scholarly journals Evaluation Advisory Groups: Considerations for Design and Management

2021 ◽  
Author(s):  
Christopher Voegeli
Keyword(s):  
Real World ◽  
Advisory Group ◽  
Advisory Groups ◽  
Wide Scale ◽  
University Setting ◽  
Vital Resource

An evaluation advisory group can be a vital resource, particularly for evaluations of collaboration-driven initiatives, but only if we apply skills and knowledge to use them effectively. In this paper, we will discuss the basics of evaluation advisory groups on four themes: purposes, structures, processes, and pitfalls. We will discuss insights from a review and synthesis of the evaluation advisory group literature and illustrate with our own real-world experiences of developing and implementing evaluation advisory groups on a national and state-wide scale, in a university setting, and within a localized health setting.

Friends with Benefits

2015 ◽  
pp. 56-72
Author(s):  
Beth Daniel Lindsay ◽  
Ilka Datig
Keyword(s):  
New York ◽  
Focus Group ◽  
Group Testing ◽  
Abu Dhabi ◽  
Advisory Group ◽  
Collection Development ◽  
New York University ◽  
Student Centered ◽  
Friends With Benefits ◽  
Advisory Groups

Students are a primary part of any academic library's community of users. However, students' voices are often left out of the conversation when libraries develop policies, services, and resources. One option for libraries which would like to consider students' opinions and needs more closely is the formation of a Student Advisory Group (SAG), a group of students who meet with library staff on a regular basis to discuss and provide advice on library policies, resources and strategies. Academic libraries can use SAGs for assistance with communication, collection development, focus group testing, and more. This article explores the logistics of creating, maintaining and assessing a SAG, along with concrete examples from the SAG at New York University Abu Dhabi (NYUAD). Student Advisory Groups have the potential to enrich any academic library's outreach and community-building efforts, and should be considered as an option by any library looking to become more student-centered.

Simulation to Enhance Interactivity in E-Learning

2012 ◽  
pp. 51-81 ◽  
Author(s):  
Ann Leslie Claesson ◽  
Felicity Pearson ◽  
Jesse Rosel
Keyword(s):  
Public Service ◽  
Real World ◽  
Service Leadership ◽  
Rich Media ◽  
E Learning ◽  
Media Experience ◽  
Real World Situation ◽  
University Setting

This chapter explores how rich media can be used in these three types of applications using the Riverbend City Simulation project for Capella’s School of Public Service Leadership as a case study example. Riverbend City is a scenario-based simulation that provides a multidisciplinary, rich media experience to learners in an online, asynchronous university setting. The simulation provides real-world scenarios where student skills and knowledge can be applied and tested on specific subjects. The ultimate goal of the project is to empower learners to envision their ability to combine collaboration and leadership when working with multiple disciplines in a real-world situation.

OP170 Regulatory And Health Technology Assessment Considerations In Alzheimer's Disease

2018 ◽  
Vol 34 (S1) ◽  
pp. 61-62
Author(s):  
Jacoline Bouvy ◽  
Pall Jonsson
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Health Technology Assessment ◽  
Technology Assessment ◽  
Real World ◽  
Data Access ◽  
Health Technology ◽  
Advisory Group ◽  
Real World Evidence ◽  
Disease Modifying

