Patient Engagement in a Canadian Health Research Funding Institute: Implementation and Impact
Dawn P. RichardsRosie TwomeyTrudy FlynnLinda A. HunterEunice LuiAllan StordyChristine M. ThomasKarim M. Khan
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Background: Patient engagement (PE) or involvement in research is when patient partners are integrated onto teams and initiatives (not participants in research). A number of health research funding organizations have PE frameworks or rubrics but we are unaware of them applying and reporting on their own PE efforts. We describe our work at the Canadian Institutes of Health Research’s Institute of Musculoskeletal Health and Arthritis (CIHR IMHA) to implement, evaluate and understand the impact of its PE strategy.Methods: The Institute hired a PE specialist (who identifies as a patient partner) to design the strategy, its tactics, and timelines. A Patient Engagement Research Ambassador (PERA) group was convened of eight patient partners who lived with conditions represented by the Institute that meet monthly, co-created a mandate and terms of reference, and set priorities. Evaluating the PE strategy and understanding its impact was a collaboration between an external group and PERA. Results: In addition to convening PERA, the Institute produced a number of outputs (modules, video, publications, webinars, blog) to help in doing PE in research. One major output was a How-To Guide to Patient Engagement in Research entirely driven and designed by PERA. The How-To Guide is a series of free, virtual modules for different audiences used by 1,048 individuals to date. The evaluation and impacts of the PE strategy revealed positive impacts with some areas for improvement.Conclusions: Implementing a PE strategy within CIHR IMHA resulted in several PE activities and outputs with impacts within and beyond the Institute. We provide templates and outputs related to this work that may inform the efforts of other health research funding organizations. We encourage health research funders to move beyond encouraging or requiring PE in funded projects to fully ‘walk the talk’ of PE by implementing and evaluating their own PE strategies.Keywords:
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Abstract Rubrics, the topic of the first Collaboration and Connections column, are an authentic assessment method used by teachers to measure student performance on classroom tasks. As an occupational therapy intervention strategy, rubrics are easy to integrate within the classroom environment. Occupational therapists can use rubrics to support classroom performance, define performance expectations, and measure progress on goals. Rubrics can also be a self-evaluation tool for students. Rubric development involves collaborating with the teacher and student to: define the purpose of the rubric, analyze current performance, identify performance components, select a measurement scale, and define performance criteria. Notes No Child Left Behind Act of 2001 (2001). P. L. 107–110.
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The purpose of this study is to explore the case of developing a rubric according to the purpose of growth-oriented evaluation and to obtain implications from it. Recently, research and practice on evaluation innovation is expanding. However, the perception of the evaluation rubric has not changed significantly. In most schools, the rubric is recognized only as a “grading criterion.” However, rubrics should also be recognized as ‘guide maps’ that help students reflect on the process and results of learning. Thus, a rubric that reflects the flow of evaluation innovation, such as process-based evaluation and growth-based evaluation, should be developed. In this study, A school was selected as the study school, and an action research was conducted on a case where teachers developed an evaluation rubric. Teachers of A school recognized the limitations of the existing evaluation rubric and developed a rubric that included all stages of ‘planning, performance, and output’ and a rubric that guaranteed ‘opportunities for re-challenge’. In addition, the rubric that embodies the purpose of the growth-based evaluation was confirmed through co-work with external researcher. Judging from these examples, it is necessary to change the perception of the evaluation rubric as a guide that promotes the learning process of students, moving away from the perception of the evaluation rubric as a simple scoring criterion. In addition, studies that comprehensively analyze teachers
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Timeline-based editing provides users an intuitive and friendly way of multimedia authoring, but the schedule-based and deterministic property of the timeline results in a lack of ability to support non-deterministic temporal behavior, which is one of the key features of SMIL2.0. This paper presents the efforts to support non-deterministic temporal behavior by timeline-based editing. The concept of dividable dynamic timeline (DDT) is proposed in the paper, which includes two novel features: dividable timeline and dynamic section. With DDTL, authors can create interactive multimedia presentations while enjoying the convenience of the timeline. Mechanisms for converting from DDTL editing results to SMTL2.0 are also presented in the paper
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Various types of assessment have grown rapidly, in line with the development of the education sector. An assessment can be conducted using a project-based assessment, authentic assessment, creative assessment and technology-based assessment. Meanwhile, assessment tools consist of questionnaires, test papers, quizzes, scoring guides, and rubrics. Nowadays, people are turning their attention to using the rubric as an assessment tool where the details will be further discussed in this study, which includes the concepts of rubrics, rubric types, components of a rubric, rubric modeling and also assessment and scoring using rubrics.
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Rubrics have been used as guides to establish and communicate standards to students when developing a paper or project. The standards set by the rubric assure course objectives are met and nursing standards of practice are integrated. This article will detail the necessary components of the rubric for written nursing assignments, both didactic and clinical. In addition, the importance of using rubrics will be emphasized. The issues associated with developing and utilizing rubrics in nursing education will be described and discussed. The development of a specific school of nursing rubric will be detailed.
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In the timeline-based approach to planning, the evolution over time of a set of state variables (the timelines) is governed by a set of temporal constraints. Traditional timeline-based planning systems excel at the integration of planning with execution by handling temporal uncertainty. In order to handle general nondeterminism as well, the concept of timeline-based games has been recently introduced. It has been proved that finding whether a winning strategy exists for such games is 2EXPTIME-complete. However, a concrete approach to synthesize controllers implementing such strategies is missing. This paper fills this gap, by providing an effective and computationally optimal approach to controller synthesis for timeline-based games.
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