Quality Standards for Interprofessional Healthcare Education: The W(e)Learn Framework and Designing and Validating a Toolkit of Bilingual Assessment Tools

2010 ◽  
Author(s):  
Colla MacDonald ◽  
Betty Craig ◽  
Douglas Archibald ◽  
Lynn Casimiro ◽  
David Trumpower ◽  
...  
Keyword(s):  
Quality Standards ◽  
Assessment Tools ◽  
Healthcare Education ◽  
Bilingual Assessment ◽  
Interprofessional Healthcare

Spirituality and Interprofessional Healthcare Education

2018 ◽  
Vol 35 (4) ◽  
pp. E47-E52
Author(s):  
Cynthia Hovland ◽  
Joan Niederriter ◽  
Joan Thoman
Keyword(s):  
Healthcare Education ◽  
Interprofessional Healthcare

scholarly journals Designing and Operationalizing a Toolkit of Bilingual Interprofessional Education Assessment Instruments

2010 ◽  
Vol 1 (3) ◽  
Author(s):  
Colla J. MacDonald ◽  
Douglas Archibald ◽  
David Trumpower ◽  
Lynn Casimiro ◽  
Betty Cragg ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Assessment Tools ◽  
Assessment Instruments ◽  
Competency Development ◽  
Education Assessment ◽  
Face To Face ◽  
Qualitative And Quantitative ◽  
French And English ◽  
Interprofessional Healthcare ◽  
Evaluation Survey

This article addresses one of the most important unresolved issues of interprofessional education (IPE): assessment. Here we describe our process and experiences designing and operationalizing a toolkit of qualitative and quantitative IPE assessment instruments for online and face-to-face education programs developed concurrently in both English and French. The toolkit includes a) the quantitative W(e)Learn program evaluation survey, which aligns with the W(e)Learn framework, b) the quantitative Interprofessional Collaborative Competencies Attainment Survey (ICCAS), to self-assess competency development in collaborative practice using a post-post design, and c) qualitative team and learner contracts, with explanatory exemplars, that serve as both learning and assessment tools. These instruments are currently undergoing validation in hopes of a) increasing the likelihood that IPE experiences are planned and delivered effectively and b) increasing the justification and accountability of IPE experiences and practical outcomes. Although this validation process will continue for some time, the development of the IPE assessment tools is worthy of particular attention in order to guide further work in this field. French and English copies of the toolkit assessments can be downloaded from http://ennovativesolution.com/WeLearn/IPE-Instruments.html. Although these instruments were designed with interprofessional healthcare teams in mind, we feel they could readily be transferable to a variety of interdisciplinary tasks and settings, such as social work and human services education.

scholarly journals Evaluation of New Technology-Based Tools for Dietary Intake Assessment—An ILSI Europe Dietary Intake and Exposure Task Force Evaluation

Nutrients ◽  
2018 ◽  
Vol 11 (1) ◽  
pp. 55 ◽  
Author(s):  
Alison Eldridge ◽  
Carmen Piernas ◽  
Anne-Kathrin Illner ◽  
Michael Gibney ◽  
Mirjana Gurinović ◽  
...  
Keyword(s):  
Dietary Intake ◽  
Task Force ◽  
New Technology ◽  
Dietary Assessment ◽  
Quality Standards ◽  
Assessment Method ◽  
Assessment Tools ◽  
Dietary Intakes ◽  
Food Composition Tables ◽  
General Quality

Background: New technology-based dietary assessment tools, including Web-based programs, mobile applications, and wearable devices, may improve accuracy and reduce costs of dietary data collection and processing. The International Life Sciences Institute (ILSI) Europe Dietary Intake and Exposure Task Force launched this project to evaluate new tools in order to recommend general quality standards for future applications. Methods: A comprehensive literature search identified technology-based dietary assessment tools, including those published in English from 01/2011 to 09/2017, and providing details on tool features, functions and uses. Each of the 43 tools identified (33 for research and 10 designed for consumer use) was rated on 25 attributes. Results: Most of the tools identified (79%) relied on self-reported dietary intakes. Most (91%) used text entry and 33% used digital images to help identify foods. Only 65% had integrated databases for estimating energy or nutrients. Fewer than 50% contained any features of customization and about half generated automatic reports. Most tools reported on usability or reported validity compared with another assessment method (77%). A set of Best Practice Guidelines was developed for reporting dietary assessment tools using new technology. Conclusions: Dietary assessment methods that utilize technology offer many advantages for research and are often preferable to consumers over more traditional methods. In order to meet general quality standards, new technology tools require detailed publications describing tool development, food identification and quantification, customization, outputs, food composition tables used, and usability/validity testing.

