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This article is from BMC Family Practice , volume 15 . Abstract Background: A stepwise screening approach for the detection and management of cardiometabolic disease is proposed in various primary care guidelines. The aim of this study was to explore the implementation of a cardiometabolic health check as perceived by the involved caregivers and patients. Methods: Qualitative process evaluation of the implementation of a cardiometabolic screening programme in a multidisciplinary primary healthcare centre in Eindhoven, the Netherlands, in which 1270 patients had participated. We explored the caregivers’ experiences though focus group discussions and collected patients’ experiences through a written questionnaire containing two open-ended questions. We analyzed our data using a thematic content analysis based on grounded theory principles. Results: Five general practitioners, three practice nurses and five medical receptionists participated in the focus groups. Additionally we collected experiences of 657 (52% of 1270) participating patients through an open-ended questionnaire.GPs were enthusiastic about offering a health check and preferred systematic screening over case-finding, both in terms of yield and workload. The level of patient participation was high and most participants were enthusiastic about the health check being offered by their GP. Despite their enthusiasm, the GPs realized that they lacked experience in the design and implementation of a structured, large-scale prevention programme. This resulted in suboptimal instruction of the involved practice nurses and medical receptionists. The recruitment strategy was unnecessarily aggressive. There were shortcomings in communicating the outcomes of the health check to the patients and there was no predefined follow-up programme. Based on our findings we developed a checklist that can be used by designers of similar health checks. Conclusions: A number of fundamental issues may arise when GPs organize a systematic screening programme in their practice. These issues are related to the preparation of the involved staff, the importance of integration with everyday clinical practice, the approach of healthy patients and the provision of adequate follow-up programmes. The identified challenges and recommendations can be taken into account during future screening programmes.

This paper discusses the breadth and direction of large-scale evaluative research and its implications for academics, their professional associations, and universities in general. The paper asks a number of questions, such as: What are the differing perceptions of evaluation at the international level? Is there a symbiosis between educational planning and evaluation, and are efficiency evaluations indicative of educational success or failure? The paper is organized into three main parts concerning perspectives, criteria, and implications of evaluation at the international level. The first part reviews definitions, approaches, and perspectives of evaluation. In the second part, the educational planning-evaluation symbiosis and its underlying socioeconomic criteria are examined. The third part underscores the implications of large-scale evaluative research in adult education for universities, professional associations, and academics, and proposes a number of steps for meeting the challenge of leadership that large-scale evaluation presents. While the paper takes a critical look at developments in large-scale evaluative research and academe's capacity to meet the challenge, its ultimate purpose is to set the stage for an era of extensive cooperation among universities, professional associations, and academics concerned with the expanding critical area of evaluative research in adult and comparative education. (KC)

This paper discusses the breadth and direction of large-scale evaluative research and its implications for academics, their professional associations, and universities in general. The paper asks a number of questions, such as: What are the differing perceptions of evaluation at the international level? Is there a symbiosis between educational planning and evaluation, and are efficiency evaluations indicative of educational success or failure? The paper is organized into three main parts concerning perspectives, criteria, and implications of evaluation at the international level. The first part reviews definitions, approaches, and perspectives of evaluation. In the second part, the educational planning-evaluation symbiosis and its underlying socioeconomic criteria are examined. The third part underscores the implications of large-scale evaluative research in adult education for universities, professional associations, and academics, and proposes a number of steps for meeting the challenge of leadership that large-scale evaluation presents. While the paper takes a critical look at developments in large-scale evaluative research and academe's capacity to meet the challenge, its ultimate purpose is to set the stage for an era of extensive cooperation among universities, professional associations, and academics concerned with the expanding critical area of evaluative research in adult and comparative education. (KC)

This paper discusses the style of leadership required in an evaluation process as well as the conditions under which the participation of various groups of evaluation users may be ensured, using examples from higher education in Quebec (Canada). It reviews the organization and evaluation of higher education institutions in the province, providing specific information on program evaluation at Laval University. The paper then reviews conditions favoring evaluation success, including institutional commitment, clear definitions of roles and responsibilities, clarification of what is at stake in regard to the evaluation process, the cooperation of those involved in the evaluation, promptness in the completion of the evaluation, and the importance of professional help and support services. It is concluded that if participation in the evaluation process is to be effective, shared leadership must be carried out during all stages of the evaluation process. It is argued that this type of leadership emerges in response to the dictates of the situation, to the competencies required and to the roles played. (MDM)

In light of recent developments in educational policy and the positioning of vocational education and training (VET) across the European Union, it was timely to explore these new directions and the lessons for Australian VET. A striking feature both in the European Union and Australia is the wide scope of issues that governments are addressing and the role they envisage for VET. The nine most common themes: higher education and VET inter-relationships; validation of non-formal and informal learning; access, inclusiveness and learner engagement; development of VET teachers; adult and continuing education; retention and guidance services; employer engagement and the role of social partners; and key competencies for lifelong learning and higher-level apprenticeships. A list of emergent themes in recent European literature is appended. (Contains 5 tables.) [Funding for this report was provided through the Department of Education, Employment and Workplace Relations.]

In light of recent developments in educational policy and the positioning of vocational education and training (VET) across the European Union, it was timely to explore these new directions and the lessons for Australian VET. A striking feature both in the European Union and Australia is the wide scope of issues that governments are addressing and the role they envisage for VET. The nine most common themes: higher education and VET inter-relationships; validation of non-formal and informal learning; access, inclusiveness and learner engagement; development of VET teachers; adult and continuing education; retention and guidance services; employer engagement and the role of social partners; and key competencies for lifelong learning and higher-level apprenticeships. A list of emergent themes in recent European literature is appended. (Contains 5 tables.) [Funding for this report was provided through the Department of Education, Employment and Workplace Relations.]

