Books: 'Outcomes Based Assessment (OBA)'

1

Doug, Marston, ed. Classroom-based assessment: Evaluating instructional outcomes. Merrill, 1990.

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2

Authentic assessment: Designing performance-based tasks for achieving language arts outcomes. Pembroke Publishers, 2003.

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3

Hopfengardner, Warren Sandra, ed. Performance assessment and students with disabilities: Usage in outcomes-based accountability systems. Council for Exceptional Children, 1994.

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4

1952-, Dugan Robert E., ed. An action plan for outcomes assessment in your library. American Library Association, 2002.

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5

Makela, Julia Panke. Learning outcomes assessment step-by-step: Enhancing evidence-based practice in career services. National Career Development Association, 2012.

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6

Husereau, Donald Robert. Interferon-based therapies for chronic hepatitis C virus infection: An assessment of clinical outcomes. Canadian Coordinating Office for Health Technology Assessment, 2004.

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7

1976-, Gardner Megan Moore, and Hickmott Jessica 1985-, eds. Demonstrating student success: A practical guide to outcomes-based assessment of learning and development in student affairs. Stylus Pub., 2009.

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8

Melamid, Elan. What works?: Integrating multiple data sources and policy research methods in assessing need and evaluating outcomes in community-based child and family service systems. RAND, 2002.

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9

1951-, Maree Kobus, and Fraser W. J. 1949-, eds. Outcomes-based assessment. Heinemann, 2004.

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10

Irene, Blayney, and Ottawa-Carleton District School Board. Continuing Education Centre., eds. Outcomes based assessment: Sample demonstration tasks. Continuing Education Centre, Ottawa-Carleton District School Board, 2000.

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11

W, Banta Trudy, ed. Implementing outcomes assessment: Promise and perils. Jossey-Bass, 1988.

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12

Connecting the Dots: Developing Student Learning Outcomes and Outcomes-Based Assessment. Stylus Publishing, 2016.

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13

Carriveau, Ronald S. Connecting the Dots: Developing Student Learning Outcomes and Outcomes-Based Assessment. Stylus Publishing, 2016.

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14

L, Flarey Dominick, and Blancett Suzanne Smith, eds. Cardiovascular outcomes: Collaborative, path-based approaches. Aspen Publishers, 1998.

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15

(Editor), Dominick L. Flarey, and Suzanne Smith Blancett (Editor), eds. Cardiovascular Outcomes: Collaborative, Path-Based Approaches. Jones & Bartlett Publishers, 1998.

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16

Smith, Blancett Suzanne, and Flarey Dominick L, eds. Health care outcomes: Collaborative, path-based approaches. Aspen Publishers, 1998.

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17

(Editor), Suzanne Smith Blancett, and Dominick L. Flarey (Editor), eds. Health Care Outcomes: Collaborative Path-Based Approaches. Jones & Bartlett Publishers, 1998.

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18

Rooyen, Marietta Van, and Florus Prinsloo. Outcomes-based Assessment Facilitated: A Comprehensive Handbook for South Africans. University of Cambridge ESOL Examinations, 2003.

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19

Driscoll, Amy, and Swarup Wood. Developing Outcomes-Based Assessment for Learner-Centered Education: A Faculty Introduction. Stylus Publishing, LLC, 2020.

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20

Developing Outcomes-Based Assessment for Learner-Centered Education: A Faculty Introduction. Stylus Publishing, 2007.

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21

Developing Outcomes-Based Assessment for Learner-Centered Education: A Faculty Introduction. Stylus Publishing, 2007.

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22

Hernon, Peter, and Robert E. Dugan. An Action Plan for Outcomes Assessment in Your Library. American Library Association, 2001.

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23

Banta, Trudy W. Implementing Outcomes Assessment: Promise and Peril (New Directions for Institutional Research). Jossey-Bass Inc Pub, 1988.

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24

Frank, DeStefano, RTI International, and United States. Agency for Healthcare Research and Quality., eds. Infrastructure to monitor utilization and outcomes of gene-based applications: An assessment. U.S. Dept. of Heath and Human Services, Public Health Service, Agency for Healthcare Research and Quality, 2008.

