The Promise of Health Information Technology: Ensuring that Florida's Children Benefit

Substantial policy interest in supporting the adoption of Health Information Technology (HIT) by the public and private sectors over the last 5 -- 7 years, was spurred in particular by the release of multiple Institute of Medicine reports documenting the widespread occurrence of medical errors and poor quality of care (Institute of Medicine, 1999 & 2001). However, efforts to focus on issues unique to children's health have been left out of many of initiatives. The purpose of this report is to identify strategies that can be taken by public and private entities to promote the use of HIT among providers who serve children in Florida

Implementation Choices for the Children's Health Insurance Program Reauthorization Act of 2009

Synthesizes policy analyses and discussions with experts of provisions in the Children's Health Insurance Program Reauthorization Act to strengthen outreach and enrollment and improve quality of care. Recommends steps to ensure effective implementation

Dispositions in Teacher Education

The assessment of educator dispositions has created numerous challenges for teacher education institutions. Many of the issues surrounding dispositions assessment relates to the uncertainty in determining the dispositions that are most important to address in all teacher education programs. Additionally little consideration has been given to the possibility that some dispositions may be more important to some fields of education than to others. This research is an investigation into the importance and efficacy of identified clusters of dispositions, as well as the identification of dispositions important to Health and Physical Education in comparison with those important to all areas of education. The research questions include the following: 1. Building upon prior work of Simpson and Diaz, what are overall general perceptions of the importance and efficacy related to each category of identified dispositions? 2. Are there differences in teacher education students\u27 (both undergraduate and graduate), local school professionals\u27 (including teachers, administrators, and counselors), and teacher education faculty\u27s perception of how well the institution develops the identified dispositions categories in its candidates? 3. What dispositions are perceived to be important specifically to the fields of Health and Physical Education?;A survey was sent to teacher educators, mentor teachers, and teacher education students. Participants rated the importance and efficacy of ten conceptual clusters of dispositions. Additionally, participants listed specific dispositions perceived to be important to teaching Health and Physical Education and those perceived to be important to all fields of education. Results were analyzed using descriptive statistics, analysis of variance, and frequency distribution.;Results of this study indicate that all ten conceptual clusters are considered very important to education. The perception of efficacy of each of the ten clusters is good. There was significant variability in the perception of importance among teacher education faculty, teacher education students, and mentor teachers for five of the ten clusters. There was significant variability in the perception of efficacy for one of the ten clusters. There appears to be differences in the dispositions important for teaching Health and Physical Education in comparison with all fields of education. The results of this study have implications for the preparation of teacher education students, the accreditation guidelines for teacher education institutions, and state certification practices

Childhood Obesity: The Role of Health Policy

This first policy report from the CPRC and the NICHQ Childhood Obesity Action Network was released on March 18, 2008 in Miami Florida as part of the Second Childhood Obesity Congress

Research versus practice in quality improvement? Understanding how we can bridge the gap

The gap between implementers and researchers of quality improvement (QI) has hampered the degree and speed of change needed to reduce avoidable suffering and harm in health care. Underlying causes of this gap include differences in goals and incentives, preferred methodologies, level and types of evidence prioritized and targeted audiences. The Salzburg Global Seminar on 'Better Health Care: How do we learn about improvement?' brought together researchers, policy makers, funders, implementers, evaluators from low-, middle- and high-income countries to explore how to increase the impact of QI. In this paper, we describe some of the reasons for this gap and offer suggestions to better bridge the chasm between researchers and implementers. Effectively bridging this gap can increase the generalizability of QI interventions, accelerate the spread of effective approaches while also strengthening the local work of implementers. Increasing the effectiveness of research and work in the field will support the knowledge translation needed to achieve quality Universal Health Coverage and the Sustainable Development Goals.Fil: Hirschhorn, Lisa R.. Northwestern University; Estados UnidosFil: Ramaswamy, Rohit. University of North Carolina; Estados UnidosFil: Devnani, Mahesh. Post Graduate Institute of Medical Education & Research; IndiaFil: Wandersman, Abraham. University Of South Carolina; Estados UnidosFil: Simpson, Lisa A.. Academy Health; Estados UnidosFil: Garcia Elorrio, Ezequiel. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Instituto de Efectividad Clínica y Sanitaria; Argentin

Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers

Students with autism often display significant challenges when acquiring friendships and participating in ongoing relationships with typical peers. The social interaction deficits that characterize students with autism are further exacerbated by the severity of the disorder, such that students with low-functioning autism require significantly more support to successfully participate in peer interactions than students with high functioning autism. This study used mixed methodology to examine the effects of a classwide peer-mediated intervention on the social interactions of students with low-functioning autism and typically-developing peers. A single subject ABAB design was employed in which students with low-functioning autism were grouped with typical peers for a shared reading activity. The study alternated between baseline and intervention stages in which students were taught to stay, read, and talk with their buddy. Results of the study indicate that three of the four participants with low-functioning autism increased their interactions with typical peers from each baseline to intervention stage. Results of a perception survey indicate that typical students held a high positive perception of their peers with autism, while interviews revealed that typically-developing peers considered themselves to be friends with their buddies with low-functioning autism. The unexpected response pattern of one participant with low-functioning autism warrants further investigation into individual characteristics of the student as well as characteristics of the peer group

A study of oral language use in a grade three classroom: implications of a systematic approach

Oral communication is a vital component of the learning process. Research demonstrates that children benefit from engaging in oral interactions with their peers and, through such interactions, can co-construct knowledge and develop deeper understandings of issues being explored. Currently, however, it can be argued that talk is undervalued in our educational system and little effort is made to focus teaching in this area. The research outlined in this thesis explores the impact of a focus on oral communication skills in a grade 3 classroom. Making use of ongoing assessment and explicit instruction, a systematic approach to instruction was implemented, over a five month period, with tracking of both feasibility and effects. The intention was also to create a community of learners in the classroom, through students' increased use of collaborative, exploratory, and accountable talk. Interventions attempted to address both social and cognitive aspects of classroom talk. The results of the study demonstrate that the impact of the interventions was complex and appeared to be affected by the initial socio-cognitive profiles of the individual children involved. Discussion is provided of the implications of these results for various stakeholders

2019 IODE Update: AIUs, ODISCat, OceanDocs

This presentation gives an overview of current IODE projects that intersect with IAMSLIC interests. This includes an update on the Associated Data Units program for eligible Library and Information Centers