This study is intended to rapidly review and understand the landscape of evaluation research into AI scribes, specifically what kinds of research questions are being asked and potentially highlight the gaps in research that will be important to evaluate the use of this technology in healthcare settings.

We propose a scoping review evaluating the use of causal language in both clinical practice guidelines and their corresponding original studies from which evidence is extracted.

A scoping review of clinical guidelines in developmental disabilities

This is a three phased study, a scoping review, a quantitative data analysis and a qualitative description

This is a three phased study, a scoping review, a quantitative data analysis and a qualitative description

This article describes one middle school's efforts to use model building and school self-evaluation to hold itself accountable for its own priorities. These priorities were established by local administrators, teachers, and students, in addition to those established by No Child Left Behind (NCLB). This article discusses this school's efforts to make evaluation a more valuable and meaningful part of the work of all school professionals--particularly their efforts to use evaluation to enhance outcomes related to the whole student--and to develop a strong "rigor-in-practice" culture within the school. It concludes with a discussion about the role of evaluation in middle schools and recommendations for evaluators interested in implementing similar practices.

The Partnership in Education Project works to raise the educational level of children living in a number of priority areas in Scotland. In order to achieve this aim, the project seeks to develop parents' skills as child educators, and foster partnerships between educational professionals and parents. The project's work is based on six principles: (1) valuing others; (2) using experience-based learning; (3) working in small groups; (4) providing opportunities for interactive communication; (5) using a cycle of learning that involves planning, acting, and reflecting; and (6) encouraging interagency cooperation. The Partnership in Education project has learned from the experiences of other programs. These experiences include the successes of the Head Start Program in the United States; the Perry preschool study on the long-term effects of preschool education, which was conducted by the High/Scope Foundation in the United States; and the Oxford Preschool research project, in the United Kingdom, which examined preschool contexts that stimulate children's complex play activity. The Partnership in Education project has also adopted into its work some key ideas from educational theorists and researchers, including those of Paulo Freire, Margaret Donaldson, and Barbara Tizard. The project has developed programs for joint working between parents and professionals. (BC)

It is our source and it is irreversible. With industrialization, the time people spend at work has decreased, and their free time has increased. This has led people to look for new ways to spend their free time productively. At this point, graduates of the recreation department will have the opportunity to show the methods that will be useful for people to spend their free time efficiently in line with the education they receive. Since graduates are thought to be employed in organizations that provide leisure time services, the qualifications of graduates are important in this regard. In this study, the expectations of the employers from the graduates and the required qualifications of the graduates were investigated. One issue drawn from the results is that although each branch has specific expectations, all graduates must have certain qualifications, such as communication and constructive language skills.

This report focuses on the perceptions and experiences of teachers and administrators during the first year of REACH implementation, which was in many ways a particularly demanding year. These experiences can be helpful to Chicago Public Schools (CPS) and to other districts across the country as they work to restructure and transform teacher evaluation. This report is the first in a series of studies on Chicago's REACH teacher evaluation system. Chapters 1 and 2 of this report describe the observation and student growth elements of REACH and provide participants' perceptions about the value of this initiative as both an evaluation and development tool. Chapters 3 and 4 describe participants' experiences with implementation, focusing on communication, training, and time demands. Finally, in Chapter 5, is presented some questions to consider as implementation continues. Subsequent work will investigate the consistency in observation ratings, the multiple measures of student growth, and the relationships among these variables. As the initiative continues to unfold, future work will also examine changes in these measures over time. The report includes: Appendix (A) Chicago Public Schools Evaluation Checklist and (B) The CPS Framework for Teaching (abbreviated version), Endnotes, and About the Authors.

This report focuses on the perceptions and experiences of teachers and administrators during the first year of REACH implementation, which was in many ways a particularly demanding year. These experiences can be helpful to Chicago Public Schools (CPS) and to other districts across the country as they work to restructure and transform teacher evaluation. This report is the first in a series of studies on Chicago's REACH teacher evaluation system. Chapters 1 and 2 of this report describe the observation and student growth elements of REACH and provide participants' perceptions about the value of this initiative as both an evaluation and development tool. Chapters 3 and 4 describe participants' experiences with implementation, focusing on communication, training, and time demands. Finally, in Chapter 5, is presented some questions to consider as implementation continues. Subsequent work will investigate the consistency in observation ratings, the multiple measures of student growth, and the relationships among these variables. As the initiative continues to unfold, future work will also examine changes in these measures over time. The report includes: Appendix (A) Chicago Public Schools Evaluation Checklist and (B) The CPS Framework for Teaching (abbreviated version), Endnotes, and About the Authors.

This article is from Implementation Science : IS , volume 6 . Abstract Background: Healthcare organisations seeking to manage knowledge and improve organisational performance are increasingly investing in communities of practice (CoPs). Such investments are being made in the absence of empirical evidence demonstrating the impact of CoPs in improving the delivery of healthcare. A realist evaluation is proposed to address this knowledge gap. Underpinned by the principle that outcomes are determined by the context in which an intervention is implemented, a realist evaluation is well suited to understand the role of CoPs in improving healthcare practice. By applying a realist approach, this study will explore the following questions: What outcomes do CoPs achieve in healthcare? Do these outcomes translate into improved practice in healthcare? What are the contexts and mechanisms by which CoPs improve healthcare? Methods: The realist evaluation will be conducted by developing, testing, and refining theories on how, why, and when CoPs improve healthcare practice. When collecting data, context will be defined as the setting in which the CoP operates; mechanisms will be the factors and resources that the community offers to influence a change in behaviour or action; and outcomes will be defined as a change in behaviour or work practice that occurs as a result of accessing resources provided by the CoP. Discussion: Realist evaluation is being used increasingly to study social interventions where context plays an important role in determining outcomes. This study further enhances the value of realist evaluations by incorporating a social network analysis component to quantify the structural context associated with CoPs. By identifying key mechanisms and contexts that optimise the effectiveness of CoPs, this study will contribute to creating a framework that will guide future establishment and evaluation of CoPs in healthcare.