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25

1961-, Nichols James H., ed. Point-of-care testing: Performance improvement and evidence-based outcomes. Marcel Dekker, 2003.

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26

Assessing The Generic Outcomes Of College Selections From Assessment Measures. Jossey-Bass, 2011.

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27

OUP, Cass Lubisi, Volker Wedekind, and Ben Parker. Understanding Outcomes-Based Education: Teaching and Assessment in South Africa (SAIDE Study of Education Series). Oxford University Press Southern Africa, 1998.

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28

OUP, Cass Lubisi, Volker Wedekind, and Ben Parker. Understanding Outcomes-Based Education: Teaching and Assessment in South Africa (SAIDE Study of Education Series). Oxford University Press Southern Africa, 1999.

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29

Nichols, James H. Point-of-Care Testing: Performance Improvement and Evidence-Based Outcomes (Medical Psychiatry). Informa Healthcare, 2002.

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30

Freda, Tallantyre, Dobbins Mark, University of Northumbria at Newcastle., and Great Britain. Department of Employment., eds. A learning outcomes framework for the accreditation, delivery and assessment of work-based learning: Final report : June 1994. University of Northumbria at Newcastle, 1994.

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31

Freda, Tallantyre, Dobbins Mark, University of Northumbria at Newcastle., and Great Britain. Department of Employment., eds. A learning outcomes framework for the accreditation, delivery and assessment of work-based learning: Final report : June 1994. University of Northumbria at Newcastle, 1994.

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32

Brunner, Gregory, Richard Hinz, and Roberto Rocha. Risk-Based Supervision Of Pension Funds: A Review Of International Experience And Preliminary Assessment Of The First Outcomes. The World Bank, 2008. http://dx.doi.org/10.1596/1813-9450-4491.

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33

Virginia. Dept. of Mental Health, Mental Retardation, and Substance Abuse Services. Office of Research and Evaluation., ed. Evaluation of community-based consumer outcomes (ECCO) mental retardation study on: The assessment of support intensity needed by 16-24 year olds currently receiving CSB services or special education services. Office of Research and Evaluation, Dept. of Mental Health, Mental Retardation, and Substance Abuse Services, 1996.

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34

Using medical guidelines & outcomes research to manage employee health benefits: Based on a conference held by Lewin/ICF and Health & Sciences Communications, November 29-30, 1990, Dallas, Texas. Health & Sciences Communications, 1991.

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35

Aschieri, Filippo, Francesca Fantini, and Justin Dean Smith. Collaborative/Therapeutic Assessment. Edited by Sara Maltzman. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199739134.013.23.

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The Collaborative/Therapeutic Assessment (C/TA) paradigm represents a significant shift from the traditional aims and techniques of psychological assessment. C/TA deliberately employs a variety of evidence-based techniques intended to maximize the potential that the process of assessment will result in meaningful therapeutic benefits for clients. The empirical support for the effectiveness of the C/TA approach is promising and demonstrates direct intervention effects on such indicators as self-esteem and symptomatology, as well as improvements in constructs and processes salient to continued psychological care, including the therapeutic alliance, treatment readiness, and distress. C/TA has also been shown to increase participation and retention in subsequent indicated mental health services for populations that traditionally are difficult to engage. This chapter describes the history and evidence-based theory behind C/TA approaches; describes the steps and procedures of the semi-stuctured Therapeutic Assessment model, and presents a thorough discussion of the application of a variety of therapeutic techniques (e.g., circular questioning, scaffolding, psychoeducation, shame modulation, mentalizing) in the context of the C/TA paradigm that increase the likelihood that assessment will result in clinically relevant outcomes. These techniques are applied in a variety of therapy models in psychology but have only recently been explicitly used in the context of psychological assessment for adults, couples, and families with children or adolescents.

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36

Maltzman, Sara. Treatment Processes and Outcomes in Psychology. Edited by Sara Maltzman. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199739134.013.47.

