Beyond Learning Objectives: A Taxonomy to Maximize Outcomes

Accreditation standards of simulation stress the importance of educationally sound learning objectives. We aimed to assess whether learning objectives adhered to theoretical frameworks outlined by accreditation standards, lending themselves to maximal learning outcomes. A retrospective study was conducted at the Centre for Simulation-Based Learning at McMaster University. Raters coded 848 faculty-designed learning objectives from 722 sessions based on Bloom's Taxonomy, SMART (Specific, Measurable, Attainable, Realistic, and Timely) criteria, and the presence of inappropriate verbs. Learning objective categorization was compared with student evaluations. Using Bloom's Taxonomy, learning objectives were mostly focused on application 53%, followed by smaller percentages focused on knowledge 21.4% and comprehension 12.2%. Few learning objectives focused on higher levels of analysis 7.2%, synthesis 2.3%, and evaluation 3.7%. By SMART criteria, learning objectives were 49.6% specific, 60.8% measurable, 88.8% attainable, 85.0% realistic, and 9.1% timely. Approximately 1 in 5 objectives used inappropriate verbs. No correlations were observed between categorization by Bloom's Taxonomy or inappropriate verbs to student ratings. However, those containing attainable and timely goals were associated with lower levels of perceived achievement by students. There was a disconnect between simulation accreditation standards and current practices at McMaster University's simulation center. Most objectives were classified at lower stages of Bloom's Taxonomy. The majority followed SMART guidelines, with the exception of specificity and mention of time frames. A minority of learning objectives contained inappropriate verbs. Given the costs associated with simulation-based education, educators should focus simulation learning objectives on higher levels of Bloom's Taxonomy and include references to time frames.

Development of National Research and Clinical Agendas for Patient-Reported Outcomes in IR: Proceedings from a Multidisciplinary Consensus Panel

"This paper examines machine learning methods to automatically generate a large number of child scenarios from a small number of parent scenarios in support of adaptive instruction conducted in virtual simulations and game-based platforms. Adaptive instructional systems (AISs) include Intelligent Tutoring Systems (ITSs), intelligent mentors, recommender systems, personal assistants, and intelligent instructional media. AISs attempt to tailor instruction for individuals and teams based on their learning needs (e.g., knowledge or skill deficiencies), goals, and preferences. This often requires much more content than current non-adaptive systems which provide one or a very limited set of training scenarios to address a given set of learning objectives. The goal of the research described in this paper is to reduce the authoring burden for developing a large number of unique and relevant training scenarios. The methodology presented also ranks the resulting scenarios with respect to a set of author-specified learning objectives and learner/team competency in the domain of instruction. The unique contributions of this paper are tied to its hybrid machine learning approach, and consideration for both learning objectives and learner/team competency in automatically ranking generated scenarios."

This study is aimed to determine the impact of the ticker timer experiment using Problem Based Learning (PBL) model on students’ cognitive and affective learning outcomes in Physics. The research used a quasi-experimental method which is conducted in one of the senior high schools in Semarang, Indonesia. The research subject for both experimental and control classes was chosen randomly from the population. The experimental class carried out the learning using the PBL model-based experiment and the control class implemented the Direct Instruction model. The cognitive and affective learning outcomes were collected through the test and the observation sheets. The data analysis used the t-test statistical method. The results showed that there were differences in cognitive learning outcomes between the control class and the experiment class (t count = 1.993> t table = 1.667). Based on the results of the observations also found differences in students' affective learning outcomes with the average value of the experimental class was 25 which is in the very good category and 23.21 for the control class which is in the good category. Based on the results of the discussion, it can be concluded that the PBL model-based experiment has a significant impact on students' cognitive and affective learning outcomes