This article is from Implementation Science : IS , volume 6 . Abstract Background: Healthcare organisations seeking to manage knowledge and improve organisational performance are increasingly investing in communities of practice (CoPs). Such investments are being made in the absence of empirical evidence demonstrating the impact of CoPs in improving the delivery of healthcare. A realist evaluation is proposed to address this knowledge gap. Underpinned by the principle that outcomes are determined by the context in which an intervention is implemented, a realist evaluation is well suited to understand the role of CoPs in improving healthcare practice. By applying a realist approach, this study will explore the following questions: What outcomes do CoPs achieve in healthcare? Do these outcomes translate into improved practice in healthcare? What are the contexts and mechanisms by which CoPs improve healthcare? Methods: The realist evaluation will be conducted by developing, testing, and refining theories on how, why, and when CoPs improve healthcare practice. When collecting data, context will be defined as the setting in which the CoP operates; mechanisms will be the factors and resources that the community offers to influence a change in behaviour or action; and outcomes will be defined as a change in behaviour or work practice that occurs as a result of accessing resources provided by the CoP. Discussion: Realist evaluation is being used increasingly to study social interventions where context plays an important role in determining outcomes. This study further enhances the value of realist evaluations by incorporating a social network analysis component to quantify the structural context associated with CoPs. By identifying key mechanisms and contexts that optimise the effectiveness of CoPs, this study will contribute to creating a framework that will guide future establishment and evaluation of CoPs in healthcare.

Considering the employment-oriented positioning of higher vocational education which is put by the education ministry and the features of higher vocational schools students, this paper indicates that the disadvantages in the evaluation mode of higher vocational school international trade course. Therefore, a reformed suggestion is given for the evaluation mode of higher vocational schools International Trade course. Based on the international business process, this evaluation mode integrates evaluation into students' whole learning process. Besides, specialized practice evaluations are added in this mode. Thus, this evaluation mode is supposed to truly reflect the students' abilities and to promote students and teachers.

Rice is one of the most important cereal crops in Nepal. As per the preliminary estimate of f.y.2014/15, the rice crop was grown in 1,425,346 ha and producing 4,788,612 mt and its productivity is 3.171 t/ha. It contributes nearly 20% to Agricultural Gross Domestic Product and provides more than 50% of the total calories required to the Nepalese people. But the productivity of Nepal is very less compared to other developed country. The main cause is the less use of fertilizer and lack of site nutrient management technology. So A field experiment was conducted on farmer’s field at two sites of Jhapa district viz. Dhukurpani( Damak )and Gauradha using Nutrient Expert® Rice model from 3rd week of July to 2nd week of october. The research design was Randomized Completely Block Design with 3 treatments and 13 replication. Three treatments were NE (Nutrient Expert recommendation), GR (Government recommendation), and FP (Farmer practices). The result revealed significant difference in terms of no. of effective tiller/ m2, plant height, yield at 15.5% moisture and straw weight. The highest yield (5 ton ha-1) was obtained from NE field which was followed by GR (4.08 ton ha-1) and FP (3.8 ton ha-1). NE based practices produced (1.2 ton) higher yield and in comparison with GR it produced (0.7 ton ha-1) higher yield .Comparison of Nutrient Expert® (NE) estimated attainable Rice yield provided by the software with actual Rice yield from the farmer field trial; NE-based fertilizer recommendations proved to be successful in reaching the yield targets estimated by the software. The actual Rice yields recorded in farmer fields were similar than the NE estimated attainable yields, so NE recommendation was found better over GR and FP

Climate smart technology intervention in production and productivity enhancement of the agriculture sector for smallholder farmers’ livelihood improvement is an indispensable option. Taking this into consideration the double cropping practice research activity was undertaken with the objectives of evaluating the productivity and profitability of double cropping practice technology under farmers conditions, building farmers’ knowledge and skill of different crop combination production and management practices, and strengthening linkages and collaboration among stakeholders. A total of fifteen trial and follower farmers were selected and organized as FRGs. Improved varieties of common bean KATB 1 and Batu and sorghum Melkam and Local were replicated on the plot of 10mx10m. The yield performance of the improved varieties Batu, KATB 1, Melkam, and Local sorghum were 13, 14.50, 35.50, and 29.00 qt ha at Fedis Balina Arba kebele. Double cropping practices are preferred as they diversify the crop, higher yield, shorter crop cycles, better copping the dry spells, efficient use of land, reduce risks of striga, and reduce risk of bird infestation. Moreover, based on the obtained result, Batu, KATB 1, and Melkam combination is preferred by farmers since they can harvest twice within a single season. Therefore, it is better to be promoted and scale up in a wider area and reach a large number of farmers. Abdulaziz Teha | Bedasso Urgessa | Oromia Megersa "Pre-extension Demonstration and Evaluation of Double Cropping Practice (Legume followed by Sorghum Crop) in Fedis District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-2 , April 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64641.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/64641/preextension-demonstration-and-evaluation-of-double-cropping-practice-legume-followed-by-sorghum-crop-in-fedis-district/abdulaziz-teha

Although the demand for formal evaluation of alternative schools is greater than for conventional schools, the unique characteristics of these schools make evaluation especially challenging. Use of traditional instruments and methods may yield misleading results. Evaluators must understand the issues associated with the evaluation of alternative schools in order to design and conduct appropriate evaluations. This paper reviews literature related to the evaluation of alternative schools and innovative programs in order to examine the special problems associated with evaluating these schools. Examples of foci and methods are included along with recommendations for successful evaluations. Today program evaluation has emerged as a sophisticated field in its own right. The qualitative methods of anthropology have been introduced into educational research and evaluation, and the tools are available to conduct evaluations suited to the unique characteristics of alternative schools. (Contains 3 tables and 34 references.) (Author/SLD)

