MORS Workshop: How Cognitive and Behavioral Factors Influence Command and Control

Glasow, Priscilla; Ross-Witkowski, Corrina

doi:10.1037/e442422005-001

Cited by 2 publications

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“…The surveys were administered to the participating fellows, program developers, and coaches. Before administering the surveys, we conducted a design session with the program developers, coaches, and fellows explaining the intent of the evaluation process, emphasizing the objectives of the program and program theory ( 13 , 14 ). We ensured the anonymous nature of the survey, explained their right to participate, and guaranteed no repercussions if they decided to opt out.…”

Section: Methodsmentioning

confidence: 99%

A Decision-oriented Approach to Evaluating a Leadership Curriculum in Fellowship

Kapoor,

Mehta,

Arobelidze

et al. 2024

ATS Scholar

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Background Graduate Medical Education (GME) emphasizes the role of the annual program evaluation to identify opportunities, create action plans, and track improvements longitudinally. There is a lack of a systematic approach to the evaluation of educational curricula. Comprehensive curriculum evaluation can inform the educators about specific modifications to achieve high standards, desired outcomes, and the anticipated objectives. Objective To evaluate a leadership in quality improvement program in a pulmonary/critical care fellowship training program using the context, input, process, product (CIPP) model. The CIPP model, given its focus on evaluating different aspects of a program, provides concrete and targeted feedback to guide improvement decisions. Methods Evaluation questions addressing the four focused areas were created, pilot tested, and revised. The questions were framed toward optimization of alignment (e.g., program activities with stated objectives, program goals with theoretical perspective, program curriculum with trainee needs) and gaining information about the efficacy of the program in achieving the desired outcomes. To enhance the validity of the results, we triangulated the data-gathering approach by administering surveys and conducting interviews and focus groups by random selection from the eligible participants. Qualitative data were transcribed, coded, and categorized into themes aligning with the four aspects of the CIPP model. Results We interviewed 9 participants and conducted three focus groups with 20 participants. The surveys provided vital quantitative information that was cross-verified with the qualitative data; 23 of the 25 (92%) participants completed the survey. The results of qualitative thematic analysis were organized in the CIPP format. The context evaluation of the program revealed that the fellows and faculty were unfamiliar with the guiding principles of the course. The input evaluation highlighted the competing interests that hampered the engagement of the fellows during the evening weekly report-outs. The process evaluation revealed clustering of didactic sessions at the start of the course. The product evaluation stressed the difficulty in completing the quality improvement projects in the allotted timeframe. Conclusion Conducting a robust evaluation of an educational curriculum provides insights into gaps in the various stages of the program. Time and resources needed for conducting evaluation by using the CIPP model should be considered.

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Section: Methodsmentioning

confidence: 99%

A Decision-oriented Approach to Evaluating a Leadership Curriculum in Fellowship

Kapoor,

Mehta,

Arobelidze

et al. 2024

ATS Scholar

View full text Add to dashboard Cite

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“…The survey uses a five-point Likert scale and was designed to cover a wide sample population among the practitioners of student agencies (teachers and learners) in higher education institutions. The survey obtains data from respondents (Glasow, 2005) across twelve higher education institutions in Dhading district. Questionnaires were distributed to 150 students from six out of the twelve campuses, and 107…”

Section: Methodsmentioning

confidence: 99%

Constructing student agency: The nexus between classroom activities and engagement

Adhikari

2024

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Student agency refers to the quality of students’ self-reflective and intentional actions and interactions concerning their activities and engagements both inside and outside the classroom. The engagements and activities help to increase the level of personal agency. This study mainly aims to determine the nexus between constructing student agency and engagements and activities in higher education English as a Foreign Language (EFL) classrooms. This study adopted a sequential explanatory mixed method design. To collect quantitative data, a survey was conducted with a set of five-point Likert scale questionnaires among 107 students studying at bachelor’s level in Dhading district, Nepal. The students represent different years of the bachelor’s level. Semi-structured interviews were conducted among three teachers teaching at the same level to collect qualitative data. The findings of the study hold important insights for higher education teachers, emphasizing the significance of incorporating agency into classroom activities and fostering engagement. Additionally, this study contributes to the development of agency when students have opportunities to be selective in actions, engagements and interactions in classrooms. To effectively address this issue, the researcher strongly advocates highlighting the importance of classroom engagement and activities as essential components in enhancing student agency in EFL classrooms and beyond.

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MORS Workshop: How Cognitive and Behavioral Factors Influence Command and Control

Cited by 2 publications

References 0 publications

A Decision-oriented Approach to Evaluating a Leadership Curriculum in Fellowship

A Decision-oriented Approach to Evaluating a Leadership Curriculum in Fellowship

Constructing student agency: The nexus between classroom activities and engagement

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