Table 1 The Outcomes Logic Model for the teaching session for psychiatry residents and research staff
From: Use of narratives to enhance learning of research ethics in residents and researchers
Inputs | Outputs | Outcomes -- Impact | ||
|---|---|---|---|---|
Activities | Participation | Immediate | Intermediate | |
--Funding from NHG Headquarters/Education and Research Development Office | --Use of narratives | --Overall number of learners from psychiatry residency program and research offices | --Better engagement and motivation to learn compared to before the teaching session | --Greater involvement in research projects |
--Faculty and staff time | ---Support systems such as administrative support to publicise and organize the session, and management of logistics | --Better engagement and motivation to learn compared to before the teaching session | --Practical experience of submission of protocols to IRB with proper informed consent description and documentation | |
--Facilities within learning environment | ---Facilitated group discussion | --Increased understanding of the background and principles of biomedical research ethics and informed consent | --Continuous medical education to appreciate history of research ethics to inform current research practice of informed consent | |
---Availability of tutor for clarification of concepts | --Greater reflective learning | |||
--Overall better equipping of the principles of biomedical research ethics | ||||