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Results for “Programmed Instructions as Topic”

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PubMed1978

Limitations of audiovisual aids and educational objectives in a clinical clerkship.

The several components of a clinical clerkship were analyzed and correlated with Part II National Board scores and career choice. No positive correlations could be made between fulfilling educational objectives, utilization of audiovisual aids, general satisfaction and the clerkship, and eventual career choice or performance on National Board Examinations.

Attitude of Health Personnel↗
PubMed1993

Effect of problem-based, self-directed undergraduate education on life-long learning.

OBJECTIVE: To compare how well graduates of a self-directed, problem-based undergraduate curriculum (at McMaster University [MU], Hamilton, Ont.) and those of a traditional curriculum (at the University of Toronto [UT]) who go on to primary care careers keep up to date with current clinical practice guidelines. DESIGN: Analytic survey. Management of hypertension was chosen as an appropriate topic to assess guideline adherence. An updated version of a previously validated questionnaire was mailed to the participants for self-completion. SETTING: Private primary care practices in southern Ontario. PARTICIPANTS: A random sample of 48 MU graduates and 48 UT graduates, stratified for year of graduation (1974 to 1985) and sex, who were in family or general practice in Ontario; 87% of the eligible subjects in each group responded. MAIN OUTCOME MEASURES: Overall and component-specific scores; analysis was blind to study group. RESULTS: The overall mean scores were 56 (68%) of a possible 82 for the MU graduates and 51 (62%) for the UT graduates (difference between the means 5, 95% confidence interval 1.9 to 8.2; p < 0.01). Multivariate linear regression analysis of seven factors that might affect questionnaire scores revealed that only the medical school was statistically significant (p < 0.01). The MU graduates had significantly higher mean scores than the UT graduates for two components of the questionnaire: knowledge of recommended blood pressures for treatment (p < 0.05) and successful approaches to enhance compliance (p < 0.005). The trends were similar for the other components but but were not significant. CONCLUSIONS: The graduates of a problem-based, self-directed undergraduate curriculum are more up to date in knowledge of the management of hypertension than graduates of a traditional curriculum.

Curriculum↗
PubMed2001

Teaching acute care nurses cognitive assessment using LOCFAS: what's the best method?

The Levels of Cognitive Functioning Assessment Scale (LOCFAS) is a behavioral checklist used by nurses in the acute care setting to assess the level of cognitive functioning in severely brain-injured patients in the early post-trauma period. Previous research studies have supported the reliability and validity of LOCFAS. For LOCFAS to become a more firmly established method of cognitive assessment, nurses must become familiar with and proficient in the use of this instrument. The purpose of this study was to find the most effective method of instruction by comparing three methods: a self-directed manual, a teaching video, and a classroom presentation. Videotaped vignettes of actual brain-injured patients were presented at the end of each training session, and participants were required to categorize these videotaped patients by using LOCFAS. High levels of reliability were observed for both the self-directed manual group and the teaching video group, but an overall lower level of reliability was observed for the classroom presentation group. Examination of the accuracy of overall LOCFAS ratings revealed a significant difference for instructional groups; the accuracy of the classroom presentation group was significantly lower than that of either the self-directed manual group or the teaching video group. The three instructional groups also differed on the average accuracy of ratings of the individual behaviors; the accuracy of the classroom presentation group was significantly lower than that of the teaching video group, whereas the self-directed manual group fell in between. Nurses also rated the instructional methods across a number of evaluative dimensions on a 5-point Likert-type scale. Evaluative statements ranged from average to good, with no significant differences among instructional methods.

Acute Disease↗
PubMed2005

Medical students' and tutors' experiences of directed and self-directed learning programs in evidence-based medicine: a qualitative evaluation accompanying a randomized controlled trial.

This qualitative study aims to interpret the results of a randomized controlled trial comparing two educational programs (directed learning and self-directed learning) in evidence-based medicine (EBM) for medical students at the University of Oslo from 2002 to 2003. There is currently very little comparative educational research in this field. In the trial, no statistically significant differences between the study groups were shown for any outcomes considered (EBM knowledge, skills, and attitudes). Further analysis suggests that main reason for the negative trial results was that the majority of students learned equally effectively, whichever program they received, although implementation of the educational programs was not complete because of varying attendance. This study illustrates a stepwise evaluation model that might be useful in evaluating other socially complex interventions.

Education, Medical, Undergraduate↗
PubMed1976

The efficacy of programmed instruction in the training of paraprofessionals.

The authors assessed the efficacy of a self-instructional psychiatric learning program to provide training for paraprofessional psychiatric personnel. The self-regulated learning system, which originally was developed to train medical students, was designed to impart basic psychiatric knowledge and diagnostic skills. Changes along personality dimensions that occurred as a function of participating in the programmed learning project also were examined. Participation in this program was associated with substantial pre-post changes in dogmatism and locus of control for males as well as significant increments in psychiatric knowledge and diagnostic skills for the group as a whole. The benefits derived from this easily administered training procedure suggest its feasible inclusion in paraprofessional inservice training programs.

Attitude of Health Personnel↗
PubMed2006

[Bibliotherapy as a self-help program for parents of children with externalizing problem behavior].

OBJECTIVES: Externalizing problem behaviour is one of the most frequent and most stable behavioural disorders of childhood and adolescence. The development of applicable alternatives to expensive and restrictedly available treatments becomes increasingly necessary. This pilot study tested bibliotherapy in the form of a manual-assisted self-help programme under minimum contact conditions for parents of children with externalizing problem behaviour. METHOD: A total of 21 children, aged 6 to 15 years and diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) and/or an Oppositional Defiant Disorder, were recruited from an outpatient population. The bibliotherapy lasted 10 weeks and consisted of working through a self-help book for parents (Wackelpeter und Trotzkopf). Initial clinical interviews and pre- and post-treatment evaluations were included, as well as short weekly telephone contacts (approx. 20 min. per contact) with the parents. RESULTS: The children's externalizing behaviour was significantly reduced during the intervention. The parenting skills were strengthened. The satisfaction of the parents with the program was high. Fewer than 20% of the parents indicated a need for an additional intensive behavioural outpatient treatment at the end of the intervention. CONCLUSIONS: Bibliotherapy may be an applicable and effective treatment alternative for children with disruptive behaviour disorders, at least in families with the resources necessary for this kind of intervention. The results have to be replicated within randomized control group trials.

Adolescent↗
PubMedDate not supplied

[Learning plans: experience with an innovative approach to nursing education].

According to the literature, self-learning plans represent an helpful and very flexible method in order to individualize the nursing students' learning activities, to develop the students' autonomy and responsibility together with the skills required for continuing nursing education. The educational experience of the implementation of the self learning plans in the practical training of the nursing students of the Pediatric Nursing School of Trieste, during 1996-97, is described. The 9 third year students produced 27 learning plans. According to the mentors and the students, the overall experience had a positive impact. The presentation and evaluation of the learning plans spurred the students' initiative, the adoption of innovative learning and research strategies and allowed to replace the traditional classroom teaching lectures. The main problems related to the implementation of this method lay in the increase of mentors' workload and in the difficulties in matching the high flexibility of the method with the inflexibility and constraints of both the organization and teaching programs and paces.

Curriculum↗