Adaptation of the Grasha Riechman Student Learning Style Survey and Teaching Style Inventory to assess individual teaching and learning styles in a quality improvement collaborative.
Adaptation of the Grasha Riechman Student Learning Style Survey and Teaching Style Inventory to assess individual teaching and learning styles in a quality improvement collaborative.
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DOI：
10.1186/s12909-016-0772-4
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发表时间：
2016-09-29
影响因子：
3.6
通讯作者：
Wise ME
中科院分区：
文献类型：
--
作者：
Ford JH 2nd;Robinson JM;Wise ME
NIATx 200是一个质量改进协作项目，涉及201个药物滥用诊所。每个诊所被随机分配到四种实施策略之一：（a）兴趣圈呼叫，（B）学习课程，（c）仅教练或（d）三者的组合。每个策略都由NIATx 200教练领导，他们提供直接指导或促进兴趣圈和学习课程干预。资格仅限于NIATx 200教练（N = 18）和参与诊所的执行发起人/变更负责人（N = 389）。参与者被邀请完成修改后的格拉沙Riechmann学生学习风格调查和教学风格量表。主成分分析确定了参与者偏好的学习和教学风格。17名教练（94.4%）做出了回应。72人被排除在变革领导者和执行发起人的初始样本（N = 389）。收到了80人（25.2%）的可联系个人的答复。为执行发起人和变革领导人确定了六个学习概况：（N = 28，36.4%）;协作/协商（N = 19，24.7%）;仅合作（N = 17，22.1%）;协作/依赖（N = 6，7.8%）;独立（N = 3，5.2%）;和回避/依赖（N = 3，3.9%）。NIATx 200教练主要依赖于四种教练配置文件之一：主持人（N = 7，41.2%），主持人/代表（N = 6，35.3%），主持人/个人模型（N = 3，17.6%）和代表（N = 1，5.9%）。教练还支持他们的主要教练配置文件与八个不同的二级教练配置文件之一。该研究是第一个评估QIC内的教学和学习风格的研究之一。结果表明，个别学习者（变革领导者和执行赞助商）和教练利用多种方法在教学和实践为基础的学习质量改进（QI）的过程。识别教学配置文件可用于定制协作结构和内容交付。努力适应学习风格将促进知识的获取，提高QI协作的有效性，以改善组织流程和成果。ClinicalTrials.gov标识符：NCT 00934141注册于2009年7月6日。已登记的逆行。本文的在线版本（doi：10.1186/s12909-016-0772-4）包含补充材料，可供授权用户使用。
NIATx200, a quality improvement collaborative, involved 201 substance abuse clinics. Each clinic was randomized to one of four implementation strategies: (a) interest circle calls, (b) learning sessions, (c) coach only or (d) a combination of all three. Each strategy was led by NIATx200 coaches who provided direct coaching or facilitated the interest circle and learning session interventions. Eligibility was limited to NIATx200 coaches (N = 18), and the executive sponsor/change leader of participating clinics (N = 389). Participants were invited to complete a modified Grasha Riechmann Student Learning Style Survey and Teaching Style Inventory. Principal components analysis determined participants’ preferred learning and teaching styles. Responses were received from 17 (94.4 %) of the coaches. Seventy-two individuals were excluded from the initial sample of change leaders and executive sponsors (N = 389). Responses were received from 80 persons (25.2 %) of the contactable individuals. Six learning profiles for the executive sponsors and change leaders were identified: Collaborative/Competitive (N = 28, 36.4 %); Collaborative/Participatory (N = 19, 24.7 %); Collaborative only (N = 17, 22.1 %); Collaborative/Dependent (N = 6, 7.8 %); Independent (N = 3, 5.2 %); and Avoidant/Dependent (N = 3, 3.9 %). NIATx200 coaches relied primarily on one of four coaching profiles: Facilitator (N = 7, 41.2 %), Facilitator/Delegator (N = 6, 35.3 %), Facilitator/Personal Model (N = 3, 17.6 %) and Delegator (N = 1, 5.9 %). Coaches also supported their primary coaching profiles with one of eight different secondary coaching profiles. The study is one of the first to assess teaching and learning styles within a QIC. Results indicate that individual learners (change leaders and executive sponsors) and coaches utilize multiple approaches in the teaching and practice-based learning of quality improvement (QI) processes. Identification teaching profiles could be used to tailor the collaborative structure and content delivery. Efforts to accommodate learning styles would facilitate knowledge acquisition enhancing the effectiveness of a QI collaborative to improve organizational processes and outcomes. ClinicalTrials.gov Identifier: NCT00934141 Registered July 6, 2009. Retrospectively registered. The online version of this article (doi:10.1186/s12909-016-0772-4) contains supplementary material, which is available to authorized users.
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影响因子：
8
作者：
Crandall, Wallace V.;Margolis, Peter A.;Colletti, Richard B.
通讯作者：
Colletti, Richard B.
DOI：
10.1111/j.1365-2753.2011.01641.x
发表时间：
2012-06-01
影响因子：
2.4
作者：
Bunniss, Suzanne;Gray, Francesca;Kelly, Diane
通讯作者：
Kelly, Diane
影响因子：
39.2
作者：
Davidoff, Frank
通讯作者：
Davidoff, Frank
影响因子：
5.4
作者：
Franco, Lynne Miller;Marquez, Lani
通讯作者：
Marquez, Lani
影响因子：
5.5
作者：
Godfrey, Marjorie M.;Andersson-Gare, Boel;Ahlstrom, Gerd
通讯作者：
Ahlstrom, Gerd