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Related Concept Videos

Experimental Designs01:16

Experimental Designs

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An experimental design is a systematic process that allows researchers to evaluate the relationship between dependent and independent variables. There are three widely used types of experimental design - pre-experimental design, true experimental design, and quasi-experimental design. In pre-experimental design, the researcher compares the data before and after some interventions or treatments. The true-experimental design has more than one purposefully created group, a commonly measured...
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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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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.
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Group Design02:01

Group Design

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The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between...
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Updated: May 27, 2025

Enactive Phenomenological Approach to the Trier Social Stress Test: A Mixed Methods Point of View
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Program Evaluation in Competence by Design: A Mixed-Methods Study.

Jenna Milosek1, Kaylee Eady1, Katherine A Moreau1

  • 1Faculty of Education, University of Ottawa, Ottawa, ON, Canada.

Journal of Medical Education and Curricular Development
|February 19, 2025
PubMed
Summary
This summary is machine-generated.

Most Competence by Design (CBD) residency programs evaluate their effectiveness, but the quality of these evaluations is often insufficient. Enhancing evaluation practices requires more resources and support for CBD programs.

Keywords:
Competence by Designcompetency-based medical educationprogram evaluation

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Area of Science:

  • Medical Education
  • Program Evaluation
  • Residency Training

Background:

  • Competence by Design (CBD) programs are essential for medical education.
  • Limited literature exists on evaluating CBD programs.
  • This study assesses evaluation activities in Canadian CBD residency programs.

Purpose of the Study:

  • Assess the extent of program evaluation in CBD residency programs.
  • Explore motivations for and barriers to program evaluation.
  • Examine current evaluation methodologies.
  • Identify strategies for capacity building in program evaluation.

Main Methods:

  • A 2-phase mixed-methods study was conducted.
  • Phase 1: Survey of 149 program directors (33.5% response rate).
  • Phase 2: Interviews with 15 program directors, analyzed iteratively.

Main Results:

  • 85.2% of programs engage in evaluation, but few develop formal questions or plans.
  • Reasons for evaluation include decision-making; barriers include lack of knowledge, resources, and funding.
  • Programs face challenges like limited resources and rely on ad hoc methods.
  • Suggestions for improvement include expertise development, resource acquisition, and clear expectations.

Conclusions:

  • While most CBD programs conduct evaluations, their quality is often suboptimal.
  • Additional resources and support are needed to improve CBD program evaluation practices.
  • Enhanced evaluation is crucial for realizing the full potential of CBD programs.