Introduction:There has been a move towards the development of disease-modifying agents in Alzheimer's disease (AD) and it is likely that early disease-modifying treatments will initially be offered to people who have positive AD markers and mild cognitive impairment (MCI). Consequently, disease-modifying drugs will have distinctive features as compared to currently licensed symptomatic treatments, which makes the implications of these new agents for regulatory and health technology assessment (HTA) processes unclear.Methods:The ROADMAP (Real-world Outcomes across the AD spectrum for better care: Multi-modal data Access Platform) project provides the foundation for a European data platform for real-world evidence in AD, and established an expert advisory group (EXAG) consisting of regulatory and HTA experts. This presentation will summarize the key lessons from the first year of ROADMAP's EXAG and identifies the next steps that are required to prepare Europe's healthcare systems for a disease-modifying drug.Results:The EXAG identified a need for: (i) establishing the rationale for the selection of priority outcomes in pre-clinical AD and MCI; (ii) establishing accepted outcomes for defining prevention of AD or delayed AD onset; (iii) exploring modern technology that could assist in testing cognition that could easily be used in clinical practice; and (iv) establishing caregiver-relevant outcomes (e.g. quality of life, loss of income, carer time) that are important to capture; and found that not all evidence to support modelling assumptions can be generated through RCTs, making the case for using real-world evidence.Conclusions:Many of the challenges that the EXAG identified can be solved by generating better real-world data in AD. There is a clear need to agree on the outcomes that will facilitate and inform regulatory and HTA decision-making. Once the gaps in the availability of outcomes in AD will be closed, we will be one step closer towards being ready for a disease-modifying drug.

Advisory Groups and Crisis

2020 ◽  
Author(s):  
Thomas Preston
Keyword(s):  
Decision Making ◽  
Crisis Management ◽  
Information Search ◽  
Critical Role ◽  
Policy Formulation ◽  
Advisory Group ◽  
Limited Information ◽  
Sequential Decision ◽  
Advisory Groups ◽  
Stage Of Development

Advisory groups and their dynamics play a critical role in crisis management. If they function well and complement the leadership styles of political leaders, advisory groups can provide broad information search, diverse advice and perspectives, and reinforce a leader’s own strengths. They can surround an inexperienced leader with advisors possessing policy expertise or experience in an issue area. On the other hand, advisory groups can also easily fall into more dysfunctional patterns where they do not compensate for a leader’s weaknesses, fail to provide varied perspectives or alternative views, and engage in limited information gathering. Advisory groups can help seal an administration into an “alternative reality bubble” during crises, resulting in policy decisions being made based upon faulty perceptions instead of realities. How should we seek to understand advisory groups and crises? The first cut should involve the consumer of the advisory group’s inputs themselves, the leader. Advisory groups almost always serve at the pleasure of the leader, not themselves, and therefore the leaders will play a major role in determining their influence, how the groups will function, and their importance during crisis decision making. Important variables such as leadership style, sensitivity to context and need for information on the part of leaders, how much control they require over the policy process, and how their prior experience or expertise leads them to rely more or less upon advisors must be examined. The second focus should be upon the advisory groups themselves, their internal dynamics and reactions to stress, how decision rules and policy formulation occurs, and how group pathologies can undermine their crisis performance. Variables such as group malfunctions resulting from stress and the needs for cohesion during crisis (like groupthink) or the splintering of group consensus to warring factions that undercut cohesion (like polythink) must be considered. The stage of development an advisory group is in (i.e., newgroup versus established), the stage of the policymaking process involved (i.e., deliberative versus implemental), how sequential decision-making processes function, the composition of the group members (i.e., experts versus novices), the type of crisis the group faces, and the bureau-political dynamics involved all impact crisis management.

Building on Prior Knowledge: Schema-dependent Encoding Processes Relate to Academic Performance

2014 ◽  
Vol 26 (10) ◽  
pp. 2250-2261 ◽  
Author(s):  
Marlieke T. R. van Kesteren ◽  
Mark Rijpkema ◽  
Dirk J. Ruiter ◽  
Richard G. M. Morris ◽  
Guillén Fernández
Keyword(s):  
Real World ◽  
Medial Temporal Lobe ◽  
Conceptual Knowledge ◽  
Brain Activity ◽  
Memory Effects ◽  
Course Performance ◽  
Second Year ◽  
Medial Pfc ◽  
University Setting ◽  
Conceptual Schemas

