Results 281 to 290 of about 797,426 (292)
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Assessing Quality of Care: Process Measures vs Outcomes Measures

JAMA: The Journal of the American Medical Association, 1996
To the Editor. —We were surprised that Dr Brook and colleagues 1 believe that "[q]uality-of-care reporting systems need to rely primarily on clinically valid process (vs outcomes) measures." Granted there remain technical and conceptual problems with outcomes measures: rare outcomes, like mortality, are insensitive measures of quality; many quality-of-
Matthew K. Wynia, Romana Hasnaim-Wynia
openaire   +3 more sources

Setting Up a Standardized Process and Outcome Assessment Tool

2017
Rapid response systems have evolved as a measure to improve patient safety by identifying deteriorating patients on general wards and addressing their needs at an early stage. This intervention is based on changing processes in order to change the outcomes of hospitalized patients, and evaluating the effects of such a complex system change can be ...
David Konrad, Gabriella Jäderling
openaire   +2 more sources

Group Collaboration in Assessment: Multiple Objectives, Processes, and Outcomes

Educational Evaluation and Policy Analysis, 1995
Large-scale assessment programs are increasingly requiring students to work in collaborative small groups instead of, or in addition to, requiring them to work individually. This article considers theoretical and practical issues that need to be taken into account in the design, use, and interpretation of the results of such assessments.
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Assessing Patient-Reported Outcomes: A Negotiated Process

Journal of Clinical Oncology, 2020
Kevin P. Weinfurt, Kathryn E. Flynn
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Methodological quandaries in studying process and outcomes in peer assessment

Learning and Instruction, 2010
Abstract Peer assessment is very various in its implementation. Six studies of peer assessment are reviewed, four of them in higher education. A literature review is followed by five empirical studies. Strengths and weaknesses of each study are considered and issues are raised. Variables in peer assessment needing further exploration are extricated –
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Defining and assessing competence: the distraction of outcomes and the importance of educational process

Nurse Education Today, 1998
The concept of competence is in common usage in various areas of education and training at present, and it is evident from these different usages that it has a variety of meanings. These meanings are explored, with particular attention being paid to the increasing influence of the National Vocational Qualification (NVQ) initiative and the rise of ...
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Assessment of Student Learning Outcomes—A Developmental Process

Journal of the American Dietetic Association, 2005
J.A. Freyenberger, E.B. Barrett
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Assessment of psychiatric outcome—III. Process analysis

Journal of Psychiatric Research, 1973
Sharon Garrett   +9 more
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