Evaluation of MSc programmes: MSc in Healthcare Management ...

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Problem Solving Ability to develop solutions to practice problems through inquiry analysis and interpretation 1.2.3.3 Measurement of Sociodemographic, Professional and Educational Variables To test for relationships with the dependent variables (outcome measures) a number of Sociodemographic, professional and educational variables will also be measured (see table 3). Table 3 Sociodemographic, Professional and Educational Variables Measured Sociodemographic Professional Variables Educational Variables Variables Age Current area of work Strand (Healthcare management/Quality) Gender Grade (promotion) Academic qualifications Site at which degree completed Employment during masters (full-time/part-time/none) Final award Hours spent on study/writing (workload) 1.2.4 Procedure The evaluation survey was delivered online using the web-based online survey system, SurveyMonkey (www.surveymonkey.com). As in best practice with surveys, participants were sent up to four reminders to complete the questionnaire. 1.2.5 Ethical Issues Access and ethical approval was granted from the ethics committees at RCSI. 1.2.6 Data Analysis Data obtained was analysed by computer using the Statistical Package for the Social Sciences (SPSS version 18.0). Both descriptive and inferential statistics were used in the analysis and description of the data set. To ascertain the specific differences between students ratings of their ability at the end of the course (post-test) compared with their ability at the beginning of the course (then-test) Wilcox on signed rank test was used. 8
1.3 Results The demographic profile of the sample that completed the evaluation of the programmes at RCSI in Dublin is outlined in table 4. Table 4 Demographic, Academic and Professional Profile of Master’s Graduates Characteristic Age in Years M, (SD) 39.1 (8.0) Gender (%) Female 88.1 Male 11.9 Year Degree Completed (%) 2007 6.7 2008 6.7 2009 37.8 2010 22.2 2011 26.7 Strand Degree Completed (%) MSc in Healthcare Management MSc in Leadership & Management Development MSc in Quality and Safety in Healthcare Management 6 63.8 29.8 1.3.1 Graduates’ Evaluation of the Quality of their Educational Programme This section reports on the results of the Course Experience Questionnaire (CEQ) and the Extended Course Experience Questionnaire, which were used to evaluate graduates’ perceptions of the quality of the courses and the extent to which they developed a number of generic and graduate capabilities. The results in this section are reported in relation to students’ perceptions of the quality of teaching, the extent to which they were provided with clear goals and standards, the appropriateness of workload, the appropriateness of assessment, graduates’ overall satisfaction with the course and the development of generic skills. The Extended Course Experience Questionnaire, used in conjunction with the CEQ, measured graduates’ perceptions of their integration into the learning community of the Institute, the extent to which they were intellectually motivated by the programme of study and the development of graduate qualities. The results are presented in relation to the individual items that comprise each of the scales of the CEQ and Extended CEQ and then in relation to each of the summated scale scores. To aid interpretation and standardise scores across the CEQ and the Extended CEQ the mean item scores in the tables and figures are based on a linear transformation where the 1 to 5 categories (strongly disagree 9
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Page 19: References Ainley J., Johnson T. (2

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