Education Commons^™

Communicating Program Outcomes And Impact Using Data Visualization Dashboards, Amanda D. Ali, Paul A. Hill, Dominic C. Bria

Outcomes and Impact Quarterly

Governed by the Government Performance and Results Act (GPRA) of 1993, program performance benchmarks within the Cooperative Extension System relate to (a) relevance, (b) quality, and (c) accomplishments. This study discusses the development and implementation of data dashboards for the Rural Online Initiative, adhering to GRPA’s benchmarks of performance.

Vv Ecmo For Treatment Of Severe Ards In Covid-19 Patients At Unmc, Cale J. Ewald, Levi Zehr, Shaun L. Thompson

Graduate Medical Education Research Journal

Abstract

Introduction: Veno-venous extracorporeal membrane oxygenation (VV ECMO) is an indicated treatment for severe acute respiratory distress syndrome (ARDS) refractory to conventional medical treatment. Severe ARDS is a common complication of CoVID-19 infection. Subsequently, the efficacy of VV ECMO in CoVID-19 severe ARDS patients must be investigated. ECMO is a resource-intensive treatment modality, meaning that its use must be reserved for patients with robust indications and paucity of contraindications.

Methods: We performed retrospective chart review of three patients at the University of Nebraska Medical Center that were placed on VV ECMO secondary to severe ARDS from CoVID-19 infection.

Results: All …

Investigating Alignment In A Quantitative Literacy Course For Social Sciences Students, Vera Frith, Pam Lloyd

Numeracy

The Numeracy Centre at the University of Cape Town has taught a one-semester quantitative literacy course for social sciences students since 1999. This study aims to provide an example for how the design of such a course can be assessed for alignment with quantitative reasoning goals. We propose a framework of learning outcomes for the course and use that framework to analyse the assessments and student performance on them. We find that just under half of the overall mark for the course was devoted to the interpretation and communication of quantitative information (our “main” outcomes), and about a quarter was …

Predictive Effects Of Physician Assistant Students' Pre-Admission Direct Patient Contact Hours On Performance In Supervised Clinical Practice Experiences, Gerald Robert Weniger

Doctoral Dissertations and Projects

The demand for physician assistants (PAs) is predicted to rise because of the growing shortage of physicians. PA educational programs are tasked with producing graduates who are skilled within six domains of competency: 1) medical knowledge, 2) professionalism, 3) interpersonal and communication skills, 4) patient care, 5) practice-based learning and improvement, and 6) systems-based practice. The Physician Assistant National Certifying Exam only assesses two of the six competencies: medical knowledge and professionalism. Without much time in a curriculum to teach the ‘softer skills’ like communication and interpersonal skills, many PA programs require pre-admission patient contact experience in order to at …

Focus On Outcomes: Fostering Systemic Departmental Improvements, Daniel L. Reinholz, Mary E. Pilgrim, Amelia Stone-Johnson, Karen Falkenburg, Christopher Geanious, Courtney Ngai, Joel Christopher Corbo, Sarah B. Wise

To Improve the Academy: A Journal of Educational Development

This article describes how a focus on outcomes can be a tool for guiding systemic change. By focusing on positive outcomes to be achieved, a group can guide its collective efforts toward an ideal future rather than becoming fixated on individual problems to solve. While there is support for an outcome-guided approach in the literature on individual and organizational change, this approach has not been used extensively to support department-level changes in science, technology, engineering, and mathematics (STEM) education.

Personalized Learning: Tools For A Covid World, Karen Clancy, Whitney Powell

Pedagogicon Conference Proceedings

Advancing technology allows us to personalize everyday life, from shopping and business transactions to information-seeking, healthcare, and education. Contemporary college students often seek personalized learning experiences that yield high-impact outcomes. Such experiences require successful partnerships between faculty and students. Case studies demonstrating how faculty/student partnerships helped students accomplish personalized learning outcomes are presented. The focus on personalized learning is even more pertinent in the midst of the COVID-19 global pandemic. The increased reliance on virtual learning and independent study may encourage and challenge educators to implement personalized learning methods to maximize learning outcomes and elevate student engagement.