CIS (change impact score) – a novel outcome measurement tool to quantify the relevance of medical education interventions on professional performance

L. Taatz; V. Wenzel; G. J. Peiseler

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CIS (change impact score) – a novel outcome measurement tool to quantify the relevance of medical education interventions on professional performance

机译：CIS（变更影响得分）–一种新颖的成果衡量工具，用于量化医学教育干预措施对专业绩效的相关性

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ABSTRACT Outcome measurements play a key role in professional CME (Continuing Medical Education). While assessment of delegate satisfaction and knowledge transfer is a common standard, it appears desirable to address higher levels of evidence. However, measurement of competence and performance is considered complex, difficult and expensive. The CIS (Change Impact Score) is a novel instrument to predict the relevance of the educational intervention to the professional performance of the physician, based on a standardised on-site self-assessment.

机译：摘要结果测量在专业CME（继续医学教育）中起着关键作用。尽管评估代表满意度和知识转移是一个普遍的标准，但似乎有必要解决更高水平的证据问题。但是，能力和绩效的衡量被认为是复杂，困难和昂贵的。 CIS（变更影响评分）是一种新型工具，可基于标准化的现场自我评估来预测教育干预与医师专业表现的相关性。

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《Journal of European CME》 |2017年第1期|共页
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L. Taatz; V. Wenzel; G. J. Peiseler;
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6. CIS (change impact score) – a novel outcome measurement tool to quantify the relevance of medical education interventions on professional performance [O] . L. Taatz, V. Wenzel, G. J. Peiseler 2017

机译：CIS（变更影响评分）–一种新颖的成果衡量工具用于量化医学教育干预措施对专业绩效的相关性
7. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in Ağrı province and İbrahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. Participants in the experimental and control groups; homogeneity test results for decision-style pre-test measurements indicate that the data are homogeneous. According to the results of the Mauchly Globalness Test, it has been determined that working supports the hypothesis. It was determined that there was no significant difference between the pre-test scores obtained from dependent decision-making style of experiment and control groups, but the test group showed lower mean scores at the significant level within the scores of post-test and follow-up tests. Therefore, it can be said that the ACT-oriented psychoeducation program applied to the experimental group reduces the dependent decision-making style scores from the decision style sub-dimensions and the psychoeducation program has a lasting effect. It was determined that there was no significant difference between pre-test, post-test and follow-up scores obtained from the Spontaneous-Instant Decision Style of experiment and control groups. Thus, it can be said that this situation does not cause a significant difference in the Spontaneous-Decision-Making Style scores from the decision style sub-dimensions of the ACT-oriented psychoeducation program applied to the experimental group. The ACT -oriented psychoeducation program had a decline in the intuitive decision-making styles of the individuals, but this decrease did not create significant differences. Thus, it can be said that this situation does not make a meaningful difference in the intuitive decision style scores from the decision style sub-dimensions of the KKT oriented psychoeducation program applied to the experimental group. The pre-test scores obtained from the rational decision-making style of the experimental and control groups showed that there was a difference between the post-test and the follow-up scores, but this difference was not significant. As a result of the analysis, it was determined that the test group had higher levels of rational decision style than the pre - test scores in the post test and follow - up scores, whereas the post test and follow - up test scores in the control group rational decision style showed a decrease compared to the pre - test scores. the pre - test scores. Decision-making Styles Scale Avoidant Decision Making As a result of the analysis of the mean scores of the subscale scores of pre-test, post-test and follow-up measures, the group effect was found to be insignificant. It was determined that the experimental and control groups differed significantly from the pre-test scores obtained from the avoidant decision-making style but did not show any significant change within the scores of the post-test and follow-up tests. [O] . mustafa ercengiz, ali haydar şar 2018

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8. Do Typical RCTs of Education Interventions Have Sufficient Statistical Power for Linking Impacts on Teacher Practice and Student Achievement Outcomes [R] . Schochet, P. Z. 2009

机译：教育干预的典型RCT是否具有足够的统计力量来连接教师实践和学生成就结果的影响

CIS (change impact score) – a novel outcome measurement tool to quantify the relevance of medical education interventions on professional performance

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