Critical illness survivors have impairments across physical, psychological, and cognitive health domains known as post-intensive care syndrome. Although physical activity can improve outcomes across all health domains, most intensive care unit early mobility studies focus solely on physical outcomes. To explore the role of early mobility for adult patients in the intensive care unit by analyzing early mobility intervention studies with physical, psychological, or cognitive outcome measures. This integrative review used Whittemore and Knafl's methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. CINAHL, Embase, PubMed, PsycINFO, and Scopus databases were searched for primary research articles published from 2005 through 2021 on adult intensive care unit early mobility interventions evaluated by physical, cognitive, or psychological outcome measures during or after intervention delivery. Interventions comprising only passive mobility were excluded. Of 1009 articles screened, 20 were included. Variations in outcome measures, measurement timing, instruments, and control groups made synthesis difficult. No study evaluated an intervention using outcome measures from all 3 health domains. Five studies measured physical and cognitive outcomes; 6 studies measured physical and psychological outcomes. Early mobility is primarily addressed objectively and unidimensionally, limiting understanding of the implications of early mobility for patients. Post-intensive care syndrome prevention begins in the intensive care unit; early mobility is a promising intervention for targeting multiple risk factors. Studies that measure outcomes in all health domains during or after early mobility are needed to better evaluate the comprehensive effects of early mobility.

Snakebite is a priority neglected tropical disease and causes a range of complications that vary depending on the snake species. Randomised clinical trials have used varied outcome measures that do not allow results to be compared or combined. In accordance with the Core Outcomes Measurements in Effectiveness Trials (COMET) initiative, this systematic review aims to support the development of a globally relevant core outcome set for snakebite. All randomised controlled trials, secondary analyses of randomised controlled trials and study protocols investigating the efficacy of therapeutics for human snakebite envenoming were eligible for inclusion. Study screening and data extraction were conducted in duplicate by two independent reviewers. All primary and secondary outcome measures were extracted and compiled, as were adverse event outcome measures. Similar outcome measures were grouped into domains. The study was prospectively registered with PROSPERO: CRD42020196160. This systematic review included 43 randomised controlled trials, two secondary analyses and 13 study protocols. A total of 382 outcome measures were extracted and, after duplicates were merged, there were 153 unique outcomes. The most frequently used outcome domain ('venom antigenaemia') was included in less than one third of the studies. The unique outcomes were classified into 60 outcome domains. Patient-centred outcomes were used in only three of the studies. Significant heterogeneity in outcome measures exists in snakebite clinical trials. Consensus is needed to select outcome measures that are valid, reliable, patient-centred and feasible. The results of this systematic review strongly support the development of a core outcome set for use in snakebite clinical trials.

