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PubMed1986

Single-subject evaluation in health education.

The utilization of single-subject methodology represents a means to improve evaluation efforts in health education. This article provides a rationale for the application of the methodology in health education evaluation. Two variations of the single-subject evaluation methodology (ABAB and multiple baseline) are described. Appropriate methods of data analysis are recommended. Applications of single-subject designs in health education settings are presented. Dilemmas in health education evaluation are identified and reviewed in light of the potential contributions of single-subject methodology.

Health Education↗
PubMed1997

An ergonomic education and evaluation program for apprentice carpenters.

Eighteen new apprentice carpenters received sixteen hours of ergonomics awareness education as a part of their regular apprenticeship training during 1994 and 1995. An equal number of apprentices received no training but served as controls. The training took place in the Southwest Ohio District Council of Carpenter's Joint Apprenticeship and Training School. The curriculum was designed to be "learner-centered." Instruction included short lectures presented by a journeyman carpenter and emphasized participatory activities in the school's carpentry shop. Ongoing program evaluation assessed trainees' reactions to the content and structure of the curriculum and its influence on their behavior. Trainees and controls completed brief quizzes on ergonomic knowledge. Hands-on exercises enabled trainees to apply recently acquired ergonomic knowledge in the school's carpentry shop. Trainees scored significantly higher on one-half of the post-session quizzes and the comprehensive test. Trainees preferred participatory teaching methods, especially those using redesigned tools (93%) and evaluating ergonomic risks (86%); and they supported continued safety and health education during apprentice training. The authors conclude that apprentice-ship programs should provide regular "learner-centered" occupational safety and health education that includes ergonomics, and these programs should be integrated with their shop-based manual arts instruction.

Ergonomics↗
PubMed2005

To the point: medical education reviews evaluation in context: assessing learners, teachers, and training programs.

Learners, teachers, and programs need to be evaluated. This article reviews the purpose and the current methods for evaluating all 3. Clinical impressions of the learner are yielding increasingly to direct observation and skill assessment. The Reporter, Interpreter, Manager, and Educator (RIME) method offers a unique way of assessing and providing formative feedback to the learner. Learning portfolios help document achievements and provide a collection for self-assessment and growth. Teachers benefit from feedback especially if followed up with consultation. Programs need both quantitative and qualitative data to document performance. National data gathered locally from exit surveys now exist that facilitate comparison of programs (eg, clerkships) within and across institutions. The emphasis on institutional accountability makes it critical to directly evaluate learners and their educational programs.

Education, Medical↗
PubMed1999

The use of significant reduction rates to evaluate health education methods for pregnant smokers: a new harm reduction behavioral indicator?

This article evaluates the evidence to support the use of biochemical measurement of significant reduction (SR) rates among pregnant smokers as a new behavioral indicator of "harm reduction" (HR). The results of four studies--three randomized patient education clinical trials of pregnant smokers (Trials I, II, and III) and an epidemiological study (Study IV)--are presented. Among Trial I, II, and III cohorts of pregnant smokers, control group SR rates of 7% (I), 9% (II), and 20% (III) were increased among experimental groups to 17% (I), 18% (II), and 32% (III) by the same patient education methods. Analyses of infant birthweight data in Study IV found that a patient SR rate representing a 50% or more decrease between a baseline and follow-up test was associated with an increase in adjusted birthweight of 92 grams.

Adult↗
PubMed2004

[Outcome evaluation of education in asthmatic children: the Robert-Debré hospital's experience].

INTRODUCTION: Asthma, the most frequent chronic disease in childhood, is often treated by a continuous preventive treatment associated to the treatment of attacks. This therapeutic scheme fits well with educative skills. The Robert Debré's asthma school has been created in December 1999. Two nurses specialized in child asthma education are working in the school, helped by the pediatric pulmonologists. Children 6-year-old or more, that are treated in the hospital for asthma may be sent to the asthma school for education. They receive individual or collective education for cognitive, psycho-affective and sensory-motor targets related to asthma. AIM OF THE STUDY: To evaluate the outcome of educative action in childhood asthma and to study hospitalizations costs. METHODS SUBJECTS: children who received education for the first time in the year 2000 or 2001 and in whom exhaustive computerized data were available were eligible for the study. METHODS: retrospective and comparative study one-year-before/one-year-after the first educational intervention, assessed by comparison of the numbers of scheduled medical consultations and hospitalizations (and their cost). RESULTS: Sixty-six children were studied. We registered a significant increase of scheduled medical consultations (177 vs. 223; P < 0.03), and a very significant decrease of hospitalizations for asthma attacks (32 vs. 11; P < 0.001) without influence of the number of educational interventions and with a 52% decrease in costs (84,788 vs. 40,073 euros; P < 0.03). CONCLUSION: Asthmatic children education is a useful tool to improve medical follow-up and to decrease hospitalizations number. In a two-year survey, the decrease of cost in a group of 66 children is 44,715 euros.

Asthma↗
PubMed1986

ICWU cancer control education and evaluation program: research design and needs assessment.

The International Chemical Workers Union is implementing a 3-year nationwide field experiment in cancer prevention education. The educational program includes three stages: generalized cancer control education, education tailored to each local union, and an interactive monitoring system designed to provide ongoing communication and reinforcement for desired cancer control behaviors among local unions and their members. These alternative educational approaches will be systematically evaluated using a randomized factorial study design involving more than 120 local unions. The need for such a program is demonstrated by the results of a needs assessment survey of 690 union members. Respondents expressed strong concern regarding possible carcinogen exposures at the work site, combined with generally low ratings of co-worker knowledge of and adherence to appropriate cancer control behaviors. Engineering controls and personal protective equipment were reported to be inadequate in many work sites.

