Resources Archives - Page 126 of 160

ABSTRACT: Effects of a signature on rates of change: a randomized controlled trial involving continuing education and the commitment-to-change model.

Abstract PURPOSE: Physicians frequently are asked to sign commitments to change practice, based upon their involvement in continuing medical education (CME) activities. Although use of the commitment-to-change model is increasingly widespread in CME, the effect of signing such commitments on rates of change is not well understood. METHOD: Immediately after a CME session, 110

Posted on 15 Mar 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Medical Education, Resources

MANUSCRIPT: Effect of a primary care continuing education program on clinical practice of chronic obstructive pulmonary disease: translating theory into practice.

Abstract OBJECTIVES: To describe the development and implementation process and assess the effect on self-reported clinical practice changes of a multidisciplinary, collaborative, interactive continuing medical education (CME)/continuing education (CE) program on chronic obstructive pulmonary disease (COPD). METHODS: Multidisciplinary subject matter experts and education specialists used a systematic instructional design approach and collaborated with the

Posted on 15 Mar 2013
By Brian S McGowan, PhD
In Informatics & Analysis, Learning Models & Theory, Manuscript, Medical Education, Resources

MANUSCRIPT: The impact on medical practice of commitments to change following CME lectures: A randomized controlled trial

Abstract Background: Self-reported commitment to change (CTC) could be a potentially valuable method to address the need for continuing medical education (CME) to demonstrate clinical outcomes. Aim: This study determines: (1) are clinicians who make CTCs more likely to report changes in their medical practices and (2) do these changes persist over time? Methods: Intervention

Posted on 15 Mar 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Manuscript, Resources

ABSTRACT: Unanticipated learning outcomes associated with commitment to change in continuing medical education

Abstract INTRODUCTION: Educator-derived, predetermined instructional objectives are integral to the traditional instructional model and form the linkage between instructional design and postinstruction evaluation. The traditional model does not consider unanticipated learning outcomes. We explored the contribution of learner-identified desired outcomes compared with learner outcomes that were not named in the instructional design. METHOD: This

Posted on 15 Mar 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Resources

ABSTRACT: Information about barriers to planned change: a randomized controlled trial involving continuing medical education lectures and commitment to change.

Abstract PURPOSE: To determine whether practicing physicians receiving only clinical information at a traditional continuing medical education (CME) lecture (control group) and physicians receiving clinical information plus information about barriers to behavioral change (study group) would alter their clinical behaviors at the same rate. METHOD: In a randomized controlled trial, the investigators matched 13

Posted on 15 Mar 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Resources

ABSTRACT: Commitment to change statements: a way of understanding how participants use information and skills taught in an educational session.

Abstract BACKGROUND: Commitment to change has gained increasing use in assessing short course effectiveness. This study examined the changes that learners intended to make in practice following an intensive day-long course offered at multiple sites, counted changes relative to the curriculum's focus, and analyzed which changes were implemented in practice. METHODS: Participants at a

Posted on 15 Mar 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Improving performance of natural language processing part-of-speech tagging on clinical narratives through domain adaptation

Abstract: Objective Natural language processing NLP tasks are commonly decomposed into subtasks, chained together to form processing pipelines. The residual error produced in these subtasks propagates, adversely affecting the end objectives. Limited availability of annotated clinical data remains a barrier to reaching state-of-the-art operating characteristics using statistically based NLP tools in

Posted on 14 Mar 2013
By Brian S McGowan, PhD
In Abstract, Education Technology, Informatics & Analysis, Resources

MANUSCRIPT: THE EFFECT OF THE FLIPPED CLASSROOM ON STUDENT ACHIEVEMENT AND STRESS

In this investigation, the effect of the flipped classroom and associated differentiation was studied to measure the impact on student achievement and student stress levels. For the second semester of their senior year, students watched video lectures outside of class and completed assignments during class time. Students reported lower stress

Posted on 13 Mar 2013
By Brian S McGowan, PhD
In Education Technology, Learning Models & Theory, Manuscript, Resources

RESOURCE: Flipping the Classroom

“Flipping the classroom” has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle of Higher Education (Berrett, 2012); and Science (Mazur, 2009); In essence, “flipping the classroom” means that students gain first exposure

Posted on 13 Mar 2013
By Brian S McGowan, PhD
In Education Technology, Learning Models & Theory, Resources

RESOURCE: San Jose State U. Says Replacing Live Lectures With Videos Increased Test Scores – Wired Campus – The Chronicle of Higher Education

The 85 students in the flipped course at San Jose State watched the edX lecture videos at home and attended class twice a week to practice what they had learned and ask questions. Two other sections of students took a traditional version of the course. The midterm-examination scores of students in

Posted on 13 Mar 2013
By Brian S McGowan, PhD
In Education Technology, Learning Models & Theory, Resources

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Category : Resources

ABSTRACT: Effects of a signature on rates of change: a randomized controlled trial involving continuing education and the commitment-to-change model.

MANUSCRIPT: Effect of a primary care continuing education program on clinical practice of chronic obstructive pulmonary disease: translating theory into practice.

MANUSCRIPT: The impact on medical practice of commitments to change following CME lectures: A randomized controlled trial

ABSTRACT: Unanticipated learning outcomes associated with commitment to change in continuing medical education

ABSTRACT: Information about barriers to planned change: a randomized controlled trial involving continuing medical education lectures and commitment to change.

ABSTRACT: Commitment to change statements: a way of understanding how participants use information and skills taught in an educational session.

ABSTRACT: Improving performance of natural language processing part-of-speech tagging on clinical narratives through domain adaptation

MANUSCRIPT: THE EFFECT OF THE FLIPPED CLASSROOM ON STUDENT ACHIEVEMENT AND STRESS

RESOURCE: Flipping the Classroom

RESOURCE: San Jose State U. Says Replacing Live Lectures With Videos Increased Test Scores – Wired Campus – The Chronicle of Higher Education

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