Search PubMed⌕ Search

Biomedical subjects

J F d'Ivernois

Publications and source records attributed to J F d'Ivernois.

At least 19 recordsLinked to original sources

[Knowledges and beliefs related to nutrition of obese and overweight patients subjects: a study in Southern Italy].

303 obese and overweight south Italian patients (240 women and 63 men), volunteers to participate in a patient education programme delivered by the university hospital of Foggia, have fullfiled a 50 items true/false test exploring the knowledges and the beliefs on obesity, nutrition, physical activities. The majority of the subjects has both low socio economical status and education level. Women have better performed than men (p<0.005) and obese patients, better than overweight subjects (p<0.005). The more frequent mistakes have concerned items on nutrition, meanwhile a better performance has been observed with the items on beliefs.

Adolescent↗

[Nursing practice in the context of geographic isolation: implications for training].

A survey on the characteristics of the unique working context of nursing practice in remote areas of French Polynesia and semi-remote areas of northern Quebec demonstrates the importance of a specific training to best prepare the professionals who find themselves in this type of setting. Twenty professionals were interviewed: six nurses practicing in isolated stations in French Polynesia (Tuamotu Archipelago, Marquesas Islands and Austral Islands), six nurses practicing in semi-remote areas within northern Quebec (namely among the Algonquins, the Crees and the Attikameks), four officials of the French Polynesian Health Directorate and four training programme designers from Quebec who were encountered during an expedition to Montreal, Mistissini and Trois-Rivieres. The authors identified ten characteristics which were then regrouped into two categories for both of the practice contexts: first, those inherently linked to professional practice in an isolated context (including the characteristics of nursing practice, the working conditions, the community's health problems, their forms of socio-professional relations, their way of life, and their perception and responses to isolation); and second, those pertaining to the social and natural environment, the economic conditions and the community's cultural specificities. All of the results strongly demonstrate that the specificities of the skills utilised by these nurses are indeed very different than those which they received in their initial preparatory training. If a training programme specific to nursing practice in isolated settings seems essential for these nurses, their individual predisposition to practice in such a complex environment and the acknowledgement of their professional competencies are equally to be considered within the perspective of human resources management.

Adult↗

Application of "Concept Mapping" in obese subjects: a pilot study in normo and underreporters.

BACKGROUND: One important step in nutritional education consists in identifying the patient prior knowledge in order to better educate him. The objectives of this pilot study, on twelve obese patients (6 underreporting patients - UR - and 6 normoreporting patients - NR) were to point out advantages and limits of a method: "concept mapping", a graphic representation of the nature and organization of knowledge, and to show eventual cognitive differences between the two groups of patients. METHODS: Concept maps were drawed during interviews and analysed, considering the concepts, the links between them, their regrouping in knowledge fields. Conceps maps of UR and NR patients were compared. RESULTS: Our results confirm the advantages of concept mapping as the mean to explore the cognitive representation of patients. Some differences between UR and NR patients were readable on the maps: UR patients are more sensitive to the difficulties of the diet than the NR patients. UR patients tend to express more frequently their feelings or personal experiences, and to be more easily invaded by their feelings (more numerous links of personal expressions at UR patients). CONCLUSION: Concept mapping brings new information on knowledge of obese patients. They appear important to better know the cognitive representations of underreporting patients. With such information, it would be easier for healthcare providers to adapt educational programs to the patients' understanding, taking into account their misconceptions, errors and lacks of learning.

Adult↗

[Role of patient associations in the development of therapeutic education in France].

The aim of this survey conducted among patient associations is to define the role and the position that they have with regard to the development of therapeutic education in France. 124 associations were solicited (out of over 500 existing), and 68 replied. 17 indicated that the survey was not relevant for them. 51 answered the 43 questions related to the conception and implementation of educational programmes, their goals and objectives, the choice and selection of educational activities, the target audiences and pedagogical principles of reference. The results obtained demonstrate the predominance of informational activities and psychological support. The responding associations declared that sometimes they conduct educational activities which rather resemble informational activities. Only three associations declared having Implemented and managed formalised educational programmes based on pedagogical methods. The aims and objectives most frequently targeted were focused on increasing the patients' knowledge on their disease and its treatment. These educational programmes are usually delivered by members of the association's office staff. However, overall most of the responding associations indicated that it is relatively difficult to provide precise data on the pedagogical methods of the activities undertaken. In light of the results, it is therefore necessary to consider the totality of the activities conducted by the associations as a mechanism for building educational resources in which the place of formalised educational programmes remains marginal, even quasi-absent, for the moment. Associations believe that patient education is an important issue for their development. It is highly likely that the emergence of such programmes will only be possible if the associations show some degree of autonomy in relation to the health care sector and assert a point of view specific to patients, above and beyond that of health care users.

