t DISTRIBUTION, t-TEST The distribution of a quotient of independent random variables, the numerator of which is a normal variate and the denominator of which is the positive square root of the quotient of a chi-square distributed variate and its number of degrees of freedom. The t-test uses a statistic that, under the null hypothesis, has the t-distribution, to test whether two means differ significantly, or to test linear regression or correlation coefficients.
TARGET: A specific change intended within a given time period.
TAXONOMIES OF ACTION VERBS. These arrange verbs in order of the complexity that a task requires (see Objectives) eg recall information, understand, problem solve or observe, perform, interpret, or receive attitudes, respond to attitudes, value the concept of attitudes
TAXONOMY OF DISEASES A systematic classification of health problems into related diagnostic groups. See also CLASSIFICATION OF DISEASES.
TEACHER, a person who has the opportunity to teach others what they know. A better teacher is a person who has the ability to stimulate his or her students to learn. Teachers in medicine need to have a knowledge of the broad discipline of medicine, their own speciality area of medicine, the principles of teaching and learning, and the learners (what they already know, their motivation, interests, mistakes likely to make)
TEAM A group of people who make different contributions toward the achievement of a common goal.
TEAM LEARNING – a team guiding and instructing another team through set modules within another organisation
TERM(S) A word or group of words which labels concepts in a defined way. The word for the concept and the TERM are often the same. TERMS are narrower than the concept behind, because of the prerequisite `definition'. TERMS can be defined differently in different professional domains, disciplines or specialities if they serve different clinical utilities. In primary care TERMS is concerned ith broader concepts, than in more specialized disciplines, because of the clinical utility. Not defined words or labels of concepts belong to jargon. Example: all diagnosis. See DIAGNOSIS, DISEASE, TERMINOLOGY.
TERMINOLOGY All terms of a professional domain are called the TERMINOLOGY of that domain. See TERM(S).
TERTIARY CARE One of two levels of referred care (secondary and tertiary). Usually refers to care provided in a hospital setting by a specialist or subspecialist, such as an neurologist or cardiologist.
TEST OBJECTIVITY The extent to which the test items and their scoring are free from subjective bias.
TEST VALIDITY The accuracy with which a test measures what it purports to measure. See also VALIDITY.
TEST-RETEST RELIABILITY A method of estimating reliability by correlating scores for two different administrations of the same test, separated by a short time interval.
THE NATIONAL PROGRAMME FOR IT (NpfIT) The central team responsible for delivering the national IT priorities including Ebooking and the national care record services.
THEORY A theory is a statement prediciting which actions will lead to what results and why. Good theories help us make predictions, and help us interpret the present to understand what is happening and why. Theories are constructed in three stages, and improved by iteration. It starts with a description of a phenomenon we wish to understand, categoristion of complex and confusing phenomena into meaningful differences, formulate a hypothesis of what causes the phenomenon to happen and why.
THERAPEUTIC SERVICE Treatment, including pharmacological therapy, surgical therapy, physical therapy, psychotherapy, and others.
THESAURUS A systematical set of professionally used words, including terms and jargon, in which each word is represented with possible synonyms, and related words designate broader or narrower concepts. The aim of a THESAURUS can be twofold: it serves as a dictionary and as translation from jargon to terminology.
