Browsing by Subject "assessment"
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Item Apathy as a Treatment Target in Alzheimer's Disease: Implications for Clinical Trials(Elsevier, 2022-02) Mortby, Moyra E.; Adler , Lawrence; Agüera-Ortiz , Luis; Bateman, Daniel R.; Brodaty , Henry; Cantillon , Marc; Geda , Yonas E.; Ismail, Zahinoor; Lanctôt, Krista L.; Marshall, Gad A.; Padala, Prasad R.; Politis, Antonios; Rosenberg, Paul B.; Siarkos, Kostas; Sultzer, David L.; Theleritis, Christos; ISTAART NPS PIA; Psychiatry, School of MedicineApathy is one of the most prevalent, stable and persistent neuropsychiatric symptom across the neurocognitive disorders spectrum. Recent advances in understanding of phenomenology, neurobiology and intervention trials highlight apathy as an important target for clinical intervention. We conducted a comprehensive review and critical evaluation of recent advances to determine the evidence-based suggestions for future trial designs. This review focused on 4 key areas: 1) pre-dementia states; 2) assessment; 3) mechanisms/biomarkers and 4) treatment/intervention efficacy. Considerable progress has been made in understanding apathy as a treatment target and appreciating pharmacological and non-pharmacological apathy treatment interventions. Areas requiring greater investigation include: diagnostic procedures, symptom measurement, understanding the biological mechanisms/biomarkers of apathy, and a well-formed approach to the development of treatment strategies. A better understanding of the subdomains and biological mechanisms of apathy will advance apathy as a treatment target for clinical trials.Item Asking the Right Questions: Reflective Preparation for a Program Review(Wiley, 2018-07) Renguette, Corinne; Feldhaus, Charles; Wager, Elizabeth; Technology and Leadership Communication, School of Engineering and TechnologyItem Assessing a Longitudinal Educational Experience for Continuous Quality Improvement(Indiana University School of Medicine Education Day, 2024-04-26) Masseria, Anthony; Birnbaum, Deborah R.This presentation explores the use of assessment tools to promote adaptability and continuous quality improvement (CQI) in a large educational program. The Scholarly Concentrations Program is a statewide program complementing the core medical school curriculum and empowering students to delve into topics of personal interest. The pilot was launched with a “CQI” mindset, and after three years, a robust assessment plan is gathering feedback. While “building the plane as we fly it”, the program has grown from 100 students in its first year to over 400 in its third. A robust, longitudinal evaluation plan is critical. The intended goal is to use this program example to replicate it with other large educational programs anywhere.Item Assessing a Longitudinal Educational Experience for Continuous Quality Improvement(2024-04-26) Masseria, Anthony; Birnbaum, Deborah R.We’ll explore the use of assessment tools to promote adaptability and continuous quality improvement (CQI) in a large educational program. The Scholarly Concentrations Program is a statewide program complementing the core medical school curriculum and empowering students to delve into topics of personal interest. The pilot was launched with a “CQI” mindset, and after three years, a robust assessment plan is gathering feedback. While “building the plane as we fly it”, the program has grown from 100 students in its first year to over 400 in its third. A robust, longitudinal evaluation plan is critical. The intended goal is to use this program example to replicate it with other large educational programs anywhere.Item Assessing Global Learning Outcomes(Wiley, 2017-05) Pike, Gary R.; School of EducationItem Assessing Hidden Outcomes of Civic or Community Engagement during College(2017-08-03) Weiss, H. Anne; Norris, KristinPedagogies of community engagement have been touted as one way faculty or staff can produce or strengthen disciplinary or subject-related learning outcomes or skill development for students in higher education. This has, consequently, left other learning and developmental outcomes often unspoken or, more often, unmeasured and hidden across teaching and learning experiences during college . These unstated learning and developmental outcomes are, however, intrinsic to community engaged pedagogies and initiatives: civic learning/knowledge, civic identity, civic agency, civic mindedness, and much more! In this presentation participants will begin with the PUBLIC goals, objectives, outcomes, etc. in mind and end with articulating a strategy to identify and assess these, often, unstated outcomes of community engagement pedagogies or initiatives.Item Assessing Student Learning in Co-Curricular Undergraduate Programs(2018-06) Galli, DominiqueThe IUPUI Center for Research and Learning assesses student learning in undergraduate research using both qualitatively and quantitatively data. As of today close to 400 students ranging from freshmen to seniors and more than 100 mentors have been surveyed. Data collected as well as select excerpts from student reflective essays will be presented to demonstrate student learning.Item Assessing the Profiles through Written Reflections of Engaged Learning Experiences Using the AAC&U Written Communication and Integrative Learning VALUE Rubrics(2021-08-18) Hahn, ThomasThis report describes an assessment activity within the IUPUI Institute for Engaged Learning (IEL) for students participating in IEL programs and the Life Health Sciences Internship (LHSI) Program during AY 2020-2021. The IEL Assessment Workgroup assessed written reflection artifacts of 124 students from 14 co-curricular programs. Using selected rows from the Written Communication and Integrative Learning VALUE Rubrics, the raters assessed the Communicator and Problem Solver Profiles of Undergraduate Learning. For Written Communication, overall results indicate that all of the student reflection artifacts at least met the benchmark for Control of Syntax and Mechanics. Nearly all (123 of 124) of the student reflection artifacts at least met the benchmark for Content Development. Overall, 99.6% of the scores for Written Communication met the benchmark. For Integrative Learning, nearly all of the student reflection artifacts (122 of 124) at least met the benchmark for Connections to Experiences. Likewise, nearly all of the student reflection artifacts (123 of 124) at least met the benchmark for Reflection and Self-Assessment. Overall, 98.8% of the scores for Integrative Learning met the benchmark.Item Assessing the Profiles through Written Reflections of Engaged Learning Experiences Using the AAC&U Written Communication, Integrative Learning, and Civic Engagement VALUE Rubrics(2022-11) Hahn, Thomas W.This report describes an assessment activity within the IUPUI Institute for Engaged Learning (IEL)for students participating in IEL programs and the Life Health Sciences Internship (LHSI) Program during AY 2021-2022.The IEL Assessment Workgroup assessed written reflection artifacts of 100students from 10co-curricular programs. Using selected rows from the Written Communication, Integrative Learning, and Civic Engagement VALUE Rubrics, the raters assessed the Communicator, Problem Solver, and Community Contributor Profiles of Undergraduate Learning.Item Assessment in Social Work: A Bibliography(Indiana University Press, 2004) Vernon, Robert, 1947-; Stanley, Mary J.We have attempted to provide the reader with a basic bibliography that examines multiple dimensions of assessment. While no bibliography is ever comprehensive, these 270+ references may prove useful to the reader who wishes to further explore this literature.