The acquisition and retention of conceptual knowledge is more effective in well-structured curricula that provide an optimal conceptual framework for learning new material. However, the neural mechanisms by which preexisting conceptual schemas facilitate learning are not yet well understood despite their fundamental importance. A preexisting schema has been shown to enhance memory by influencing the balance between activity within the medial-temporal lobe and the medial pFC during mnemonic processes such as encoding, consolidation, and retrieval. Specifically, correctly encoding and retrieving information that is related to preexisting schemas appears rather related to medial prefrontal processing, whereas information unrelated or inconsistent with preexisting schemas rather relates to enhanced medial temporal processing and enhanced interaction between these structures. To further investigate interactions between these regions during conceptual encoding in a real-world university setting, we probed human brain activity and connectivity using fMRI during educationally relevant conceptual encoding carefully embedded within two course programs. Early second-year undergraduate biology and education students were scanned while encoding new facts that were either related or unrelated to the preexisting conceptual knowledge they had acquired during their first year of study. Subsequently, they were tested on their knowledge of these facts 24 hr later. Memory scores were better for course-related information, and this enhancement was associated with larger medial-prefrontal, but smaller medial-temporal subsequent memory effects. These activity differences went along with decreased functional interactions between these regions. Furthermore, schema-related medial-prefrontal subsequent memory effects measured during this experiment were found to be predictive of second-year course performance. These results, obtained in a real-world university setting, reveal brain mechanisms underlying acquisition of new knowledge that can be integrated into preexisting conceptual schemas and may indicate how relevant this process is for study success.

scholarly journals Equitable and Feasible Distribution of SARS-CoV-2 Vaccines for All in Africa

2021 ◽  
Author(s):  
Abu Bakarr Rogers ◽  
Mohamed Bailor Barrie ◽  
Mosoka P. Fallah ◽  
J. Daniel Kelly
Keyword(s):  
West African ◽  
Lessons Learned ◽  
World Health ◽  
Advisory Group ◽  
Middle Income ◽  
Middle Income Countries ◽  
Global Responsibility ◽  
Global Pandemic ◽  
Wide Scale ◽  
Vaccination Campaigns

As the fight against the coronavirus disease 2019 (COVID-19) pandemic continues, the necessity for wide-scale, global vaccine rollout to reduce the spread of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and slow its mutation rate remains unassailable. The COVID-19 Vaccines Global Access (COVAX) initiative’s campaign involves a proportional framework to finance and distribute SARS-CoV-2 vaccines in low- and middle-income countries. However, the COVAX framework has critical limitations, including limited funding and the failure to account for the special epidemic risks and needs of its participating nations, as recommended by the World Health Organization’s Strategic Advisory Group of Experts on Immunization framework. These drawbacks disproportionately impact Africa, where many nations rely on COVAX as their main source of vaccines. The current plan to vaccinate only up to 20% of participating nations’ populations is short-sighted from both epidemiologic and moral perspectives. COVAX must commit to vaccinating all of Africa and its initiative must be modified to account for the health and economic infrastructures in these countries. Lessons learned from successful vaccination campaigns, including the West African Ebola outbreak, have shown that vaccinating all of Africa is possible and feasible, and that infrastructure and human resources can support mass vaccination. To halt this global pandemic, global responsibility must be accepted to finance and equitably distribute SARS-CoV-2 vaccines to African nations. We urge COVAX to act swiftly to prevent Africa from becoming the new face of a persisting pandemic.

The adapted CoRE-Values framework: A decision-making tool for new clinical ethics advisory groups

2020 ◽  
pp. 147775092094660
Author(s):  
Helen Manson ◽  
Elizabeth Fistein ◽  
James Heathcote ◽  
Anne Whiteside ◽  
Laura Wilkes ◽  
...  
Keyword(s):  
Decision Making ◽  
Clinical Ethics ◽  
Ethical Issues ◽  
Core Values ◽  
Advisory Group ◽  
Decision Making Process ◽  
Analysis Framework ◽  
Advisory Groups ◽  
Decision Making Processes ◽  
Legal Grounds

A new Clinical Ethics Advisory Group (CEAG) was created to contribute to NHS Trust policies and guidelines in response to ethical issues arising from the COVID-19 pandemic. An ethical analysis framework used in medical education, the CoRE-Values Compass and Grid, was adapted to form a step-wise ‘ABC’ decision-making process. CEAG members found the framework simple to understand and use and the model facilitated time-efficient decisions that were explicitly justifiable on moral, ethical, professional and legal grounds. The adapted CoRE-Values framework might help facilitate decision-making processes for similar new clinical ethics advisory or support committees.

