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At least 55 records · Page 3Linked to original sources
PubMed2003

Faculty development: how to evaluate the effectiveness of a faculty development program in emergency medicine.

Evaluation of the effectiveness of any faculty development program (FDP) is crucial to provide assessment of existing programs and to yield valid recommendations for designing future programs that better address the needs of individual faculty members and the sponsoring institutions. The author chose the validated Kirkpatrick's model with four levels of program outcomes (satisfaction data, learning data, performing data, and career change) to evaluate the effectiveness of an FDP in emergency medicine. Assessment of the effectiveness of this FDP can be performed by sponsoring organizations or by independent evaluators experienced in the field for better objectivity.

Emergency Medicine↗
PubMed2003

Drug abuse prevention program development. Results among Latino and non-Latino white adolescents.

Five program development studies from Project Towards No Drug Abuse (TND) were re-analyzed to discern Latino versus non-Latino Whites similarities and differences in receptivity to a wide variety of high school-based drug abuse prevention activities. In most of the program development studies, these youth attended alternative (continuation) high schools in Southern California. Although there were a total of 46% Latino students in these schools, 99% of the students indicated English as the main language spoken at school and home. Thus, taken together, almost all Latino youth in the various studies analyzed preferred to respond to survey questions in English. Latinos were relatively low in socioeconomic status (SES) and used drugs less frequently. Still, this group of highly acculturated Latinos and non-Latino Whites (37% of the school population) perceived that they were attending alternative schools for the same reasons (e.g., lack of credits, truancy). Very few differences in receptivity ratings of proposed TND activities were found as a function of ethnicity. In other words, the data suggest that the same types of lessons are applicable to older teens in both ethnic groups.

Adolescent↗
PubMed2001

What's the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings.

BACKGROUND: The assessment of the effectiveness of faculty development programs is increasingly important in medical schools and academic medical centers but is difficult to accomplish. PURPOSE: We investigated the usefulness of retrospective self-assessments by program participants in combination with independent ratings of teaching performance by their trainees. METHODS: We used a single sample, prepost intervention design using multiple measures. Our assessment instruments were based on our institution's accepted teaching competencies. We measured participants' self-assessments of their teaching competencies before the program and their retrospective self-assessed improvements in these competencies after the program. We also used independent ratings of the participants' teaching competencies before and after their involvement in the program, as rated by their own trainees (fellows, residents, and medical students). Selected teaching competencies comprised the intended learning outcomes of the faculty development program. RESULTS: Participants' preprogram self-assessments showed that the program was appropriately matched to several topics identified as needy, but also included topics that participants did not identify as needs. The retrospective self-assessments showed improvements in teaching skills that previously were identified as needs, as well as those in which participants originally felt quite competent. The independent ratings by trainees showed overall positive improvements (some significantly). The retrospective self-assessed improvements correlated positively with the independent ratings by their trainees (p < .01). CONCLUSIONS: This evaluation strategy showed that the faculty development program improved the teaching competencies of the participants. Both the program participants' retrospective self-assessments and the independent ratings by their trainees showed postprogram improvements and were positively intercorrelated. The use of these multiple measures is a viable approach to evaluate the impact of a faculty development program. Potentially either approach could be used, but in combination, they provide a feasible, valid, and reliable evaluation.

Education, Medical↗
PubMed1993

In-service breastfeeding program development: needs assessment and planning.

In-service program development requires that the individual offering it be familiar with needs assessment techniques and program planning. In order to provide a program appropriate to the audience's needs, the presenter needs first to identify and set goals for the program, identify objectives relevant to the participants' needs, outline the material to be presented, and select the most appropriate presentation methodologies and ways of evaluating the program. This discussion includes examples and sample assessment forms that are specific to a breastfeeding program.

Breast Feeding↗
PubMedDate not supplied

An economic paradigm for nurse practitioner program development.

