Self-Directed Learning, A Guide for Learners and Teachers

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Engaged Scholarship: A Guide for Organizational and Social Research

Author Ray Pawson presents a devastating critique of the dominant approach to systematic review namely the 'meta-analytic' approach as sponsored by the Cochrane and Campbell collaborations. In its place is commended an approach that he terms 'realist synthesis'. On this vision, the real purpose of systematic review is better to understand program theory, so that policies Author Ray Pawson presents a devastating critique of the dominant approach to systematic review namely the 'meta-analytic' approach as sponsored by the Cochrane and Campbell collaborations. In its place is commended an approach that he terms 'realist synthesis'. On this vision, the real purpose of systematic review is better to understand program theory, so that policies can be properly targeted and developed to counter an ever-changing landscape of social problems. The book will be essential reading for all those who loved (or loathed) the arguments developed in Realistic Evaluation (Sage, 1997). It offers a complete blueprint for research synthesis, supported by detailed illustrations and worked examples from across the policy waterfront.

Evidence-based Policy: A Realist Perspective

The main purpose of this paper is to draw attention to some facts and ideas that perhaps can help to identify problems or fields for development and research within the evaluation of training. Topics for group discussion are preceded by material on some basic concepts of evaluation and educational measurement. The ratio scale, the interval scale, the ordinal scale, and the nominal scale are given as examples of kinds of scales used in educational measurement; the problem of norms is discussed; potential purposes of evaluation or educational measurement are outlined; and some characteristics of a good measuring instrument are explained. The author also defends the inclusion of evaluation as an Integral part of a model for planning and carrying out educational programs. (BW) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *********************************************************************** U S DEPARTMENT OF HEALTH, EDUCATION &WELFARE NATIONAL INSTITUTE OF EDUCATION EVALUATION OF TRAINING

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Evaluation of Training.

The Nature of Prejudice

Background: Interprofessional curricula have often lacked explicit reference to theory despite calls for a more theoretically informed field that illuminates curricular assumptions and justifies cu...

/pdf/the-contribution-of-theory-to-the-design-delivery-and-183z7cu7hv.pdf

The contribution of theory to the design, delivery, and evaluation of interprofessional curricula: BEME Guide No. 49.

In the past few months, we have heard repeatedly, “these are unprecedented times”. Truer words may have never been spoken for we find ourselves amid a global pandemic that has created exceptional, ...

https://www.tandfonline.com/doi/pdf/10.1080/13561820.2020.1807481

Interprofessional education and collaborative practice research during the COVID-19 pandemic: Considerations to advance the field.

/pdf/guidance-on-global-interprofessional-education-and-1hdvyb5efx.pdf

Guidance on global interprofessional education and collaborative practice research : discussion paper

A number of extant educational, psychological and sociological theories have been suggested as possessing utility for interprofessional education (IPE). However, there is limited theory proposed that has been derived directly from data. This article adds to the theoretical toolkit by theorizing from data using constructionist grounded theorizing. This article discusses the grounded theorizing of participants' approaches to IPE and describes the social process of relative distancing, a collection of strategies employed by participants to construct their own professional identities and negotiate their way through interprofessional interactions. The categories of relative distancing are conceptualized as (1) integrating the professional and the interprofessional; (2) constellating and maintaining distance; (3) tensioning and manipulating distance and (4) the dimensions of distance. The first, and most theoretically integrative, category will be discussed in detail here. It was found that participants valued certain learning outcomes over others. They favored learning opportunities that were perceived to be of direct relevance to their own professional development and contributed finite personal resources to these. Resources were committed to those interprofessional learning opportunities where relevance was perceived and the conditions of co-presence (with other professions) and a context for interaction were achieved. The discussion draws links between the data and contemporary discourses of economics and identity.

/pdf/relative-distancing-a-grounded-theory-of-how-learners-20dle4ls8v.pdf

Relative distancing: A grounded theory of how learners negotiate the interprofessional

This article offers a critical sociological rendering of the making of the interprofessional arena in the United Kingdom. It offers an interpretation of the conditions that led to the formation, expansion and development of the interprofessional arena using a social worlds/arenas lens of secondary data. I propose that the making of the interprofessional arena has been achieved in three historiographical phases. First, the "recognition of the professionalisation conundrum" that led to the intuitive assumption that interprofessional education (IPE) could lead to improved collaboration in practice and improved outcomes. Second, the "legitimisation" of the interprofessional assumption through the development of networks, building consensus, nurturing an evidence base and negotiating with policymakers. Third, "Talking up and acting up" the interprofessional agenda by developing global communities of practice, pandering to a neoliberal agenda, disseminating exemplars of good practice and encouraging practical changes within diverse settings. Articulating these historical "moments" may allow us insights into the conditions that have created the contemporary interprofessional arena and offer us ways of considering how present conditions may re-shape the discourses that constitute the interprofessional arena of the future.

/pdf/the-making-of-the-interprofessional-arena-in-the-united-4lcvifll65.pdf

Chris Green

Papers

The contribution of theory to the design, delivery, and evaluation of interprofessional curricula: BEME Guide No. 49.

Interprofessional education and collaborative practice research during the COVID-19 pandemic: Considerations to advance the field.

Guidance on global interprofessional education and collaborative practice research : discussion paper

Relative distancing: A grounded theory of how learners negotiate the interprofessional

The making of the interprofessional arena in the United Kingdom: a social and political history.