Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Models, Educational”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 199 records · Page 11Linked to original sources
PubMed2005

A Brazilian model of distance education in physical medicine and rehabilitation based on videoconferencing and Internet learning.

We have developed an integrated educational model in rehabilitation mediated by technology. Three teams of professionals worked to implement the interactive model based on videoconferencing, use of the Internet and three-dimensional (3-D) animated models. Two courses were created: amputee rehabilitation and back pain. Each course was divided into four phases: (1) a first videoconference; (2) Internet-based learning; (3) a second videoconference (workshop); (4) an Internet discussion list. The Internet-based learning modules were divided into topics by multiple-choice questions. Multisite videoconferences were used to connect the remote sites. Eleven animated 3-D models were created to help the teaching process. Each course had 11 modules, and each module required up to 2 h to be completed. There were 136 participants on the two courses. None of the participants, including the teachers, had had any previous experience with Internet-based learning and videoconferencing. The integrated educational model has great potential in a country the size of Brazil, where there may be difficulties in travel for patients with disabilities and for health-care professionals.

Amputation, Surgical↗
PubMed1997

Warwickshire consultants' 'training the trainers' course.

To train junior hospital doctors more quickly and effectively as envisaged by the Calman reforms, consultants will need to develop their adult education skills. This paper describes a course set up and attended by a mixed group of Warwickshire consultants to improve their understanding of these skills. The course organisation and content is described and the 'learner-centred education' model, educational supervision techniques, giving feedback on performance, goal setting, learning contracts and other topics covered are explained. A 12-month interval questionnaire evaluation by attendants shows that the principles taught in the course were being widely applied a year later. Thus, at a modest cost, consultants can receive a valuable basic training in adult education.

Consultants↗
PubMed2006

Bilateral integrative medicine, obviously.

Unstated and unacknowledged bias has a profound impact on the nature and implementation of integrative education models. Integrative education is the process of training conventional biomedical and traditional Chinese medicine practitioners in each tradition such that patient care may be effectively coordinated. A bilateral education model ensures that students in each tradition are cross-taught by experts from the 'other' tradition, imparting knowledge and values in unison. Acculturation is foundational to bilateral integrative medical education and practice. Principles are discussed for an open-minded bilateral educational model that can result in a new generation of integrative medicine teachers.

Journal Article↗
PubMed1999

Study circles at the pharmacy--a new model for diabetes education in groups.

During the past years diabetes education has developed greatly. However, a survey of diabetes care in Sweden in 1995 showed that only 40% of the patients examined had acceptable HbAlc values. This underlines the need for an effective and low-cost patient education programme. In this study we tested the feasibility of a 1-year group education model for patients with type 2 diabetes at Swedish pharmacies. In the study circles, led by specially trained pharmacists, participants learned how to self-monitor glucose, to interpret the results and to act upon them. We conclude that study circles held at pharmacies are a feasible way of educating persons with type 2 diabetes. The group setting promoted learning through peer help and gave emotional support to participants. Metabolic control as measured by HbAlc improved significantly after 6 months, but reverted to baseline levels again at 12 months. The reason for this needs further investigation.

Aged↗
PubMed1994

Educational interpreting and teacher preparation. An interdisciplinary model.

Educational interpreting remains the fastest growing area in the field of interpreting largely due to the Individual with Disabilities Education Act and the Americans with Disabilities Act. The United States Department of Education, Personal Preparation and Special Topics, has awarded grants to a number of organizations, agencies, colleges and universities to establish preparation programs for educational interpreters. This article describes how resources, namely the curriculum, extant in a teacher preparation program in deafness are used in establishing a four year preparation program for educational interpreters leading to a Bachelor of Science degree. The interdisciplinary model outlined follows the curriculum recommendations of the Council on Education of the Deaf/Registry of Interpreters for the Deaf Ad Hoc Committee for Educational Interpreting.

Curriculum↗
PubMed1995

Teaching, training or educating patients? Influence of contexts and models of education and care on practice in patient education.

This paper presents the rationale, theoretical developments and operationalization of the role of contexts of care and education in practice, choice of methods and effects of patient education in chronic diseases. Starting from a review on the evolution of models of care, education and health education, and on the influence of characteristics of organization of care, it proposes an analysis model of contexts of care and education. A study carried out in 1993 in 10 Belgian and northern France hospitals, with 400 patients, is presented. Simultaneously, pre-post test evaluations of the effects of current patient education work on 40 compliance factors, and in-depth analyses of contexts of care and education were undertaken. The possible relationship between variety and number of effects of education and type of care and education is examined and discussed.

