Biomedical subjects
Publications and source records attributed to E O Parbrook.
Memory function was assessed with a recognition memory test in 40 dental patients before and after sedation with i.v. midazolam or inhalation of isoflurane. The two groups were comparable, but there was a significant impairment of memory (P less than 0.001) at the time of discharge for both words and faces after midazolam, but not after isoflurane.
I.v. midazolam was compared with inhalation sedation using isoflurane in 80 dental outpatients. Preoperative anxiety was comparable in both groups and decreased after operation to similar values. The dental surgeon and the patients rated the techniques as equally satisfactory. Midazolam produced faster induction of sedation (P less than 0.001) and more amnesia for the injection of local analgesic (P less than 0.001), whereas isoflurane produced more euphoria (P less than 0.01) and quicker recovery (P less than 0.001). The incidence of postoperative side effects was similar in the two groups.
A comparison was made of the teaching of physics and clinical measurement to postgraduate anaesthetists using a set of twenty audiotape slide programmes and the corresponding scripts of the tape with the slides. Twenty-four anaesthetists participated in a cross-over design trial. Assessment by pre and post-test MCQs showed a significant increase in knowledge from 37.5% to 75.9% in the script and slide group and from 38.3% to 71.7% in the audiotape slide group. An interim programme questionnaire assessing immediate recall of knowledge gave figures of 93.6% and 92.1% for the two groups respectively. The results indicated that the two teaching techniques were equally effective and analysis showed that student ranking was maintained. An opinion questionnaire revealed that the two techniques were equally acceptable to the students. As in previous studies the anaesthetists preferred the audiovisual teaching to formal lectures and the teaching assessments were of special value in indicating parts of the programme content which had been less effectively taught and required upgrading.
A series of 30 multiple choice questions were modified for presentation on a microcomputer which was programmed to present them to the user and mark them. In a preliminary study, 15 trainee anaesthetists all agreed the system was satisfactory as an aid to preparation for the FFARCS.
Using a cross-over design trial and a series of 20 audiotape slide programmes on clinical physics and measurement, no difference in teaching effectiveness was found between their use with synchronised automated apparatus and simple manual equipment. In both cases 91% of the main lecture points were immediately recalled and there was a significant gain in knowledge from an average pre-test MCQ score of 43%--76% post-test score. The advantages and disadvantages of automated and simple equipment were discussed. The anaesthetists found the teaching by the tapeslide technique very acceptable, helpful and useful.
The number of medical audiotape-slide programmes available has been rapidly increasing. A typical programme comprises a cassette tape and a set of slides. A questionnaire or workbook may also be provided, e.g. in the programmes which may be borrowed or purchased from the Medical Recording Service Foundation. For playback a cassette recorder and projector will suffice or, for economy, a stacking viewer may be used. Automated apparatus is not essential and if used should be of the correct 'USPEC 2' standard. To produce audiotape-slide programmes is more exacting than may be anticipated, and details of the procedure are provided. Programmes should be assessed and upgraded after their production.
A series of fourteen audiotape-slide presentaiions on clinical physics and measurement were produced for self instruction by junior anaesthetists. A comparison of group and individual teaching carried out on fifteen trainees indicated no difference between the effectiveness of the two methods. In both cases almost 90% of the lecture points could be immediately recalled. Most students however preferred individual tuition. The assessment also allowed a comparison of individual lectures so that upgrading, modifying and rewriting of the appropriate lectures or parts of lectures could be carried out. The tapeslide technique and the format used was found to be very acceptable to the anaesthetists taking part. The flexibility of audiotape-slide lectures as a teaching medium is discussed.
No difference in teaching effectiveness was found between the use of a series of audiotape slide programmes on clinical physics and measurement with synchronised and manual slide change. Over 93% of the lecture points could be immediately recalled in both instances and significantly different learning abilities among the students were detected. The trial also identified programmes with lower answer scores for possible upgrading. Comparison with a previous trial demonstrated the value of the revision and upgrading of materials. Anaesthetists found the teaching by the tape slide technique, in the format used, helpful and very acceptable. The advantages and disadvantages of the use of audiotape slide programmes with synchronised and manual slide change apparatus have been discussed.