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PubMed2006

Diagnostic performance of general dental practitioners after lecture in identifying post-menopausal women with low bone mineral density by panoramic radiographs.

OBJECTIVES: Mandibular cortical erosion detected on panoramic radiographs may be useful for identifying post-menopausal women with low skeletal bone mineral density (BMD). The purposes of this study were to calculate the diagnostic performance of general dental practitioners (GDPs) who attended a lecture on identifying post-menopausal women with low BMD from findings on panoramic radiographs and to evaluate the influence of GDPs' age on diagnostic performance. METHODS: After a 1 h lecture, 111 GDPs were asked to classify the mandibular cortex (normal or eroded) on panoramic radiographs obtained from 100 post-menopausal women who have had skeletal BMD assessment. Low BMD was defined as a BMD T score of -1.0 or less. Diagnostic performance was analysed by comparing two groups classified by mandibular cortex (women with normal cortex and women with any eroded cortex) with those classified by BMD (women with normal BMD and women with low BMD). RESULTS: The mean sensitivity, specificity, positive predictive value, negative predictive value, accuracy and likelihood ratio for a positive risk result were 73.0% (95% confidence interval [CI]; 71.3 to 74.7%), 49.0% (95% CI; 46.4 to 51.5%), 66.9% (95% CI; 66.0 to 67.8%), 57.0% (95% CI; 55.8 to 58.2%), 62.9% (95% CI; 62.1 to 63.7%) and 1.51 (95% CI; 1.44 to 1.58), respectively. GDPs' age did not influence diagnostic performance. CONCLUSIONS: Our results suggest that 73.0% of women who had low skeletal BMD can be identified by GDPs after a lecture on the use of panoramic radiographs as an aid in diagnosing low BMD; however, the diagnostic performance may not be influenced by GDPs' age.

Adult↗

PubMed2005

A controlled-study of preventive effects of peer education and single-session lectures on HIV/AIDS knowledge and attitudes among university students in Turkey.

The goal of this study was to assess the impact of peer education and single-session educational lectures on HIV/AIDS knowledge and attitude change among university students (n = 157 male, n = 230 female; mean age = 20) on the campuses of two metropolitan state universities in Ankara, Turkey. The students were randomly selected to participate in peer education (n = 204), single-session lecture (n = 74) or wait-list control (n = 109) groups. Statistical analyses reveal significant differences in knowledge and attitudes, personal behavior, and awareness of HIV/AIDS. Both the peer education and HIV/AIDS lecture strategies were more effective in eliciting change in student's knowledge and attitudes than the control condition (p > .05). Male and female students in both experimental groups showed higher attitude scores compared with all students in the control group.

Adolescent↗

PubMed1972

Examination performance in lecture-discussion and personalized instruction courses.

Students enrolled in a Psychology of Learning course were assigned to either a lecture section, one of two similar personalized instruction sections, or a fourth section that rotated across all three teaching procedures. All students took identical midterms and a final examination. After correcting test performance for differences in the cumulative grade point average of students in the four sections, examination performance of students in the personalized sections was found to be superior to that of students in the lecture section. An analysis of class section examination performance by item type revealed that students in the lecture section scored lower on all item types, but the greatest differences occurred on items that required written responses (essay and fill-in items) rather than recognition responses (multiple choice items). A gross analysis of student performance in the class rotated across the instructional procedures suggests that personalized instruction had its greatest impact on students with "average" to "poor" academic records.

Journal Article↗

PubMed1999

The virtual lecture: delivery of live and recorded presentations over the Internet.

OBJECTIVE: Our objective was to deliver live and recorded lectures, with images, over the Internet using streaming media. CONCLUSION: Streaming media are an emerging technology that can deliver live lectures over the Internet using standard PCs and modems. These lectures are also simultaneously recorded and can be played back at any time by individuals with access to the Web.

Education, Distance↗

PubMed1989

Scheduling lectures in a teaching hospital.

A modelling technique has been devised that can be used to assist in scheduling lectures for medical students in teaching hospitals. The model takes into account the various clinical commitments that are faced by students and the fact that some of these commitments have a fixed timetable while others are relatively flexible. A simple model is framed for the conflict caused by a particular lecture period in terms of the number of commitments which clash. A computer program has been written that produces graphical output illustrating the effects of various scheduling options. The output from the computer program can be used by decision-makers to examine different options for scheduling lectures and also to explore the effects of rescheduling other clinical activities where there is flexibility so to do.

