Browsing by Subject "Needs Assessment"

Now showing 1 - 7 of 7
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    An Academic Writing Needs Assessment Of Clinical Investigators Who Have English As Their Second Language
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Wang, Min-fen; Bakken, Lori L.
    The purpose of this project was to assess ESL clinical investigators’ learning needs for academic writing for English scholarly publication. We used a qualitative evaluation approach to examine the gap between the current and desired proficiency level for academic writing of seven ESL clinical investigators. We considered the perspectives of these seven ESL clinical investigators and those of three mentors’ and three writing instructors’ in this assessment. The findings suggest that ESL clinical investigators do not accurately perceive their writing deficiencies, have little knowledge of criteria for academic writing, and their prior experiences create passive attitudes toward seeking appropriate writing resources. Adequate time is especially needed to develop successful writing skills. We provide suggestions for program planners to develop academic writing services and present useful information for pedagogical practice by adult educators in higher and continuing professional education regarding ESL academic writing.
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    Developing A Technical Translation Program: A Needs Assessment Study
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Sukhtankar, Prajakta; Cseh, Maria
    This paper presents a needs assessment study designed to determine the skills needed by technical translators to become successful in their work and content areas to be covered to develop these skills in a new technical translation program at the Department of Modern Languages and Literatures at Oakland University. A mixed qualitative and quantitative research design was used to collect data from professional technical translators. Content analysis and descriptive statistics of interview and survey data revealed several insights and suggestions regarding prerequisites for the students entering into the program, program content, and instructional strategies. Based on the findings, the paper concludes with twelve recommendations for the design of the program.
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    Emergency Department Physician Attitudes, Practices, and Needs Assessment for the Management of Patients with Chest Pain Secondary to Anxiety and Panic
    (Office of the Vice Chancellor for Research, 2016-04-08) Lee, J. Austin; Musey Jr., Paul I.
    Background Chest pain is a common medical complaint, accounting for 7 million annual visits to US Emergency Departments (EDs) [1]. Most research and clinical resources are focused on the management of the life-threatening acute coronary syndrome (ACS); however, about 80% of all patients presenting to EDs with chest pain do not have a cardiopulmonary emergency [2-4]. Non-ACS chest pain can be caused by anxiety or a panic disorder, and such etiologies remain undiagnosed in almost 90% of cases, and frequently have worse outcomes [5-9]. Objective and Methods The study objective was to assess ED physician’s attitudes, practices, and needs in managing chest pain related to anxiety and panic. A REDCap survey of 15 Likert-style questions was constructed using expert consensus to ensure content validity then administered to all faculty and resident physicians in the IU Department of Emergency Medicine (113 individuals, 65.5% response-rate). Results ED providers believe a significant proportion (31.5%) of patients with chest pain at low risk for ACS are due to panic/anxiety. Providers give such patients instructions on how to manage their panic/anxiety only 34.8% of the time, while even fewer (19.0%) make a diagnosis of anxiety or panic disorder in their documentation. Most providers (77.0%) would welcome a narrative to aid in discussing anxiety/panic as a cause of chest pain and nearly all (85.1%) would find it helpful to have specific clinic information available to aid in follow-up. Conclusions A significant number of ED patients with chest pain are likely due to anxiety, and a majority of physicians report not having the resources necessary to manage these patients. Further work to develop relevant resources would aim to improve provider confidence in treating these patients, and would hope to improve management of anxiety or panic as a cause of chest pain in the ED.
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    International Research Ethics: A Needs Assessment of Research Ethics Capacity Final Report and Responses
    (2006-09-11T13:32:14Z) Meslin, Eric M.; Sidle, JE; Wools-Kaloustian, K; Were, E; Salmon, K; Chuani, C
    International collaborative research often raises challenging ethical issues for researchers, review committees and institutions. To date, much of the commentary and discussion surrounding these issues have focused on difficulties in interpreting guidelines, regulations, and policies and on the lack of harmonization. Efforts at regulatory reform and guideline development is one method of contributing to research ethics capacity building, but these are “top-down” approaches involving governments, regulatory agencies, and the challenge of achieving consensus. A complementary strategy is to work from the “ground up”: fashioning collaborative agreements between institutions, ethics review committees, and researchers. Working from the “ground up,” we conducted a needs assessment with participants from the Indiana University School of Medicine and the Moi University Faculty of Health Science in order to determine how best to implement a Memorandum of Understanding (MOU) developed between the two institutions. The MOU was designed to address the working relationship between the two universities with respect to their joint research activities and was the product of a Workshop convened in Eldoret, Kenya in February 2003. This work is a direct result of the MOU which explicitly states that “It is expected and intended that among the actions arising from this MOU will be the development of policies, Standard Operating Procedures and other resources that will address specific issues not mentioned here.” The interviews and focus groups provided a wealth of information about current knowledge, policies, procedures, and systems in place at MU and IU, respectively. They also provided a rich source of ideas for enhancing research ethics capacity.
