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Related Concept Videos

Longitudinal Research02:20

Longitudinal Research

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Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
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Longitudinal Studies01:26

Longitudinal Studies

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Longitudinal studies are also widely used in other medical and social science fields. For instance, in cardiovascular research, they can monitor patients' health over decades to identify risk factors for heart disease, such as high cholesterol or smoking, and evaluate the long-term effectiveness of preventive measures. Similarly, in mental health studies, researchers might follow individuals from adolescence into adulthood to understand the development and progression of conditions like...
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Cross-Sectional Research01:50

Cross-Sectional Research

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In cross-sectional research, a researcher compares multiple segments of the population at the same time. If they were interested in people's dietary habits, the researcher might directly compare different groups of people by age. Instead of following a group of people for 20 years to see how their dietary habits changed from decade to decade, the researcher would study a group of 20-year-old individuals and compare them to a group of 30-year-old individuals and a group of 40-year-old...
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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Surveys02:16

Surveys

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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.
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Case Studies01:22

Case Studies

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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.
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Practical Guidelines for Implementing Longitudinal Faculty Development Programs.

Jeannine Nonaillada1

  • 1NYU Long Island School of Medicine.

Mededpublish (2016)
|March 15, 2024
PubMed
Summary

This article provides practical guidelines for implementing longitudinal faculty development programs, which are superior to single workshops for fostering self-directed learning in health professions education. It focuses on sustaining participant enrollment over time.

Keywords:
adult learning.faculty developmentlongitudinal faculty development

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Area of Science:

  • Medical Education
  • Faculty Development
  • Adult Learning Theory

Background:

  • Health professions faculty frequently teach and conduct research without formal training.
  • Current faculty development often relies on single workshops, which are less effective than longitudinal programs.

Purpose of the Study:

  • To provide practical guidelines for implementing longitudinal faculty development programs.
  • To offer strategies for sustaining participant enrollment in these programs.

Main Methods:

  • Guidelines based on best evidence of faculty development models.
  • Incorporation of the author's personal experience.
  • Grounded in theoretical frameworks of adult learning.

Main Results:

  • Longitudinal programs foster superior reflection and self-directed learning.
  • Successful implementation requires specific strategies for participant engagement and retention.

Conclusions:

  • Longitudinal faculty development programs are essential for effective health professions education.
  • Sustained enrollment is achievable with evidence-based strategies and adult learning principles.