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ThisOxford Handbook of Treatment Processes and Outcomes in Psychologyoffers a multidisciplinary, biopsychosocial approach to research and practice in psychology pertinent to applied settings. It is written for practitioners from varying disciplines and perspectives (e.g., counseling, clinical, school, and developmental psychology; social work), researchers in these areas, as well as oversight bodies (e.g., mental health clinics and government agencies) tasked with the oversight of mental health services provided to the communities they serve. Practitioners and researchers in various disciplines tend to be “siloed,” accessing a restricted literature that typically does not extend far beyond their area of study. The result is suboptimal exposure to an accurate science base that can inform practice and research. ThisHandbookpresents a multidisciplinary approach from experts in their respective fields to understanding clients and treatment across the life span. It includes detailed discussions in several chapters that expand on core areas of research and practice that already have a substantive research base, such as the therapeutic alliance, temperament, therapist variables, and career counseling. TheHandbookalso provides chapters in new areas of research (e.g., neuroimaging, the role of medications, and evaluating the placebo effect) to provide a data-based assessment of the current state of the research in these areas. ThisHandbookprovides “hands-on” guidance and suggestions, based on research, for identifying interventions that are effective, determining what factors can affect treatment effectiveness, and considerations for the evaluation of the provision of mental health services for children, adolescents, adults, and families at the case or aggregate level.

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37

Stanley, Gordon. Accreditation and Assessment in Vocational Education and Training. Edited by John Buchanan, David Finegold, Ken Mayhew, and Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.6.

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Vocational education and training has emerged from traditional industry and technical training into a vigorous post-compulsory education sector focused on satisfying the ever-changing demands of today’s employers. This chapter considers issues around the accreditation and regulation of providers and the assessment and certification of outcomes. Quality and comparability of outcomes has been a common concern for regulatory regimes. The front-end emphasis of training assessors and the requirement for workplace assessment contexts is designed to align with employer needs. However there are legitimate concerns about the consistency of judgments. Competency based assessment (CBA) has been the dominant assessment model and contrasts with the traditional assessment approach in general education. However the more recent standards-referenced assessment movement in the latter sector suggests ways in which assessment approaches are converging. Employability and 21st century skills reinforce the interest in developing generic skills in all sectors of education.

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38

McHugh, R. Kathryn, and David H. Barlow. Dissemination and Implementation of Evidence-Based Psychological Interventions. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195389050.003.0013.

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Chapter 13 explores the current status of research and future directions for the dissemination and implementation of evidence-based psychological interventions, including further emphasis on dissemination and implementation science, standardization of procedures for outcomes assessment, better collaboration between research and practice, transdiagnostic treatments, stepped-care models, integration of mental health care in primary care, and use of information technology.

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39

Mueller, Astrid, James E. Mitchell, and Lisa A. Peterson. Assessment and Treatment of Compulsive Buying. Edited by Jon E. Grant and Marc N. Potenza. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195389715.013.0115.

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Compulsive buying disorder (CBD) affects a significant percentage of those in the general population. However, CBD has not received as much attention with regard to research and training providers in its assessment and treatment as other psychiatric disorders. Formal diagnostic criteria have been put forth, and there are a variety of assessment instruments for evaluating buying behavior using both questionnaire and interview formats. Based on the literature to date, it appears that disorder-specific cognitive-behavioral therapy has been most successful in treating those with CBD. Treatment providers should also be aware that mood disorders, anxiety disorders, and compulsive hoarding often accompany CBD and complicate its treatment, and these disorders should be addressed within the treatment paradigm. Further research is needed to define barriers to motivation for change and treatment compliance among individuals with CBD, as well as factors associated with both positive and negative treatment outcomes.

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40

Schatz, Philip. Computer Instrumentation Issues in Sport-Related Concussion Assessment. Edited by Ruben Echemendia and Grant L. Iverson. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199896585.013.8.

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The clinical utility and psychometric properties of computer-based neuropsychological assessment measures have been widely discussed in the literature. Regardless of the outcomes of scholarly debates regarding these issues, computerized baseline testing of athletes has become a hallmark (if not “de rigeur”) component of concussion management programs. The current chapter discusses issues related to the equivalency of computer-based and paper-based neurocognitive assessment, methodological issues related to the use of computer-based neurocognitive assessments, and hardware and software issues related to the use of computer-based neurocognitive assessments.

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41

National Research Council (Corporate Author), Lorraine M. McDonnell (Editor), Margaret J. McLaughlin (Editor), and Patricia Morison (Editor), eds. Educating One & All: Students With Disabilities and Standards-Based Reform. Natl Academy Pr, 1997.