In 1987 a collaborative nurse practitioner program was developed and implemented by George Mason University, a public institution, and The George Washington University, a private institution. Three economic factors affecting decisions related to the development of the collaborative program are discussed: (1) optimal use of resources, (2) consumer and institutional utility, and (3) demand for the program. Optimal use of resources was based on collaboration in the areas of faculty and administrative resources and existing curriculum, thereby reducing the cost burden at each institution. From the perspective of consumer and institutional utility, the program was structured financially to enhance the well-being of students and both institutions. Finally, the consumer demand for the program was addressed by maintaining the higher proportion of credits at the lower-cost institution, thus enabling more students to afford the program. The success of the institutions in addressing the economic factors noted above can serve as a paradigm for program development in other universities and graduate programs.

Costs and Cost Analysis↗
PubMed1993

Psychotherapeutic Medications Development Program (PMDP).

The Psychotherapeutic Medications Development Program (PMDP) of the National Institute of Mental Health was established in 1990. The purpose of the PMDP is to improve, enhance, and speed the development of new medications and improve the therapeutic usefulness of existing medications for the treatment of mental illness. The PMDP will fulfill this mission by implementing four initiatives. In the drug discovery and development initiative, the PMDP will aid in the development of promising new drugs. This initiative will also include improving the therapeutic usefulness of existing medications. In the technology transfer initiative, PMDP will improve the technology transfer from academic and government researchers to the pharmaceutical industry; improve the dissemination of information concerning technology transfer opportunities as it pertains to psychotherapeutic medications; and enhance technology transfer by acting as a broker to bring interested parties together. For the third initiative, the PMDP will develop and maintain a capability to clinically evaluate psychotherapeutic medications. The PMDP will also act to facilitate the development and testing of new concepts and models of mental illness. There is a detailed description of the steps that are involved in developing a new chemical entity (NCE) from the conceptual stage to a medication that is approved for the treatment of a particular illness. The pharmaceutical industry estimates that this medication development process costs $238 million.

Humans↗
PubMed2002

Evaluation of a faculty development program in managing care.

PURPOSE: To evaluate a faculty development program that teaches quality improvement and cost-effectiveness. METHOD: From October 2000 to February 2001, a two-part faculty development program was offered to 39 physicians from 19 U.S. medical schools supported by grants from the Partnerships for Quality Education (PQE) and Undergraduate Medical Education in the 21st Century (UME-21). Special features of the program included partnerships between academic and community physicians from each school, development of an educational innovation of interest to the participants, concurrent development of teaching skills and new medical knowledge, learning leadership skills (e.g., how to train colleagues to teach), and practice periods. The program focused on quality improvement and cost-effectiveness, but included other "managing care" topics. Prior to and after the course, participants assessed their knowledge of and competence to teach these topics, as well as other managing care topics. They also assessed their competence as medical educators and leaders. After the course, they indicated their progress in implementing their proposed educational innovations. RESULTS: Thirty-two of the 39 physicians completed evaluations both before and after the program. Self-assessed knowledge and competence to teach quality improvement and cost-effectiveness were significantly higher at the end of the course, as were all self-assessed teaching and leadership skills. The largest change scores occurred in assessments of competency to teach the new topics and to teach in new ways. Participants who implemented their innovations rated their competencies to teach quality improvement and cost-effectiveness higher than did non-implementers. CONCLUSION: Opportunities for faculty to learn how to teach a topic of stated importance to them, to practice what they have learned, and to work collaboratively with partners improved teaching skills.

Academic Medical Centers↗
PubMedDate not supplied

Design of a positive youth development program in Hong Kong.

