SEARCH · PubMed Health

Results for “Learning outcomes”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 109 records · Page 6Linked to original sources

PubMed1997

Problem-based learning: measurable outcomes.

Problem-based learning (PBL) could potentially contribute to four key objectives in the education of doctors. (1) Motivating learning. Three studies show that students studying PBL problems choose fewer topics to study than those identified by the faculty, but one study of a critical care rotation showed that students were motivated to learn over a wider range of basic science topics than had been included in the basic science curriculum. (2) Developing clinical reasoning. One study compared methods of solving problems in PBL and conventional track curricula and suggested that PBL students work backwards from clinical information to theory, while conventional curriculum students tend to reason forward from theory. One study showed that computer searches provide knowledge for helping solve some PBL problems, and another study showed that specific knowledge in emergency medicine correlated with test scores. (3) Structuring knowledge in clinical contexts. A few studies show that PBL students perform less well on basic science examinations but better on clinical examinations. Educational outcomes, however, have been assessed quantitatively mainly by the U.S. National Boards of Medical Examiners Examinations or by clinical examinations with small samples. Only one study includes a power computation to assess type II error. There are no studies that examine how much variance occurs between PBL programmes in their curricular methods and outcomes. (4) Developing self learning skills. PBL students use a much wider range and number of resources than conventional track students. There is only one study comparing the knowledge of doctors trained by PBL and conventional curricula after the doctors have been in practice for a substantial number of years, and no studies of patient outcomes. Patient outcomes need to be assessed with randomized controlled trials, and sample sizes should be determined by power computations to avoid Type II error. Four possible methods of improving PBL would be to derive national and internationally accepted PBL curricula; to organize internationally accepted and psychometrically validated methods of evaluation; to develop attitudes among students and tutors to facilitate co-operative PBL teamwork; and to teach group process diagnostic skills.

Curriculum↗

PubMed2004

Current products and practices: curriculum development in orthodontic specialist registrar training: can orthodontics achieve constructive alignment?

This paper aims to encourage a debate on the learning outcomes that have been developed for orthodontic specialist education. In outcome-based education the learning outcomes are clearly defined. They determine curriculum content and its organization, the teaching and learning approaches, the assessment techniques and hope to focus the minds of the students on ensuring all the learning outcomes are met. In Orthodontic Specialist Registrar training, whether constructive alignment can be achieved depends on the relationship between these aspects of the education process and the various bodies responsible for their delivery in the UK.

Clinical Competence↗

PubMed2003

Effects of exemplar training in exclusion responding on auditory-visual discrimination tasks with children with autism.

In Experiment 1 with 7 autistic children (3 to 6 years old), auditory-visual exclusion was tested with four unknown word-item pairs for each child. One child demonstrated exclusion and positive learning outcomes unequivocally with the four auditory-visual relations. Three children demonstrated exclusion, though inconsistently, and failed to demonstrate positive learning outcomes. The remaining 3 children failed to demonstrate exclusion; therefore, the learning outcome test was omitted. The 6 children who failed to demonstrate exclusion or positive learning outcomes participated in the second experiment. In Experiment 2, nonreinforced exclusion trials with four new unknown word-item pairs were included in trial blocks that also contained reinforced exclusion trials with the unknown exemplars from Experiment 1. Five children demonstrated exclusion with the new word-item pairs, and 4 of these demonstrated positive learning outcomes in further tests. One child demonstrated some limited but inconsistent improvement in exclusion and was not tested for learning outcomes. The data suggest that contemporaneous presentation of multiple examples of reinforced exclusion facilitated nonreinforced exclusion performances and that the resulting reduction in errors was critical in producing accurate learning outcomes with the new word-item discriminations.

Association Learning↗

PubMed2004

Using information contained in the curriculum management information tool (CurrMIT) to capture opportunities for student learning and development.

