How are "teaching the teachers" courses in evidence based medicine evaluated? A systematic review

Background Teaching of evidence-based medicine (EBM) has become widespread in medical education. Teaching the teachers (TTT) courses address the increased teaching demand and the need to improve effectiveness of EBM teaching. We conducted a systematic review of assessment tools for EBM TTT courses. To summarise and appraise existing assessment methods for teaching the teachers courses in EBM by a systematic review. Methods We searched PubMed, BioMed, EmBase, Cochrane and Eric databases without language restrictions and included articles that assessed its participants. Study selection and data extraction were conducted independently by two reviewers. Results Of 1230 potentially relevant studies, five papers met the selection criteria. There were no specific assessment tools for evaluating effectiveness of EBM TTT courses. Some of the material available might be useful in initiating the development of such an assessment tool. Conclusion There is a need for the development of educationally sound assessment tools for teaching the teachers courses in EBM, without which it would be impossible to ascertain if such courses have the desired effect

The CS Teacher Evaluation Model: Exploring Teacher and School Leader Perceptions and a Model for Improving Teacher and Student Growth

This study investigated the teacher evaluation model used by Concept-managed charter schools. The STEM-focused, college preparatory Concept Schools is a management company that manages 31 charter schools in seven different states in the U.S. The Concept Schools (CS) teacher evaluation model was based on the Danielson Framework and has been used in all CS-managed schools since 2011. This dissertation used data from three years of consecutive teacher evaluations scores to create a predicting model for K-12 school districts. The model analyzed an individual teacher’s performance growth and predicts future performance. The study used both qualitative and quantitative methods. The researcher interviewed seven teachers and six principals. For analysis of interview data, the thematic analysis method was used. The quantitative part of research was used to collect teachers’ evaluation scores and students’ standardized math and reading scores. The Structural Equation Modeling (SEM) and Analysis of Moment Structures (AMOS) used for statistical calculation included estimation of fit indices, errors, and model parameters. The study findings indicated that there was no overall significant relation between teacher evaluation scores and student standardized test scores. However, between year-two and year-three teachers there was a relation between evaluation scores and student standardized test scores. This study also highlights the importance of open dialogue between teacher and principal, meaningful feedback, non-core subjects training, and clears rubrics to support trust building between teachers and principals. Finally, findings indicated targeted or need-based professional development plans for teachers that could have more potential in an area of improvement

Protocol for the economic evaluation of a complex intervention to improve the mental health of maltreated infants and children in foster care in the UK (The BeST? services trial)

Introduction: Children who have experienced abuse and neglect are at increased risk of mental and physical health problems throughout life. This places an enormous burden on individuals, families and society in terms of health services, education, social care and judiciary sectors. Evidence suggests that early intervention can mitigate the negative consequences of child maltreatment, exerting long-term positive effects on the health of maltreated children entering foster care. However, evidence on cost-effectiveness of such complex interventions is limited. This protocol describes the first economic evaluation of its kind in the UK. Methods and analysis: An economic evaluation alongside the Best Services Trial (BeST?) has been prospectively designed to identify, measure and value key resource and outcome impacts arising from the New Orleans intervention model (NIM) (an infant mental health service) compared with case management (CM) (enhanced social work services as usual). A within-trial economic evaluation and long-term model from a National Health Service/Personal Social Service and a broader societal perspective will be undertaken alongside the National Institute for Health Research (NIHR)–Public Health Research Unit (PHRU)-funded randomised multicentre BeST?. BeST? aims to evaluate NIM compared with CM for maltreated children entering foster care in a UK context. Collection of Paediatric Quality of Life Inventory (PedsQL) and the recent mapping of PedsQL to EuroQol-5-Dimensions (EQ-5D) will facilitate the estimation of quality-adjusted life years specific to the infant population for a cost–utility analysis. Other effectiveness outcomes will be incorporated into a cost-effectiveness analysis (CEA) and cost-consequences analysis (CCA). A long-term economic model and multiple economic evaluation frameworks will provide decision-makers with a comprehensive, multiperspective guide regarding cost-effectiveness of NIM. The long-term population health economic model will be developed to synthesise trial data with routine linked data and key government sector parameters informed by literature. Methods guidance for population health economic evaluation will be adopted (lifetime horizon, 1.5% discount rate for costs and benefits, CCA framework, multisector perspective). Ethics and dissemination: Ethics approval was obtained by the West of Scotland Ethics Committee. Results of the main trial and economic evaluation will be submitted for publication in a peer-reviewed journal as well as published in the peer-reviewed NIHR journals library (Public Health Research Programme). Trial registration number: NCT02653716; Pre-results