The design of a positive youth development program in Hong Kong is outlined. Based on adolescent developmental issues observed in Hong Kong and the conceptual framework on positive youth development, a 2-tier program was designed. For the Tier 1 Program, it is a universal positive youth development program for students in Secondary 1 to Secondary 3 with the curricula developed by a research team comprising scholars from different disciplines (e.g., social work, psychology, and education). For the Tier 2 Program, it is a selective program targeting adolescents with greater psychosocial needs, developed by school social workers providing school social work service in the schools. With particular reference to the Tier 1 program, several principles are maintained in the design of the program. These include comprehensive coverage of positive youth development constructs, theoretical and empirical grounding of the program, holistic emphasis, focus on both adolescent development assets and problems, developmentally appropriate content, culturally relevant content, multi-year intervention, provision of proper and adequate training to the workers, and use of effective teaching methods in the delivery of the program.

Adolescent↗
PubMed2006

A youth development program: lasting impact.

The purpose of the study was to examine whether participation in a youth development program positively impacted participants' adult outcomes. Length of time adolescents spent in a comprehensive youth development program was correlated to their adult outcomes and functioning was assessed. All 141 adult past participants of a youth development program were identified. A survey was administered to 97% of the past participants located. School completion, higher education, alcohol and drug use, pregnancy and childbearing, employment, and involvement with the juvenile and adult justice systems were assessed. Degree of involvement in the program (low, medium, and high) was calculated and correlated with outcomes. Of the six areas surveyed, statistically significant findings (p<0.05) were obtained in three: education, employment, and criminal justice. Nonsignificant, but positive, trends were observed in the areas of pregnancy/parenthood and illicit drug use. Best outcomes were achieved with those who participated for at least 201 days.

Adolescent↗
PubMed1990

Enhancing the outcomes of low-birth-weight, premature infants. A multisite, randomized trial. The Infant Health and Development Program.

The Infant Health and Development Program is an eight-site clinical trial designed to evaluate the efficacy of a comprehensive early intervention in reducing the developmental and health problems of low-birth-weight (less than or equal to 2500 g) premature (less than or equal to 37 weeks) infants. Nine hundred eighty-five infants, stratified by site and weight (less than or equal to 2000 g or 2001 to 2500 g), were randomly assigned to receive an educational curriculum focused on child development, as well as family support and pediatric follow-up, or only pediatric follow-up. At corrected age 36 months, the intervention group had significantly higher mean IQ scores than the follow-up group (mean difference in the heavier group was 13.2 and in the lighter group 6.6), significantly fewer maternally reported behavior problems, and a small, but statistically significant, increase in maternally reported minor illnesses for the lighter-birth-weight group only, with no difference in serious health conditions.

Child Behavior↗
PubMed2003

A faculty leadership development program at the Medical College of Wisconsin.

A faculty leadership development program has been initiated at the Medical College of Wisconsin in collaboration with faculty from the University of Wisconsin, Milwaukee, School of Business Administration. The program's goal is to impart business-related knowledge and develop leadership skills among the senior and selected junior faculty members. The course is given over nine days in segments of three days over a five-month period. So far it has been given three times. Course evaluations by attendees indicate that the course is highly regarded and they consider it very useful in developing their managerial and leadership skills. This article describes how a free-standing medical school can collaborate with a business school to develop and offer a program customized to meet the management and leadership training needs of its faculty.

Curriculum↗
PubMedDate not supplied

Occupational health program development.

A model occupational health program was developed for 300,000 U. S. Army employees in Europe. Despite the availability of both fiscal resources and personnel, those charged with developing the program discovered that the traditional approach to occupational health could not be applied directly. Complex command channels required a well-stated delineation of responsibilities. Compounding the problems inherent in demographic complexity were geographical dispersion and organizational complexity, a broad spectrum of potential industrial hazards, and diverse occupational health laws for multiple-employee groups, all of which resulted in the need for flexibility. Because of limited capabilities to provide technical and clinical services, all services required a maximum amount of tailoring. The model described here, called the functional approach to occupational health, was designed to address these requirements.

Accidents, Occupational↗
PubMed2003

The savvy caregiver program: developing and testing a transportable dementia family caregiver training program.

