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Related Concept Videos

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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Nursing Evaluation01:15

Nursing Evaluation

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The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
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Reliability and Validity01:29

Reliability and Validity

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Reliability and validity are two important considerations that must be made with any type of data collection. Reliability refers to the ability to consistently produce a given result. In the context of psychological research, this would mean that any instruments or tools used to collect data do so in consistent, reproducible ways.
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Self-Report Tests of Personality01:22

Self-Report Tests of Personality

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Self-report inventories are objective personality assessments that use multiple-choice items or numbered scales, typically ranging from 1 (strongly disagree) to 5 (strongly agree). They are often called Likert scales after Rensis Likert. These inventories are widely used due to their ease of administration and cost-effectiveness. One of the most prominent examples is the Minnesota Multiphasic Personality Inventory (MMPI), initially developed in the 1940s to assess abnormal personality traits.
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Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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A Novel Tool to Assess Faculty Development Needs Utilizing Student Evaluations.

Fauzia Nausheen1, Renu Bhupathy1, Hina Mohsin1

  • 1Medical Education, California University of Science and Medicine, Colton, USA.

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|December 20, 2024
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Summary
This summary is machine-generated.

A medical school developed a faculty professional development program using needs assessments and student feedback. This program effectively improved faculty teaching skills and satisfaction, particularly in curriculum development and technology integration.

Keywords:
assessmentcurriculumevaluationfaculty developmentfeedbacksurveyteaching and learning

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Area of Science:

  • Medical Education
  • Academic Development
  • Faculty Training

Background:

  • Academic institutions face challenges in faculty professional development due to rapid technological changes.
  • Traditional faculty development methods often rely on individual efforts or peer support.
  • A medical school implemented an innovative curriculum, necessitating a structured faculty development program.

Purpose of the Study:

  • To outline the development, implementation, and outcomes of a faculty professional development program.
  • To assess the effectiveness of faculty development interventions in a medical school setting.
  • To identify key areas for faculty improvement based on needs assessments and student evaluations.

Main Methods:

  • A faculty development program was designed based on a survey of 17 founding faculty members.
  • Program implementation involved seminars, workshops, and external training sessions.
  • Student end-of-course evaluations were used to assess faculty performance and guide further development.

Main Results:

  • Critical development areas included curriculum design (integrated/team-teaching courses), student learning experiences, and writing assignments.
  • Teaching skills training focused on team-based learning (100% participation).
  • Assessment and evaluation training covered test question writing (96%) and assignment assessment (95%).
  • Technology in academia training included online resources, video conferencing, and online assessment platforms (100%).
  • Student feedback indicated improved faculty performance in flipped classroom and laboratory instruction.
  • The program demonstrated overall effectiveness and participant satisfaction.

Conclusions:

  • Student feedback offers a valuable perspective for faculty improvement alongside traditional methods.
  • The developed faculty professional development program proved effective and satisfactory.
  • Continuous program evolution based on faculty and student input is essential for sustained success.