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Surveys

Surveys

Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.

Case Studies

Case Studies

There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.

Decision Making: Traditional Method

Decision Making: Traditional Method

The process of hypothesis testing based on the traditional method includes calculating the critical value, testing the value of the test statistic using the sample data, and interpreting these values.
First, a specific claim about the population parameter is decided based on the research question and is stated in a simple form. Further, an opposing statement to this claim is also stated. These statements can act as null and alternative hypotheses, out of which a null hypothesis would be a...

The Nativist Approach

The Nativist Approach

The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...

Decision Making: P-value Method

Decision Making: P-value Method

The process of hypothesis testing based on the P-value method includes calculating the P- value using the sample data and interpreting it.
First, a specific claim about the population parameter is proposed. The claim is based on the research question and is stated in a simple form. Further, an opposing statement to the claim is also stated. These statements can act as null and alternative hypotheses: a null hypothesis would be a neutral statement while the alternative hypothesis can...

Methods to Assess Microbial Communities

Methods to Assess Microbial Communities

Microbial communities, comprising bacteria, archaea, and eukaryotic microorganisms, inhabit diverse ecosystems and play crucial roles in environmental and biological processes. Their diversity is defined by three main parameters: species richness (the number of distinct species), species abundance (the relative quantity of each species), and species evenness (how uniformly individual species are distributed in various locations). These factors together shape the structure and ecological balance...

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Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

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A novel approach to needs assessment in curriculum development: going beyond consensus methods.

Carol L Gonsalves¹, Rola Ajjawi, Marc Rodger

¹University of Ottawa, The Ottawa Hospital , Canada .

Medical Teacher

|February 5, 2014

Summary

This study introduces a practice-grounded needs assessment for medical curriculum development, integrating surveys, audits, and expert consensus to identify training gaps and improve postgraduate programs.

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Area of Science:

Medical Education
Curriculum Development
Thrombosis Medicine

Background:

Needs assessment is crucial for effective curriculum development in medical education.
Expert opinion and consensus are common but may lack practical grounding.

Purpose of the Study:

To showcase a practice-grounded needs assessment approach for curriculum development.
To validate expert-derived curricular content with empirical data.

Main Methods:

A mixed-methods approach was piloted in thrombosis medicine.
Included a national survey, practice audit, and expert consensus (focus groups, Delphi).

Main Results:

Identified current curricula, consultant practices, and consult volumes.
Practice audit revealed characteristics of thrombosis consults and learning issues.
Consensus was reached on curricular topics, delivery, and accreditation.

Conclusions:

The approach validated curricular content using a novel practice audit.
Identified training gaps and barriers in postgraduate medical education.
Applicable to curriculum development in other postgraduate fields.