Objective
The ability to assess quality of care is a necessary component of continuous quality improvement. The assessment typically is accomplished by determination of compliance with a defined set ...of quality measures (QMs). The objective of this effort was to establish a set of QMs for the assessment of the process of care in juvenile idiopathic arthritis (JIA).
Methods
A 12‐member working group composed of representatives from the American College of Rheumatology, American Academy of Pediatrics, American Board of Pediatrics, and Association of Rheumatology Health Professionals was assembled to guide the project. Delphi questionnaires were sent to 237 health professionals involved in the care of children with JIA. A total of 471 items in 23 domains were identified. The working group met via 4 live e‐meetings during which results from the Delphi questionnaires were distilled to a reduced draft set. Each working group member selected a proposed QM to investigate and present evidence from the literature as to its attributes and appropriateness for inclusion into the set. Nominal group technique was used to come to consensus on a proposed set of QMs.
Results
The proposed set contains 12 QMs within 4 health care domains. Each QM consists of a statement of 1) the assessment to be completed, 2) when the first assessment should be completed and a suggested frequency of assessment during followup, 3) recommendations of appropriate tools or methods of assessment, and 4) initial performance goals.
Conclusion
Implementation of the proposed QM set will improve the process of care, facilitate continuous quality improvement, and eventuate in improved health outcomes of children with JIA.
Medical education helps ensure doctors acquire skills and knowledge needed to care for patients. However, resident duty hour restrictions have impacted time residents have for medical education, ...leaving resident educators searching for innovative options for effective medical education. Classroom situated e-learning, a blended learning delivery method, was created to find an effective option for medical education. Research has been conducted on the use of e-learning with residents. More limited research has been reported on the use of blended learning with residents. Research is needed regarding the use of classroom situated e-learning for resident education. Qualitative phenomenological research was used to understand residents' perceptions of the effectiveness of, and interactions in, classroom situated e-learning and traditional lectures. In-depth interviews were used for data collection. Research participants were nine residents who had participated in classroom situated e-learning and lecture based learning. Analysis of the data revealed all participants found classroom situated e-learning effective because it was problem based, provided access to an expert, was interactive, and conducted in a small group. Six of the nine participants provided an example of an effective lecture, which they found effective due to the inclusion of practical or applicable content and an engaging educator. Residents were asked to describe their interactions with the content, the educator, and other learners for classroom situated e-learning and traditional lectures. Their responses were analyzed and themes identified. The themes identified for interaction in classroom situated e-learning were, through the computer for interaction with the content; providing real world content, asking questions of the educator, and feedback for interaction with the educator; and discussion for interaction with other learners. The theme identified for traditional lectures was asking questions of the educator for interaction with the educator. The findings from this study demonstrated that participants' perceived classroom situated e-learning to be effective, and had a preference for interaction that included discussion with the educator and other learners. Recommendations for future research include a replication of this study with residents in other residency programs, and quantitative research comparing the learning outcomes of classroom situated e-learning with traditional lecture based learning. The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.
Reply Lovell, Daniel J.; Henrickson, Michael; DeWitt, Esi Morgan ...
Arthritis care & research (2010),
September 2011, Letnik:
63, Številka:
9
Journal Article
Reply Lovell, Daniel J.; Henrickson, Michael; DeWitt, Esi Morgan ...
Arthritis care & research (2010),
09/2011, Letnik:
63, Številka:
9
Journal Article
Medical education helps ensure doctors acquire skills and knowledge needed to care for patients. However, resident duty hour restrictions have impacted the time residents have available for medical ...education, leaving resident educators searching for alternate options for effective medical education. Classroom situated e-learning, a blended learning delivery method, was created to find an effective option for medical education. Qualitative phenomenological research was used to understand residents' perceptions of the effectiveness of, and interactions in, classroom situated e-learning and traditional lectures. In-depth interviews were used for data collection. Analysis of the data revealed all participants found classroom situated e-learning effective, and had a preference for interaction that included discussion with the educator and other learners. Recommendations for future research include a replication of this exploratory study with residents in other residency programs, and quantitative research comparing the learning outcomes of classroom situated e-learning with traditional lecture based learning.
