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PubMed1985

Teaching and learning away from the medical centre. The potential contribution of new technology to continuing medical education in the United Kingdom (working document).

Continuing education should be convenient, relevant, individualized, systematic and include means of assessment. Educational technology provides the link between teaching and learning; it should accommodate the essential interactions between learner, instructor, environment and material. Media in open learning systems include print, audiotapes, videotapes, discs and texts, telephones, television and computers. The selection of educational techniques must reflect the particular needs and learning styles of individuals.

Education, Medical, Continuing↗
PubMedDate not supplied

Role of distance learning in health manpower training.

In order to meet the challenges of training of the health workers at various levels, there is a definite requirement of the involvement of various disciplines. Distance education can meet the need for training of the medical and para-medical personnel by utilising a variety of educational technology. Distance education has tremendous potential in training of the medical and para-medical workers in the health sector.

Curriculum↗
PubMed1996

Distance learning in veterinary medicine: enhancing interactivity in continuing education.

Technological advances have made distance veterinary continuing education a reality. Distance interactive continuing education programs using computer and modern are currently being offered via Veterinary Information Network (VIN) on the America Online (AOL) computer network and the Network of Animal Health (NOAH) on CompuServe. Using over 500 hours of course experience on VIN as an example, this article describes the technology involved in delivering online instruction including electronic mail, asynchronous bulletin board interactions, electronic library files, and realtime interactive discussions. These formats take advantage of the standard features of the network AOL are mixed with links to Worldwide Web sites, print and electronic publications, and even coordinated with "offline" meetings. The paradigm of learning is somewhat different than traditional "offline" or "onsite" meetings in that learning takes place over a period of 2 to 20 weeks, allowing the participating veterinarian to interact with instructors while applying the information in practice. Continual learning is encouraged as participants are allowed to participate in a course offered in sequential years. The successful online instructors tend to take advantage of electronic communications to encourage instructor-participant and participant-participant interactivity. The majority of course participants seek an additional challenge or greater interactivity in their continuing education experience; however, some veterinarians seek distance continuing education for practical reasons, including the ability to pursue additional education without leaving a solo practice, temporary or permanent physical disabilities, family considerations, or military service. Distance learning is a viable educational format, the role for which will evolve as technology and the base of experience with it expands.

Computer Communication Networks↗
PubMed1999

The experience of education students in the TechnoLab. Do engineers and educationalists have to co-operate?

The purpose of this study was firstly to explore and describe post graduate students' experiences of Technology Education in the TechnoLab and secondly to deduct recommendations to assist and facilitate the learning process of students in the TechnoLab. The research design can be described as qualitative, exploratory, descriptive and contextual. Twenty-eight post graduate students in Technology Education participated in a workshop at the TechnoLab for one morning session. The aim of this workshop was to expose them to the so-called technological process, which they had already studied theoretically. After participating in this workshop students were requested to write down their experience of Technology Education in the TechnoLab. They were then divided into three focus groups for interviews conducted by three moderators. The same question was posed to each group: "How did you experience Technology Education in the TechnoLab?" These interviews were audiotaped and later transcribed. Tesch's method of analysis was applied to the data by three researchers independently followed by a consensus discussion. Three major themes were identified from the data, namely the TechnoLab and Technology Education were conducive to learning; fear and anxiety were experienced in the unknown situation, that is the TechnoLab and Technology Education; and empowerment through exposure to the TechnoLab and Technology Education. Further categories were identified within each of these three themes. Recommendations are made to assist and facilitate the learning process of these students in the TechnoLab.

Attitude↗
PubMed1999

Visualization technology in medical education.

Visualization technology offers the possibility of profoundly changing the way in which osteopathic medical students assimilate basic osteopathic principles by giving them the ability to interactively explore biomechanical components of the musculoskeletal system, and to investigate the effects that changes in physical properties can have on functionality. The authors are developing a multiple-volume series of computer-assisted learning modules that use three-dimensional, visualization technology to enhance the acquisition of knowledge and skills necessary for clinical evaluation and treatment of the lumbar and cervical spines. These materials, designed to serve as an adjunct to teaching strategies that faculty are currently using, are available to students on campus through the Kobiljak Resource Center at Michigan State University College of Osteopathic Medicine (MSUCOM) and via the Internet (http://hal.bim.msu.edu/EdTech) to individuals and groups who are physically removed from the Michigan State University campus. In addition to addressing needs in undergraduate and graduate medical education, these osteopathic materials, delivered to users via CD-ROM, have been approved for obtaining Category 1-B CME credits (http://hal.bim.msu.edu/cme). It is anticipated that the use of these materials will facilitate understanding of static and dynamic relationships among physical components of the musculoskeletal system, thus contributing to ongoing efforts to develop and maintain physician, faculty, and student expertise in areas that are uniquely osteopathic. Although initial efforts were restricted to the cervical and lumbar spines, future modules will include other regions of the body. The ultimate goal is to enable students to visualize the effects of pathologic processes as they interactively control an articulation in three-dimensional space.

Cervical Vertebrae↗
PubMed1980

Radiologic technology and education: the role of the radiologist.

Present methods of accreditation of education of all programs in radiologic technology and credentialling of radiologic technologists are based on the activities of the Joint Review Committee on Education in Radiologic Technology (JRC-ERT), and the American Registry of Radiologic Technologists (ARRT), but with increasing role of government in this process. Because it is so important to radiology and radiologists that this process continue, radiologists are urged to play a more active role.

Credentialing↗
PubMedDate not supplied

The role of the radiology administrator in radiography education.

