The same applies to knowledge products such as knowledge management databases, information platforms, or lessons learned documents.
The reports that result from this reflective process have a variety of names such as "lessons learned" documents (Birkland 2009), "after action" reviews (Comfort 2005; Donahue and Tuohy 2006), and "ex-post" evaluations (Cosgrave et al. 2009; OECD 2010).
Hospital-specific documents, including project initiation documents, 'lessons learned' documents and local evaluation reports, were also collected in order to investigate the more formal (i.e. official or desired by management) changes to work practices.
Then, researchers examine and improve the program in parallel with producing learning documents.
The movement was a process of listening to reports, learning documents and materials, conducting criticism and self-criticism, and writing personal summaries of thoughts.
In the tests, they were offered images similar to those found in the learning documents but drawn with different iconographic styles.
The average score for the same test after the students (n = 188) had studied the learning documents was 9.66/20 ± 3.55 Studentt's t test p value < 0.001).
Knowledge about students' image handling would be helpful to instructors and textbook authors with respect to the iconographic approach best chosen for illustrating learning documents.
They also served to verify possible ambiguities in the learning documents and, importantly, they served to assess whether students learned from the documents, because we included additional pretests in the tutorials to reveal student knowledge level prior to the preparation phase (assessment of the starting level).
Documents collected from the trusts were copies of the trusts' organisational structure, deployment timelines for the NHS Care Records Service, project initiation documents, business cases, risk registers, minutes from board meetings related to the NHS Care Records Service, "lessons learnt" documents, training strategy documents, and annual reports.
After removal of the learning documents, students received a "raw" realistic presentation of the same subject and a set of questions; they were asked to label molecular structures (N-lobe, activation segment, catalytic site, ATP, etc), describe the different activation states, and reply to a small number of MCQs.