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42

Elwood, Mark. Critical appraisal of a large population-based case–control study. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199682898.003.0017.

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This chapter shows a large population-based case-control study, to address the quantitative relationship between alcohol consumption and breast cancer. It shows the logistic and design issues, and the assessment of dose-response, consistency and specificity. The critical assessment follows the scheme set out in chapter 10: describing the study, assessing the non-causal explanations of observation bias, confounding, and chance variation; assessing time relationships, strength, dose-response, consistency and specificity, and applying the results to the eligible, source, and target populations; and then comparing the results with evidence from other studies, considering consistency and specificity, biological mechanisms, and coherence with the distribution of exposures and outcomes. The chapter gives a summary and table of the critical assessment and its conclusions; and comments on the impact of the study and research carried out since.

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43

Balas, Michele C., and E. Wesley Ely. Assessment and therapeutic strategy for agitation, confusion, and delirium in the ICU. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199600830.003.0227.

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Agitation and delirium are conditions that are highly prevalent in the intensive care unit (ICU). Both are believed to be caused by a number of modifiable and non-modifiable risk factors, and present with a variety of signs and symptoms. Consequently, these conditions are notoriously difficult to detect and treat. Variations in sedative practices, misperceptions regarding delirium and its association with outcomes, and lack of knowledge regarding screening tools, may all impede effective assessment, and management of agitation and delirium. A further complication is that many of the medications used to treat critically-ill patients are now known to increase the risk of delirium. While studies conducted over the last decade have significantly contributed to our understanding of how best to diagnose, prevent, and manage these common conditions, this knowledge is not always successfully adopted into everyday clinical practice. This chapter provides readers with an evidence-based review of agitation and delirium assessment and therapeutic strategies applicable for use in the ICU setting.

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44

Naji, Abdennasser. Total Quality Management in Education: Conditions for systemic improvement of the quality of learning outcomes. amazon, 2020. http://dx.doi.org/10.37870/979-8694752237.

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This book deals with the issue of the quality of education systems by examining the key factors that influence learning outcomes, and by highlighting in a systemic way the determinants of this quality. I have shown the importance of considering the quality of learning outcomes as the ultimate and unavoidable objective of any education system that aims to be efficient and effective. I reviewed the theoretical bases that concern the politics, approaches and mechanisms of quality management applied to education. I developed a model called Elmandjra, which tries to explain the influence links that can exist between the inputs, the processes and the outputs of an education system, and how they must function to improve the quality of the learning outcomes. To answer the problem of the book, I compared the proposed model to the reality of the Moroccan educational system based on a research methodology that combines discussion within a focus group, and analysis of statistical data and results of international surveys concerning the Moroccan education system. The results of the work made it possible to establish a model for the quality of education systems comprising nine criteria. They also generated 52 indicators which use will enable other researchers to apply the model to the institutional assessment of education systems. I ended my book by presenting the conclusions on the state of the Moroccan education system that the exploitation of the Elmandjra model made it possible to draw, as well as by recommendations to improve the quality of the Moroccan education system, which other countries can to be inspired to improve theirs.

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45

Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, et al. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.

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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.

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46

Roberson, Loriann, Carol T. Kulik, and Rae Yunzi Tan. Effective Diversity Training. Edited by Quinetta M. Roberson. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199736355.013.0019.

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Diversity training is an important and widely used component of organizational diversity management initiatives. This chapter reviews theory and research on diversity training design, delivery, evaluation, and effectiveness. The review suggests that in the past 10 to 15 years of research, advancements have been made on several fronts. The research literature on diversity training includes frameworks for pretraining needs assessment, learning models to guide diversity training design choices, and empirical evidence of diversity training’s impact on training outcomes. However, the review also notes two major shortcomings. First, research has emphasized diversity training’s effect on short-term changes in trainees’ knowledge and attitudes, neglecting longer-term changes in their skills and behavior. Second, research has emphasized diversity training’s effect on individual-level learning outcomes, neglecting its impact on team- and organization-level outcomes. These shortcomings are unlikely to be addressed unless scholars and practitioners engage in more collaborative field-based research on diversity training.

