The Experts below are selected from a list of 554427 Experts worldwide ranked by ideXlab platform
Ara Tekian - One of the best experts on this subject based on the ideXlab platform.
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accreditation of medical Education Programs moving from student outcomes to continuous quality improvement measures
Academic Medicine, 2017Co-Authors: Danielle Blouin, Ara TekianAbstract:Accreditation of undergraduate medical Education Programs aims to ensure the quality of medical Education and promote quality improvement, with the ultimate goal of providing optimal patient care. Direct linkages between accreditation and Education quality are, however, difficult to establish. The literature examining the impact of accreditation predominantly focuses on student outcomes, such as performances on national examinations. However, student outcomes present challenges with regard to data availability, comparability, and contamination.The true impact of accreditation may well rest in its ability to promote continuous quality improvement (CQI) within medical Education Programs. The conceptual model grounding this paper suggests accreditation leads medical schools to commit resources to and engage in self-assessment activities that represent best practices of CQI, leading to the development within schools of a culture of CQI. In line with this model, measures of the impact of accreditation on medical schools need to include CQI-related markers. The CQI orientation of organizations can be measured using validated instruments from the business and management fields. Repeated determinations of medical schools' CQI orientation at various points throughout their accreditation cycles could provide additional evidence of the impact of accreditation on medical Education. Strong CQI orientation should lead to high-quality medical Education and would serve as a proxy marker for the quality of graduates and possibly for the quality of care they provide.It is time to move away from a focus on student outcomes as measures of the impact of accreditation and embrace additional markers, such as indicators of organizational CQI orientation.
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accreditation of medical Education Programs moving from student outcomes to continuous quality improvement measures
Academic Medicine, 2017Co-Authors: Danielle Blouin, Ara TekianAbstract:Accreditation of undergraduate medical Education Programs aims to ensure the quality of medical Education and promote quality improvement, with the ultimate goal of providing optimal patient care. Direct linkages between accreditation and Education quality are, however, difficult to establish. The l
Nicole M Ardoin - One of the best experts on this subject based on the ideXlab platform.
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the development of trust in residential environmental Education Programs
Environmental Education Research, 2017Co-Authors: Nicole M Ardoin, Maria Digiano, Kathleen Oconnor, Timothy E PodkulAbstract:Trust, a relational phenomenon that is an important building block of interpersonal relationships and within society, can also be an intermediary outcome of field-based environmental Education Programs. Trust creates a foundation for collaboration and decision-making, which are core to many ultimate outcomes of environmental Education. Yet, understanding how trust develops among environmental Education program participants is still nascent, partly because few methods exist for measuring trust in informal contexts, such as those that are common for many environmental Education Programs. Our study used social network analysis and qualitative data from focus groups, questionnaires, and participant observation to investigate the development of trust among residential environmental Education program participants in two school groups, some of whom had initial familiarity with each other. Network data indicated differential increases in peer-to-peer trust among group members when measured at the individual level...
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using digital photography and journaling in evaluation of field based environmental Education Programs
Studies in Educational Evaluation, 2014Co-Authors: Nicole M Ardoin, Maria Digiano, Jennifer Bundy, Stephanie T Chang, Nicole Holthuis, Kathleen OconnorAbstract:Abstract Interest, curiosity, and engagement are critical intermediary outcomes in environmental Education Programs and initiatives, many of which ultimately work toward enhancing participants’ environmental attitudes, knowledge, skills, and behaviors. Methods to measure the construct of “interest” in the context of environmental Education have the potential to enhance program evaluation practices yet remain underdeveloped. Therefore, we investigated how situational interest was triggered among participants in an environmental Education day camp and tested two participant-driven tools for exploring interest within this setting: digital photography and journaling. Findings suggest that several key domains of interest might be revealed by using photography and journaling concurrently and/or independently as evaluation tools. We discuss potential benefits and challenges of their use for evaluating environmental Education Programs.
Kathleen Oconnor - One of the best experts on this subject based on the ideXlab platform.
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the development of trust in residential environmental Education Programs
Environmental Education Research, 2017Co-Authors: Nicole M Ardoin, Maria Digiano, Kathleen Oconnor, Timothy E PodkulAbstract:Trust, a relational phenomenon that is an important building block of interpersonal relationships and within society, can also be an intermediary outcome of field-based environmental Education Programs. Trust creates a foundation for collaboration and decision-making, which are core to many ultimate outcomes of environmental Education. Yet, understanding how trust develops among environmental Education program participants is still nascent, partly because few methods exist for measuring trust in informal contexts, such as those that are common for many environmental Education Programs. Our study used social network analysis and qualitative data from focus groups, questionnaires, and participant observation to investigate the development of trust among residential environmental Education program participants in two school groups, some of whom had initial familiarity with each other. Network data indicated differential increases in peer-to-peer trust among group members when measured at the individual level...
