PubMed · 2449418
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A McDonald. 1987. Getting the message out.. https://pubmed.ncbi.nlm.nih.gov/2449418/
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Applying adult learning principles in healthcare education is increasingly recognised as useful and effective. We designed and evaluated an educational package for medical student basic life support (BLS) skills that placed the responsibility of skill acquisition with the learner. The package provided hardcopy and web based information, an in-house produced audio-video tape demonstrating BLS, and open access to manikins in a Skills Centre where the students learnt in pairs. Students determined when they were ready to be assessed. This assessment was performed by two independent observers using the Resuscitation Council (UK) BLS assessment sheet. Two groups, comprising in total 51 fourth year medical students were assessed, 47 were found to be competent in performing BLS on their first assessment. Of the remaining four, three were assessed as competent after further self-directed learning and retesting. Only one student required personal tutoring prior to success. Self-directed learning is a successful method of mastering BLS. Where failure occurred, it was due to inadequate student learning in the Skills Centre. The importance of practice needs emphasis in future use of the programme, as does the virtual guarantee of success, if all steps are followed. A similar programme could be devised for other technical skills.
This article describes the evolution of visual media that was developed to enhance a clinical intervention called INSIGHTS into Children's Temperament. First, the theoretical and research studies that supported the intervention are presented. Then the iterative steps used to transform the statistical data that identified common school-age children's temperament profiles into puppets and other visual media are enumerated. Finally, the implications of conducting a theory-based intervention within a school environment are discussed.
OBJECTIVE: To introduce the results of a cost-benefit analysis comparing an office-based low-cost technique for producing research posters versus conventional methods. STUDY DESIGN: Cost-benefit analysis. METHODS: The average cost for manufacturing a 4' x 6' poster using university-based and commercial reprographic centers (from 10 different institutions and cities) was determined through a phone survey. The total number of posters (1248) presented at the American Academy of Otolaryngology-Head and Neck Surgery Annual Meeting from 1995 through 1999 was used to calculate and subsequently compare the total cost of generating posters using conventional versus our low-cost method. A detailed description of this technique (low-cost) is also offered. RESULTS: The total printing costs for this meeting using the commercial or university-based services was $294,000 and $268,000 versus approximately $11,000 with our method. Esthetically, our technique is satisfactory and difficult to distinguish from standard methods from the typical poster-viewing distance. CONCLUSIONS: Given the current medical economic environment, the cost disparity between conventional and "low-cost" poster production, the esthetic acceptability of both, and the relative (compared with oral presentations) lack of scientific impact, we propose that the present technique is an extremely pragmatic option for poster production.