Sapporo Gakuin University (SGU): Repository / 札幌学院大学学術機関リポジトリ
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A Discussion of Implementation Outcomes in Dissemination and Implementation Research: Parent-Child Interaction Therapy（PCIT）as an Example
Get PDFエビデンス・プラクティスギャップとは，エビデンスに基づく介入（Evidence-Based Intervention；EBI）が示されているのにも関わらず，それが標準的に日常臨床の場で用いられないことを言う。エピデンス・プラクティスギャップを埋めるための学問体系として「普及と実装（Dissemination and Implementation：D & I）研究」が発展してきた。D & I 研究においてEBIの実装をモニターするためのアウトカムは実装アウトカムとよばれる。本稿では実装アウトカムのうち，Weinerら（2017）によって開発され，信頼性と妥当性が検証された尺度Acceptability of Intervention Measure（AIM），Intervention Appropriateness Measure（IAM），Feasibility of Intervention Measure（FIM）と，Birdら（2014）によって開発され，様々な国で使用されている尺度Structured Assessment of FEasibility（SAFE）の２つを翻訳し，資料として掲載した。またAIM，IAM，FIMについてはパイロット的に，Parent-Child Interaction Therapy（PCIT）認定セラピストを対象に実施も試み，同時に得た自由記述とともに結果を掲載した。最後に今後の実装アウトカムを用いた研究について考察を加えた。An evidence-practice Gap refers to when an Evidence-Based Intervention （EBI） has been demonstrated but is not used in standard and routine clinical spaces. Dissemination and Implementation （D&I） research was developed as an academic system for filling evidence-practice gaps. Outcomes from monitoring EBI implementation in D&I research are called implementation outcomes. This study provides translations of the Acceptability of Intervention Measure （AIM）, Intervention Appropriateness Measure （IAM）, and Feasibility of Intervention Measure （FIM）, which are implementation outcomes developed by Weiner et al. （2017） with verified reliability and validity, as well as the Structured Assessment of FEasibility （SAFE）, which is an implementation outcome developed by Bird at al. （2014） and used in various countries. In addition, AIM, IAM and FIM were attempted to implement as a pilot study targeting Parent-Child Interaction Therapy （PCIT） certified therapists. The results of those and free descriptions that were obtained at that time were described. Finally, the study includes a discussion of future studies using implementation outcomes.Bulletin資料論文Research Notedepartmental bulletin pape
Evaluations and Emergency Responses in Summarizing Remote Learning: Toward Universal Operation of Remote Learning
Get PDF2020年度からの2年間，大学で実施されてきた緊急遠隔授業が総括として報告されてきた．本論文では，総括論文を概観し，評価への注意点や課題をまとめた．評価の方法には，統計手法の問題があるものや質問や結果の扱いに注意が必要なものも含まれていた．評価には，遠隔授業が本来内在している課題や，社会的随伴性に由来する特性，緊急遠隔授業であったことを考慮しながら，普遍的な遠隔授業への運用に向けて成果を共有していくべきである．
The emergency remote learning has been conducted at the university for two years since 2020. This paper provides a compilation of the summaries papers, the caution points of evaluation, and their problems. The problems included methodology of the evaluation in statistical methods and the handling cautions in questions and results. The evaluation includes the originally characteristics of remote learning and disadvantages derived from social contingency. Considering the emergency remote learning, the evaluation has been to share the results for universal operation to regular remote learning.Bulletin教養教育Liberal Arts総合報告departmental bulletin pape