Computer Simulation↗

PubMed1990

Lecture handouts of projected slides in a medical course.

Part of the teaching of clinical haematology to our third year medical students involves lectures given to the entire class. For the past several years, we have provided, at the beginning of each lecture, handouts on which are reproduced all or most of the 35-mm slides that will be projected during that lecture. The frames are positioned vertically on the left side of each page, thus allowing the students to add notes on the right side. There are advantages and disadvantages to this pedagogical method, but we believe that the former outweigh the latter.

Audiovisual Aids↗

PubMed1996

Educational lectures and films in the clinical treatment of alcoholism: a critique.

A recent meta-analysis of alcohol treatment outcome research concluded that educational lectures and films are an ineffective treatment modality in the treatment of persons with alcohol-related problems. This paper suggests several reasons why educational lectures and films are likely to be ineffective with alcohol misusers. Possible explanations include (a) the inability of alcoholics to appreciate and utilize (presented) information because of the cognitive deficits associated with chronic alcohol misuse, (b) the presentation of inaccurate or misleading information about alcoholism through lectures and films (i.e., unitary disease concept, faulty conceptualizations of denial), and (c) conventional alcoholism education which may undermine an individual's belief in her/his ability to make a complete and successful recovery from chemical dependence. Treatment implications and suggestions for further research are briefly discussed.

Alcoholism↗

PubMed2003

Traditional lecture or experiential learning: changing student attitudes.

In an attempt to excite baccalaureate nursing students about nursing research, a traditional, lecture-style nursing research course was transformed into an experiential, interactive course. Attitudes toward research were compared between students who received the lecture course and those who participated in the experiential course. Students in the experiential course exhibited significantly more positive attitudes toward nursing research than students in the traditional lecture course.

Adult↗

PubMed2005

The effect of teaching method on objective test scores: problem-based learning versus lecture.

This study investigated the effect of teaching method on objective test scores of students in a school of nursing. The hypothesis stated there was a difference between objective test scores of students who were taught content on diabetes using problem-based learning (PBL) and students taught the same content using the traditional lecture method. Junior nursing students enrolled in the Adult Health I nursing course in the fall of 2001 were taught the diabetes content using lecture as the teaching method, while students enrolled in the same course in the spring of 2002 were taught the same content using PBL. A pretest and posttest were administered to both groups of students. Both the pretest and posttest scores of the two groups were compared using an independent t test, and no statistically significant difference was found in the scores of the two groups. The results of this study support the null hypothesis: that there is no difference in objective test scores based on teaching method (lecture versus PBL).

Adolescent↗

PubMed2003

Problem-based learning versus lecture-based learning in postgraduate medical education.

OBJECTIVES: The objective of this study was to investigate the effectiveness of problem-based learning in comparison with lecture-based learning in a postgraduate medical training program concerning the management of mental health problems for occupational health physicians. METHODS: A randomized controlled trial in 1999, with a mean follow-up of 14 months after the educational intervention, was used involving postgraduate medical education and training for occupational health physicians in The Netherlands, with 118 physicians in training as occupational health physicians. The experimental program was based on the principles of problem-based learning; the control program used the traditional lecture-based approach. Both programs were aimed at improving knowledge of and performance in the occupational management of work-related mental health problems. As the main outcome measures, knowledge tests consisting of true-or-false and open-answer questions and performance in practice based on self-reports and performance indicators were used. Satisfaction with the course was rated by the participants. RESULTS: In both groups, knowledge had increased equally directly after the programs and decreased equally after the follow-up. The gain in knowledge remained positive. The performance indicator scores also increased in both groups, but significantly more so in the problem-based group. The problem-based group was less satisfied with the course. CONCLUSIONS: Both forms of postgraduate medical training are effective. In spite of less favorable evaluations, the problem-based program appeared to be more effective than the lecture-based program in improving performance. Both programs, however, were equally effective in improving knowledge levels.

Adult↗

PubMed1999

[Experiences with an Internet-based lecture script on animal obstetrics].

An internet based lecture script was developed on animal obstetrics to enhance the traditional lecture. The script summarizes the manuscript of the lecturer and contains additional information and reading materials. The script has approximately 600 pages and shows 400 slides, graphs and animations. Students' perception was surveyed by means of a questionnaire. 152 of 201 students (75.6%) in the 3rd and 5th year participated in the survey. Overall, the script was rated 1.9 on a 5-point scale (1 = excellent, 5 = poor). Our experiences with the internet based script were primarily positive. However, the curriculum of the veterinary education and technical prerequisites will effect the long-term success of such systems.