Reviewed by: Loyola University New Orleans College of Law: A History by Maria Isabel Medina Paul M. Pruitt Jr. Loyola University New Orleans College of Law: A History. By Maria Isabel Medina. (Baton Rouge: Louisiana State University Press, 2016. Pp. xiv, 277. $45.00, ISBN 978-0-8071-6318-4.) In most states there is a stark hierarchy among law schools based on passage rates of the bar exam. Such rankings, however, often mask the excellence and usefulness of lower-ranked schools. Loyola University New Orleans, for example, is typically the third-ranked law school in Louisiana, behind Louisiana State University (LSU) and Tulane University. But as Maria Isabel Medina [End Page 458] shows in her centennial history of Loyola New Orleans, the school has been an important factor in leveling the professional playing fields. The law school was launched in 1914 as a natural appendage of the Jesuit-run university. The school's early history reads much like that of any upward-striving southern law school, with two exceptions. The first is that Jesuit professors and law school administrators shared a vision of human worth, one that slowly but surely transcended the Jim Crow limitations of local and regional culture. The second, less comprehensive exception flowed from the same source. Loyola's officials, conscious of the school's identity, felt free to resist certain pedagogical trends backed by the American Bar Association and the legal academy. Both strongly discouraged the continuation of night school law programs, a means by which a number of early-twentieth-century institutions had attracted office workers and others who wanted to better themselves. Loyola, founded as a blue-collar law school, had no interest in limiting access to the legal profession; thus, Loyola has kept its evening division to this day. An important component of Medina's work is her treatment of Loyola New Orleans's role in the racial integration of the legal profession—a small but telling chapter in the civil rights epic of the mid-twentieth century. The year 1942 saw the first attempt by an African American to gain admission to Loyola's law school. An administration fearful of the backlash from the white community rejected this application, but the attempt touched off more than a decade of internal debate. By the end of the 1940s a growing number of faculty—led initially by Dean Vernon Miller and later by Joseph H. Fichter and Louis J. Twomey—opposed excluding applicants on the basis of race. The issue was not merely a matter of academic principle. During these years a number of lawsuits challenged the region's separate-but-equal approach to legal education. Indeed in 1950 federal district judge James Skelly Wright, a Loyola graduate, authored an opinion ordering LSU "to admit qualified blacks to its law school" (p. 75). The next year the national legal academy entered the discussion when the convention of the Association of American Law Schools debated what came to be known as the Yale Resolution. The resolution would have excluded from membership any school that continued to discriminate among applicants on the basis of race. The Yale Resolution was subjected to various forms of parliamentary maneuver and delay before it was voted down in 1951. Delegates from Loyola New Orleans, unlike their counterparts from LSU and Tulane, voted for the Yale Resolution. After further study by a church-appointed commission, Loyola was ready to act on its principles. In August 1952 the school admitted Norman Francis, its first African American law student. In the course of this fine book, Medina handles other themes of interest—for example, the steady rise of women in the legal profession. Likewise, in setting out Loyola's response to issues of poverty law, especially where they intersect with the movement to provide law students with clinical experience, Medina illuminates a little-known aspect of law schools' commitment to pursue social justice. Finally, Medina's measured treatment of Hurricane Katrina—the bravery and persistence of Loyola's people and the generosity shown by officials of neighboring schools, especially the University of Houston Law [End Page 459] Center—cannot help but resonate with readers who have experienced any of the natural disasters...

Definitions of severity and outcome measures

Preventing Attrition: Critical Interventions to Close the Racial Gap in Not Transfer-Attrition

We seek to automatically identify which items to include in a set of curriculum, and how to adaptively select these items, in order to maximize student performance on some specified set of learning objectives. Our experimental results with a histogram tutoring system suggest that Bayesian Optimization can quickly (with only a small amount of student data) find good parameters, and may help instructors identify misalignment between their course, and their desired learning objectives.

This review documented the range and nature of reported outcome measures in the context of adult auditory rehabilitative research. A scoping review conducted as a part of the development of a systematic review of the effect of interventions to improve hearing aid use. The authors searched the Cochrane Ear, Nose and Throat Disorders Group Trials Register; the Cochrane Central Register of Controlled Trials; PubMed; EMBASE; CINAHL; Web of Science; Cambridge Scientific Abstracts; ICTRP; and additional sources for published and unpublished randomized control trials. The date of the search was November 6, 2013. Outcomes were grouped using a framework suggested by the Cochrane Effective Practice and Organization of Care group. Patient outcomes included adherence to hearing aid use, daily hours of aid use, hearing handicap, hearing aid benefit, quality of life, and communication and psychological outcome. Satisfaction and speech perception were frequent secondary outcomes. There was diversity in measures used to report patient outcomes. Outcome categories other than patient health status and behavior were rarely reported. The timing of outcome measurement was often short term (<12 weeks), with a relative lack of evidence on long-term outcomes (>1 year). This review has highlighted considerable diversity in patient-reported outcome measurements in randomized control trials in the context of adult auditory rehabilitation. In addition, there are gaps in the literature with respect to measurement of other outcome types of potential interest to stakeholders, including policymakers and commissioners. Long-term outcome assessment is rare.

