Clinical effectiveness and allied health professionals: an information needs assessment     

Haigh V 《Health information and libraries journal》2006,23(1):41-50

OBJECTIVE: To determine the information needs and support required by AHPs whilst building services based on clinical effectiveness. METHODS: A qualitative approach using action research in co-operation with a Rehabilitation Department Clinical Effectiveness group, leading to interviews with eight therapists. The sampling strategy was purposive. RESULTS: Therapists have well-developed professional networks, but are unsure how to access traditional library areas. Library training can stop AHPs in asking for help or services, whilst the library is thought to be very different to their everyday work, but confidence in using the library service can be acquired by getting to know a librarian. A departmental-based service was thought to provide better access to, and understanding of, information through mentorship, whilst also providing up-to-date evidence so that clinicians can concentrate on their clinical work whilst being more clinically effective. CONCLUSIONS: When seeking information, AHPs are more likely to use professional networks than libraries. However, when working alongside an AHP, a librarian can upgrade information-seeking skills through mentorship, whilst named library contacts can make it easier to access the library for help.  相似文献   

Success stories from the library accreditation process in health-care libraries in England     

Trinder VM 《Health information and libraries journal》2006,23(2):149-153

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A Career Development Model for Mexican-American Women     

Amelia A. Rivera  Sharon K. Anderson  Valerie A. Middleton 《Journal of Career Development》1999,26(2):91-106

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Calibration and Scoring of Tests With Multiple-Choice and Constructed-Response Item Types     

Kadriye Ercikan  Richard D. Sehwarz  Marc W. Julian  George R. Burket  Melba M. Weber  Valerie Link 《Journal of Educational Measurement》1998,35(2):137-154

This article discusses and demonstrates combining scores from multiple-choice (MC) and constructed-response (CR) items to create a common scale using item response theory methodology. Two specific issues addressed are (a) whether MC and CR items can be calibrated together and (b) whether simultaneous calibration of the two item types leads to loss of information. Procedures are discussed and empirical results are provided using a set of tests in the areas of reading, language, mathematics, and science in three grades.  相似文献   

An instructional design case event: Exploring issues in professional practice     

Mable B. Kinzie  M. Elizabeth Hrabe  Valerie A. Larsen 《Educational technology research and development : ETR & D》1998,46(1):53-71

Cases have been recommended as an important instructional tool for developing professional knowledge across disciplines. In this paper, we begin by defining case methods, a potentially valuable instructional tool for encouraging authentic, active learning. We describe our approach to the design and use of instructional design (ID) cases, and go on to report on the design and use of a Web-based ID case in a team case competition involving six universities. Students and most officials were enthusiastic about the use of ID cases and about this event. Team collaboration and competition were noted as motivating factors for students. The findings are being used to inform ongoing research and development, which is also described.A previous version of this paper was presented at the annual meeting of the Association for Educational Communications & Technology (AECT), Albuquerque, NM, February 1997.The authors may be contacted at the Department of Educational Leadership, Foundations, and Policy, Curry School of Education, University of Virginia, Charlottesville, VA 22903-2495. Phone (804) 924-7471; fax (804) 924-0747; e-mail: Kinzie@Virginia.edu.  相似文献   

Edito: Same journal,new collaborations: looking towards the future     

Tartas  Valerie 《European Journal of Psychology of Education - EJPE》2023,38(3):925-927

European Journal of Psychology of Education -  相似文献