Medical education helps ensure doctors acquire skills and knowledge needed to care for patients. However, resident duty hour restrictions have impacted time residents have for medical education, ...leaving resident educators searching for innovative options for effective medical education. Classroom situated e-learning, a blended learning delivery method, was created to find an effective option for medical education. Research has been conducted on the use of e-learning with residents. More limited research has been reported on the use of blended learning with residents. Research is needed regarding the use of classroom situated e-learning for resident education. Qualitative phenomenological research was used to understand residents' perceptions of the effectiveness of, and interactions in, classroom situated e-learning and traditional lectures. In-depth interviews were used for data collection. Research participants were nine residents who had participated in classroom situated e-learning and lecture based learning. Analysis of the data revealed all participants found classroom situated e-learning effective because it was problem based, provided access to an expert, was interactive, and conducted in a small group. Six of the nine participants provided an example of an effective lecture, which they found effective due to the inclusion of practical or applicable content and an engaging educator. Residents were asked to describe their interactions with the content, the educator, and other learners for classroom situated e-learning and traditional lectures. Their responses were analyzed and themes identified. The themes identified for interaction in classroom situated e-learning were, through the computer for interaction with the content; providing real world content, asking questions of the educator, and feedback for interaction with the educator; and discussion for interaction with other learners. The theme identified for traditional lectures was asking questions of the educator for interaction with the educator. The findings from this study demonstrated that participants' perceived classroom situated e-learning to be effective, and had a preference for interaction that included discussion with the educator and other learners. Recommendations for future research include a replication of this study with residents in other residency programs, and quantitative research comparing the learning outcomes of classroom situated e-learning with traditional lecture based learning.
Trying to increase our happiness is not a new idea. "Life, liberty and the pursuit of happiness" can be found in the Declaration of Independence, and well-known Yale professor Laurie Santos has a ...series of episodes in her podcast, "The Happiness Lab," called Happiness Lessons of the Ancients, where she explores happiness strategies from thinkers and societies of the past. What is relatively new is the field of positive psychology and its research-backed strategies for increasing happiness--or, as positive psychologists might see it, for helping us to thrive and flourish.
The history of mathematics is filled with major breakthroughs resulting from solutions to recreational problems. Problems of interest to gamblers led to the modern theory of probability, for example, ...and surreal numbers were inspired by the game of Go. Yet even with such groundbreaking findings and a wealth of popular-level books, research in recreational mathematics has often been neglected.The Mathematics of Various Entertaining Subjectsnow returns with a brand-new compilation of fascinating problems and solutions in recreational mathematics.
This latest volume gathers together the top experts in recreational math and presents a compelling look at board games, card games, dice, toys, computer games, and much more. The book is divided into five parts: puzzles and brainteasers, geometry and topology, graph theory, games of chance, and computational complexity. Readers will discover what origami, roulette wheels, and even the game of Trouble can teach about math. Essays contain new results, and the contributors include short expositions on their topic's background, providing a framework for understanding the relationship between serious mathematics and recreational games. Mathematical areas explored include combinatorics, logic, graph theory, linear algebra, geometry, topology, computer science, operations research, probability, game theory, and music theory.
Investigating an eclectic mix of games and puzzles,The Mathematics of Various Entertaining Subjectsis sure to entertain, challenge, and inspire academic mathematicians and avid math enthusiasts alike.
The history of mathematics is filled with major breakthroughs resulting from solutions to recreational problems. Problems of interest to gamblers led to the modern theory of probability, for example, ...and surreal numbers were inspired by the game of Go. Yet even with such groundbreaking findings and a wealth of popular-level books, research in recreational mathematics has often been neglected. The Mathematics of Various Entertaining Subjects now returns with a brand-new compilation of fascinating problems and solutions in recreational mathematics.This latest volume gathers together the top experts in recreational math and presents a compelling look at board games, card games, dice, toys, computer games, and much more. The book is divided into five parts: puzzles and brainteasers, geometry and topology, graph theory, games of chance, and computational complexity. Readers will discover what origami, roulette wheels, and even the game of Trouble can teach about math. Essays contain new results, and the contributors include short expositions on their topic's background, providing a framework for understanding the relationship between serious mathematics and recreational games. Mathematical areas explored include combinatorics, logic, graph theory, linear algebra, geometry, topology, computer science, operations research, probability, game theory, and music theory.Investigating an eclectic mix of games and puzzles, The Mathematics of Various Entertaining Subjects is sure to entertain, challenge, and inspire academic mathematicians and avid math enthusiasts alike.
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