Disseminating educational innovations in health care practice: Training versus social networks

Jippes, E.; Achterkamp, Marjolein C.; Brand, Paul; Kiewiet, Derk Jan; Pols, Jan; Engelen, J.M.L. van

doi:10.1016/j.socscimed.2009.12.035

Cited by 64 publications

(43 citation statements)

References 31 publications

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“…In the present study, physicians identified the need for greater organizational and peer support to facilitate their delivery of quality treatment. The importance of such support mechanisms has been identified as a key factor in the implementation of evidence-based guidelines into practice [29][30][31] .…”

Section: Discussionmentioning

confidence: 99%

Barriers to Opioid Substitution Treatment Access, Entry and Retention: A Survey of Opioid Users, Patients in Treatment, and Treating and Non-Treating Physicians

Stöver¹

2010

Eur Addict Res

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Background/Aims: Although the number of patients in opioid substitution treatment (OST) in Germany has increased in recent years, many dependent opioid users remain out of treatment. Project IMPROVE assessed attitudes and beliefs regarding barriers to OST. Methods: Data were collected from opioid-dependent individuals (using self-complete questionnaires) currently in treatment (n = 200) or not in treatment (n = 200), and OST-accredited physicians (using computer-aided telephone interviewing) who currently provided (n = 101) or did not provide OST (n = 51) from different regions in Germany. Results: Key results showed that OST was perceived as valuable and effective by physicians, patients and users but that OST access and provision were inadequate, especially outside of major cities. Conclusion: These findings are consistent with national data indicating a worsening imbalance between patient demand for treatment and the supply of available physicians accredited to provide it. Many physicians and patients were not aware of, or were not utilizing, therapeutic strategies that may help reduce misuse and diversion. Improvements in the regulatory framework for OST, and identifying additional sources of support and training, would encourage more accredited physicians to actively provide treatment and thus help to fully realize the benefits of currently available treatment options.

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Section: Discussionmentioning

confidence: 99%

Barriers to Opioid Substitution Treatment Access, Entry and Retention: A Survey of Opioid Users, Patients in Treatment, and Treating and Non-Treating Physicians

Stöver¹

2010

Eur Addict Res

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“…SNA has been applied in education to analyse several types of learning methodologies and activities: computer supported collaborative learning (Martinez et al 2003); online graduate classes (Russo and Koesten 2005); exchange of messages in discussion forums (Laat et al 2007;Vercellone-Smith et al 2012); innovation on intensive Teach-the-Teacher training (Jippes et al 2010); peer assessment (Lomi et al 2011); transfer of training (Van den Bossche and Segers 2013); health education nursing practice course (Wu 2014); and professional development programmes for teachers (Rienties and Kinchin 2014). Engineering education is considered an emerging field of research (Hassan et al 2014) and there is a great potential for improvement regarding the development of new learning methodologies in this research area, using the concepts of social networks and SNA.…”

Section: Social Network and Social Network Analysis In Educationmentioning

confidence: 99%

Analysing the correlation between social network analysis measures and performance of students in social network-based engineering education

Putnik

Costa

Alves

et al. 2015

Int J Technol Des Educ

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Social network-based engineering education (SNEE) is designed and implemented as a model of Education 3.0 paradigm. SNEE represents a new learning methodology, which is based on the concept of social networks and represents an extended model of project-led education. The concept of social networks was applied in the real-life experiment, considering two different dimensions: (1) to organize the education process as a social network-based process; and (2) to analyze the students' interactions in the context of evaluation of the students learning performance. The objective of this paper is to present a new model for students evaluation based on their behavior during the course and its validation in comparison with the traditional model of students' evaluation. The validation of the new evaluation model is made through an analysis of the correlation between social network analysis measures (degree centrality, closeness centrality, betweenness centrality, eigenvector centrality, and average tie strength) and the grades obtained by students (grades for quality of work, grades for volume of work, grades for diversity of work, and final grades) in a social network-based engineering education. The main finding is that the obtained correlation results can be used to make the process of the students' performance evaluation based on students interactions (behavior) analysis, to make the evaluation partially automatic, increasing the objectivity and productivity of teachers and allowing a more scalable process of evaluation. The results also contribute to the behavioural theory of learning performance evaluation. More specific findings related to the correlation analysis are: (1) the more different interactions a student had (degree centrality) and the more frequently the student was between the interaction paths of other students (betweenness centrality), the better was the quality of the work; (2) all five social network measures had a positive and strong correlation with the grade for volume of work and with the final grades; and (3) a student with high average tie strength had a higher grade for diversity of work than those with low ties.

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“…Social networks are crucial for the sharing of information and the spread of learned behaviours (Coleman, Katz & Menzel, 1957;Jackson, 2008;Jippes, Achterkamp, Brand, Kiewiet, Pols & van Engelen, 2010). However the ability to distinguish between peer influence and homophily becomes important when trying to measure accurately how much similarity on specific outcomes such as smoking behaviour (Mercken, Snijders, Steglick, Vartiainen & de Vries, 2010), obesity (Christakis & Fowler, 2007), happiness (Fowler & Christakis, 2008), loneliness (Cacioppo, Fowler, Christakis, 2009) or academic grades is due to the influence of peers.…”

Section: Introductionmentioning

confidence: 99%

The hidden medical school: A longitudinal study of how social networks form, and how they relate to academic performance

Woolf¹,

Potts²,

Patel³

et al. 2012

Medical Teacher

108

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Disseminating educational innovations in health care practice: Training versus social networks

Cited by 64 publications

References 31 publications

Barriers to Opioid Substitution Treatment Access, Entry and Retention: A Survey of Opioid Users, Patients in Treatment, and Treating and Non-Treating Physicians

Barriers to Opioid Substitution Treatment Access, Entry and Retention: A Survey of Opioid Users, Patients in Treatment, and Treating and Non-Treating Physicians

Analysing the correlation between social network analysis measures and performance of students in social network-based engineering education

The hidden medical school: A longitudinal study of how social networks form, and how they relate to academic performance

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