Models for evaluating teaching in consultation-liaison psychiatry
General Hospital PsychiatryPublished 1 December 1979
Carole S. Orleans, Jeffrey L. Houpt, Pamela J. Trent
Citations12
SJR quartileQ1
SJR score1.46
SNIP1.33
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TL;DR
This paper reviews the purposes and methodologic requirements of conclusion-oriented research for evaluating outcomes of consultation-liaison (C-L) teaching in psychiatry, and useful guidelines are provided for the educator wishing to conduct conclusion- oriented C-L research to determine teaching effectiveness.
Abstract
This paper reviews the purposes and methodologic requirements of conclusion-oriented research for evaluating outcomes of consultation-liaison (C-L) teaching in psychiatry. Requirements for replicating educational methods and outcomes, and for demonstrating cause-effect relationships between program inputs and program outcomes include: careful definition of educational methods; selection of valid and reliable outcome measures; and use of sound experimental designs. Barriers to meeting these methodologic criteria in C-L settings are identified, and methods for overcoming them are suggested. In addition, useful guidelines are provided for the educator wishing to conduct conclusion-oriented C-L research to determine teaching effectiveness.
Keywords
PsychologyNeuroscienceHealth Professions
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