How It Works in the Real World: Helping Students Navigate Clinical Placements

2020 ◽  
Vol 5 (1) ◽  
pp. 251-255
Author(s):  
Ed M. Bice ◽  
Pamela A. Smith
Keyword(s):  
Real World ◽  
Clinical Competence ◽  
Patient Contact ◽  
Clinical Placements ◽  
The Real ◽  
Sound Theory ◽  
Contact Hours ◽  
The University ◽  
University Setting

Purpose This article discusses current issues found in external clinical placements and their possible causes, and this offers practical solutions for assisting students to benefit from their experiences. In order to obtain a Certificate of Clinical Competence from the American Speech-Language-Hearing Association, students must obtain a required number of patient contact hours. Many of these experiences are supervised by a mentor outside of the university setting. This provides opportunity for the student to be exposed to various clinical philosophies. It also opens the possibility that the student will be exposed to practices that are not based in sound theory or evidence. Conclusion Preparing students to assess and manage clinical placements is vital to their success. Several suggestions for encouraging and facilitating productive clinical conversations between mentor and mentee are proposed.

Friends With Benefits

2018 ◽  
pp. 1114-1130
Author(s):  
Beth Daniel Lindsay ◽  
Ilka Datig
Keyword(s):  
New York ◽  
Focus Group ◽  
Group Testing ◽  
Abu Dhabi ◽  
Advisory Group ◽  
Collection Development ◽  
New York University ◽  
Student Centered ◽  
Friends With Benefits ◽  
Advisory Groups

Students are a primary part of any academic library's community of users. However, students' voices are often left out of the conversation when libraries develop policies, services, and resources. One option for libraries which would like to consider students' opinions and needs more closely is the formation of a Student Advisory Group (SAG), a group of students who meet with library staff on a regular basis to discuss and provide advice on library policies, resources and strategies. Academic libraries can use SAGs for assistance with communication, collection development, focus group testing, and more. This article explores the logistics of creating, maintaining and assessing a SAG, along with concrete examples from the SAG at New York University Abu Dhabi (NYUAD). Student Advisory Groups have the potential to enrich any academic library's outreach and community-building efforts, and should be considered as an option by any library looking to become more student-centered.

scholarly journals Collaboration at the Center: Librarian, Faculty, and Students Partner to Revive Their Curriculum Lab

2018 ◽  
Vol 6 (1) ◽  
pp. 39-48
Author(s):  
Melissa Correll ◽  
Jodi Bornstein
Keyword(s):  
Preservice Teachers ◽  
Learning Environments ◽  
Real World ◽  
Mission Statement ◽  
Project Based Learning ◽  
Advisory Group ◽  
University Administrators ◽  
School Of Education ◽  
Class Project ◽  
The Impact

This article describes the ongoing impact of a class project on the library’s work to improve its curriculum materials center (CMC) and the students’ reflection on the impact of project-based learning (PBL) on their work as preservice teachers. Arcadia University’s Landman Library houses a Curriculum Lab, which provides materials and space to support the School of Education. Use of the space and collection was low, and many materials were outdated. An education professor and the liaison librarian partnered with students enrolled in the Designing Learning Environments course (ED411) to develop a plan to improve the Curriculum Lab. This real-world redesign project created an opportunity for students to apply and transfer theories they were learning about in their readings to an actual educational project. The students wrote a mission statement, drew up a blueprint, and gathered ideas for their vision of the Curriculum Lab. Students then presented their work to university administrators. Though the class has since ended, students still contribute to the project through a volunteer advisory group.

Sign in / Sign up

Export Citation Format

Share Document