The rapidly changing nature of allied health and radiologic technology education has negated much of the former role of the radiology administrator in radiologic technology education. This article attempts to define a meaningful role for the administrator in radiologic technology education.

Administrative Personnel↗
PubMed2005

E-learning for assistive technology professionals--a review of the TELEMATE project.

The Telematic Multidisciplinary Assistive Technology Education project (TELEMATE) was conducted during 1998-2001 by a consortium of seven European organisations involved in rehabilitation engineering and education. Assistive technology professionals work in a rapidly developing field but are few in number and widely dispersed, therefore, electronic delivery of their education is particularly advantageous. TELEMATE took existing concepts and standards in education to create and test an e-learning framework. As well as providing an appropriate learning environment, the aim was to share teaching resources and encourage a sound and consistent understanding of assistive technology across the European Union. This paper explores work carried out and the subsequent outcomes of the project.

Biomedical Engineering↗
PubMed1992

Project School Care: integrating children assisted by medical technology into educational settings.

The increasing number of children assisted by medical technology in the U.S. has led to a need for systematic planning for the children's care in community settings such as schools. Project School Care in Massachusetts provides consultation to school systems as schools respond to the challenge of integrating children assisted by medical technology into educational settings. The model of practice described includes the step-wise planning process and the ensuing training, enrollment, and monitoring procedures. Implications are explored with particular emphasis on upgrading of skills at all medical and educational levels. More input from school health personnel in administrative decision-making around enrollment of children with special health care needs is recommended. For these children, a health care plan should be incorporated into their Individualized Education Plans and into their school records.

Boston↗
PubMed1996

The Missouri planning grant for the education and training of health sciences librarians.

The planning grant at the School of Library and Informational Science (SLIS) at the University of Missouri has two aims: (a) developing a model curriculum for health sciences librarianship at the master's level and (b) developing materials that can be delivered by alternative instructional methods. To accomplish the first aim, the faculty will investigate the possibility of offering courses in other disciplines, such as health care administration, educational technology, adult education, and medical sociology. In addition, the SLIS faculty will investigate the development of new kinds of placement for the students' practicum experience. To reach the second aim, the SLIS faculty will investigate alternative means of delivering both graduate and continuing education. Three instructional modalities will be evaluated. Some material will be delivered via satellite broadcast, some material will be made available via the World Wide Web and some will be presented in an intensive seminar. The outcome of the planning grant will be two distinct plans. The first will be a plan for the curriculum in health sciences librarianship at the master's level. The second will be a plan for offering instruction through alternative methods, both for graduate education and for continuing education.

Computer Communication Networks↗
PubMed1998

Technology in education: what is appropriate for rural and remote allied health professionals?

Recent technological advances provide exciting opportunities for the delivery of education to rural and remote allied health professionals. Distance education modes can overcome barriers of distance and cost. However, the use of technologies may allow distance education to be more interactive for rural and remote professionals. Technologies that can be used are audioconferencing, videoconferencing, electronic mail (email), CD-ROM and the Internet. Combinations of any of these technologies and traditional forms of educational delivery are possible. The important objective is to create a learning environment that maximises interactivity and develops information literacy.

Allied Health Personnel↗
PubMed1999

Using technology to educate deaf and hard of hearing children in rural Alaskan general education settings.

Teachers in Alaskan rural schools were surveyed on their use of instructional technology. The surveyed teachers included the entire population of certified elementary and secondary school classroom teachers of deaf and hard of hearing students in these schools. Respondents generally were older, more experienced, elementary level female teachers who were relatively well educated. Almost half of the respondents held special education certification; about 25% had an endorsement in deaf education. Data analysis indicates that educators who use instructional technology, either in curriculum or broad agenda formats, may be older, hold an advanced degree and secondary education certification, benefit from in-service training on site, are connected to the Internet, and actively use the technology available at their schools. Most of the surveyed educators identified lack of training in the use and integration of software as a barrier to increased classroom use of technology. Based on the study findings, recommendations are made concerning the training needs of teachers in rural Alaska.

Alaska↗
PubMedDate not supplied

Faculty development for teaching online: educational and technological issues.

The purpose of this article is to describe the process of creating a faculty development program for online instruction. Both educational and technological issues are discussed. Factors that will facilitate and barriers that will impede the implementation of online courses are included. Many faculty concerns regarding online courses relate to the issues of quality and student learning. Faculty development activities are directed to ensure that courses are developed using sound educational theory and principles. Online courses are first about student learning; using the technology is second. Thus, faculty development programs must be two-pronged, involving instructional design and technology. It is an ongoing process that must be focused on continual training and development.

Attitude of Health Personnel↗
PubMedDate not supplied

Being informed, demanding and responsible consumers of assistive technology: an educational issue.

PURPOSE: Awareness and knowledge of Assistive Technology (AT) are key factors in supporting empowerment of people with disabilities. They also greatly contribute to the success of AT solutions. Based on the findings of the EUSTAT study--an international project within the Telematics Application Programme of the European Commission--this paper offers a synthesis of the guidelines developed for those who organize educational activities on AT addressed towards end-users. RESULTS: The educational process is looked at within an empowerment perspective rather that as a mere transmission of notions. The effectiveness of education should be evaluated in relation to the increased ability of end users to make use of AT knowledge for improving their quality of life, and becoming informed, demanding and responsible consumers of AT products and services. CONCLUSION: To such end a number of critical factors are identified, and ways to address them are discussed. Finally, a case study is reported as an example of an effective AT educational curriculum for end-users.

Persons with Disabilities↗