The purpose of this paper is to examine how West Virginia University Medical School used the AAMC Curriculum Management Information Tool (CurrMIT) to map the undergraduate medical school curriculum. Information gleaned from this analysis identified what students are expected to learn, how they learn and how they are assessed. Information about the curriculum was entered into CurrMIT, creating a comprehensive picture of the curricular landscape. Learning outcomes were parceled out according to a competence-based framework. In addition, learning methods and assessment measures were identified. A total of 639 learning outcomes were identified across several competences. A total of 13 learning methods and 13 assessment measures were also identified in the undergraduate curriculum. The results suggest that students are expected to acquire varied knowledge, skills and attitudes. Further, students are presented with diverse learning methods and assessment measures. The curriculum map ascertains whether the program's components, such as learning outcomes, learning approaches and assessment methods, are designed and linked to further students' learning. This analysis will lead to curricular improvements. The implications of this work can help faculty, students and other academic stakeholders shift tacit expectations of learning and development to a curricular reality and, in turn, help prepare future physicians for the changing field of medicine.

Curriculum↗

PubMed2006

Study guides: a study of different formats.

More emphasis is being placed on students as independent learners with teachers acting as facilitators. It has been argued that student-centred learning can be supported usefully by study guides. This paper supports previous claims as to the value of study guides as perceived by students. But what should study guides look like? A total of 151 second-year medical students at the University of Dundee were given three versions of a study guide covering the topic of hypertension, each incorporating a different educational approach but with the same content. A timetable-based version of the guide focused on the students' day-to-day timetable and related the learning outcomes to each of the scheduled learning opportunities. A problem-based version of the guide introduced a clinical problem and encouraged the students to think of the learning outcome for the module as they related to the problem. Thirdly, an outcome-based version was structured round the 12 key areas of the learning outcomes. The timetable-based guide was preferred by the majority of students, although some preferred the problem-based guide and others the outcome-based guide. This may in part be due to students' lack of familiarity with a problem-based and outcome-based approach. It may also relate to what is seen as a key function of a study guide: to lead the student through the day-to-day learning experiences in a course and to introduce a student to a course or a topic and provide an overview of what is to be achieved in their studies of it.

Attitude↗

PubMedDate not supplied

Problem-based learning. An outcomes study.

Problem-based learning (PBL) as a dynamic teaching methodology was detailed in the March/April 1998 issue of Nurse Educator. In this article, the second part, an outcomes study completed to evaluate PBL as a teaching methodology for registered nurse students is described. Two qualitative and two quantitative studies were conducted and are reported in this article. The results definitely support PBL as an effective teaching strategy for nursing educators.

Attitude of Health Personnel↗

PubMed2004

The problem with outcomes-based curricula in medical education: insights from educational theory.

BACKGROUND: Educators across the world are charged with the responsibility of producing core learning outcomes for medical curricula. However, much educational theory exists which deliberates the value of learning outcomes in education. AIMS: This paper aims to discuss the problems surrounding outcomes-based curricula in medical education, using insights from educational theory. DISCUSSION: The paper begins with a discussion of the traditions, values and ideologies of medical curricula. It continues by analysing the issue of control within the curriculum and argues that curriculum designers and teachers control product-orientated curricula, leading to student disempowerment. The paper debates outcomes-based curricula from an ideological perspective and argues that learning outcomes cannot specify exactly what is to be achieved as a result of learning. CONCLUSIONS: The paper argues that medical schools should adopt a model for co-operative control of the curriculum, thus empowering learners. The paper also suggests that medical educators should determine the value of precise learning outcomes before blindly adopting an outcomes-based model.

Curriculum↗

PubMedDate not supplied

Goal attainment scaling as a clinical measurement technique in communication disorders: a critical review.

UNLABELLED: Evaluation of client progress is an important topic in communicative disorders research and clinical literature. Goal attainment scaling (GAS) is a technique for evaluating individual progress toward goals. Despite recognition of GAS as a clinical-outcome assessment technique in other clinical professions, the current debate on measuring client progress and outcome measurement in communication disorders has largely ignored GAS. The purpose of this paper is threefold: (a) to introduce GAS to the field of communication disorders, (b) to offer a critical review, and (c) to explore directions for harnessing the value of GAS for the field. In addition to the ability of GAS to evaluate individualized longitudinal change, it offers the following positive attributes: (a) grading of goal attainment, (b) comparability across goals and clients through aggregation, (c) adaptability to any International Classification of Functioning, Disability, and Health levels and domains, (d) versatility across populations and interventions, (e) linkage tied to expected outcomes, (f) facilitator of goal attainment, and (g) a focal point for team energies. The unique value of GAS could render this technique as a welcomed addition to the present set of options available to clinicians interested in assessing progress and evaluating change. Reliability and validity of GAS will be discussed. Finally, directions for harnessing the potential of GAS for communication disorders are offered for clinical practice and clinical-outcome research. LEARNING OUTCOMES: (1) As a result of this activity, the participant will be able to delineate the steps involved in GAS. (2) As a result of this activity, the participant will be able to describe the positive attributes of GAS as a method for assessing client progress. (3) As a result of this activity, the participant will be able to identify issues that enhance the reliability and validity of GAS.

