Thesis (Ph. D.)--University of Oxford, 2003. / Title from Summary page ; description based on resource as of 2005-06-22. "University of Oxford, Faculty of Modern History, History of Science, Doctor of Philosophy, Trinity 2003." Includes bibliographical references.

No description available.

No description available.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This randomized, blinded study addressed whether and to what extent the methodology by which information-literacy skills instruction occurred impacted on first-year medical students' information-retrieval skills, perceptions regarding the use of library and information resources, and performance outcomes on a MEDLINE searching exercise. A group of 128 first year medical students enrolled in a problem-based learning (PBL) course participated in information-retrieval skills training. Students were randomly assigned to one of two experimental groups. The control group participated in a traditional, instructor-lead information-retrieval training session, while the intervention group participated in identical instruction via a Web-based tutorial. Data were gathered from several sources including: a) a pre-instruction survey and pre-test, b) the evaluation of students' MEDLINE searches, c) a post-instruction survey and post-test, and d) a three month follow-up survey measuring students' use of information resources in support of PBL activities during the previous semester. MEDLINE searching assignments directly linked to the PBL patient cases were electronically captured, blinded, and independently evaluated and scored by three reference librarians, allowing for a comprehensive analysis of students' searching skills. Results provided a picture of students' MEDLINE skills, information usage behaviors, and attitudes. Statistical tests showed that intervention group students scored an average of 2.84 out of a possible 4 points on the MEDLINE exercise, and control group students scored an average of 2.60 (P = .065). Follow-up data collected three months post-training examined students' MEDLINE searching behaviors. Results indicated that 55% of control group students performed six or more MEDLINE searches during the semester, while 38% of intervention group students used MEDLINE six or more times. The corresponding P value of .053 approached statistical significance. Librarians can use this information in designing and implementing more effective learning modules for both on-campus and off-campus learners, appropriately incorporating the use of Web-based tutorials into existing educational programs, and expanding programming opportunities to include the integrated use of Web-based and traditional learning modules. / 2031-01-01

Feedback is consistently shown to be a key influence upon both achievement and performance. Feedback in medical education is not only important for the performance and progression of medical trainees but also for patient safety. However, despite recognition of the power of successful feedback, medical students within the United Kingdom and beyond consistently report dissatisfaction with the feedback they receive. Whilst the literature has begun to explore what students feel about feedback there is limited understanding of why they feel this way. Within this thesis are two distinct but related studies which combine to provide a synergistic picture of feedback at medical school. The first, a multi-school focus group study at three UK medical schools, explores students’ narratives of their lived experiences of positive and negative feedback. In exploring how students make sense of these experiences an in depth exploration is presented of not only what they think but also why. The second study presented in this thesis is a video-reflexive ethnography (VRE) study of feedback in two sites at medical school. This study comprises two phases: (1) an observational phase of data collection utilising video to capture feedback as it occurred in two sites at medical school (the simulated clinical skills setting and the medical workplace); and (2) the (reflexivity) phase of the study involving showing this footage back to student and tutor participants (separately) to explore their recognition and perception of feedback seen within the footage. In its totality, this VRE study allows for a comparison of student and tutor perspectives, as well as of feedback practices and perspectives in these two different sites. ii In summary, through listening to, and observing the lived experiences of feedback for medical students and their educators, the research presented within this thesis provides an in depth (and novel) understanding of both feedback practices and perceptions at medical school.

Thesis (Ph. D.)--University of California, 1974. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 84-90).

I set out to develop methodologies linking the educational processes adopted by General Practitioner trainers to outcomes, in terms of quality performance by their learners in later life as doctors. Evidence about educational process and about quality of practice must be collected and analysed in a format that takes full account of the judgements to be made for formative and summative assessment. This work iterates between considerations of evidence and judgements The first of three phases of research established a framework of categories and dimensions by which to describe educational behaviours of GP Trainers. This involved interviewing trained practitioners to find what had been of lasting value from training. The categories deriving from a Grounded Theoretical approach have proved useful in practice and have been incorporated into training assessments. Second Phase Research involved refining data collection methods for assessing prevalent educational behaviours in training practices. The process by which judgements are made about training was analysed and developed in the light of research findings, which support a trend towards self-assessment by trainers. The complexity of evidence collection is such that even experienced visiting teams struggled to construct meaningful aggregations across several categories in the course of a brief visit. Their limited data best serves to validate the self-assessments of trainers, carried out over an extended period of training, and involving potentially beneficial reflection-in-action and reflection-on-action. Finally, 31General Practitioners engaged in a pilot study of Insight 360® assessments of quality practice. Their self-assessments were compared against 331 patient assessments and 237 colleague perceptions. Literature review and preliminary experiments led to the conclusion that Multilevel Modelling (MLM) techniques are best suited to such data analysis. Even with small numbers, valid findings emerged around gender influences on self-perception, reinforcing the conclusion that MLM is needed if we are to relate complex data around quality of practice to the level of prior educational experience. .. Using the framework developed in this project, trainers can now be encouraged to examine their prevalent educational behaviours and record the evidence for formative and summative assessment. This work gives confidence that accumulated 3600 assessments of practitioners may in future be analysed using MLM techniques to shed light on different quality outcomes of varying educational processes

Thesis (PhD(Curriculum Studies))-University of Pretoria, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of California, 1974. / Includes bibliographical references (leaves 84-90).

Thesis (PH.D.) -- Syracuse University, 2004. / Adviser: Ploutz-Snyder, Lori.