The Merdeka Curriculum has been prepared to be fully implemented in 2024. These changes often affect the learning instruments used in class. In facing these changes, schools need to develop additional learning tools in implementing the Independent Curriculum. The aim of this research is to provide a more comprehensive, in-depth and contextual learning experience for students in understanding basic mathematical concepts. This research is development research that develops mathematics learning instruments for fourth grade students in implementing the Merdeka Curriculum. The population of this research was 168 students. Randomly, the experimental group only consisted of 30 students, while the students selected as the control group were 26 students. This product was developed using the Plomp development model which consists of 5 stages; initial observation, preparation of product design, product realization, testing, evaluation and revision, and implementation. The research instruments used in this research were observation sheets, questionnaires, pretest and posttest, and interview guidelines. The final product contains learning objectives, learning modules, and assessment instruments. The data analysis techniques used in this research are normality test, homogeneity test, t test, and n-gain score. The n-gain results show the product is in the medium category. The results of the t-test showed an increase which showed an increase from the pre-test to post-test scores. This means there is change. that valid, practical and effective learning instruments can be developed in improving students' cognitive learning outcomes. Implications of this research can be used to solve practical problems, improve existing systems, or develop new theories.

In Madrasah Tsanawiyah negeri 9 Blitar in the academic year 2020/2021 even semester applies online / online learning. In integrated IPA learning, the project-based spelling model was chosen as a solution in online learning because it was in accordance with the learning objectives in school. Project learning for grade VIII students uses video projects about vibrations and waves. Vibrational and wave material is so close to everyday life that with the application of the project learning model aims to improve student achievement. The population of class VIII students in MTS 9 Blitar is 191 students, with 31 student subjects. The research method used is quantitative descriptive by comparing the average results of value before and after learning. The result of the study is that there is an influence of integrated IPA learning using project-based learning models on students' cognitive learning outcomes. Project assignments also have a positive influence on students' responses in the field of independence and cooperation.

In Australia, a national approach to accreditation of programs and regulation of health professions was adopted a decade ago. Accreditation standards and regulatory frameworks can drive change and provide support for interprofessional education and collaborative practice. There is a commonly held belief among Australian academics involved in health professional education, that accreditation and practice standards provide system-level support for interprofessional education and interprofessional collaborative practice. Using a purpose-designed analysis framework and scoring scheme, we analyzed standards of accreditation and practice for 29 regulated, self-regulated and member health professions in Australia to determine the extent and accountability of statements related to interprofessional education and interprofessional collaborative practice. Currently, in Australia, there is a fragmented and inconsistent approach to interprofessional education and interprofessional collaboration evident in accreditation and practice standards and, in general, there are more explicit requirements in standards of the regulated health professions. However, overall the concepts of interprofessional education and interprofessional practice are ill-defined and statements lack accountability and/or outcome measures. Our analysis provides a foundation for reform of Australian standards and an approach for analysis of accreditation and practice standards which may be useful in other jurisdictions.

This study aims to enhance cognitive and psychomotor abilities through outdoor learning, designed and evaluated collaboratively by the learning community within the framework of the Lesson study. The study was conducted on grade X students of MAN Insan Cendekia Bengkulu Tengah. Lesson study was carried out in two cycles, each consisting of the plan, do, and see stages. The "plan" stage is the planning stage to prepare the learning tools and strategies that will be carried out. The "do" stage is the implementation of the learning that has been designed. The "see" stage is a reflection of the learning activities that have been carried out. The instruments used consist of observation sheets and test paper. Data is analyzed by calculating the average percentage of each observation indicator, while cognitive and psychomotor learning outcomes are analyzed by calculating the average value obtained. Implementation of the lesson study achieved a percentage score of 100%. Cognitive learning outcomes from cycle I to cycle II increased by 20.43%. Meanwhile, psychomotor learning outcomes increased by 26.79%. The ecosystem acts as a direct learning context that does not only present objects of study to be studied but can also facilitate students to develop conceptual understanding and scientific skills simultaneously. Thus, the reflection carried out will encourage teachers to make continuous improvements. The conclusion of this study is that lesson study activities involving the role of the learning community can improve the planning, implementation, and reflection of biology learning outside the classroom, thus having a significant impact on improving students' cognitive and psychomotor learning outcomes.