scholarly journals Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures

2018 ◽  
Author(s):  
Jason Kerwin ◽  
Rebecca L. Thornton
Keyword(s):  
Outcome Measures ◽  
Education Program ◽  
Program Effectiveness

scholarly journals Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures

2020 ◽  
pp. 1-45 ◽  
Author(s):  
Jason T. Kerwin ◽  
Rebecca L. Thornton
Keyword(s):  
Outcome Measures ◽  
Education Program ◽  
Program Effectiveness ◽  
Mother Tongue ◽  
Reading Scores ◽  
Negative Effects ◽  
Education Production ◽  
Randomized Evaluation ◽  
Complementary Inputs ◽  
Writing Scores

This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64SDs and writing scores by 0.45SDs. A reduced-cost version instead yields statistically-insignificant reading gains and some large negative effects (-0.33SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.

scholarly journals Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures

2020 ◽  
Author(s):  
Jason Theodore Kerwin ◽  
Rebecca Thornton
Keyword(s):  
Outcome Measures ◽  
Education Program ◽  
Program Effectiveness ◽  
Mother Tongue ◽  
Reading Scores ◽  
Negative Effects ◽  
Education Production ◽  
Randomized Evaluation ◽  
Complementary Inputs ◽  
Writing Scores

This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64SDs and writing scores by 0.45SDs. A reduced-cost version instead yields statistically-insignificant reading gains and some large negative effects (-0.33SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.

scholarly journals Renal recipients’ knowledge and self-efficacy during first year after implementing an evidence based educational intervention as routine care at the transplantation clinic

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Kristin Hjorthaug Urstad ◽  
Astrid Klopstad Wahl ◽  
Torbjørn Moum ◽  
Eivind Engebretsen ◽  
Marit Helen Andersen
Keyword(s):  
Outcome Measures ◽  
Educational Intervention ◽  
Education Program ◽  
Self Efficacy ◽  
Longitudinal Design ◽  
Routine Care ◽  
First Year ◽  
Evidence Based ◽  
Post Transplantation ◽  
Post Transplant

Abstract Background Following an implementation plan based on dynamic dialogue between researchers and clinicians, this study implemented an evidence-based patient education program (tested in an RCT) into routine care at a clinical transplant center. The aim of this study was to investigate renal recipients’ knowledge and self-efficacy during first year the after the intervention was provided in an everyday life setting. Methods The study has a longitudinal design. The sample consisted of 196 renal recipients. Measurement points were 5 days (baseline), 2 months (T1), 6 months (T2), and one-year post transplantation (T3). Outcome measures were post-transplant knowledge, self-efficacy, and self-perceived general health. Results No statistically significant changes were found from baseline to T1, T2, and T3. Participants’ levels of knowledge and self-efficacy were high prior to the education program and did not change throughout the first year post transplantation. Conclusion Renal recipients self-efficacy and insight in post-transplant aspects seem to be more robust when admitted to the hospital for transplantation compared to baseline observations in the RCT study. This may explain why the implemented educational intervention did not lead to the same positive increase in outcome measures as in the RCT. This study supports that replicating clinical interventions in real-life settings may provide different results compared to results from RCT’s. In order to gain a complete picture of the impacts of an implemented intervention, it is vital also to evaluate results after implementing findings from RCT-studies into everyday practice.

scholarly journals Water Education for Public Servants of Developing Countries in the post COVID-19 world

2021 ◽  
Vol 7 (2) ◽  
pp. 248-256
Author(s):  
Saebhom Kim ◽  
Sukkyung Sung ◽  
Younggyun Choi
Keyword(s):  
Developing Countries ◽  
Education Program ◽  
Design Education ◽  
Industrial Revolution ◽  
Program Effectiveness ◽  
Development Cooperation ◽  
Education Programs ◽  
Public Servants ◽  
Fourth Industrial Revolution ◽  
Water Education

After the COVID-19 pandemic, hand hygiene has become more important to prevent and reduce infection. To manage and provide water to ensure safe handwashing, water governance and the role of public servants are also getting critical. Many organizations have given their priority to capacity building of public servants. In the Strategic Plan for the ninth phase of the Intergovernmental Hydrological Programme (2022-2029), ‘Water education in the Fourth Industrial Revolution’ is included as a priority. In Korea, ODA in the field of water and sanitation is emphasized in Korea’s 3rd Mid-term Strategy for Development Cooperation (2021-2025). Also, KOICA and various water-related organizations have been organizing water education programs for developing countries. This study presents the direction for water education for public servants in developing countries in the post COVID-19 through the education program cases of the International Centre for Water Security and Sustainable Management established by the agreement between the Korean government and UNESCO in 2017. The study suggests that water-related organizations should cooperate with each other to prevent duplication of water education contents. It also suggests that blended learning should be actively utilized for the improvement of education program effectiveness. Lastly, the study emphasizes that education demand for the water technologies related to the fourth industrial revolution and smart water management is increasing, which should be considered when water-related organizations create online content or design education programs.

Impact of a formal human papilloma virus (HPV) education program in a childhood cancer survivor center.

