Educational Measurement

Publication Title: 
Clinical nurse specialist CNS

BACKGROUND: There has been an increase in the use and awareness of complementary and integrative therapies in the United States over the last 10 years. Clinical nurse specialists (CNSs) are in an ideal place to influence this paradigm shift in medicine to provide holistic care. PURPOSE: This study was designed to describe the knowledge, attitudes, and use of complementary and alternative medicine (CAM) by CNSs in a large Midwest medical center. DESIGN: This study used a descriptive exploratory correlational design.

Author(s): 
Cutshall, Susanne
Derscheid, Della
Miers, Anne G.
Ruegg, Suzanne
Schroeder, Barbara J.
Tucker, Sharon
Wentworth, Laura
Publication Title: 
Journal of Advanced Nursing

AIM: This paper reports a study to determine the effectiveness of a postqualification course in palliative care in terms of increased knowledge, insight and self-efficacy among Registered and Licensed Practical Nurses. BACKGROUND: The importance of measuring the effectiveness of postqualification courses in palliative care for nurses is widely recognized. The benefits of such courses are often merely described in terms of satisfaction of the course participants. METHOD: A convenience sample of nurses was studied.

Author(s): 
Adriaansen, Marian J. M.
van Achterberg, Theo
Borm, George
Publication Title: 
Journal of Manipulative and Physiological Therapeutics

A competency based educational model necessitates reliable evaluation. This study examined faculty reliability in assessing students' case histories at one chiropractic college. Previous studies have found great variation in faculty assessment of clinical performance in medical residents. In this study, sixteen faculty members at the Canadian Memorial Chiropractic College evaluated three case histories by completing five rating scales on each one. The study found little faculty agreement in judging the case histories.

Author(s): 
Josefowitz, N.
Moss, J.
Pike, B.
Fainstat, P.
Publication Title: 
Journal of Manipulative and Physiological Therapeutics

OBJECTIVE: To compare U.S. chiropractic college admissions requirements with those of allopathy, osteopathy, optometry, podiatry and dentistry. DESIGN: Survey. PARTICIPANTS: The schools that participated in the comparison were selected based on their geographic location within the United States. The number of schools selected were 16 chiropractic college, 17 allopathic colleges, 16 osteopathic colleges, 16 optometric colleges, 7 podiatric colleges and 15 dental colleges.

Author(s): 
Doxey, T. T.
Phillips, R. B.
Publication Title: 
Journal of Manipulative and Physiological Therapeutics

INTRODUCTION: The need for each chiropractic student to pass the National Chiropractic Board of Examiners (NCBE) exams is of great importance in their educational process. To date, no literature has evaluated the effectiveness of any outcome in predicting the success or failure on the NCBE exams. The Learning and Study Strategies Inventory (LASSI) was developed to assess students' learning and studying strategies. In this study, the LASSI and NCBE Part 1 scores and entering and cumulative grade point averages (GPAs) were used to assess any correlations related to NCBE scores.

Author(s): 
Pringle, R. K.
Lee, J.
Publication Title: 
Journal of Allied Health

This study was done to determine whether the test performances of chiropractic students taught by traditional didactic methods (n = 50) and those undergoing problem-based learning (PBL) (n = 54) would differ. A 25-question multiple-choice test of knowledge synthesis was given to both groups of students. Although the novelty of the PBL approach was a cause of concern among the PBL students, who tended to be uncertain about what was expected of them and to lack confidence in the depth of their knowledge, their performance on the test was equivalent to that of the traditional students.

Author(s): 
Bovee, M. L.
Gran, D. F.
Publication Title: 
Journal of Gerontological Nursing

In 1998, the Iowa Geriatric Education Center (IGEC) was funded by the U.S. Health Resources and Services Administration Bureau of Health Professions. The role of the chiropractic institution participating as a partner in the IGEC was to develop and evaluate a model geriatrics course for chiropractic students emphasizing experiential learning and interdisciplinary issues. The evaluation assessed changes in the students' knowledge of geriatrics and their attitudes toward older adults and toward interdisciplinary issues. There were 197 students in the class.

Author(s): 
Hawk, C.
Byrd, L.
Killinger, L. Z.
Publication Title: 
Journal of Manipulative and Physiological Therapeutics

PURPOSE: To determine if any existent preadmission academic or personal variables predict academic success in the first year of the Palmer College of Chiropractic West (PCCW) program. PARTICIPANTS: One hundred ninety-two students at PCCW who had completed the first year of the program. METHODS: One-way analysis of variance and stepwise linear multiple regression. RESULTS: Men had a significantly higher mean matriculating grade point average (MatGPA) than women, but no such relationship existed in the cumulative year-1 GPA (Y1GPA).

Author(s): 
Green, Bart N.
Johnson, Claire D.
McCarthy, Kevin
Publication Title: 
Teaching and Learning in Medicine

BACKGROUND: Performance differences between students of traditional lecture-based curricula and students of problem-based learning (PBL) curricula on standardized National Board Examinations have been studied. PURPOSE: To assess the impact and effectiveness of a change from a traditional lecture-based curriculum to a PBL curriculum. METHODS: Student performance in a traditional lecture-based curriculum (entering class of 1997) was compared to student performance in a PBL curriculum (entering class of 1998) on the standardized National Board of Chiropractic Examiners Part I Examination.

Author(s): 
Shenouda, Nagwa S.
Swenson, Randy L.
Fournier, Jaeson T.
Publication Title: 
Journal of Allied Health

One of the most active areas in educational research in recent years has centered on the method of problem-based learning (PBL). The advantages of PBL methods have prompted educators to investigate and implement PBL activities in the clinical science classroom. The purpose of this exploratory study was to note any difference in students' faculty ratings, when viewed as a whole, between one group of students taught with traditional didactic lectures as compared with a group of students taught using a PBL method in a clinical science course.

Author(s): 
Bovée, Michael L.
Gran, Donald F.

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