France↗

Difficulties of diabetic patients in learning about their illness.

The aim of this report is to shed light on the difficulties experienced by diabetic patients in learning about their illness. One hundred and thirty-eight diabetic people (97 IDD and 41 NIDD) were questioned at two survey locations, one national (63) and one regional (75), by means of a closed answer questionnaire. One hundred and four (75%) had attended a formal programme of diabetes education. They were asked which points in their diabetes education they had best understood and which they had least understood. The main results show that, globally, they easily acquire the manual skills. Conversely, numerous learning difficulties are associated with the skills required to solve problems and make decisions, such as adaptation of doses of insulin. These results are comparable to those obtained in a previous study in which professional carers were asked about their difficulties in educating their patients.

Adolescent↗

Towards promotion, structuring and acknowledgement of patient education activities in France.

As patient education becomes more and more widespread in use among French health professionals, it is also becoming increasingly structured, but remains very heterogeneous depending on practitioners and institutions. For several years, this activity has been integrated into various professions. Training is becoming more frequent, and care providers show a certain willingness for common though on improvement and evaluation of their practices. At the same time, health institutions show an increasing interest in these activities, which they wish to promote. Significant improvements recently observed by them may finally lead to the professional and financial recognition expected by care providers.

Education, Professional↗

[Analysis methods for educational needs assessment for family caregivers of HIV positive or AIDS patients in Thailand].

Identification of educational needs of natural helpers for the home-based care of persons living with HIV or AIDS. Surin, Thailand. The very significant increase in the number of persons living with aids in Thailand, (1995: 20,154 notified cases; 1996: 23,309 cases; 1997: 25,064 cases), and the insufficiency of medical care for patients within Thailand's health structures, have driven Médecins Sans Frontières (MSF) to put in place since 1996 a home-based care project in Surin province (North-Eastern Thailand). In Thai culture, the sick are commonly cared for by one family member, known as the natural helper. An evaluation of the health situation showed that natural helpers who took care of a family member living with HIV or aids were not prepared for this situation. In order to better define the tasks that they ought to perform, we carried out a needs assessment in three interdependent steps: a records analysis of the activities delegated to natural helpers by nurses; an enquiry on the acceptability of natural helpers to carry out these cares and on the perceived usefulness of being trained; an expert consensus on the cares to be carried out by the natural helpers, obtained by the Delphi method. Twenty seven cares were identified as being able to be provided by natural helpers. They constitute as a list of reference for the training for natural helpers. This work has shown a social coherence between the different actors of the project. At no stage was the role of the natural helpers questioned. On the contrary, natural helpers have a privileged place within the family and in the home-based care programme. Natural helpers will allow continuity of care between the health structures and the patient's home.

Adult↗

An analysis of the teaching techniques used in diabetic specialist consultations.

We attempted to explore the teaching practices of 11 senior diabetic specialists consulting in a out-patient hospital setting and known to have a strong commitment to patient education. The survey consisted of a questionnaire dealing with the duration and distribution of speaking time, the classification of questions, the type of oral questions asked of patients, written materials, teaching aids, demonstrations, if any, care techniques used, and whether or not information was summarized. Our study of 44 consultations showed an average consultation time of 26 +/- 10 min and a balanced sharing of speaking time. The percentage of consultations during which no questions were asked depended on the type and classification of test questions, i.e. oral questions to check knowledge (13.6%), open-ended problem-solving questions (27.3%) or problems involving written materials (54.5%). One to two problems involving open-ended questions were set during 36.4% of the consultations and one to two problems involving written materials were set in 20.5% of the cases; visual aids prepared in advance took a back seat to sketches made during the consultation itself. Information was summed up by the caregiver 75% of the time, and 50% with the patient's help. Our results indicate a patient education orientation during consultations and help to design a standard model formation combined teaching/treatment consultations.

Consultants↗

[How do physicians evaluate their medical school training. Retrospective survey of 4 groups of medical students 8-11 years after graduation].

A survey was conducted among 250 graduates of the Bobigny School of Medicine (University Paris-Nord) who had completed medical school from 1986 to 1989 in order to ascertain their opinion concerning the training received. Ninety former students (36%) responded. The mean age of the sample was 34 years; 46 women and 44 men. Most (88.9%) were practicing medicine, principally as general practitioners (61.8%). 81.6% felt they had been well prepared to practice medicine. The rate of satisfaction was higher in the area of fundamental science than in clinical science. The responders generally felt that teaching and validation methods should emphasize real situations. The main criticism concerning the curriculum was an insufficient degree of professionalism, particularly in fields currently of particular importance: epide miology, health economics, education, prevention, office management. Training was also considered to be insufficient in medical techniques, communication, priority decision making, team work, emergency care, organization of time and handling stress. The responders suggested that the future curriculum should focus more on information search, research methodology and computer science. The results of this survey collaborate findings of recent retrospective long-term analyses conducted in other European countries.

