Pediatric Resuscitation: Evaluation of a Clinical Curriculum

Objective: To assess the impact of a 6-hour pediatric resuscitation curriculum on the comfort levels of resident physicians’ evaluation and treatment of critically ill pediatric patients. Methods: An evaluation instrument assessed resident comfort levels, measured on a seven digit Likert scale ranging from significantly uncomfortable to significantly comfortable, in 13 areas of pediatric resuscitation. To complete the curriculum, residents had to demonstrate proficiency in knowledge and procedural skills during mock resuscitation scenarios and on both written and oral examinations. Results: Thirty-one residents participated in the study: 51.6% were pediatric, 12.9% were medicine/pediatric and 35.5% were emergency medicine residents. Participants in the curriculum had little previous experience with pediatric resuscitation (83% had been involved in five or fewer pediatric resuscitations). In all 13 areas of pediatric resuscitation tested, residents reported improvement in comfort levels following the course (p<0.002; Wilcoxon Signed Rank Tests). The most significant changes were observed for the following items: resuscitation of pulseless arrest, performance of cardioversion and defibrillation, performance of intraosseous needle insertion, and drug selection and dosing for rapid sequence intubation. Fewer than 48% of learners rated themselves as comfortable in these areas prior to training, but after completion, more than 80% rated themselves in the comfortable range. All residents but one received passing scores on their written examinations (97%). During the mock resuscitation scenarios and oral examination, 100% of the residents were assessed to have ‘completely’ met the learning objectives and critical actions Conclusion: Implementation of a pediatric resuscitation curriculum improves pediatric and emergency medicine residents’ comfort with the evaluation and treatment of critically ill pediatric patients. This curriculum can be used in residency training to document the acquisition of core competencies, knowledge and procedural skills needed for the evaluation and treatment of the critically ill child. The results reported in this study support using this model of instructional design to implement educational strategies, which will meet the requirements of graduate education

A comparison of Blackboard CAA and an Innovative self assessment tool for formative assessment

This comparative study analyses the responses of a cohort of students using both the Blackboard Multiple Choice Computer Aided Assessment (CAA) package and another Multiple Choice Question package that utilizes Confidence Measurement (MCQCM) for revision. The Blackboard test was the simple Multiple Choice Question (MCQ) format of a stem followed by four simple text options; the other utilized the traditional MCQ format with multiple possible answers. The MCQCM evolved from a series of studies in the IT discipline where the system was used over sequential semesters to elicit feedback to improve its functionality and usability. A total of 74 students completed a questionnaire as part of the standard subject evaluation for the participating subjects. The questions were designed to evaluate their opinion of the testing procedure identifying their preferences and concerns. The results were analyzed producing some encouraging observations. It was observed that there was a strong overall acceptance of the innovative self assessment tool MCQCM as a valuable contributor to the learning experience. In addition, the MCQCM was rated equally by the participants to the Blackboard CAA in influencing their direction of learning and identifying the areas of concern. The results show that MCQCM has promise and recommends further study

Convergence of validity for the results of a summative assessment with confidence measurement and traditional assessment

This research examines the use in IT education of an innovative online assessment tool that incorporates confidence measurement. The tool is based on the traditional Multiple Choice Question (MCQ) format with an additional component that permits the user to register their confidence for each answer. The tool is referred to as the Multiple Choice Question with Confidence Measurement (MCQCM). A cohort of 52 Data Communication students utilized the MCQCM as their primary revision tool throughout a semester and then for a test in class. As part of the review they were then asked to give feedback on using the MCQCM as a formal summative assessment tool. The test was graded using the traditional method as well as by calculating a further grade from the student’s registered confidence. The results demonstrated a good correlation and convergence of validity between the dual marks supporting the use of the system as a summative assessment option. It was also observed that the majority of high achievers scored less for the MCQCM grade than for the traditional MCQ. In addition, the students’ perception of the MCQCM as a graded assessment task was quite positive. These results are very encouraging and will be further investigated as part of this ongoing research