Chronic Disease↗
PubMed1994

Planning a continuing education program: the model for health education planning.

1. Development of CE programs for occupational health nurses is integral to professional development. Occupational health nurses are constantly being required to increase and upgrade skills. 2. Evolving issues in health care reform reflect an emphasis on the cost effective, quality care provided by well prepared occupational health nurses. Thus, the need for providing high quality programs and resources for occupational health nurses becomes a challenge for CE providers. 3. The Model for Health Education Planning (MHEP) is used to describe the development of a program. The MHEP includes six phases: initiation, needs assessment, goal setting, planning/programming, implementation, and evaluation. 4. Use of the MHEP ensures that the program planning process is achieved in an appropriate manner. The focus is on meeting the needs of the learner.

Education, Nursing, Continuing↗
PubMedDate not supplied

A feminist perspective on nursing education.

Models of nursing education that mirror the human, caring side of nursing that we expect students to put into practice in the clinical arena are needed in the classroom. In that interest, the authors explore the relationship between feminism and nursing education and outline the characteristics of a nursing education process based on feminist principles and values.

Creativity↗
PubMed1994

Colposcopy and cervical biopsy educational training models.

BACKGROUND: Realistic simulation models serve meaningful educational purposes. The intent of this article is to review the physical and educational features of three instructional colposcopy models, and to discuss the advantages and implications of the use of models in teaching colposcopic skills. METHODS: Models made from latex, steak, and the bovine cervix were assessed as instructional devices to simulate the uterine cervix and cervical disease. Model construction, preparation, and unique features were critiqued. The models were also evaluated for their potential use in the preclinical teaching of important colposcopic skills. RESULTS: The latex model required minimal assembly but was costly. It was limited in design, which would exclude the training of most colposcopic techniques. The steak model used readily available materials, facilitated colposcopic skill acquisition, and was the least expensive model. The bovine model best simulated human cervical tissue, was intermediate in cost, and enabled teaching a variety of colposcopic procedures. The optional silicone inserts realistically demonstrated the spectrum of cervical disease. CONCLUSIONS: Various cervical biopsy models have different strengths and weaknesses for teaching colposcopic procedural skills. Available models each possess unique features designed to reproduce anatomy, pathology, tissue texture, and technical spatial limitations. The models permit assessment of gynecologic knowledge and psychomotor abilities.

Animals↗
PubMed1997

[Can chronic musculoskeletal pain be reduced by education? Results from an educational test model].

An attempt was made to rehabilitate 67 employees with chronic musculoskeletal pain at 20 different work sites in Norway by means of an educational model. Nine groups were each counselled by two specially trained occupational health personnel. They met for 2-3 hours during working hours at intervals of two to three weeks for one year. Key words in the educational model are: Change of focus from pain and disability to resources and potentials, Higher degree of self-awareness, Development of inner authority. The results indicate that group participation reduces pain and dysfunction and increases everyday coping abilities. In this uncontrolled study 41% had less pain (p = 0.025), 68% coped better with the pain (p < 0.001) and 56% coped better with their everyday life (p < 0.001). Absenteeism was reduced by 28% (p = 0.039) and the need for physiotherapy decreased (p = 0.06).

Chronic Disease↗
PubMed2006

An adolescent-targeted HIV prevention project using African professional soccer players as role models and educators in Bulawayo, Zimbabwe.

The calamitous effects of HIV in Africa demand novel approaches to prevention. Young people are an ideal target as early intervention may have long-term benefits. Given their high social status, professional soccer players may be effective in HIV education as role models and educators. In our study, professional soccer players provided HIV education in an interactive curriculum for 7th grade boys and girls in Bulawayo, Zimbabwe. Students in intervention classrooms demonstrated significant increases in knowledge and attitudes using pre-, immediately post- and five-month post-intervention surveys. There was a delayed increase in these factors among control students, suggesting a possible diffusion of information from their peers who received the intervention curriculum. Given these results and the magnitude of the HIV epidemic, this pilot program should be replicated in other communities in sub-Saharan Africa. Continual efforts should be made to rigorously evaluate the approach and improve its effectiveness.

Adolescent↗
PubMed1986

Models for continuing professional education.

Three models for continuing professional education (CPE) are described: an education model, which reflects the mainstream of CPE practice and focuses on educational objectives, teaching methods, organization of educational experiences, and assessment; a social change model, which considers the total environment in which CPE occurs; and a problem-based model, which focuses on the professional context and order of complexity of professional problems. Each model is described, and its strengths and drawbacks as applied to continuing medical education are discussed.

Clinical Competence↗