PURPOSE: This article reports on the development and field testing of the Savvy Caregiver Program, the transformation of a successful, academic-based caregiver psychoeducational program into a self-contained program that can be adopted in other locations. DESIGN AND METHODS: Program development began with a prototype of a 12-hr course with the aims of introducing family caregivers to the caregiving role, providing them with the knowledge, skills, and attitudes needed to carry out that role, and alerting them to self-care issues. Results from initial field trials dictated a substantial revision of the workshop materials. The next version was field tested in multiple sites in southern rural Minnesota, Colorado, and Alaska. In this expanded testing, participants evaluated the program, and cross-group comparisons were conducted by use of well-established caregiver well-being scales. RESULTS: Virtually all respondents reported increased skill, knowledge, and confidence, and all would recommend the program to others. A preintervention versus postintervention analysis indicates that caregivers' reaction to the overall behavior of the persons for whom they provide care (i.e., "total reaction"), their self-reported burden, and their beliefs about caregiving (emotional enmeshment) changed significantly in directions indicating better caregiver well-being. IMPLICATIONS: Results suggest that it is feasible to translate a research-based caregiver intervention into a packaged program that can be adopted in other settings without the direct involvement of the program initiators.

Caregivers↗
PubMedDate not supplied

Evaluation of a positive youth development program in Hong Kong: issues, principles and design.

Several issues concerning evaluation of positive youth development programs in Hong Kong are outlined. These include the choice of evaluation paradigm, evaluation frameworks and evaluation standards, role of quantitative and qualitative research methods, process vs. outcome evaluation, and choice of objective outcome measures. With reference to the above issues, the evaluation design of a positive youth development program in Hong Kong is presented. Several principles are maintained in the design of the program. These include objective outcome assessment, use of multiple objective outcome indicators, subjective outcome evaluation, involvement of stakeholders in evaluation, assessment of program implementers' views, qualitative evaluation, collection of quantitative and qualitative data, process evaluation, triangulation of data collected from different sources by different methods, use of validated measures, following existing guidelines governing the evaluation of positive youth development programs, and continuous evaluation. Five evaluation strategies, including objective outcome evaluation, subjective outcome evaluation, qualitative evaluation, evaluation based on repertory grid tests, and process evaluation are proposed to evaluate the project.

Adolescent↗
PubMed2004

A cost-related approach for evaluating drug development programs.

Most pharmaceutical statisticians make a contribution to drug development at the study level by designing and analysing clinical studies. There is less involvement at the drug project level, especially when it comes to making a strategic decision for a drug development program. Motivated by the assessment of drug safety, this paper presents a new decision rule on whether or not to continue developing a new drug based on a cost function. The cost function takes into account both type I and type II errors in a decision making problem. It also incorporates both the cost and benefit from a drug development program. This cost-benefit approach enables company senior management to evaluate a drug program objectively and make decisions in a quantitative and rational manner. The probabilities of making correct decisions are illustrated by using a real data example.

Clinical Trials as Topic↗
PubMed1987

Strategies for community occupational therapy program development.

Occupational therapists who wish to see services expand in community settings must be prepared to take an active role in program development. The article examines 12 program development strategies which are illustrated using the experience of developing a rural program in a social service system. Community occupational therapy services in Prince Edward Island were initially developed, from 1977 to 1979, by a small group of occupational therapists. The group obtained Federal Welfare Demonstration Grant funding for a pilot project which was administered by the provincial Department of Social Services. In 1979, the Prince Edward Island Provincial Government approved on-going funding for an Island-wide community occupational therapy service.

Community Health Services↗
PubMed1997

Published literature on faculty development programs.

BACKGROUND AND OBJECTIVES: Published faculty development program evaluation articles often leave the program description incomplete, making it difficult for new program planners to build on previous work. Using a model based on the work of Stuffelbeam, we examined faculty development literature for the inclusion of important program elements. We found that many important program components, including local needs assessment, leadership and resource support, stakeholder input, implementation barriers, participant attendance, and cost were each discussed in fewer than 30% of published articles. The context, input, process, and product framework is proposed as a guiding model for future program reports.

Education↗