The Learning Edge: Supporting Student Success in a Competency-Based Learning Environment

State by state, our country is revamping our education system to ensure that each and every one of our young people is college and career ready. Over two-thirds of our states have adopted policies that enable credits to be awarded based on proficiency in a subject, rather than the one-size-fits-all seat-time in a classroom. Now states such as Maine and New Hampshire are taking the next step in establishing competency based diplomas in which students are expected to demonstrate that they can apply their skills and knowledge. To ensure high-quality competency education, in 2011 one hundred innovators created a working definition to guide the field. This paper delves into the fourth element of the definition: Students receive timely, differentiated support based on their individual learning needs. Through a series of interviews and site visits, an understanding of how support in a competency-based school differs from traditional approaches emerged. Learning in a competency-based environment means pushing students and adults to the edge of their comfort zone and competence -- the learning edge. Common themes that were drawn from the wide variety of ways schools support students became the basis for the design principles introduced here. It is essential to pause and understand the importance of timely, differentiated support. Our commitment to prepare all of our young people for college and careers demands that we be intentional in designing schools to effectively meet the needs of students of all races, classes, and cultures. It also demands our vigilance in challenging inequity. There is a risk in competency education -- a risk that learning at one's own pace could become the new achievement gap and that learning anywhere/anytime could become the new opportunity gap. Therefore, our goal in writing this paper is to provide ideas and guidance so that innovators in competency education can put into place powerful systems of supports for students in order to eradicate, not replicate, the inequities and variability in quality and outcomes that exist in our current system. Please consider this paper as an initial exploration into what it means to provide support for the individual learning needs of students. It is designed to generate reflection, analysis, and feedback

Assessing Student Learning with Technology: A Descriptive Study of Technology-Using Teacher Practice and Technological Pedagogical Content Knowledge (TPACK)

In 2013, a majority of states in the US had adopted Common Core State Standards under the Race to the Top initiative. With this adoption came the opportunity to utilize computer-delivered and computer-adaptive testing. Although the computer-based assessments were intended to assist teachers in designing classroom assessments and using student data to inform instructional practice, teacher-reported data indicated that the areas in which teachers are most unprepared, lack confidence, or are in need of development were assessment (DeLuca, 2012; Wayman et al., 2007) and technology (Brush & Saye, 2009; Kramarski & Michalsky, 2010). The Technology Assessment Practices Survey (TAPS) study was developed based on research in assessment literacy and in the technological pedagogical content knowledge framework. The purpose for developing this mixed-method study was the need to understand better how technology-using teachers assess student learning with technology. Two primary research questions facilitated a description of the assessment literacy and use of technology by 84 technology-using teachers. Participants in the study represented a diverse population of self-identified technology-using teachers. Quantitative and qualitative data were analyzed to provide insight into how technology-using teachers use technology to assess student learning. These data were analyzed for fitness with the TPACK theoretical model of teacher knowledge in order to fill an identified gap in the TPACK research (Cox & Graham, 2010). The TAPS study shows that technology-using teachers who belong to professional-education organizations have higher levels of confidence in both assessment and technology. Quantitative and qualitative data collected in the study also provides insight into the ways in which technology-using teachers think about, design, implement, and use the results of assessments in the classroom. Technology-using teachers exemplify TPACK, including attention to context at the macro, meso, and micro levels (Abbitt, 2011; Doering et al., 2009; Koehler & Mishra, 2009; Mishra & Koehler, 2005, 2006; Porras-Hernandez & Salinas-Amescua, 2013; Voogt et al., 2012). Future qualitative and quantitative research is needed into how preservice and inservice teachers use technology to assess student learning. Stakeholders in national, state, and local educational institutions need to consider how they are supporting the successful use of technology to assess student learning