Attitude to Health↗
PubMed2005

Girls' experiences in physical education: competition, evaluation, & degradation.

School nurses are often asked to participate in the health component of many physical education (PE) programs in schools. With this opportunity comes an ability to invite a model of physical education that enables physical, mental, and relational health. A pilot study was initiated to explore why girls' enrollment in physical education was dwindling once the compulsory credits were achieved. What emerged was the reality that for many girls, physical education was a source of constant shaming regarding their athletic ability and eventually themselves. Forced competition, degrading evaluation, and sexuality- and size-related harassment by both peers and teachers led the participants in this study to opt out of any further physical education classes. Within school-based physical education exists an opportunity to promote the health of adolescent women. School nurses, in partnership with physical education teachers and girls, can construct a model of physical education that is neither based on competition nor athletic ability, but rather on building a positive self-esteem and a positive relationship with one's body. This model would be rooted in participation, fun, and female friendship.

Adolescent↗
PubMed1996

Coping with the cancer experience. II. Evaluating an education and support programme for cancer patients and their significant others.

As reported, cancer patients and their significant others need information promoting their understanding of events throughout the illness, and support in mobilizing coping strategies when they consider the situational demands to exceed their personal resources. In the present study the provision of information was merged into the field of education and combined with emotional support to facilitate efforts to cope with the cancer experience. A patient education programme entitled Learning to live with cancer was developed (part I) and evaluated (part II). Cancer patients and their significant others (n = 127) participated in group sessions. Open interviews organized around experiences of increased knowledge and understanding, decreased confusion and anxiety, and enhanced coping capacity related to participation in the programme were conducted with the participants. The interviews were analysed using the Grounded Theory approach. The findings indicate that supportive education, sensitively responsive to expressed learning needs and learning capability, has the power to promote proper understanding and facilitate coping efforts. Becoming familiar with facts and feelings reinforced confidence in evolving appropriate coping strategies for living with cancer.

Adaptation, Psychological↗
PubMed1992

A preliminary evaluation of education material prepared for the Safe Motherhood Initiative Educational Project.

Maternal death is a tragedy which is all too familiar in much of the world. As part of the Safe Motherhood Initiative the World Health Organization is developing and producing a learning package designed specifically for midwives. Through a modular system of learning incorporating aspects of community, prevention, treatment and follow-up the package seeks to address the five main causes of maternal mortality. In this paper the first pre-testing of the educational material in an African country is described. The extent of the evaluation is limited at this early stage but the initial analysis of the results is encouraging and have led to modifications of the original package. The evaluation has confirmed that a tool such as this package can be a valuable resource for midwife teachers attempting to improve the relevance of education for their midwifery students. The midwifery students whilst being 'with woman' in childbirth are also grappling with the realities of death in their everyday practice. The educational package has also reinforced the sense of urgency fundamental to completing this extensive project so that it can be made available to midwives throughout the developing world at the earliest opportunity.

Botswana↗
PubMed2005

Evaluating the educational content of direct-to-consumer fulfillment materials.

PURPOSE: The educational content of direct-to-consumer (DTC) fulfillment materials was evaluated. METHODS: A list of prescription drug products advertised to consumers via broadcast media from August 1997 through April 20, 2002, was obtained from the Food and Drug Administration (FDA). The prescription products were categorized by disease state on the basis of their FDA-approved indications. Eight disease states were selected for analysis purposes and included acne, allergic rhinitis, depression, diabetes, hypercholesterolemia, migraine, overactive bladder, and osteoporosis. A total of 31 products were advertised directly to consumers for the eight targeted disease states, 26 of which met the inclusion criteria. The educational content of the advertisements for these 26 products was assessed by analyzing the materials' consistency, instructiveness, and consumer orientation. RESULTS: Two of the 26 materials analyzed contained claims that potentially broadened a drug's indication from that listed in the FDA-approved labeling. The majority of materials listed the condition name (92%), symptom information (77%), the drug's mechanism of action (65%), the drug's time to onset of action (54%), and supportive behaviors (62%). Twenty of 24 DTC fulfillment materials (83%) were not written at the reading level of eighth grade or lower. Fifteen of the 26 mailings contained educational diagrams, 52% of which met the criteria for necessity, and a greater percentage met the criteria for suitability (90%), familiarity (86%), overall layout (88%), single concept (86%), and lack of distracting elements (100%). CONCLUSION: DTC fulfillment materials appear to have more educational content than DTC print advertisements but are still overwhelmingly deficient in meeting the recommended sixth to eighth-grade reading level.

Advertising↗
PubMed1999

Special education services provided to students with and without parental reports of traumatic brain injury.

The purpose of this study was to determine the frequency and type of special education services provided to youths who had sustained one or more traumatic brain injuries (TBIs) according to parental report but who did not have verified TBIs according to school records. A parental questionnaire formulated for a related research project served as the basis for data collection. Results indicated the most common special education verification categories both for students with and without reported TBIs were speech-language impairment and specific learning disability. Approximately 29% of children with reported TBIs received special education services--a percentage not differing significantly from students without TBIs. However, students with TBIs whose parents reported long-term consequences were significantly more likely to receive special education services than students with TBIs whose parents did not report long-term consequence or students without TBIs. A chi-square analysis using the number of students whose reported TBIs occurred before versus after special education evaluations revealed no significant difference in the types of services received. However, those evaluated for special education services after sustaining TBIs were more than two times as likely to receive services for behavioural disorders than those evaluated prior to sustaining TBIs.

Adolescent↗