A discussion of family literacy projects focuses on alternatives to traditional methods of program evaluation. In the first chapter, the distinction between standardized and alternative assessments is clarified and the special evaluation needs of family literacy projects are highlighted. The remainder of the handbook is intended to help program staff members design and implement appropriate alternative approaches to assessment. Each chapter addresses a different aspect of assessment and evaluation. Chapter 2 contains a model for integrating program planning, implementation, and evaluation activities. Chapter 3 addresses initial assessment, including needs assessment, intake, and placement, suggesting strategies for using these to yield accurate baseline information. The fourth chapter describes how alternative approaches can be used to document learners' progress toward instructional objectives, and the fifth chapter suggests uses for surveys, performance samples, focus groups, and observation techniques to measure and demonstrate progress toward program goals. The final chapter describes the process used in designing and field testing this handbook, using the planning model presented earlier and offering methods for refining the project in question. A glossary is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

A discussion of family literacy projects focuses on alternatives to traditional methods of program evaluation. In the first chapter, the distinction between standardized and alternative assessments is clarified and the special evaluation needs of family literacy projects are highlighted. The remainder of the handbook is intended to help program staff members design and implement appropriate alternative approaches to assessment. Each chapter addresses a different aspect of assessment and evaluation. Chapter 2 contains a model for integrating program planning, implementation, and evaluation activities. Chapter 3 addresses initial assessment, including needs assessment, intake, and placement, suggesting strategies for using these to yield accurate baseline information. The fourth chapter describes how alternative approaches can be used to document learners' progress toward instructional objectives, and the fifth chapter suggests uses for surveys, performance samples, focus groups, and observation techniques to measure and demonstrate progress toward program goals. The final chapter describes the process used in designing and field testing this handbook, using the planning model presented earlier and offering methods for refining the project in question. A glossary is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

The efforts of a pair of curriculum developers to conduct "formative" and "summative" evaluation of an experimental civics course are described here, along with some of the consequences of their efforts, and a few of the pitfalls they encountered. Formative evaluation refers to those practices that produce data enabling developers to improve their products during the development stage. Summative evaluation refers to an over-all final evaluation of the product with the purpose of producing information useful to the ultimate consumers. Formative evaluation procedures described include pre- and posttesting of student political attitudes, objective testing of performance, open-ended teacher questionnaires, criticism of the course by outside readers, teacher de-briefing sessions, teaching one class by course developers, and site visits to pilot classes. Three instruments were constructed to provide a summative evaluation of the course: a political knowledge test, a political science skills test, and an attitude test. The report describes the plans for administering these tests as well as plans for evaluating the trained versus the untrained teachers and checking teacher and student response to the proposed instructional materials. (JY)

In October 2011, five selected Western Australian teachers took part in a teacher mentoring project in Tanzania. The teachers spent a month embedded in local primary and secondary schools, working collaboratively with their Tanzanian counterparts. As a strategy for making sense of their experiences, each teacher was asked to maintain a reflective journal, using the Harvard Visible Thinking Routine of "see, think, wonder" as a critical structure for guiding their journal writing. The purpose of this article is to discuss the effectiveness of journaling for teachers in challenging teaching

In October 2011, five selected Western Australian teachers took part in a teacher mentoring project in Tanzania. The teachers spent a month embedded in local primary and secondary schools, working collaboratively with their Tanzanian counterparts. As a strategy for making sense of their experiences, each teacher was asked to maintain a reflective journal, using the Harvard Visible Thinking Routine of "see, think, wonder" as a critical structure for guiding their journal writing. The purpose of this article is to discuss the effectiveness of journaling for teachers in challenging teaching

Professional sport clubs have been identified as a potential context for health promotion. However, the current level of provision for health and wellbeing programmes delivered by professional sports clubs is unclear, and therefore it is difficult to understand the potential role that professional sports clubs could have in health promotion. Similarly, there is little knowledge surrounding the monitoring and evaluation practices that professional sports clubs engage in and how their reported impact is calculated. This practice-based scoping review explores the number of health and wellbeing programmes delivered by professional sport clubs in their local communities, and how they report their impact.

This study will analyse the results of an NHS patient evaluation questionnaire of CBT-AN-20; a novel, brief outpatient cognitive-behavioural therapy for adults with anorexia nervosa that was piloted in two NHS services (Bristol - Avon & Wiltshire NHS Partnership Trust; Southampton - Southern Health NHS Foundation Trust) between January 2024 and May 2024. Mixed methods will be applied to analyse quantitative and qualitative data exploring patients’ experiences of this new therapy. Descriptive statistics will summarise patient characteristics and quantitative ratings of their experiences of CBT-AN-20, and thematic analysis will be used to identify broader themes in patients’ qualitative responses. The aim of this study is to understand patients’ experiences of CBT-AN-20 at this early stage of intervention development. This knowledge can then be applied to ensure future iterations of the therapy are developed in response to patients’ needs.

This study will analyse the results of an NHS patient evaluation questionnaire of CBT-AN-20; a novel, brief outpatient cognitive-behavioural therapy for adults with anorexia nervosa that was piloted in two NHS services (Bristol - Avon & Wiltshire NHS Partnership Trust; Southampton - Southern Health NHS Foundation Trust) between January 2024 and May 2024. Mixed methods will be applied to analyse quantitative and qualitative data exploring patients’ experiences of this new therapy. Descriptive statistics will summarise patient characteristics and quantitative ratings of their experiences of CBT-AN-20, and thematic analysis will be used to identify broader themes in patients’ qualitative responses. The aim of this study is to understand patients’ experiences of CBT-AN-20 at this early stage of intervention development. This knowledge can then be applied to ensure future iterations of the therapy are developed in response to patients’ needs.