Communication Disorders↗

PubMed2004

Competency identification and modeling in healthcare leadership.

In line with the current interest in leadership development across many industries today, a number of competency-based educational programming initiatives have been launched in professional education. As well, the National Summit on the Future of Education and Practice in Health Management and Policy in 2001 called for the documentation of learning outcomes for continual educational improvement in health management and policy. The National Center for Healthcare Leadership (NCHL) subsequently launched a comprehensive, multi-stage process for identifying the competencies salient to distinguishing outstanding leadership performance in health management. This article describes the plan and the processes associated with NCHL's specification of a preliminary model of core competencies for leadership in health management, as well as the continued methods for refinement and validation of the model with both educators and practitioners in the field. The initial version of the NCHL Competency Model has facilitated field-wide dialogue regarding outcomes-based learning and assessment for both educational and professional development program planning. Subsequent development of the model will continue to stimulate open exchanges regarding pedagogical practice, as well as facilitate the design of leadership assessments for individuals, programs, organizations, and the field at large.

Competency-Based Education↗

PubMed2000

An evaluation of process and outcomes from learning through reflective practice groups on a post-registration nursing course.

An evaluation of process and outcomes from learning through reflective practice groups on a post-registration nursing course Small groups were set up purposefully on a part-time post-registration Diploma in Professional Studies in Nursing programme to enable students to reflect on and learn from experience. The use of these groups was qualitatively evaluated by the use of in-depth interviews. Although there were many barriers to such learning, some students made significant developments in their critical thinking ability and underwent perspective transformations that led to changes in attitudes and behaviour. These are identified as an increased professionalism, greater autonomy in decision making, more self-confidence to challenge the status quo and make their own judgements, and a less rule-bound approach to their practice. The processes by which these changes occurred are identified as support and challenge within the groups offered by both the facilitators and other group members.

Attitude of Health Personnel↗

PubMed2004

A student learning perspective on teaching and learning, with implications for problem-based learning.

Over the last 20 years or so, there has been a substantial development in our understanding of how and what university students learn in their courses (here meaning a component of a programme) and programmes of study. This research has shown that rather than there being a direct connection between the way teachers teach and design their courses, and the quality of their students' learning outcomes, the relationship is indirect. The way students perceive and understand their learning context and the way they approach their learning in relationship to these perceptions have been found to be major intervening factors between teachers' teaching and students' learning outcomes. Their perceptions are, in turn, constituted in relation to their prior experiences of teaching and learning and what is designed for them to learn. In this paper, some of the key findings of this research and how it can be related to a problem-based learning (PBL) perspective in higher education are outlined. In particular, it is argued that the variation in students' perceptions and understanding of what PBL is about is fundamental to the way they approach their studies and to their learning outcomes.

Comprehension↗

PubMed2006

Defining the dermatological content of the undergraduate medical curriculum: a modified Delphi study.

BACKGROUND: Dermatological problems are common, but in undergraduate medical courses time for learning dermatology and teaching dermatology is limited. The Delphi technique has been used in other specialties to define undergraduate and postgraduate curricula and to reach consensus on what is important. OBJECTIVES: To identify the core dermatological content of the undergraduate medical curriculum. METHODS: Modified Delphi technique. A questionnaire was designed after review of previous recommendations made by dermatologists. Items were written as explicit learning outcomes. A multidisciplinary panel of 66 individuals responded. Outcomes were rated using a Likert scale (1-5). RESULTS: Fifty-three learning outcomes were rated 'very important'. We recommend that these are included in the content of U.K. undergraduate medical core curricula. CONCLUSIONS: A multidisciplinary panel identified dermatological learning outcomes that should be achieved by all medical graduates. Undergraduate medical curricula must provide sufficient resources for learning, teaching and assessment of dermatology so that graduates achieve these outcomes.

