scholarly journals Developing Educational Resources to Support the Use of the Hippotherapy Evaluation and Assessment Tool

2020 ◽  
Author(s):  
◽  
Roda Galang
Keyword(s):  
Assessment Tool ◽  
Educational Resources ◽  
Evaluation And Assessment

Validity and Reliability of the Hippotherapy Evaluation and Assessment Tool

2017 ◽  
Vol 71 (4_Supplement_1) ◽  
pp. 7111500051p1 ◽  
Author(s):  
Mary Shotwell ◽  
Deborah Weissman-Miller ◽  
Tara Malone ◽  
Brooke O’Kelley ◽  
Elizabeth Post ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Validity And Reliability ◽  
Evaluation And Assessment

scholarly journals Quality evaluation of patient educational resources for catheter ablation of atrial fibrillation

2021 ◽  
Vol 20 (Supplement_1) ◽  
Author(s):  
A Cano Valls ◽  
C Gallagher ◽  
LL Mont ◽  
E Carro ◽  
P Sanders ◽  
...  
Keyword(s):  
Atrial Fibrillation ◽  
Catheter Ablation ◽  
Patient Education ◽  
Patient Information ◽  
Assessment Tool ◽  
Educational Resources ◽  
Visual Aids ◽  
University Hospitals ◽  
Cross Sectional ◽  
Web Based

Abstract Funding Acknowledgements Type of funding sources: None. Background The prevalence of atrial fibrillation (AF) is increasing rapidly with growing utilisation of catheter ablation (CA) as a treatment strategy. Education of individuals undertaking this procedure is diverse, with varying degrees of information provided and little standardisation. Many individuals utilise the internet as an educational resource. However, there is limited regulation of online patient information. Aims The purpose of this study was to evaluate the quality of web based  patient education resources for patients undergoing CA in the management of AF. Methods A cross-sectional observational study was performed to obtain all freely accessible online educational resources designed to inform AF patients about CA. from inception until 1st October 2019. Three search engines were used: Google, Yahoo! and Bing, using the search terms "atrial fibrillation" and "catheter ablation" combined with "patient information and patient education" in English and Spanish. The Patient Education Materials Assessment Tool (PEMAT) is a validated tool used to evaluate web-based patient education materials as well as  printable tools. The PEMAT score objectively measures the understandability and actionability of printable tools for audio-visual material. Results A total of 17 websites and 15 printable tools were included in the analysis. Non-government organizations developed 19% of materials and 75% were created by private or university hospitals. Nineteen materials (59.3%) were rated as highly understandable and 25 materials (21%) were rated as highly actionable, whilst ten materials had an actionability of 0% (6 websites and 4 printable tools).  Less than a half of the materials evaluated were highly rated by the PEMAT score, with a total of 7 websites (41%) and 7 printable tools (46,6%) scoring >70%. Conclusion The overall understandability of educational CA material was high, whilst improvement of actionability is warranted. The addition of summaries, visual aids and tools such as checklists may improve quality. These findings have significant implications for developing new patient educational material for CA in AF.

scholarly journals Examining Value Change in MOOCs in the Scope of Connectivism and Open Educational Resources Movement

2015 ◽  
Vol 16 (5) ◽  
Author(s):  
HAYRIYE TUGBA OZTURK
Keyword(s):  
Learning Environment ◽  
Assessment Tool ◽  
Online Courses ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Massive Open Online Courses ◽  
Survey Method ◽  
Open Education ◽  
Value Change ◽  
Massive Open Online

Massive Open Online Courses (MOOCs) came to prominence with Open Educational Resources Movement (OERM). It was based upon the idea of libre in removal of some permission barriers and gratis in removing the price barrier (Suber, 2008) in learning resources. In line with the theoretical underpinnings of OERM, MOOCs embody primary characteristics of connectivist pedagogy which are autonomy, diversity, openness, and community participation. However, in time, moving away from its original philosophical and pedagogical values, new variations of MOOCs have emerged and new MOOCs have become more market oriented and are aligned with instructivist, cognitive, and behaviourist pedagogy. In an attempt to empirically examine the change in underlying values of the MOOCs, a survey method was employed by using a Connectivist Learning Environment Assessment Tool which was developed in the scope of this research. The tool could be useful for formulating and justifying a conceptual framework that enables us to reify the connectivist pedagogy and assess connectivist underpinnings of a learning environment including MOOCs. This research aims to contribute to MOOC studies against the background of previous knowledge from the Open Education and Connectivist fields.