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47

Chopra, Amit, Piyush Das, and Karl Doghramji, eds. Management of Sleep Disorders in Psychiatry. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190929671.001.0001.

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‘Management of Sleep Disorders in Psychiatry’ provides an in-depth and evidence-based review of sleep-wake disorders included in Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) that are associated with a range of psychiatric disorders including mood, anxiety, psychotic, neurocognitive, eating, and substance use disorders. It also includes special sections on sleep-wake disorders associated with pediatric and neurological disorders, and reviews forensic issues encountered in the practice of psychiatry as they relate to sleep disorders. The book is unique in its focus on clinical assessment and management of sleep-wake disorders, and provides in-depth insight into the impact of disturbed sleep and wakefulness on clinical course and treatment outcomes of comorbid psychiatric conditions. Treatments reviewed include both evidence-based pharmacological and behavioral strategies to address sleep-wake disorders in patients with psychiatric disorders. Case vignettes are added to assist in the understanding of key clinical concepts of sleep and psychiatric comorbidity and multiple-choice questions are added for self-assessment. This comprehensive text aims to cater to the needs of the clinicians in a wide range of medical specialties including psychiatrists, sleep medicine physicians, psychologists, primary care physicians, and neurologists who strive to improve the sleep and clinical outcomes of their patients with psychiatric disorders.

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48

Grisham, Jessica R., Melissa M. Norberg, and Sarah P. Certoma. Treatment of Compulsive Hoarding. Edited by Gail Steketee. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195376210.013.0092.

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Compulsive hoarding is a prevalent and chronic problem that is associated with a profound public health burden. Individuals with hoarding symptoms who have been included in OCD treatment outcome trials have responded poorly to standard pharmacological and psychological treatments. Interventions based on a cognitive-behavioral model specific to compulsive hoarding have shown more promise, according to recent studies. This chapter reviews assessment practices, current evidence regarding biological and psychological treatments for hoarding, and challenges associated with treating hoarding. The cognitive-behavioral treatment for hoarding developed by Steketee and Frost (2007) is described, followed by research questions regarding how to improve treatment outcomes for hoarding.

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49

Breuning, Marijke. Pedagogy and Foreign Policy Analysis. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.275.

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Pedagogical objectives and educational outcomes play a significant role in foreign policy analysis. The actor-centered approach of foreign policy analysis gives students the unique opportunity to place themselves in the shoes of decision makers and to understand the different constraints, both domestic and international, that influence the policies adopted by decision makers. In other words, foreign policy analysis can have two functions: to teach students about the processes by which foreign policy is made, or the substance of the foreign policies of various countries, and to enhance students’ ability to imagine the perspectives of others. Whether foreign policy analysis does, in fact, manage to develop this ability is an empirical question that also depends on the course emphasis and pedagogies employed. In this sense, pedagogy does not only mean excellent teaching, but also systematic investigation of teaching methods and techniques, student learning outcomes, educational assessment, and curriculum development. The literature on foreign policy analysis, pedagogy, and curriculum emphasizes active learning strategies and the need for clearly articulated learning objectives for the curriculum as a whole and the place of specific courses within it. Examples of active learning pedagogies are case teaching, simulations, and problem-based learning. Despite some very worthwhile research that has been done, there are still some gaps that need to be addressed. One is the lack of empirical work that helps evaluate the merits of the various teaching strategies in foreign policy analysis, and another is the inconsistent findings produced by the empirical studies that do exist.

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50

Abdullah, Hairil R., and Frances Chung. Recovery and Discharge for Procedures Conducted Outside of the Operating Room. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190495756.003.0005.

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This chapter provides contemporary perspectives on the issues of recovery assessment and monitoring, as well as an overview of the criteria-related discharge following anesthesia outside the operating room. The need for appropriate monitoring in the recovery period is argued based on data from an outcomes and claims registry. Discharge scoring systems are also discussed together with pertinent postanesthesia issues that may delay discharge from the postanesthesia care unit, such as nausea and vomiting, significant pain, as well as the need for mandatory patient escort. The standards and guidelines mentioned in this chapter apply not only to the anesthesiologists, but also to other physicians who supervise the recovery of patients in different units.

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Books on the topic 'Outcomes Based Assessment (OBA)'

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