surgical procedures, and the need for multidisciplinary collaboration. Advances in educational strategies, such as simulation-based training, including the use of high-fidelity manikins, virtual reality, augmented reality, and cadaver-based workshops, have shown promise in enhancing the skills and confidence of anesthesiology residents. Furthermore, the integration of Entrustable Professional Activities and competency-based milestones into residency curricula is gaining traction *** structured development of orthopedic anesthesia training programs is essential to equip anesthesiology residents with the skills needed to address the complexities of modern orthopedic surgeries. By applying Kern's Six-Step Approach, training programs can systematically identify educational needs, set clear goals and objectives, implement effective teaching strategies, and rigorously evaluate outcomes. Emphasizing simulation-based training, the review underscores the importance of continuous adaptation to technological advancements and educational innovations. A robust program evaluation is crucial for assessing the effectiveness of these programs and ensuring that residents are well-prepared to deliver high-quality anesthesia care in orthopedic settings.
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