Evaluating and researching the effectiveness of educational interventions

Hutchinson, Linda

doi:10.1136/bmj.318.7193.1267

Cited by 219 publications

(167 citation statements)

References 4 publications

(3 reference statements)

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“…11 The results of this study provide a detailed picture of the CME usage, preference and attitudes towards CME of Australian doctors working in different specialties and practice locations. Traditional CME activities such as local meetings, lectures, conferences and journal reading remain the most common forms of CME used.…”

Section: Discussionmentioning

confidence: 99%

The continuing medical education activities and attitudes of Australian doctors working in different clinical specialties and practice locations

Stewart¹,

Khadra²

2009

Aust. Health Review

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Background: Currently, it is not clear which continuing medical education (CME) methods are being used by senior doctors and what their attitudes towards them are. The aims of this study were to investigate which modes of CME delivery senior Australian doctors utilise, to assess doctors' attitudes towards CME and to determine any differences in modes used and attitudes between clinical specialties and practice locations.

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Section: Discussionmentioning

confidence: 99%

The continuing medical education activities and attitudes of Australian doctors working in different clinical specialties and practice locations

Stewart¹,

Khadra²

2009

Aust. Health Review

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“…L'échelle de Kirkpatrick est utilisée pour catégoriser le niveau de preuves de l'impact d'une intervention éducationnelle sur les participants [4] . Par exemple, une enquête effectuée auprès des utilisateurs, qui peut rendre compte de leur interaction ou de leur implication dans le portfolio, permet de documenter un impact de niveau 1.…”

Section: Niveau De L'impact De L'étudeunclassified

L’efficacité des portfolios pour l’évaluation et la formation pendant le cursus post gradué. Guide BEME No. 12

et al. 2014

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Résumé -Contexte : Dans la formation post graduée en soins de santé, les port folios sont utilisés pour soutenir la pratique réflexive, pour fournir une évaluation sommative, pour faciliter les procédures de gestions des connaissances, et sont considérés comme un lien essentiel entre les apprentissages au niveau individuel comme au niveau des organisations. Cette revue systématique rassemble les preuves de l'efficacité des portfolios dans la formation post graduée en soins de santé et examine les implications de la migration du portfolio papier vers le port folio électronique dans tous les milieux professionnels. Méthode : Une revue de la littérature a été conduite sur les articles décrivant l'utilisation d'un portfolio pour l'apprentissage aussi bien dans le milieu du travail que dans celui de la formation professionnelle. Elle a été conçue pour avoir une haute sensibilité et a été conduite sur un large éventail de sources publiées ou non publiées relevant de la formation professionnelle. Aucune limite concernant la conception des études ou les résultats, ni le pays d'origine ou la langue n'a été définie. Une évaluation de la qualité, par paire, en aveugle, a été effectuée et l'évaluation détaillée de l'extraction de données à partir des d'articles inclus était gérée à l'aide d'un outil en ligne développé spécifique-ment pour l'étude. Les résultats ont été discutés en profondeur par l'équipe, pour identifier et regrouper les thèmes pertinents afin de répondre aux questions de recherche. Résultats : Cinquante six articles de 10 pays impliquant sept professions de santé ont répondu à nos critères d'inclusion, et à un seuil minimal de qualité ; il s'agissait le plus souvent d'études observationnelles non contrôlées. Les portfolios encourageait la réflexion pour certains groupes, et facilitait l'engagement dans l'apprentissage. Il y avait des preuves limitées de l'influence d'un certain nombre de facteurs sur l'utilisation du portfolio, incluant un soutien continu par des mentors ou par des pairs, la méthode de mise en oeuvre, le comportement des utilisateurs et le Abstract -Background: Portfolios in post-graduate healthcare education are used to support reflective practice, deliver summative assessment, aid knowledge management processes and are seen as a key connection between learning at organisational and individual levels. This systematic review draws together the evidence on the effectiveness of portfolios across postgraduate healthcare and examines the implications of portfolios migrating from paper to an electronic medium across all professional settings. Methods: A literature search was conducted for articles describing the use of a portfolio for learning in a work or professional study environment. It was designed for high sensitivity and conducted across a wide range of published and unpublished sources relevant to professional education. No limits for study design or outcomes, country of origin or language were set. Blinded, paired quality rating was carried out, and detailed appraisal of and data extr...

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“…Both aspects of the intervention were based on ALT principles. Drawing on a model for similar psychometric evaluations (Hutchinson 1999), a program logic model for the intervention was developed, which is described elsewhere (Gaff et al 2007). From this, the framework for the questionnaire was developed to include four sections (demographics and current practice, and scales for knowledge, behaviour and attitude), generating an item bank with a total of 102 items (Table 1).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Application of the principles of evidence-based practice to the field of medical education research requires "rigorous standards of reliability and validity" (Hutchinson 1999), particularly in relation to assessment tools that are used to evaluate outcomes. While there are a number of published questionnaires used to measure the genetics-related knowledge and practice of health professionals in primary care, with a selection referenced here (Hofman et al 1993;Kolb et al 1999;Suther and Goodson 2003;Baars et al 2005;Metcalfe et al 2005;Clyman et al 2007;Carroll et al 2009), we are not aware of any that have been thoroughly validated and explicitly used to assess genetics education interventions in general practice that cover a broad range of topics.…”

Section: Introductionmentioning

confidence: 99%

Development of a questionnaire for evaluating genetics education in general practice

et al. 2010

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To support developments in genetics education, we constructed the GPGeneQ questionnaire to assess skills required for the practice of genetics by general practitioners (GPs). We describe the process of developing and validating this questionnaire to provide a detailed guide in the construction for questionnaires in the application of evaluating genetics education. The GPGeneQ was developed through a multi-step process with the initial draft based on a theoretical framework and literature review. The subsequent draft instrument contained three scales pertaining to GPs' knowledge, self-reported behaviour and attitudes regarding genetics in medicine. Content and ecological validity were measured by an iterative Delphi process involving experts, GPs and consumers of health services. Piloting to assess construct and criterion validity was conducted with a sample of GPs attending an educational workshop that was presented on a number of separate occasions in Victoria, Australia. Results from evaluations of 145 GPs participating in ten workshops revealed evidence for validity and reliability of the GPGeneQ: knowledge change (p<0.001; CI, −1.63 to −0.68), behaviour change (p<0.001; CI, −4.15 to −2.21), attitudinal change (p=0.002; CI, −2.68 to −0.62). This paper details the procedures involved in developing and validating an assessment questionnaire for genetics education. The GPGeneQ is the first validated questionnaire covering a broad range of topics that is designed to provide a reliable measure for the evaluation of genetics education specifically in general practice. The procedures used are transferable to the construction of any instrument for use in genetics or other medical education.

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Evaluating and researching the effectiveness of educational interventions

Cited by 219 publications

References 4 publications

The continuing medical education activities and attitudes of Australian doctors working in different clinical specialties and practice locations

The continuing medical education activities and attitudes of Australian doctors working in different clinical specialties and practice locations

L’efficacité des portfolios pour l’évaluation et la formation pendant le cursus post gradué. Guide BEME No. 12

Development of a questionnaire for evaluating genetics education in general practice

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