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using digital photography and journaling in evaluation of field based environmental Education Programs
Studies in Educational Evaluation, 2014Co-Authors: Nicole M Ardoin, Maria Digiano, Jennifer Bundy, Stephanie T Chang, Nicole Holthuis, Kathleen OconnorAbstract:Abstract Interest, curiosity, and engagement are critical intermediary outcomes in environmental Education Programs and initiatives, many of which ultimately work toward enhancing participants’ environmental attitudes, knowledge, skills, and behaviors. Methods to measure the construct of “interest” in the context of environmental Education have the potential to enhance program evaluation practices yet remain underdeveloped. Therefore, we investigated how situational interest was triggered among participants in an environmental Education day camp and tested two participant-driven tools for exploring interest within this setting: digital photography and journaling. Findings suggest that several key domains of interest might be revealed by using photography and journaling concurrently and/or independently as evaluation tools. We discuss potential benefits and challenges of their use for evaluating environmental Education Programs.
Danielle Blouin - One of the best experts on this subject based on the ideXlab platform.
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accreditation of medical Education Programs moving from student outcomes to continuous quality improvement measures
Academic Medicine, 2017Co-Authors: Danielle Blouin, Ara TekianAbstract:Accreditation of undergraduate medical Education Programs aims to ensure the quality of medical Education and promote quality improvement, with the ultimate goal of providing optimal patient care. Direct linkages between accreditation and Education quality are, however, difficult to establish. The literature examining the impact of accreditation predominantly focuses on student outcomes, such as performances on national examinations. However, student outcomes present challenges with regard to data availability, comparability, and contamination.The true impact of accreditation may well rest in its ability to promote continuous quality improvement (CQI) within medical Education Programs. The conceptual model grounding this paper suggests accreditation leads medical schools to commit resources to and engage in self-assessment activities that represent best practices of CQI, leading to the development within schools of a culture of CQI. In line with this model, measures of the impact of accreditation on medical schools need to include CQI-related markers. The CQI orientation of organizations can be measured using validated instruments from the business and management fields. Repeated determinations of medical schools' CQI orientation at various points throughout their accreditation cycles could provide additional evidence of the impact of accreditation on medical Education. Strong CQI orientation should lead to high-quality medical Education and would serve as a proxy marker for the quality of graduates and possibly for the quality of care they provide.It is time to move away from a focus on student outcomes as measures of the impact of accreditation and embrace additional markers, such as indicators of organizational CQI orientation.
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accreditation of medical Education Programs moving from student outcomes to continuous quality improvement measures
Academic Medicine, 2017Co-Authors: Danielle Blouin, Ara TekianAbstract:Accreditation of undergraduate medical Education Programs aims to ensure the quality of medical Education and promote quality improvement, with the ultimate goal of providing optimal patient care. Direct linkages between accreditation and Education quality are, however, difficult to establish. The l
Leanna Archambault - One of the best experts on this subject based on the ideXlab platform.
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offering preservice teachers field experiences in k 12 online learning a national survey of teacher Education Programs
Journal of Teacher Education, 2012Co-Authors: Kathryn Kennedy, Leanna ArchambaultAbstract:Enrollment in K-12 online learning is growing at an exponential rate throughout the United States. Currently, all 50 states offer K-12 online learning opportunities. Some states such as Michigan, Alabama, New Mexico, and Idaho have passed legislative measures requiring K-12 students to complete at least one online learning experience by the time they graduate high school. Because of this growth, 21st century educators need to be prepared to teach online. This study shares the results of a national survey targeting teacher Education Programs’ efforts to help prepare preservice teachers for K-12 online learning. Data show that only 1.3% of responding teacher Education Programs are addressing this need via field experiences in virtual schools. Implications for policy and practice in the field of teacher Education are examined.
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offering preservice teachers field experiences in k 12 online learning a national survey of teacher Education Programs
Journal of Teacher Education, 2012Co-Authors: Kathryn Kennedy, Leanna ArchambaultAbstract:Enrollment in K-12 online learning is growing at an exponential rate throughout the United States. Currently, all 50 states offer K-12 online learning opportunities. Some states such as Michigan, Alabama, New Mexico, and Idaho have passed legislative measures requiring K-12 students to complete at least one online learning experience by the time they graduate high school. Because of this growth, 21st century educators need to be prepared to teach online. This study shares the results of a national survey targeting teacher Education Programs’ efforts to help prepare preservice teachers for K-12 online learning. Data show that only 1.3% of responding teacher Education Programs are addressing this need via field experiences in virtual schools. Implications for policy and practice in the field of teacher Education are examined.