This article is from BMC Medical Education , volume 11 . Abstract Background: All healthcare students are taught the principles of evidence based practice on their courses. The ability to understand the procedures used in systematically reviewing evidence reported in studies, such as meta-analysis, are an important element of evidence based practice. Meta-analysis is a difficult statistical concept for healthcare students to understand yet it is an important technique used in systematic reviews to pool data from studies to look at combined effectiveness of treatments. In other areas of the healthcare curricula, by supplementing lectures, workbooks and workshops with pedagogically designed, multimedia learning objects (known as reusable learning objects or RLOs) we have shown an improvement in students' perceived understanding in subjects they found difficult. In this study we describe the development and evaluation of two RLOs on meta-analysis. The RLOs supplement associated lectures and aim to improve students' understanding of meta-analysis in healthcare students. Methods: Following a quality controlled design process two RLOs were developed and delivered to two cohorts of students, a Master in Public Health course and Postgraduate diploma in nursing course. Students' understanding of five key concepts of Meta-analysis were measured before and after a lecture and again after RLO use. RLOs were also evaluated for their educational value, learning support, media attributes and usability using closed and open questions. Results: Students rated their understanding of meta-analysis as improved after a lecture and further improved after completing the RLOs (Wilcoxon paired test, p < 0.01 in all cases) Whilst the media components of the RLOs such as animations helped most students (86%) understand concepts including for example Forest plots, 93% of students rated usability and control as important to their learning. A small number of students stated they needed the support of a lecturer alongside the RLOs (7% 'Agreed' and 21% 'Neutral'). Conclusions: Meta-analysis RLOs that are openly accessible and unrestricted by usernames and passwords provide flexible support for students who find the process of meta-analysis difficult.

This article is from BMC Family Practice , volume 14 . Abstract Background: Obesity, a threatening pandemic, has an important public health implication. Before proper medication is available, primary care providers will have a distinguished role in prevention and management. Their performance may be influenced by many factors but their personal motivation is still an under-researched area. Methods: The knowledge, attitudes and practice were reviewed in this questionnaire study involving a representative sample of 10% of all Hungarian family physicians. In different settings, 521 practitioners (448 GPs and 73 residents/vocational trainees) were questioned using a validated questionnaire. Results: The knowledge about multimorbidity, a main consequence of obesity was balanced.Only 51% of the GPs were aware of the diagnostic threshold for obesity; awareness being higher in cities (60%) and the highest among residents (90%). They also considered obesity an illness rather than an aesthetic issue.There were wider differences regarding attitudes and practice, influenced by the the doctors’ age, gender, known BMI, previous qualification, less by working location.GPs with qualification in family medicine alone considered obesity management as higher professional satisfaction, compared to physicians who had previously other board qualification (77% vs 68%). They measured their patients’ waist circumference and waist/hip ratio (72% vs 62%) more frequently, provided the obese with dietary advice more often, while this service was less frequent among capital-based doctors who accepted the self-reported body weight dates by patients more commonly. Similar reduced activity and weight-measurement in outdoor clothing were more typical among older doctors.Diagnosis based on BMI alone was the highest in cities (85%). Consultations were significantly shorter in practices with a higher number of enrolled patients and were longer by female providers who consulted longer with patients about the suspected causes of developing obesity (65% vs 44%) and offered dietary records for patients significantly more frequently (65% vs 52%). Most of the younger doctors agreed that obesity management was a primary care issue.Doctors in the normal BMI range were unanimous that they should be a model for their patients (94% vs 81%). Conclusion: More education of primary care physicians, available practical guidelines and higher community involvement are needed to improve the obesity management in Hungary.

This article is from BMC Medical Informatics and Decision Making , volume 11 . Abstract Background: Electronic prescribing is now the norm in many countries. We wished to find out if clinical software systems used by general practitioners in Australia include features (functional capabilities and other characteristics) that facilitate improved patient safety and care, with a focus on quality use of medicines. Methods: Seven clinical software systems used in general practice were evaluated. Fifty software features that were previously rated as likely to have a high impact on safety and/or quality of care in general practice were tested and are reported here. Results: The range of results for the implementation of 50 features across the 7 clinical software systems was as follows: 17-31 features (34-62%) were fully implemented, 9-13 (18-26%) partially implemented, and 9-20 (18-40%) not implemented. Key findings included: Access to evidence based drug and therapeutic information was limited. Decision support for prescribing was available but varied markedly between systems. During prescribing there was potential for medicine mis-selection in some systems, and linking a medicine with its indication was optional. The definition of 'current medicines' versus 'past medicines' was not always clear. There were limited resources for patients, and some medicines lists for patients were suboptimal. Results were provided to the software vendors, who were keen to improve their systems. Conclusions: The clinical systems tested lack some of the features expected to support patient safety and quality of care. Standards and certification for clinical software would ensure that safety features are present and that there is a minimum level of clinical functionality that clinicians could expect to find in any system.

