Programme evaluation

Lovato, Chris Y.; Wall, David

doi:10.1002/9781118472361.ch27

Cited by 5 publications

(19 citation statements)

References 51 publications

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“…Focus group interviews were conducted 1–2 weeks after each simulation aiming to unearth a different way of understanding the SWE, which may have otherwise remained undiscovered if using the questionnaire alone. 38 An interview schedule was developed to ensure questions focused on similar themes that emerged from the open-ended questions and provided an opportunity to probe into how students felt and what they thought about each aspect of SWE, what they found particularly useful. We decided not to use the questionnaire results to inform the questions as the aim of the focus group was not to check our understanding of the answers but to try and elicit new data.…”

Section: Methodsmentioning

confidence: 99%

Teaching Undergraduate Medical Students Non-Technical Skills: An Evaluation Study of a Simulated Ward Experience

Pollard¹,

Tombs²

2022

AMEP

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Purpose Research suggests that medical students in the UK report a need to be better prepared for the non-technical skills required for the role of a junior doctor. A Simulated Ward Experience was developed in an attempt to address this need. The purpose of this study was (1) to evaluate the effectiveness of the Simulated Ward Experiences by examining students’ reactions regarding the quality of teaching and (2) to examine the main drivers of learning and the extent to which students felt it helped them prepare for their future training. Methods A mixed method evaluation study was conducted using a questionnaire and focus groups. Final year students who participated in the Simulated Ward Experience were invited to contribute to the evaluation, out of which 25 completed the questionnaire and 13 took part in focus group interviews. Data analysis were conducted by means of descriptive statistics for questionnaire data and thematic analysis of focus group transcripts. Results The median Likert scores for quality of teaching Non-Technical Skills were either very good or excellent, demonstrating that students were highly satisfied with the way in which these were taught. Qualitative data provided further insights into the aspects of the intervention that promoted learning, and these were categorised into four themes, including realism of the simulation; relevance for the role and responsibilities of the Foundation Year 1 Doctor (including Non-Technical Skills); learning from and with others; and supportive learning environment. Conclusion This evaluation study provides further evidence of the value of learning in a simulated setting, particularly when it is closely aligned to the real clinical context and creates opportunities to practice skills that are perceived to be relevant by the learner. Study limitations are recognised and suggestions for further studies are provided.

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Section: Methodsmentioning

confidence: 99%

Teaching Undergraduate Medical Students Non-Technical Skills: An Evaluation Study of a Simulated Ward Experience

Pollard¹,

Tombs²

2022

AMEP

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“…Our evaluation approach was guided by Kirkpatrick’s hierarchical framework for assessing the success of complex training interventions 23 24. We used this approach to evaluate our new online training at the first two levels—‘Reaction’ (Level 1) and ‘Learning’ (Level 2).…”

Section: Methodsmentioning

confidence: 99%

Training patients to review scientific reports for the Patient-Centered Outcomes Research Institute: an observational study

et al. 2019

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ObjectiveThe peer review of completed Patient-Centered Outcomes Research Institute (PCORI) funded research includes reviews from patient reviewers (patients, caregivers, and patient advocates). Very little is known about how best to support these reviewers in writing helpful comments from a patient-centred perspective. This study aimed to evaluate the effect of a new training in peer review for patient reviewers.DesignObservational study.SettingOnline.ParticipantsAdults registered in the PCORI Reviewer Database as a patient stakeholder.InterventionA new online training in peer review.Main outcome measuresChanges in reviewers’ knowledge and skills; change in self-efficacy and attitudes, satisfaction with the training and perceived benefits and relevance of the training.ResultsBefore-after training survey data were analysed for 37 (29.4% of 126) patient reviewers invited to participate in an online training as part of a quality improvement effort or as part of a PCORI peer review. The reviewers improved their answers to the knowledge questions (p<0.001, median number of answers improved 4 (95% CI 3 to 5), large effect size (ES) Cohen’sw=0.94) after the training, particularly in the questions targeting the specifics of PCORI peer review. Reviewers improved their skills in recognising helpful review comments, but those without peer-review background improved proportionally more (p=0.008, median number of answers improved 2 (95% CI 1 to 3), medium ESw=0.60). The use of training modestly increased reviewers’ confidence in completing a high-quality peer review (p=0.005, mean increase in 5-point Likert rating 0.51 (95% CI 0.17 to 0.86), small-to-medium ES Cliff’sdelta=0.32) and their excitement about providing a review slightly increased (p=0.019, mean increase in 5-point Likert rating 0.35 (95% CI 0.03 to 0.68), small ESdelta=0.19). All reviewers were satisfied with the training and would recommend it to other reviewers.ConclusionsTraining improved knowledge, skills and self-efficacy and slightly increased enthusiasm for completing a PCORI peer review.

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“…Developing questionnaires assessing competence and thoughts on practical procedures can be difficult, and there is debate regarding trainee's ability to self‐assess . Educational evaluations are often based on adaptations of Kirkpatrick's hierarchy, with many just assessing the "lower levels" . Although HEE is aiming to improve patient care through its training, demonstrating the specific educational interventions have done this, is difficult .…”

Section: Methodsmentioning

confidence: 99%

Perceptions of foundation dentists on minor oral surgery teaching in dental foundation training

Ross

Baker

2019

Eur J Dental Education

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Aims:The aim of this service evaluation was to explore the experiences of foundation dentists (FDs) during their dental foundation year (DFT) in the field of oral surgery and surgical extractions. Methods:A phenomenological approach was taken aiming to explore the FDs' experiences through a qualitative design. All FDs in the region deemed eligible for the evaluation were invited to attend a semi-structured interview or answer a qualitative questionnaire when attending for their exit interview at the completion of DFT. The interviews were then transcribed and thematic analysis was undertaken. Results: 79 FDs took part in the evaluation, representing 86% of trainees eligible for inclusion. Findings showed that not all FDs had the opportunity to undertake surgical extractions independently during the year. Data was analysed and 4 main themes generated when evaluating FDs' experiences; specific learning encounters, influence of the educational supervisor, supportive learning environment and ready for independent practice. Conclusions: This evaluation shows that there are a number of factors associated with FDs' experience during DFT, and not all FDs are leaving the training with a positive experience, with a query as to whether they are fulfilling the aims of training to become an "independent practitioner." It poses questions about what can be done to improve future training and what exactly does DFT need to achieve in terms of experience in surgical extractions. K E Y W O R D S dental foundation training, education, oral surgery

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Programme evaluation

Cited by 5 publications

References 51 publications

Teaching Undergraduate Medical Students Non-Technical Skills: An Evaluation Study of a Simulated Ward Experience

Teaching Undergraduate Medical Students Non-Technical Skills: An Evaluation Study of a Simulated Ward Experience

Training patients to review scientific reports for the Patient-Centered Outcomes Research Institute: an observational study

Perceptions of foundation dentists on minor oral surgery teaching in dental foundation training

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