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    Learning experience about the use of the ICDAS by dental students in the clinic
    (2024) Alfawaz, Ibrahim; Soto Rojas, Armando E.; Al Dehailan, Laila A.; Willis, Lisa
    Background: The International Caries Detection and Assessment System (ICDAS), established in 2002, is a method to detect and assess the severity of dental caries. It provides scores ranging from 0 (sound tooth) to 6 (extensive cavitation). This system enhances the accuracy of caries diagnosis and assists in conducting research related to public health. Objective: This study aims to explore the knowledge and learning experience of ICDAS in the third-year (D3) and fourth-year (D4) students at Indiana University School of Dentistry (IUSD), evaluate how well they can utilize it, and determine whether they use the ICDAS in clinics. Material and Methods: A questionnaire to assess knowledge and use of ICDAS in the clinic was developed by the student investigator and committee members. The initial questionnaire underwent pilot testing, received feedback from faculty and alums, and was evaluated by the Center for Survey Research. Institutional Review Board (IRB) was obtained. The questionnaire included open-ended and Likert scale questions to assess students' attitudes, knowledge, perceptions, and potential behavioral modifications regarding the ICDAS. The questionnaire was anonymously distributed through Qualtrics and designed to ensure all responses were obtained, specifically targeting D3 and D4 dental students. The responses were gathered and subjected to statistical analysis. Results: 75 Out of 229 dental students (32% of D3 and D4) responded to the survey. This group had 40% D3 and 60% D4 respondents. D4 students were more confident in identifying ICDAS 1 lesions (p=0.041). Students with prior experience were less likely to correctly identify an ICDAS 3 (p=0.034). Additionally, they were less likely to accurately identify an ICDAS 4 (p=0.010). 93% of students stated that ICDAS scores affected treatment. Four ICDAS scoring systems were also discussed with students. About 90% of students indicated that ICDAS caries stages helped them choose preventive or restorative treatments to enhance minimally invasive dentistry. Over 90% of students disagreed with negative statements such as difficulty understanding, learning, having too many scores, and being inadequate for the clinical setting. Conclusion: Third and fourth-year dental students in IUSD exhibit positive learning experiences in their continuing clinical practice with ICDAS and demonstrate adequate knowledge of ICDAS.
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    A Needs Assessment to Build International Research Ethics Capacity at Moi University
    (University of California Press Caliber (Online service), 2006-06) Sidle, JE; Were, E; Wools-Kaloustian, K; Chuani, C; Salmon, K; Tierney, WM; Meslin, Eric M.
    International collaborators in biomedical sciences face ethical challenges in the design,review, and conduct of research. Challenges include differences in research ethics capacity, cultural differences in interpretation and application of ethical principles, and cooperation between ethics review boards at collaborating institutions. Indiana University School of Medicine (Indianapolis, USA) and Moi University Faculty of Health Sciences (Eldoret, Kenya)developed a Memorandum of Understanding (MOU) to establish greater cooperation between their ethics review boards, followed by a joint needs assessment to assess barriers to implementing the MOU. Focus groups and interviews at each institution revealed that while each side verbalized understanding and respect for the other's culture, there were misunderstandings deeply rooted in each culture that could potentially derail the collaboration. Although the participants at each university agreed on the major principles and issues in research ethics and on the importance attributed to them, a more in-depth evaluation of the responses revealed important differences. Methods to address these misunderstandings are outlined in the recommended Best Practices.
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    SOURCE RIVER WEST - NEEDS ASSESSMENT REPORT. Paying attention to the needs of Small Businesses in times of COVID-19
    (IUPUI Office of Community Engagement, 2020-10-15) Garcia, Silvia; Thrash, Steve; Bray, Richard
    This report presents the results of the study conducted by SOURCE River West, the Near West Collaborative, and the IUPUI Office of Community Engagement to understand Near West small businesses' emergent needs due to COVID-19. Data was collected between mid-July and September 30, using a survey that reached 62 small businesses combined with seven key informant interviews. Informants included individuals in community partner organizations, Near West community service organizations, and funding partners. SOURCE and the Business Opportunity Advisory Task Force (BOAT) administered the online survey -in English and Spanish- recruiting respondents via Facebook, newsletters, and other social media outlets. SOURCE also committed four individuals to a walk in the neighborhood to reach out to businesses on the Washington Street corridor. They split into two teams, each with one Spanish speaker, visiting primarily Hispanic owned businesses. The first section of this report presents the results of the survey. The second section combines the survey results and interviews in an aggregate summary of the study's main findings. The final section offers an overview of the key informants' recommendations to better address the found needs.