This article is from BMC Infectious Diseases , volume 11 . Abstract Background: Sexually transmitted infection (STI) screening programmes are implemented in many countries to decrease burden of STI and to improve sexual health. Screening for Chlamydia trachomatis and Neisseria gonorrhoeae has a prominent role in these protocols. Most of the screening programmes concerning men having sex with men (MSM) are based on opportunistic urethral testing. In The Netherlands, a history-based approach is used. The aim of this study is to evaluate the protocol of screening anatomic sites for C. trachomatis and N. gonorrhoeae infection based on sexual history in MSM in routine practice in The Netherlands. Methods: All MSM visiting the clinic for STI in The Hague are routinely asked about their sexual practice during consulting. As per protocol, tests for urogenital, oropharyngeal and anorectal infection are obtained based on reported site(s) of sexual contact. All consultations are entered into a database as part of the national STI monitoring system. Data of an 18 months period were retrieved from this database and analysed. Results: A total of 1455 consultations in MSM were registered during the study period. The prevalence of C. trachomatis and N. gonorrhoeae per anatomic site was: urethral infection 4.0% respectively and 2.8%, oropharynx 1.5% and 4.2%, and anorectum 8.2% and 6.0%. The majority of chlamydia cases (72%) involved a single anatomic site, which was especially manifest for anorectal infections (79%), while 42% of gonorrhoea cases were single site. Twenty-six percent of MSM with anorectal chlamydia and 17% with anorectal gonorrhoea reported symptoms of proctitis; none of the oropharyngeal infections were symptomatic. Most cases of anorectal infection (83%) and oropharyngeal infection (100%) would have remained undiagnosed with a symptom-based protocol. Conclusions: The current strategy of sexual-history based screening of multiple anatomic sites for chlamydia and gonorrhoea in MSM is a useful and valid guideline which is to be preferred over a symptom-based screening protocol.

This article is from BMC Cancer , volume 12 . Abstract Background: Second-line treatment of advanced non-small-cell lung cancer (NSCLC) improves overall survival. There is a lack of data regarding the impact on patients' overall health condition. This prospective, non-interventional study evaluated performance status (PS) and health-related quality of life (HR-QoL) during second-line pemetrexed treatment in routine clinical practice. Methods: Stage III/IV NSCLC patients who initiated second-line pemetrexed (standard vitamin and dexamethasone supplementation) were observed for a maximum of 9 treatment cycles. The primary objective was to evaluate the proportion of patients achieving improvement of Karnofsky Index (KI) of ≥ 10% (absolute) or maintaining KI ≥ 80% after the second treatment cycle ("KI benefit response"). HR-QoL was self-rated using the EuroQoL-5D questionnaire (EQ-5D). Factors potentially associated with KI benefit response were evaluated using logistic regression models. Results: Of 521 eligible patients (73.5% Stage IV, median age 66.3 yrs, 36.1% ≥ 70 yrs, 62.0% with KI ≥ 80%), 471 (90.4%) completed at least 2 treatment cycles. 58.0% (95%CI 53.6%;62.2%) achieved KI benefit response after the second cycle. Patients with baseline KI ≥ 80%, no Grade 3/4 toxicities during the first 2 cycles, or combination regimen as prior first-line therapy were more likely to achieve a KI benefit response. EQ-5D scores improved over time. Grade 3/4 toxicities were reported in 23.8% of patients (mainly fatigue/asthenia 15.9%, neutropenia 8.7%). Conclusions: In this large prospective, non-interventional study of second-line pemetrexed treatment in patients with advanced NSCLC, including 36% elderly patients ( ≥ 70 years), physician-rated PS and self-rated HR-QoL were maintained or improved in the majority of patients. Trial registration: Registered on ClinicalTrials.gov (NCT00540241) on October 4, 2007

This article is from BMC Complementary and Alternative Medicine , volume 11 . Abstract Background: The local treatment of burn wounds has long been a subject of debate. The objective of this study was to compare the cost and the effectiveness of Moist Exposed Burn Ointment -MEBO versus a combination of povidone iodine plus bepanthenol cream for partial thickness burns. Methods: The study was carried out in the Burn Center of a state hospital in Athens, Greece. 211 patients needing conservative therapy were prospectively selected according to the depth of the burn wound. The treatment was allocated according to the Stratified Randomization Design. The outcomes measured were mean cost of in-hospital stay, rate of complications, time of 50% wound healing, pain scores, in hospital stay diminution. We have adopted a societal perspective. Results: In the total groups MEBO presented lower cost, (although not significantly different: p = 0.10) and better effectiveness. The data suggest that MEBO is the dominant therapy for superficial partial burn wound with significantly lower costs and significantly higher effectiveness due to a lesser time of recovery and consequently lower time of hospitalization and follow-up. MEBO presented similar percentages of complications with the comparator, lower pain levels and smaller time of no healthy appearance of the burn limits for superficial partial thickness burns. Conclusions: The data suggested that topical application of MEBO may be considered for further investigation as a potential first-line treatment modality for superficial partial thickness burns. Trial registration: The trial has been registered on the International Standard Randomised Controlled Trial Number Register (ISRCTN) and given the registration number ISRCTN74058791.

This study undertook an investigation of policy and practice related to teacher evaluation and development among Colorado school districts. A conceptual analysis was applied to a sample of teacher evaluation policies and process materials from 30 school districts. The study was based on policy objectives stipulated in state statute and best practice as reported in the literature. Results of the study show little relationship to teacher development and an emphasis in the policies and processes toward summative evaluations. Student outcomes received modest attention while the processes of teacher evaluation seemed de-contextualized to other school district systems. (Contains 3 tables and 1 figure.)

Forms of evaluation that involve evaluators working collaboratively with practitioners on applied social research projects are becoming increasingly common, but a body of empirical literature that warrants firm conclusions about collaborative evaluation has not yet been accumulated. This survey studies the views of evaluators and program practitioners using a conceptual framework developed to guide the study that considers pragmatic, philosophical, and political interests and three dimensions of the process: control of evaluation decision making, stakeholder selection, and depth of participation by program practitioners. An 8-page questionnaire was completed by 564 North American evaluators from professional association mailing lists. A subsample of 348 also selected and provided data on a recently completed collaborative evaluation. Sixty-seven practitioners who had collaborated returned parallel questionnaires. Findings show that evaluators tend to support pragmatic as opposed to political or philosophical justifications for collaborative evaluation and subscribe to a stakeholder-service orientation to the role. Attitudes toward such evaluation were generally positive, but they were found to depend on evaluators' experience with and involvement in such activities. Evaluators reported that practitioner involvement was generally more extensive than might be considered typical for traditional stakeholder-based evaluation, but was limited to mostly nontechnical research tasks. A wide range of stakeholder groups participated. Evaluators also tended to lean toward evaluator control rather than a balanced approach to evaluation decision making. In general, these self-reports found the impacts of the evaluation projects to be very favorable. Appendixes present the survey and cover letter. (Contains 86 references.) (SLD)