Education, Medical, Continuing↗

An initial experiment in haematology instruction using the problem-based learning method in third-year medical training in France.

We present an initial experiment in the teaching of haematology using the problem-based learning technique in the third year of medicine at the Bobigny Faculty of Medicine (Université Paris-Nord). This new approach to the clinical and bioclinical teaching of medicine is used in several hundred medical faculties throughout the world. It is based on students' integrated learning of concepts (scientific, clinical, psycho-social) through patient problems. The method alternates group meetings with a tutor and individual learning. Sixty-eight students with no previous training in haematology and eight tutors (eight groups) took part in this experiment, which lasted five weeks (with no other teaching) and enabled them to study ten patient problems representing the bulk of the objectives pursued in this discipline. The preparation of students and teachers for this experiment is described, as well as its conduct and the results obtained. These show that the problem-based learning students performed better in their clinical problem-solving examinations than did students from a previous year who had been taught using traditional methods for the same period of time. The comparison does not indicate, however, that problem-based learning students had any advantage in the acquisition of factual information. The high degree of satisfaction of the students beginning their third year and of tutors in respect of this experiment constitutes a very favourable point. The limitations of the experiment and the teaching method itself are also discussed.

Analysis of Variance↗

Learning difficulties of diabetic patients: a survey of educators.

This study was designed to shed light on the learning difficulties of diabetic patients. An open-ended questionnaire was sent to 85 health care professionals working in the field of diabetes and nutrition who had been trained in patient education techniques. They were asked to describe the skills that were the easiest to teach patients and those that patients mastered the best, as well as the skills they found hardest to teach patients, those that patients mastered the least and those that gave rise to errors persisting after the patients education was completed. On the whole, the results showed that the educators found it easy to teach techniques: patients mastered procedures well and made few mistakes. In contrast, diabetic patients seem to have problems learning skills, such as insulin dose adjustment, that require complex problem-solving (involving multiple variables). Based on these findings, the authors discuss the notions of learning complexity and the time needed for successful patient education.

Attitude of Health Personnel↗

A French dental school programme appraisal by alumni of 5-9 years standing.

The objective of this study was to analyse the perception of the practical value of their training experience for 4 groups of alumni graduated between 1986 and 1989 at the Faculty of Odontology, University Paris 5. The 240 participants (45% response rate) perceived their training to have been adequate with respect to procedural activities. On the other hand, the graduates expressed a desire for more emphasis in emergencies, interpersonal relationship, office management and such clinical topics as fixed prosthodontics, surgery and periodontics. Surveys aimed at alumni may be useful for the evaluation of programme results and to determine which items should be added or deleted according to either health criteria or the conditions of dental practice.

Attitude of Health Personnel↗

Computer assisted instruction for retraining family doctors in hypertension and hyperlipoproteinemia.

In an attempt to retrain family doctors in hypertension and hyperlipoproteinemia, computer assisted instruction (CAI) was assessed in fourteen doctors (Group 1) and its efficiency was compared to that of traditional lectures given to twenty-one doctors (Group 2). The same objectives, contents and illustrations were used in both teaching approaches. There was no significant difference for age, year of graduation and type of practice in the two groups. Comparison between pre-test and immediate post-test revealed a significant gain of knowledge for hyperlipoproteinemia (group 1, 33% and group 2, 22%) and hypertension (group 1, 16% and Group 2, 19%). A year later a similar post-test was done in both groups, and no significant difference was found between this late post-test and the pre-test. CAI applied to family doctors is as efficient for learning as traditional lectures, and both approaches failed to show retention of knowledge after one year. This is perhaps the result of having selected instructional objectives of theoretical more than practical value.

Canada↗

[Validity of a teaching method of arrhythmias with a simulating machine (author's transl)].

The authors have tested a method of teaching the arrhythmias with a simulating machine. Two groups of students have been drawn by lot and have set for a first test on their knowledge about dysrythmias. One group was instructed in a classical way, the second one was instructed with the simulating machine which reproduces the majority of rhythm modifications on electrocardioscopic screen. At the end of the teaching, a post-test took place, then a last one a month later. The comparison of the two methods by measuring the residual knowledge enables to prove the interest of using simulating machine to teach disorders of cardiac rhythm.

Arrhythmias, Cardiac↗