This formal method involves comparing performance with stated intended competencies- by self assessment, peer assessment, or objective testing -and planning education accordingly. Reflection on action and reflection in action Reflection on action is an aspect of experiential learning and involves thinking back to some performance, with or without triggers (such as videotape or audiotape), and identifying what was done well and what could have been done better. The latter category indicates learning needs. Reflection in action involves thinking about actual performance at the time that it occurs and requires some means of recording identified strengths and weaknesses at the time. Self assessment by diaries, journals, log books, weekly reviews This is an extension of reflection that involves keeping a diary or other account of experiences. However, practice might show that such documents tend to be written nearer the time of their review than the time of the activity being recorded. Peer review This is rapidly becoming a favourite method. It involves doctors assessing each other's practice and giving feedback and perhaps advice about possible education, training, or organisational strategies to improve performance. The Good CPD Guide describes five types of peer review internal, external, informal, multidisciplinary, and physician assessment. The last of these is the most formal, involving rating forms completed by nominated colleagues, and shows encouraging levels of validity, reliability, and acceptability. Observation In more formal settings doctors can be observed performing specific tasks that can be rated by an observer, either according to known criteria or more informally. The results are discussed, and learning needs are identified. The observer can be a peer, a senior, or a disinterested person if the ratings are sufficiently objective or overlap with the observer's area of expertise (such as communication skills or management). Critical incident review and significant event auditing Although this technique is usually used to identify the competencies of a profession or for quality assurance, it can also be used on an individual basis to identify learning needs. The method involves individuals identifying and recording, say, one incident each week in which they feel they should have performed better, analysing the incident by its setting, exactly what occurred, and the outcome and why it was ineffective. Practice review A routine review of notes, charts, prescribing, letters, requests, etc, can identify learning needs, especially if the format of looking at what is satisfactory and what leaves room for improvement is followed.
TIME OF ENCOUNTER The time at which the encounter occurs.1. Encounter during scheduled hours: encounters which occur during usual or posted working hours of the health care providers.2. Encounter during unscheduled hours: encounters which occur during times other than the usual working hours of the health care providers but excluding night encounters.3. Night encounters: encounters made during `night hours' and defined by the health care providers or the health care system.
TIME: see Topics In Medical Education
TNA see TRAINING NEEDS ANALYSIS
TOOLKITS – a collection of resource materials designed to facilitate dissemination and learning
TOPICS IN MEDICAL EDUCATION (TIME) database at the Centre for Medical Education, Dundee This search engine has a collection of about 10,000 medical education references.
RDRB see the Research & development Resource Base
TRACER CONDITION A medical condition defined in order to have a somewhat homogeneous sample by which to trace the effects of health care interventions, i.e. diabetes or hypertension.
TRAINING NEEDS ANALYSIS TNA A process whereby individuals in an organisation or team are enabled to review and define training interventions which if implemented will permit changes in behaviour or practice that enhance performance and productivity. Needs operate at 3 levels. Implementing (doing things well), Improving (doing things better) and innovation (doing new and better things).
TRANFORMATIONAL LEARNING: the process by which adults come to recognise and reframe their personal and professional roles and relationships
TRANSITION The transition of a health problem is the process of change which occurs during an episode of the illness.
TRANSONIDS: transmitted ideas
TRANSVERSAL See CROSS-SECTIONAL.
TREND A consistent change in value of a variable, event or outcome measure over long term, which can be irregular in the short term. It is also sometimes used to indicate an association which is consistent in several samples but not statistically significant.
TRIANGULATION: Using two or more methods to look at the same situation to corroborate any findings
TRIPARTITE MODEL This model of learning style is based on three learning approaches: "deep," "strategic," and "surface. Deep learning is based on three motivational factors (intrinsic motivation, vocational interest, and personal understanding) and three learning processes (making links across material, searching for a deeper understanding of the material, and looking for general principles). Strategic learning is motivated by a desire to be successful and leads to patchy and variable understanding. Surface learning is motivated by fear of failure and a desire to complete a course, with students tending to rely on learning "by rote" and focusing on particular tasks.
TRIPLE LOOP LEARNING: (aka Meta learning), see also Generative and Adaptive learning
TUTORS. NHS Trust based GP educational organisers. Historically under resourced to promote local CME.
TWO-TAIL TEST A statistical significance test based on the assumption that the data are distributed in both directions from some central value(s).
TYPE I ERROR See STATISTICAL SIGNIFICANCE TEST.
TYPE II ERROR See STATISTICAL SIGNIFICANCE TEST.