A Design Thinking Approach to Enhance Interprofessional Education Between Technology and Medicine for Innovative Elder Pain Care.

Background: Design thinking (DT) describes three stages in the design thinking cycle: 1) inspiration, which embodies the initial problem or opportunity; 2) ideation, which encompasses the development and refinement of ideas; and 3) implementation, which involves the introduction and application of the derived solution. Method: The prospective educational program evaluation July 2020 to December 2020. A 150 min interactive workshop regarding developing innovative elder pain care. Medical students will be grouping into four medical students: 1 technological student. Then they will be assigned to match with a technology student. The interprofessional education design thinking activity consists of three parts; a brief introduction, the brainstorming process to identified pain points by persona and user journey to generate the idea, and the prototype presentation. Results: Forty sixth-year medical students and twelve technological students participated. 58% of medical students and 95% of technological students perceived DT as very helpful for their careers. However, only 30% of medical students and 60% of technological students were inspired to develop actual prototypes after the course. Nearly all of the students responded they comfortable with this interdisciplinary project-based style. Still, the time of the workshop is too limited, and among those responding with no interest pursue the project gave a reason that they lack time after rotating to other courses. Conclusion: Most medical students and technological students perceived DT as beneficial for their career and displayed satisfy in this co-project style. However, finding matched schedule of two disciplines made long-term interpersonal education challenging.

A Revised Logic Model for Educational Program Evaluation

The logic model is an evaluation tool popularly used for obtaining grant funding. Its limitations make it unlike other theory driven evaluation methods. A critical examination of the logic model leads to the construction of an enriched revised logic model.

How to implement the basic educational program based on the three requirements of the Federal State Educational Standard

The article makes an attempt to comprehend the main points presented in the works of the Academician of the Russian Academy of Education, Doctor of Sciences (Education), Professor Alexander A. Kuznetsov, devoted to the introduction of the FSES of second generation in schools’ practice and the role of a teacher in the context of the introduction of the FSES. Particular attention is paid to such issues as: the development of the basic educational program, which is considered as the basis for the organization of the educational process; educational program evaluation; the role and importance of the explanatory note of the basic educational program; the main methodological idea of the work educational program on the subject; content of information educational environment; textbook, including electronic, as part of information educational environment. The analysis of the problems of the implementation of the FSES of second generation given in the article will be useful to teachers, methodologists and other pedagogical staff to improve the educational process both at school and at a pedagogical university when teaching future teachers.

PENILAIAN PELAKSANAAN KURIKULUM MATA PELAJARAN SAINS RUMAH TANGGA MENGGUNAKAN MODEL STAKE COUNTENANCE: SATU KAJIAN LITERATUR

The purpose of this concept paper was to discuss and analysis evaluation models using in the curriculum implementation or educational program evaluation. This paper focused on secondry school home science education subject and Stake Countenance Model. This model focused on congruence between what was intended to occur and what was actually observed to occur before, during, and after curriculum implementation. The Stake Countenance Model used antecedents, transactions and outcomes as a core concepts to structure the view of the curriculum implementation evaluation or an educational program evaluation. The Stake model demonstrated its effectiveness by facilitating a thorough examination of both quantitative and qualitative research method.Kertas konsep ini adalah bertujuan untuk membincangkan dan menganalisis model penilaian yang digunakan dalam penilaian pelaksanaan kurikulum atau program pendidikan. Kertas konsep ini memberi tumpuan kepada Mata Pelajaran Sains Rumah Tangga sekolah menengah yang diajar pada peringkat menengah atas dan Model Stake Countenance. Model ini membincangkan dua matrik iaitu matrik deskripsi dan matrik pertimbangan yang memberi tumpuan kepada kepada kesesuaian antara apa yang dirancang untuk berlaku dan apa yang sebenarnya berlaku semasa perlaksanaan dengan melakukan pemerhatian sebelum, semasa, dan selepas pelaksanaan seseuatu kurikulum atau program pendidikan. Model Stake Countenance membincangkan tiga fasa pengumpulan data; masukan, proses dan hasil sebagai teras konsep dalam penilaian pelaksanaan kurikulum atau penilaian program pendidikan. Model Stake menunjukkan keberkesanannya dengan memudahkan penilai membuat pertimbangan menyeluruh dengan menggunakan kaedah penyelidikan kuantitatif atau kualitatif.

3457 Engaging American Indian Students in Oncology Research and Health Professions Education: A Review of the Literature

OBJECTIVES/SPECIFIC AIMS: The primary goal of the project was to conduct a narrative review of the published literature to identify and summarize best practices for developing oncology-focused research and training experiences for AI/AN undergraduate, graduate and professional students. A secondary goal was to identify methodological limitations and areas for future research related to rigorous educational program evaluation. METHODS/STUDY POPULATION:. Published literature was searched using databases relevant to oncology (PubMed, Web of Science) and sociology (PsychINFO, SocIndex). The bibliographies of identified relevant papers were searched for additional references by title. Search terms included synonyms and commonly used terms for three general areas: (1) target population (e.g., American Indian), (2) training area (e.g., oncology), and (3) educational program (e.g., undergraduate). RESULTS/ANTICIPATED RESULTS:. A current total of 107 original publications and 33 review papers that are relevant to the project goals have been identified. Key areas of program development and implementation relate to advertising and recruitment; didactic curriculum in research methods, cancer health disparities, and professional development and career planning; research immersion experiences through shadowing, networking, application of research skills, and opportunities to develop oral and written communication skills; ongoing career development support; mentoring by faculty, advanced trainees, and peers; and culture-specific enrichment. Important areas for program evaluation relate to measures of reaction, knowledge, practice and long-term outcomes. Evaluation design approaches include observational and experimental designs with recommendations for identifying relevant control groups. Strategies to ensure complete long-term follow-up are also summarized. DISCUSSION/SIGNIFICANCE OF IMPACT:.Successful programs address barriers related to perceived lack of abilities, lack of AI role models, limited culture-specific enrichment, and limited mentoring and ongoing career development support. Program directors should work with local tribal and community leaders when creating a new program. A high degree of coordination is needed to create a bicultural program to interest students in a research career and avoid the creation of barriers hidden to the program director. There are opportunities to improve the rigor of educational program evaluation in this setting by including measures beyond self-reported reaction and knowledge to focus on educational program enrollment and completion and long-term career outcomes. Methodologic challenges include identification of relevant control groups for comparison and the use of experimental designs.

EVALUATION MODELS IN EDUCATIONAL PROGRAM: STRENGTHS AND WEAKNESSES

In the 21st century, evaluation in education has been paid great attention and the evaluation models in education which were created in the 20th century have been further developed and widely applied in educational evaluation. The paper provides readers with comprehensive discussions on the four well-known evaluation models in education: Tyler’s objective model, Stake’s responsive model, Scriven’s goal free model and Stufebeam’s CIPP model. These models have a long history and have been thoroughly developed over time. The application of these four models is found in many felds of evaluation, but mostly in educational program evaluation. In order to help educational evaluators have better and deeper understandings of the four models, the paper presents the nature of the models, the characteristics of the models, as well as discusses strengths and weaknesses of each model.