Clinical Competence↗

PubMed2005

An explorative study into learning on international traineeships: experiential learning processes dominate.

OBJECTIVE: To explore the learning processes of undergraduate medical students undertaking international traineeships. METHODS: Semi-structured, in-depth interviews were conducted with 24 undergraduate medical students from Maastricht University Medical School, the Netherlands. The 24 subjects were selected by purposeful sampling. Research methods resembled the grounded theory method. Although the data were initially gathered for an earlier study, the richness of the data enabled renewed scrutiny. RESULTS: The data yielded the following categories concerning the description of the learning processes: motivation, preparation, internal supervisor, external supervisor, assessment, and positive and negative incidents. The majority of supervisors' influences on the learning process were facilitative or negligible. Socio-cultural differences between students and supervisors sometimes appeared to blur productive learning. The greater proportion of the students seemed to learn by 'experiential learning', a smaller proportion learned by 'active learning', and the learning of a very small minority of the students appeared to be 'guided'. DISCUSSION: Although experiential learning seemed to be the dominant learning process, it is not clear whether this is also the most fruitful approach to learning. It could be argued that structuring learning outcomes by a more active learning process might be more effective. To guide the learning process and learning outcomes, it might be advisable to develop guidelines for writing international traineeship reports. Supervision of these reports should be more co-ordinated to prevent arbitrariness and to scaffold active learning.

Consumer Behavior↗

PubMed2006

Student evaluation of the clinical 'curriculum in action'.

AIM: To examine how students' evaluations of the environment, process and outcome of clinical learning interrelated and correlated with assessment results. METHOD: A post hoc study in the 3rd of 5 years in a student-centred, horizontally integrated, objective-based medical curriculum. In the last week of each module, students evaluated what they had learned and how they had learned it using a previously validated, web-based scale. The interrelationships between scale variables and their relationships with summative assessment results were tested using factor analysis, correlation analysis and stepwise multiple regression analysis. RESULTS: Student evaluation yielded 4 summary measures: 2 reflected learning outcomes ('real patient learning' and 'curriculum coverage'), 1 reflected process ('quality of instruction') and 1 reflected environment ('conditions for learning'). They fitted a causal model according to which instruction, conditions for learning and curriculum coverage favoured real patient learning. Real patient learning was rated higher in women than men, and the measures were associated more strongly in women. Performance in end-of-year summative assessments was predicted strongly by mid-year performance but by no other measure. CONCLUSIONS: Students' evaluations of their learning environment and instructional processes correlated with their assessments of 2 outcomes of the curriculum in action: curriculum coverage and real patient learning. There was little shared variance between those measures and students' performance in summative assessments. Given its formative potential, students' evaluation of their curriculum in action could play a useful part in learner-centred clinical education. There is a possibility, which needs further research, that women's evaluations have greater predictive validity than men's. Assessment performance should be regarded not as a solitary gold standard but as just 1 measure of educational outcome.

Attitude of Health Personnel↗

PubMedDate not supplied

Audience response system: effect on learning in family medicine residents.

BACKGROUND AND OBJECTIVES: The use of an electronic audience response system (ARS) that promotes active participation during lectures has been shown to improve retention rates of factual information in nonmedical settings. This study (1) tested the hypothesis that the use of an ARS during didactic lectures can improve learning outcomes by family medicine residents and (2) identified factors influencing ARS-assisted learning outcomes in family medicine residents. METHODS: We conducted a prospective controlled crossover study of 24 family medicine residents, comparing quiz scores after didactic lectures delivered either as ordinary didactic lectures that contained no interactive component, lectures with an interactive component (asking questions to participants), or lectures with ARS. RESULTS: Post-lecture quiz scores (maximum score 7) were 4.25 +/- 0.28 (61% correct) with non-interactive lectures, 6.50 +/- 0.13 (n=22, 93% correct) following interactive lectures without ARS, and 6.70 +/- 0.13 (n=23, 96% correct) following ARS lectures. The difference in scores following ARS or interactive lectures versus non-interactive lectures was significant (P <.001). Mean quiz scores declined over 1 month in all three of the lecture groups but remained highest in the ARS group. Neither lecture factors (monthly sequence number) nor resident factors (crossover group, postgraduate training year, In-Training Examination score, or post-call status) contributed to these differences, although postcall residents performed worse in all lecture groups. CONCLUSIONS: Both audience interaction and ARS equipment were associated with improved learning outcomes following lectures to family medicine residents.