2017 ◽  
Vol 35 (15_suppl) ◽  
pp. 10568-10568
Author(s):  
Karen Cristly Burns ◽  
Debra A. Kent ◽  
Judy Correll ◽  
Cheri Cole-Jenkins ◽  
Rajaram Nagarajan
Keyword(s):  
Childhood Cancer ◽  
Cancer Survivor ◽  
Education Program ◽  
Hpv Vaccine ◽  
Program Effectiveness ◽  
Comparison Group ◽  
Medical Center ◽  
Clinic Visit ◽  
Childhood Cancer Survivor ◽  
Vaccination Rates

10568 Background: The HPV vaccine has proven efficacy in preventing secondary cancers. It was approved for females age 11-26 in 2006 and for males age 11-21 in 2011. Despite this, vaccination rates in the US have been poor. The Cancer Survivorship Center (CSC) at Cincinnati Children’s Hospital Medical Center (CCHMC) instituted an education program in July, 2016 to improve education and vaccination rates in a childhood cancer survivor population. The following is a summary of program effectiveness. Methods: Providers in the CSC identified females age 11-26, and males age 11-21, presenting for annual visit from 7/1/16 thru 12/31/16. Patients received HPV education materials published by the CDC at registration. Materials were also displayed in exam and waiting rooms. During the visit, providers reviewed and documented vaccination history and discussed the importance of the HPV vaccine in preventing cancer. Patients interested in starting the vaccine series received the first vaccine in clinic and a follow-up schedule for further vaccination. Education and immunization status was documented in the electronic medical record using smart phrase trackable format. All patients were asked to sign a release to obtain vaccine records from the primary physician. A comparison group consisted of HPV eligible patients seen in the CSC during the six months prior to program initiation. Groups were compared for education completed and vaccination rate. Results: A total of 156 eligible patients were seen in the comparison group. None received HPV-directed education during their visit. Only 37 (23.7%) had any HPV vaccine, with 5 given during the clinic visit (13.5%). By comparison, 176 eligible patients were seen after initiation of the education program. All patients received materials at registration and 89% had documented education completed by a health care provider. Ninety one (55%) had any HPV vaccine, with 30 given during the clinic visit (33%). Conclusions: Through the implementation of a standardized education program in the CSC, we saw more than a 200% increase in rate of HPV vaccination. This demonstrates the importance of knowledgeable providers and the value of a dedicated HPV education program.

scholarly journals Learning Experience Contribution to Effective Cancer Education?

2018 ◽  
Vol 4 (Supplement 2) ◽  
pp. 107s-107s
Author(s):  
M. Muhamad ◽  
N.A. Maskor ◽  
A. Ismail
Keyword(s):  
Adult Learning ◽  
Cancer Patient ◽  
Education Program ◽  
Program Effectiveness ◽  
Healthy Lifestyle ◽  
Cancer Education ◽  
Learning Experience ◽  
Cancer Society ◽  
Structured Education ◽  
Learning Principles

Background: Cancer patient needs information to make informed decision. A registered cancer society in Malaysia, KanWork supports those affected by cancer by providing such information through regular structured education program. The programs were designed based on the learners needs addressing issues related to medical, clinical, psychological, spiritual, motivational, and healthy lifestyle. The programs were carried out in collaboration with cancer hospitals at their venues. Each program lasted 3 hours. The program was guided by adult learning principles. For accountability and further improvement, there is a need to evaluate the effectiveness of the program. This paper reports the programs and their effectiveness from the participants' perspective. Aim: To determine the relationship between program management (learning experience provided to participants, and facilities), and the cancer education program effectiveness. To determine predictors that contribute toward the program effectiveness. Methods: A customized instrument to measure the education program effectiveness related constructs was developed guided by literature. The questionnaire was administered to 868 participants of 8 cancer education programs carried out between 2015 and 2017. 481 (55%) returned the questionnaire. Descriptive statistics, Pearson product-moment correlations and multiple linear regression were used to analyze the data. Results: Majority (91%) who attended the education program were women and cancer patient/survivor (50%). There is positive relationship between learning experience (r=0.895, P = 0.00), program facilities (r=0.435, P = 0.00), and program effectiveness. Learning experience (β = .916; P < .000) showed a predictor and major contribution to cancer education program effectiveness. An appropriate learning experience to learner is critical to ensure the education program effectiveness. Adult learners joined the program to solve their problematic situation in their cancer journey. An appropriate learning experience is one that contributes to meeting their needs, they can follow (e.g., conducted in local language) (Bahasa Malaysia) and terms they can comprehend, and with two way communication channel that gives them chance to be engaged. The experienced facilitators, expert in their respective fields were able to provide meaningful learning experience to participants. Conclusion: Appropriate learning experiences and program facilities contributes toward effective cancer education program in a Malaysian context. The findings strengthen adult learning constructs that guide such program. Further research will give insight to education program in different contexts.

Amur tiger conservation education program: A pilot study on program effectiveness

2015 ◽  
Vol 10 (4) ◽  
pp. 403-407 ◽  
Author(s):  
Anna S. MUKHACHEVA ◽  
Vasilissa V. DERUGINA ◽  
Galina D. MAKSIMOVA ◽  
Svetlana V. SOUTYRINA
Keyword(s):  
Pilot Study ◽  
Education Program ◽  
Program Effectiveness ◽  
Conservation Education ◽  
Amur Tiger ◽  
Tiger Conservation
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