The use of the nominal group technique as an evaluative tool in medical undergraduate education

Lloyd-Jones, Gaynor; Fowell, Susan; Bligh, John

doi:10.1046/j.1365-2923.1999.00288.x

Cited by 73 publications

(50 citation statements)

References 9 publications

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“…Medical schools the world over are using a variety of practical examinations (for example, the objective structured clinical examination) intended to evaluate interactions between student and patient (including history taking, physical examination, and clinical reasoning). The feedback of students and house officers is important in evaluating curriculums, and methods for gathering their views have been described,7 – 9 although the questionnaire remains the commonest form of feedback in medical courses 10. Medical schools in the United States are experimenting with computer based examinations intended to move beyond the simple assessment of knowledge by integrating features of clinical reasoning and data acquisition.…”

Section: Approaches To Evaluationmentioning

confidence: 99%

Evaluating educational interventions

Wilkes

Bligh

1999

BMJ

165

122

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Section: Approaches To Evaluationmentioning

confidence: 99%

Evaluating educational interventions

Wilkes

Bligh

1999

BMJ

165

122

View full text Add to dashboard Cite

“…The sample size was deemed appropriate for the current study as it was consistent with the critical realist assumptions that underpin this study (Parker, 1992) and with existing work in the field (e.g., Sims-Schouten et al, 2007) as well as studies that have utilized NGT (Lloyd-Jones et al, 1999). Each focus group was carried out in a dedicated room at the same time of day and, to minimize social desirability effects, were led by one of the authors 1 Engagement as a student course representative is more often than not a voluntary activity so by recruiting these individuals in the present study we can be sure that they strongly identify as being an engaged in supporting learning quality.…”

Section: Methodsmentioning

confidence: 93%

“The Rules of Engagement”: Student Engagement and Motivation to Improve the Quality of Undergraduate Learning

Senior

Bartholomew²,

Soor

et al. 2018

Front. Educ.

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Studying at university continues to grow in popularity and the modern-day university has expanded considerably to meet this need. Invariably as such expansion occurs pressures arise on a range of quality enhancement processes. This may have serious implications for the continued delivery of high quality learning experiences that both meet the expectations of incoming students and are appropriate to their postgraduation aspirations. Ensuring students become active partners in their learning will encourage them to engage with a range of quality enhancement processes. The aim of the current work is to examine the various factors that motivate students to engage in such a fashion. Three focus groups were carried out in a stratified manner to ascertain student motivations and to triangulate an effective set of recommendations for subsequent practice. The participants consisted of engaged and non-engaged first year undergraduate students as well as student-facing staff who were asked to comment on their experiences as to why students would want to engage as a course representative. Nominal group technique was applied to the emerging thematic data in each group. Three key motivational themes emerged that overlapped across all focus groups i.e., a need for individual representation that makes a change, a desire to develop a professional skillset as well as a desire to gain a better understanding of their course of study. A university that aligns its student experience along these themes is likely to facilitate student representation. As is standard practice recommendations for future work are described alongside a discussion of the limitations.

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“…26,27 This technique uses both qualitative and quantitative components in the context of a highly structured meeting such that the influence of any particular member is minimized and ideally involves less than 10 participants. It is comprised of two rounds in which members of the panel rate, discuss, and re-rate the candidate scales.…”

Section: Methodsmentioning

confidence: 99%

Identification of a Neurologic Scale That Optimizes EMS Detection of Older Adult Traumatic Brain Injury Patients Who Require Transport to a Trauma Center

Wasserman¹,

Shah²,

Jones³

et al. 2014

Prehospital Emergency Care

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Objective We sought to identify a scale or components of a scale that optimize detection of older adult TBI patients who require transport to a trauma center, regardless of mechanism. Methods We assembled a consensus panel consisting of nine experts in geriatric emergency medicine, prehospital medicine, trauma surgery, geriatric medicine, and TBI, as well as prehospital providers, to evaluate the existing scales used to identify TBI. We reviewed the relevant literature and solicited group feedback to create a list of candidate scales and criteria for evaluation. Using the nominal group technique, scales were evaluated by the expert panel through an iterative process until consensus was achieved. Results We identified 15 scales for evaluation. The panel’s criteria for rating the scales included: ease of administration, prehospital familiarity with scale components, feasibility of use with older adults, time to administer, and strength of evidence for their performance in the prehospital setting. After review and discussion of aggregated ratings, the panel identified the Simplified Motor Scale, GCS–Motor Component, and AVPU (alert, voice, pain, unresponsive) as the strongest scales but determined that none meet all EMS provider and patient needs due to poor usability and lack of supportive evidence. The panel proposed that a dichotomized decision scheme that includes domains of the top-rated scales — level of alertness (alert vs. not alert) and motor function (obeys commands vs. does not obey) — may be more effective in identifying older adult TBI patients who require transport to a trauma center in the prehospital setting. Conclusions Existing scales to identify TBI are inadequate to detect older adult TBI patients who require transport to a trauma center. A new algorithm, derived from elements of previously established scales, has potential to guide prehospital providers in improving the triage of older adult TBI patients, but needs further evaluation prior to use.

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The use of the nominal group technique as an evaluative tool in medical undergraduate education

Abstract: The questionnaire extension of the NGT provides back-up evidence of the reliability of the data derived from the technique and enables it to be applied to the larger groups typical of undergraduate medicine.

Cited by 73 publications

References 9 publications

Evaluating educational interventions

Evaluating educational interventions

“The Rules of Engagement”: Student Engagement and Motivation to Improve the Quality of Undergraduate Learning

Identification of a Neurologic Scale That Optimizes EMS Detection of Older Adult Traumatic Brain Injury Patients Who Require Transport to a Trauma Center

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