การวจยเชงคณภาพ เปนเครองมอสำคญอยางหนงสำหรบทำความเขาใจสงคมและพฤตกรรมมนษย การวจยแบบการสรางทฤษฎจากขอมล กเปนหนงในหลายระเบยบวธการวจยเชงคณภาพทกำลงไดรบความสนใจ และเปนทนยมเพมสงขนเรอยๆ จากนกวชาการ และนกวจยในสาขาสงคมศาสตร และศาสตรอนๆ เชน พฤตกรรมศาสตร สงคมวทยา สาธารณสขศาสตร พยาบาลศาสตร จตวทยาสงคม ศกษาศาสตร รฐศาสตร และสารสนเทศศกษา ดงนน หนงสอเรอง “ConstructingGrounded Theory: A Practical Guide through Qualitative Analysis” หรอ “การสรางทฤษฎจากขอมล:แนวทางการปฏบตผานการวเคราะหเชงคณภาพ” จะชวยใหผอานมความรความเขาใจถงพฒนาการของปฏบตการวจยแบบสรางทฤษฎจากขอมล ตลอดจนแนวทาง และกระบวนการปฏบตการวจยอยางเปนระบบ จงเปนหนงสอทควรคาแกการอานโดยเฉพาะนกวจยรนใหม เพอเปนแนวทางในการนำความรความเขาใจไประยกตในงานวจยของตน อกทงนกวจยผเชยวชาญสามารถอานเพอขยายมโนทศนดานวจยใหกวางขวางขน

Constructing Grounded Theory: A Practical Guide through Qualitative Analysis

The power of feedback.

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

The culture of education

Doing qualitative research: a practical handbook, by David Silverman, Los Angeles, Sage, 2010, 456 pp., AU$65.00, ISBN 978-1-84860-033-1, ISBN 978-1-94960-034-8. Available in Australia and New Zeal...

Doing qualitative research: a practical handbook

We completed the initial development phase of an e-learning platform, MedEngine, designed for graduate medical education. The platform is available as a website and iPad app and has been designed to facilitate three types of interactions shown to increase the effectiveness of e-learning: resident-content, resident-resident, and resident-faculty interaction.

The Launch of MedEngine: an Interactive E-Learning Platform Facilitating Learning, Communication and Collaboration in Medical Residency

Relinquishing control? Supervisor co-regulation may disrupt students' self-regulated learning during simulation-based training.

Introduction/Background Simulation-based mastery learning of Advanced Cardiac Life Support (ACLS) skills has proven to be effective.1 Traditional ACLS courses incorporate instructor-regulated learning (IRL). Directed self-regulated learning (DSRL), where an educator designs the self-regulated learning,2 may provide an effective and less resource intensive way to teach ACLS skills. This study evaluated ACLS skill performance of participants in a DSRL simulation-based mastery learning course compared to the performance of participants who engaged in an IRL simulation-based mastery learning course. It also examined if DSRL was a cost-effective method to teach mastery learning of ACLS skills. Methods Forty first year Internal Medicine residents were randomized to either simulation-based DSRL or IRL of ACLS skills using a mastery learning model. The DSRL group was provided simulation scenarios, assessment instruments, instructions to conduct a focused debriefing and access to relevant resources to direct their own learning. The IRL group had access to the same materials but the teaching and feedback provided was at the discretion of the instructor. Each group had two hours dedicated to deliberate practice of ACLS skills. Residents in both groups completed pre-tests and post-tests of their performance in leading an ACLS response to a simulated scenario. All tests were video-recorded and scored by expert raters. The cost of each intervention was also compared. Results After controlling for pre-test scores of performance, there was no significant difference between post-test scores in the DSRL and IRL groups, F(1,37) = 0.007, p = .935. The costs associated with the IRL intervention were $3600 (CAD) and were $3200 (CAD) with the DSRL intervention. Not including startup costs, DSRL was $80 per resident less expensive than IRL. Therefore, despite the higher upfront costs, cost savings were realized in the DSRL group after the fourth group had completed each intervention. This cost savings of $80 per resident ($320 per group) can be realized on an ongoing basis. For example, if 20 groups of residents was to complete an IRL session, the cost of the would be $14400, while if 20 groups completed a DSRL intervention, the cost would be $10400. By using a DSRL model, it may be more feasible for educational programs to implement simulation-based mastery learning of ACLS skills or to use the savings associated with DSRL to expand the scope of other educational initiatives. Conclusion DSRL of ACLS skills is as effective as IRL when using a mastery learning model in simulation-based training. DSRL is a cost-effective effective way to train residents in ACLS skills. Further research is required to examine the mechanisms that make DSRL is effective. References 1. Wayne, D. B., Butter, J., Siddall, V. J., Fudala, M. J., Wade, L. D., Feinglass, J., & McGaghie, W. C. (2006b). Mastery learning of advanced cardiac life support skills by internal medicine residents using simulation technology and deliberate practice. Journal of General Internal Medicine, 21, 251-256. 2. Brydges, R., Dubrowski, A., & Regehr, G. (2010). A new concept of unsupervised learning: directed self-guided learning in the health professions. Academic Medicine, 85(10 Suppl), S49-55. Disclosures Author is director of Center that manufactures and distributes Harvey simulators. All funds are directly to the University of Miami. No perssonal financial interest are involved.