Cross-Over Studies↗

PubMed2002

Work characteristics, learning-related outcomes, and strain: a test of competing direct effects, mediated, and moderated models.

Direct effect, mediated, and moderated models of the relationship among work characteristics (job control, job demands), learning-related outcomes (skill utilization, self-efficacy), and strain (anxiety, depression) were compared. Three independent samples of call center employees were used, 2 cross-sectional (Ns = 427 and 203) and 1 longitudinal (N = 144). Initial analysis of the cross-sectional samples using structural equation modeling revealed that mediated models provided the best fit to the data. Skill utilization mediated the effect of control on depression, and depression partially mediated the effect of control on skill utilization. Longitudinal hierarchical regression analysis confirmed these findings. Results indicate that, in this occupational context, learning reduces strain, strain inhibits learning, and job control is an important precursor of both these relationships.

Adolescent↗

PubMed2005

Ultrasonography for rheumatologists: the development of specific competency based educational outcomes.

BACKGROUND: A competency based approach to the education of rheumatologists in musculoskeletal ultrasonography (MSK US) ensures standards are documented, transparent, accountable, and defensible, with clear benefit to all stakeholders. Specific competency outcomes will facilitate informed development of a common curriculum and structured programme of training and assessment. OBJECTIVE: To determine explicit competency based learning outcomes for rheumatologists undertaking MSK US. METHODS: International experts in MSK US, satisfying specific selection criteria, were asked to define the minimum standards required by a rheumatologist to be judged competent in MSK US. They reviewed 115 MSK US skills, comprising bone and soft tissue pathology, in seven joints regions of the upper and lower limbs, and rated their relative importance according to specific criteria. These data are presented as specific educational outcomes within designated competency categories. RESULTS: 57 expert MSK US practitioners were identified and 35 took part in this study. Ten generic core competency outcomes were recognised including physics, anatomy, technique, and interpretation. Regarding specific regional competencies, 53% (61/115) were considered "must know" core learning outcomes, largely comprising inflammatory joint/tendon/bone pathology and guided procedures; 45% (52/115) were required at an intermediate/advanced level (18/115 "should know", 34/115 "could know"), and 2% (2/115) were deemed inappropriate/unnecessary for rheumatologist ultrasonographers. CONCLUSIONS: This is the first study to developing a competency model for the education of rheumatologists in MSK US based on the evidence of international experts. A specific set of learning outcomes has been defined, which will facilitate future informed education and practice development and provide a blueprint for a structured rheumatology MSK US curriculum and assessment process.

Clinical Competence↗

PubMed2006

Patients with learning difficulties: outcome on peritoneal dialysis.

In the present study, we identified patients who had difficulties learning the minimum knowledge and skills required to carry out peritoneal dialysis (PD), and we compared the outcomes in this subgroup of patients with outcomes in the general PD population. We calculated the mean learning sessions needed by our total PD population during the training period. We then assigned patients to one of two groups according to the number of learning sessions they needed. Patients who required a number of sessions equal to or less than the mean were placed in the "standard learning" group; patients who required more sessions but who reached the minimum knowledge and skills were placed in the "learning difficulties " group. We compared these two groups in terms of age, sex, diabetes status, autonomy to perform PD, family support, education level, residual renal function, and Charlson comorbidity index. Outcomes on PD included time to first peritonitis episode, peritonitis rate, percentage of patients free of peritonitis during follow-up, survival time on PD, and transfer to hemodialysis. Patients with learning difficulties were older and had more comorbidities. Outcomes on PD in the learning difficulties group were similar to those in the standard learning group, except for time to first peritonitis.

Adult↗