Animals↗

PubMedDate not supplied

Pulled in all directions: lecturers' accounts of managing critical care courses.

This paper reports on a recent telephone interview conducted with critical care lecturers around the country. Some of the debate is informed by three focus groups held with different stakeholders. The advantages and disadvantage of telephone interview are outlined, and some practical advice included with regard to the use of this research method. The telephone interview was conducted with 84 course lecturers. Views were gathered from course lecturers/pathway leaders for ENB 100, 124, 176/183, 199 and 415. The participants represented a broad geographical spread across England. Lecturers described four key sources of influence coming from: the higher education sector, curriculum change; the purchaser provide commissioning process; and practice demands. All these local factors are set in the context of ENB requirements for validation and anticipation of the UKCC's deliberations on specialist practice.

Attitude of Health Personnel↗

PubMed2000

The role of the lecturer in the preceptor model of clinical teaching.

Preceptorship models of clinical teaching are becoming increasingly popular in undergraduate nursing education. According to the literature the role of the lecturer is very unclear in this model of clinical teaching. This article reports on a descriptive study undertaken within a school of nursing where the author was formerly employed. The study explored the role of the lecturer. The findings demonstrate the educational orientation of the lecturer role and also highlight the tension that continues to exist between the world of education and the world of practice.

Education, Nursing, Baccalaureate↗

PubMed2003

Communicating hearing loss information to young children effectiveness of lecture and printed materials.

Developing positive attitudes and behaviors toward hearing loss prevention is more effective the earlier it begins. This study evaluated two training techniques for educating young children about noise and hearing loss. Third grade students from seven Pennsylvania elementary schools received either no intervention between the pre-tests and post-tests, a lecture about hearing loss, or an informational bookmark along with the same lecture. A 10 item quiz was administered as a pre-test and post-test to assess changes in knowledge. Scores on the quiz improved the most for the lecture intervention groups regardless of whether they received the bookmark. Adding the bookmark did not have a significant effect on knowledge gain. The findings reinforce the value of providing an educational foundation along with communication products.

Child↗

PubMed2004

[Education about dementia. Effectiveness of a public lecture].

Memory and dementia are often topics of educational activities, however there is only limited information about the effectiveness of this education. In this study the effectiveness of a lecture, as part of a series of lectures about dementia, has been evaluated. The results showed an improvement in knowledge after the lecture and the participants were satisfied afterwards. Finally, it showed that there is a need for this kind of education; for professionals and for people who were worried about their memory or their partners' memory.

Adult↗

PubMed1992

Evaluating health and safety lectures: how to measure lucidity.

1. A large number of people in the work force are illiterate. This has significant influence on employees learning about health and safety. 2. This study describes and tests the process of applying readability formulas to transcripts of lectures as a way to determine the lucidity of their content. 3. Differences were found within the lectures of one instructor and between the CPR instructors and one lecture for national audiences. No differences were found among the CPR instructors.

Health Education↗

PubMed1992

AIDS education of college students: the effect of an HIV-positive lecturer.

Seventy-five introductory psychology students participated in an experiment to assess the effectiveness of 2 types of AIDS education. In the "disclosed" and "undisclosed" conditions, students were given a lecture about AIDS/human immunodeficiency virus (HIV) by a person who has been diagnosed with HIV disease. The lecturer revealed his HIV status in the disclosed but not in the undisclosed condition. A control group received no education. Significant differences were found in a 3 x 3 (Time x AIDS Education) analysis of variance. Knowledge and Attitude posttest scores were significantly higher than pretest scores. Students in the disclosed condition scored higher than students in the control condition on both Knowledge and Attitude posttests. For Behavioral Intent, students in the disclosed condition scored higher than students in the control condition. Subjective comments made by the students indicated that a lecturer with HIV disease had a dramatic impact on their perceptions about AIDS.

Acquired Immunodeficiency Syndrome↗

PubMedDate not supplied

Creative lecture: chronic health care of the elderly.

Designing lectures that stimulate interest and active learning is a constant challenge to nurse educators. This is particularly so for lecture content related to the elderly. The author discusses a variety of creative teaching strategies that were used in a lecture on chronic health care of the elderly.

Aged↗