The Effect of Instructors Training on Technology Adoption, Course Design, and Student Experiences: A Multiple Case Study of Training Based on TPACK or Quality Matters

The use of a Learning Management System (LMS) such as Blackboard Learn (Blackboard Learn, 2009) is a ubiquitous feature of the undergraduate experience. Despite its rapid increase in popularity and student demand for anytime, anywhere access to course materials, adoption of the LMS is slow and uneven. Some instructors also do not take advantage of some of the interactive tools in the LMS because it is complex in nature or they are unaware of the pedagogical affordances of the technology. The purpose of this study was to explore the best ways to train faculty on how to use the LMS. This multiple case study examined different training methods based on Quality Matters (QM) and Technology Pedagogical Content Knowledge (TPACK) and its impact on tool adoption and use, course design choices, and instructors’ self-beliefs in the efficacy to teach with technology. It was discovered that the use of authentic examples in training and levels of experience had various impact on design and LMS tool selection and use. While TPACK trained instructors increased comfort levels with the technology in the participants, QM trained instructors were able to refine their use of the technology

Improving the normalization of complex interventions: measure development based on normalization process theory (NoMAD): study protocol

&lt;b&gt;Background&lt;/b&gt; Understanding implementation processes is key to ensuring that complex interventions in healthcare are taken up in practice and thus maximize intended benefits for service provision and (ultimately) care to patients. Normalization Process Theory (NPT) provides a framework for understanding how a new intervention becomes part of normal practice. This study aims to develop and validate simple generic tools derived from NPT, to be used to improve the implementation of complex healthcare interventions.&lt;p&gt;&lt;/p&gt; &lt;b&gt;Objectives&lt;/b&gt; The objectives of this study are to: develop a set of NPT-based measures and formatively evaluate their use for identifying implementation problems and monitoring progress; conduct preliminary evaluation of these measures across a range of interventions and contexts, and identify factors that affect this process; explore the utility of these measures for predicting outcomes; and develop an online users’ manual for the measures.&lt;p&gt;&lt;/p&gt; &lt;b&gt;Methods&lt;/b&gt; A combination of qualitative (workshops, item development, user feedback, cognitive interviews) and quantitative (survey) methods will be used to develop NPT measures, and test the utility of the measures in six healthcare intervention settings.&lt;p&gt;&lt;/p&gt; &lt;b&gt;Discussion&lt;/b&gt; The measures developed in the study will be available for use by those involved in planning, implementing, and evaluating complex interventions in healthcare and have the potential to enhance the chances of their implementation, leading to sustained changes in working practices

Promoting technology-based collaboration among pre-service music educators: An inter-university project

The purpose of this inter-university project was to explore pre-service teachers’ perceptions ofcollaboration and use of online technology. Twenty-two undergraduate music education majors fromtwo separate universities participated in an eleven-week collaborative project to develop, teach, andself-assess general music lesson plans via a variety of student-selected online technologies. Todetermine the participants’ perceptions, the researchers administered the quantitative TechnologyIntegration Confidence Scale and periodic qualitative questionnaires consisting of open-endedquestions. Participants showed positive quantitative gains in understanding technology operationsand concepts, planning and designing learning environments, applying technology, assessment, andunderstanding ethical and legal issues in the classroom. From the qualitative data, the researchersfound four emergent themes relating to communication and pedagogical knowledge: (1) versatilityand potential of collaborating through technology, (2) barriers and challenges to effectivecommunication, (3) importance of collaborative communication, and (4) increased personaleffectiveness through reflective growth. Participants reported that working through collaborativeassignments increased their self-confidence and reflective thinking skills, as well as helping themrecognize the value of communication in terms of curriculum and instructional effectiveness. Thesefindings highlight the importance of identifying strategies to instruct, motivate, and evaluate pre-servicemusic teachers as they develop 21st century skills and music teaching competencies. Toconclude, the co-authors discuss implications of technology-based collaborations beyond musiceducation for the teaching profession in general