In response to concerns about the increasing number of students identified as disabled and eligible for special education services, and the growing number of young, aggressive, noncompliant, and very challenging students entering pre-kindergarten and elementary schools, a task force recommended the creation of a Behavior Consultation Team (BCT) project. The behavioral consultation model includes stages of problem identification, problem analysis, plan implementation, and plan evaluation. Goals of the project were to increase teachers' ability to effectively manage, accommodate, and remediate behavioral difficulties in the classroom, and to document and evaluate a consultative process that is feasible in the public school setting. Six specific research questions are addressed. Children with seriously challenging behaviors (aggression, noncompliance, etc.) in grades pre-K to 3, were recruited (N=16). Assessment included functional analysis and functional assessment, and identification of environmental conditions that influence a given behavior. An intervention plan was designed and implemented. Three evaluation areas (acceptability, integrity, and efficacy of the BCT) were defined for the project. Data were collected at all stages of the project and at the end of the year as follow-up. Quantitative and qualitative results are presented. Closing discussion highlights the differences between successful and unsuccessful case resolutions. (EMK)

This report summarizes the results of two educational policy studies: (1) an analysis of current problems in teacher competency testing; and (2) an exploration of educational testing and evaluation research and development needs. In the first study, information on teacher competency testing was gathered from a literature review and meetings with representatives from seven educational organizations. The problems with several methods of evaluating teacher coopetency are discussed: the observational approach; outcomes approaches (student achievement); and teacher readiness. It is suggested that both technical and professional approaches using multiple criteria for judging teacher competency be pursued. The second study summarizes the views of prominent scholars at a meeting on educational testing and evaluation research priorities. Research is needed on the concept of validity; new kinds of testing (higher order skills, school curriculum, and diagnostic testing); comprehensive information systems; the effects of current testing; and cost-efficient analyses for educational decision-making. (BS)

Advances in the Construction of Quality Evaluation System forGeneral Practice Faculty Advances in the Construction of Quality Evaluation System for General Practice Faculty 作者： ZHAO Wenwen, WANG Rongring*, ZHANG Jinjia, ZHANG Yali, ZHANG Min 1 作者单位： 1. General Practice Department, the Second Hospital of Hebei Medical University, Shijiazhuang 050000, China 提交时间： 2023-11-10 摘要: none General practitioners Teacher training General Practice teacher Quality assessment System construction 分类： 医学、药学 &gt;&gt; 临床医学 引用： ChinaXiv:202311.00159 (或此版本 ChinaXiv:202311.00159V1 ) DOI:10.12074/202311.00159V1 CSTR:32003.36.ChinaXiv.202311.00159.V1 推荐引用方式： ZHAO Wenwen, WANG Rongring*, ZHANG Jinjia, ZHANG Yali, ZHANG Min.(2023).Advances in the Construction of Quality Evaluation System forGeneral Practice Faculty.中国全科医学.doi:10.12074/202311.00159V1 版本历史 [V1] 2023-11-10 11:46:41 ChinaXiv:202311.00159V1 下载全文

This article is from Radiology and Oncology , volume 48 . Abstract Background: This study retrospectively investigated the clinical significance of undiagnosed solitary lung nodules removed by surgical resection. Patients and methods: We retrospectively collected data on the age, smoking, cancer history, nodule size, location and spiculation of 241 patients who had nodules measuring 7 mm to 30 mm and a final diagnosis established by histopathology. We compared the final diagnosis of each patient with the probability of malignancy (POM) which was proposed by the American College of Chest Physicians (ACCP) guidelines. Results: Of the 241 patients, 203 patients were diagnosed to have a malignant lung tumor, while 38 patients were diagnosed with benign disease. There were significant differences in the patients with malignant and benign disease in terms of their age, smoking history, nodule size and spiculation. The mean value and the standard deviation of the POM in patients with malignant tumors were 51.7 + 26.1%, and that of patients with benign lesions was 34.6 + 26.7%. The area under the receiver operating characteristic (ROC) curve (AUC) was 0.67. The best cut-off value provided from the ROC curve was 22.6. When the cut-off value was set at 22.6, the sensitivity was 83%, specificity 52%, positive predictive value 90%, negative predictive value 36% and accuracy 77%, respectively. Conclusions: The clinical prediction model proposed in the ACCP guidelines showed unsatisfactory results in terms of the differential diagnosis between malignant disease and benign disease of solitary lung nodules in our study, because the specificity, negative predictive value and AUC were relatively low.

This article is from Implementation Science : IS , volume 8 . Abstract Background: The implementation of evidence-based infection control practices is essential, yet challenging for healthcare institutions worldwide. Although acknowledged that implementation success varies with contextual factors, little is known regarding the most critical specific conditions within the complex cultural milieu of varying economic, political, and healthcare systems. Given the increasing reliance on unified global schemes to improve patient safety and healthcare effectiveness, research on this topic is needed and timely. The ‘InDepth’ work package of the European FP7 Prevention of Hospital Infections by Intervention and Training (PROHIBIT) consortium aims to assess barriers and facilitators to the successful implementation of catheter-related bloodstream infection (CRBSI) prevention in intensive care units (ICU) across several European countries. Methods: We use a qualitative case study approach in the ICUs of six purposefully selected acute care hospitals among the 15 participants in the PROHIBIT CRBSI intervention study. For sensitizing schemes we apply the theory of diffusion of innovation, published implementation frameworks, sensemaking, and new institutionalism. We conduct interviews with hospital health providers/agents at different organizational levels and ethnographic observations, and conduct rich artifact collection, and photography during two rounds of on-site visits, once before and once one year into the intervention. Data analysis is based on grounded theory. Given the challenge of different languages and cultures, we enlist the help of local interpreters, allot two days for site visits, and perform triangulation across multiple data sources.Qualitative measures of implementation success will consider the longitudinal interaction between the initiative and the institutional context. Quantitative outcomes on catheter-related bloodstream infections and performance indicators from another work package of the consortium will produce a final mixed-methods report. Conclusion: A mixed-methods study of this scale with longitudinal follow-up is unique in the field of infection control. It highlights the ‘Why’ and ‘How’ of best practice implementation, revealing key factors that determine success of a uniform intervention in the context of several varying cultural, economic, political, and medical systems across Europe. These new insights will guide future implementation of more tailored and hence more successful infection control programs. Trial registration: Trial number: PROHIBIT-241928 (FP7 reference number)