Board 325 - Research Abstract A Randomized Trial Comparing the Effectiveness and Cost of Simulation-Based Directed Self-Regulated Learning Versus Instructor Regulated Learning of Advanced Cardiac Life Support (ACLS) Skills (Submission #1283)

Purpose Many models of competency-based medical education (CBME) emphasize assessing entrustable professional activities (EPAs). Despite the centrality of EPAs, researchers have not compared rater entrustment decisions for the same EPA across workplace- and simulation-based assessments. This study aimed to explore rater entrustment decision making across these 2 assessment settings. Method An interview-based study using a constructivist grounded theory approach was conducted. Gastroenterology faculty at the University of Toronto and the University of Calgary completed EPA assessments of trainees’ endoscopic polypectomy performance in both workplace and simulation settings between November 2019 and January 2021. After each assessment, raters were interviewed to explore how and why they made entrustment decisions within and across settings. Transcribed interview data were coded iteratively using constant comparison to generate themes. Results Analysis of 20 interviews with 10 raters found that participants (1) held multiple meanings of entrustment and expressed variability in how they justified their entrustment decisions and scoring, (2) held personal caveats for making entrustment decisions “comfortably” (i.e., authenticity, task-related variability, opportunity to assess trainee responses to adverse events, and the opportunity to observe multiple performances over time), (3) experienced cognitive tensions between formative and summative purposes when assessing EPAs, and (4) experienced relative freedom when using simulation to formatively assess EPAs but constraint when using only simulation-based assessments for entrustment decision making. Conclusions Participants spoke about and defined entrustment variably, which appeared to produce variability in how they judged entrustment across participants and within and across assessment settings. These rater idiosyncrasies suggest that programs implementing CBME must consider how such variability affects the aggregation of EPA assessments, especially those collected in different settings. Program leaders might also consider how to fulfill raters’ criteria for comfortably making entrustment decisions by ensuring clear definitions and purposes when designing and integrating workplace- and simulation-based assessments.

Ryan Brydges

Papers

The Launch of MedEngine: an Interactive E-Learning Platform Facilitating Learning, Communication and Collaboration in Medical Residency

Relinquishing control? Supervisor co-regulation may disrupt students' self-regulated learning during simulation-based training.

Board 325 - Research Abstract A Randomized Trial Comparing the Effectiveness and Cost of Simulation-Based Directed Self-Regulated Learning Versus Instructor Regulated Learning of Advanced Cardiac Life Support (ACLS) Skills (Submission #1283)

Variable or Fixed? Exploring Entrustment Decision Making in Workplace- and Simulation-Based Assessments

In reply to Rubio et al.