Assessment of available online educational resources for patients with atrial fibrillation (Preprint)

2021 ◽  
Author(s):  
Melissa Emma Middeldorp ◽  
Ellen Lyrtzis ◽  
Kyle Murray Heath ◽  
Tanya Hall ◽  
Kadhim Kadhim ◽  
...  
Keyword(s):  
Atrial Fibrillation ◽  
Assessment Tool ◽  
Treatment Options ◽  
Educational Resources ◽  
Inclusion Criteria ◽  
Content Quality ◽  
Qualitative Systematic Review ◽  
Online Educational Resources ◽  
Score Range

BACKGROUND A diagnosis of atrial fibrillation (AF) often leads patients to search online for information, which can expose them to information of varied quality. OBJECTIVE We conducted a qualitative systematic review of websites for patients that contain information regarding AF. METHODS The following terms were searched on 3 search engines (Google, Yahoo and Bing): AF for patients, What is AF, AF patient information, AF educational resources. Inclusion criteria were websites with a focus on comprehensive AF information, containing information about treatment options, and written in English. We excluded websites requiring membership subscription, linked to abstracts or manuscripts, or developed by private clinics. We used the Patient Education Materials Assessment Tool (PEMAT-P/PEMAT-AV) for printable/audio-visual material to assess understandability and actionability (score range 0-100). Those with PEMAT scores of >70 meaning acceptable understandability and actionability, underwent DISCERN score to assess information content quality and reliability (score range 0-80). RESULTS The search yielded a total 720 websites which underwent full review. After excluding duplicates and those not meeting the inclusion criteria, 48 underwent full scoring. Mean overall PEMAT-P score was 68.5±17.2. Mean PEMAT-AV score was 61.1±9.4. Of the websites that scored >70% PEMAT-P, 20 (42%) underwent DISCERN scoring. Mean DISCERN score was 54.7±4.5. CONCLUSIONS There is a wide variation in the understandably, actionability and quality of websites that provide information to patients with most websites not providing patient level materials. Knowledge of quality websites could provide an important adjunct for improving individuals’ knowledge about their condition

Age Norms for Auditory-Perceptual Neurophonetic Parameters: A Prerequisite for the Assessment of Childhood Dysarthria

2020 ◽  
Vol 63 (4) ◽  
pp. 1071-1082
Author(s):  
Theresa Schölderle ◽  
Elisabet Haas ◽  
Wolfram Ziegler
Keyword(s):  
Assessment Tool ◽  
Developmental Trajectories ◽  
Voice Quality ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Age Norms ◽  
Elementary School Age ◽  
Speech Characteristics ◽  
Substantial Progress ◽  
Computer Based

Purpose The aim of this study was to collect auditory-perceptual data on established symptom categories of dysarthria from typically developing children between 3 and 9 years of age, for the purpose of creating age norms for dysarthria assessment. Method One hundred forty-four typically developing children (3;0–9;11 [years;months], 72 girls and 72 boys) participated. We used a computer-based game specifically designed for this study to elicit sentence repetitions and spontaneous speech samples. Speech recordings were analyzed using the auditory-perceptual criteria of the Bogenhausen Dysarthria Scales, a standardized German assessment tool for dysarthria in adults. The Bogenhausen Dysarthria Scales (scales and features) cover clinically relevant dimensions of speech and allow for an evaluation of well-established symptom categories of dysarthria. Results The typically developing children exhibited a number of speech characteristics overlapping with established symptom categories of dysarthria (e.g., breathy voice, frequent inspirations, reduced articulatory precision, decreased articulation rate). Substantial progress was observed between 3 and 9 years of age, but with different developmental trajectories across different dimensions. In several areas (e.g., respiration, voice quality), 9-year-olds still presented with salient developmental speech characteristics, while in other dimensions (e.g., prosodic modulation), features typically associated with dysarthria occurred only exceptionally, even in the 3-year-olds. Conclusions The acquisition of speech motor functions is a prolonged process not yet completed with 9 years. Various developmental influences (e.g., anatomic–physiological changes) shape children's speech specifically. Our findings are a first step toward establishing auditory-perceptual norms for dysarthria in children of kindergarten and elementary school age. Supplemental Material https://doi.org/10.23641/asha.12133380

Sign in / Sign up

Export Citation Format

Share Document