The 4th International Scientific and Practical Conference "Scientific edition of the international level - 2015: modern trends in the world practice of editing, publishing and evaluation of scientific publications" was held In St. Petersburg on May 26-29, 2015. The role of various forms of scientific communications in the development of world science were discussed. The scientific process is a way of building knowledge and sharing it with colleagues. Scientific knowledge builds on previous ideas and is constantly growing in a spiral. A published scientific article is the intermediate result presented for peer review of other scientists. To make a research result available to others, a researcher has to present scientific results in a testable way and make references to the initial data confirming the logic of the research. The modern approach to the documentation of scientific articles is oriented towards the fulfillment of these conditions. This approach allows to overcome barriers that reduce the speed of integration of research results into information retrieval systems available through networks, indexes and other dissemination tools. The modern techniques of displaying data and results, dynamic and interactive components, make research results and conclusions more transparent and understandable.

The Army Medical Department (AMEDD) has made a commitment to establishing a structure and process to support its military treatment facilities (MTFs) in implementing evidence-based practice guidelines with the goal of achieving best practices that reduce variation and enhance quality of medical care. The Quality Management Directorate of the Army Medical Command (MEDCOM) contracted with RAND to work as a partner in the development and testing of guideline implementation methods for ultimate application to an Army-wide guideline program. Three practice guideline demonstrations were fielded over a two-year period, in each of which participating Army MTFs implemented a different clinical practice guideline. All the demonstrations worked with practice guidelines that were established collaboratively by the Department of Veterans Affairs (VA) and Department of Defense (DoD).

Teachers help promote the social and emotional learning skills students need to be college and career ready, such as collaborating with others, monitoring their own behavior, and making responsible decisions. Social-emotional learning (SEL) is critical to the introduction of college and career readiness standards. To bridge the connection between social-emotional learning and the work that educators are already doing, educators need access to tools, supports, and resources on social-emotional learning that are integrated into existing teacher evaluation and professional development systems. Not only does this reinforce the importance of social-emotional learning, it avoids overburdening educators by layering on yet another separate initiative. Ensuring that the teacher evaluation systems privilege and reinforce the successful teaching of these competencies is, therefore, of critical importance. To aid this critical work, this Research-to-Practice Brief aims to do the following: (1) Identify the teaching practices that promote student social-emotional learning, which in turn are critical for student academic learning; and (2) Showcase how three popular professional teaching frameworks (the Danielson "Framework for Teaching," the Classroom Assessment Scoring System observation instrument, and the Marzano observation protocol) embed practices that influence not only student academic learning but also student social and emotional competencies. Although this Research-to-Practice Brief discusses one approach to connect social-emotional learning to other initiatives (connecting general teaching practices that promote SEL to current professional teaching frameworks), there are multiple ways to integrate SEL. Action steps to help states better support educators as they teach the whole child are provided.

Teachers help promote the social and emotional learning skills students need to be college and career ready, such as collaborating with others, monitoring their own behavior, and making responsible decisions. Social-emotional learning (SEL) is critical to the introduction of college and career readiness standards. To bridge the connection between social-emotional learning and the work that educators are already doing, educators need access to tools, supports, and resources on social-emotional learning that are integrated into existing teacher evaluation and professional development systems. Not only does this reinforce the importance of social-emotional learning, it avoids overburdening educators by layering on yet another separate initiative. Ensuring that the teacher evaluation systems privilege and reinforce the successful teaching of these competencies is, therefore, of critical importance. To aid this critical work, this Research-to-Practice Brief aims to do the following: (1) Identify the teaching practices that promote student social-emotional learning, which in turn are critical for student academic learning; and (2) Showcase how three popular professional teaching frameworks (the Danielson "Framework for Teaching," the Classroom Assessment Scoring System observation instrument, and the Marzano observation protocol) embed practices that influence not only student academic learning but also student social and emotional competencies. Although this Research-to-Practice Brief discusses one approach to connect social-emotional learning to other initiatives (connecting general teaching practices that promote SEL to current professional teaching frameworks), there are multiple ways to integrate SEL. Action steps to help states better support educators as they teach the whole child are provided.

The relentlessly accelerating global educational demands for teaching English as a Second or Foreign Language (ESL/EFL) in multiple, diverse, and often remote geographic locations constitute new challenges for academic institutions, teacher training and preparation programs, and teachers themselves. This study describes a novel approach where five elementary school preservice teachers teaching ESL/EFL borrowed an iPad mini from their teacher training institution customized with specific apps to record a series of five teaching sequences during their teaching practice placement in elementary schools in Tanzania and Kenya. All recorded sessions were uploaded to a Moodle Virtual Learning Environment (VLE) site specially constructed for the purpose of the teaching practice course. Results indicate that, apart from their experienced instructors' feedback on their teaching practice, the recorded sessions formed constructive tools for self-reflection, self-evaluation and the pursuit of possible paths for improvement. [For the complete volume of short papers, see ED572005.]