scholarly journals Developing a Recursive Evaluation Plan of a Complex Interprofessional Healthcare Education Initiative

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
James Scott Parrott ◽  
Patricia Findley ◽  
Matthew Rosenthal ◽  
Pamela Rothpletz-Pugila
Keyword(s):  
Interprofessional Education ◽  
Future Research ◽  
Healthcare Education ◽  
Concrete Case ◽  
Evaluation Plan ◽  
Theoretical Perspectives ◽  
Recent Developments ◽  
Interprofessional Healthcare ◽  
Recursive Evaluation ◽  
Education Initiative

Background: A university interprofessional education (IPE) and interprofessional practice (IPP) initiative is a complex undertaking: incorporating multiple system levels (administration, faculty, students, patients), integrating many theoretical perspectives, and coordinating a host of individual IPE research projects. Guidance for evaluating such an IPE initiative is lacking.Methods and Findings: We describe five key challenges to evaluating the effectiveness of such an initiative, and the processes and tools we have developed to meet those challenges. We draw from recent developments in evaluation science to theoretically ground our description. Additionally, we share concrete tools we have developed in the process. By tacking between theoretical and concrete aspects of our efforts, we hope to both provide ideas for other IPE initiatives, as well as provide a basis for future research comparing cases (complex university IPE initiatives).Conclusions: While all complex IPE university initiatives are unique, we suspect that they share many common evaluation challenges. By framing these common practical challenges as common theoretical challenges, we seek to offer a description of our concrete case as well as a basis for future comparison of similar initiatives.

Crouching Tangents, Hidden Danger

2011 ◽  
pp. 1712-1749 ◽  
Author(s):  
Miguel A. Garcia-Ruiz ◽  
Jayshiro Tashiro ◽  
Bill Kapralos ◽  
Miguel Vargas Martin
Keyword(s):  
Serious Games ◽  
Assessment Tools ◽  
Learning Assessment ◽  
Special Focus ◽  
Healthcare Education ◽  
Millennial Students ◽  
Education Community ◽  
Games And Simulations ◽  
General Aspects ◽  
Teaching Learning

In this chapter, the authors examine different types of serious games for healthcare education and pose some hard questions about what they know and do not know about their effectiveness. As part of our analysis, the authors explore general aspects of the use of educational simulations as teaching-learning-assessment tools, but try to tease out how to study the potential such tools might have for leading students toward developing misconceptions. Being powerful instruments with the potential of enhancing healthcare education in extraordinary ways, serious games and simulations have the possibility of improving students’ learning and skills outcomes.Their contribution is an overview of current education technologies related to serious games and simulations with a perspective of potential development of misconceptions in the healthcare education community, with a special focus on millennial students. In addition, the authors provide insight on evidence-based learning and give a perspective of future trends.

Crouching Tangents, Hidden Danger

2010 ◽  
pp. 269-306 ◽  
Author(s):  
Miguel A. Garcia-Ruiz ◽  
Jayshiro Tashiro ◽  
Bill Kapralos ◽  
Miguel Vargas Martin
Keyword(s):  
Serious Games ◽  
Assessment Tools ◽  
Learning Assessment ◽  
Special Focus ◽  
Healthcare Education ◽  
Millennial Students ◽  
Education Community ◽  
Games And Simulations ◽  
General Aspects ◽  
Teaching Learning

In this chapter, the authors examine different types of serious games for healthcare education and pose some hard questions about what they know and do not know about their effectiveness. As part of our analysis, the authors explore general aspects of the use of educational simulations as teaching-learning-assessment tools, but try to tease out how to study the potential such tools might have for leading students toward developing misconceptions. Being powerful instruments with the potential of enhancing healthcare education in extraordinary ways, serious games and simulations have the possibility of improving students’ learning and skills outcomes.Their contribution is an overview of current education technologies related to serious games and simulations with a perspective of potential development of misconceptions in the healthcare education community, with a special focus on millennial students. In addition, the authors provide insight on evidence-based learning and give a perspective of future trends.

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