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This paper describes the development of a computer-based educational module for dental students, dental hygiene students, and dental practitioners and instructs the user in screening activities for oral lesions associated with cancer or the HIV virus.
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Our study was an evaluation of a pilot course in palliative nursing care designed to improve practising nurses' knowledge regarding cancer pain management and attitudes toward care of the dying patient. The course involved 12 weeks (36 hours) of systematic classroom instruction for registered nurses, and a one-day observational experience on a designated palliative care unit. A total of 16 nurses participated in the study. A repeated measures design was used to evaluate the effectiveness of the course. Attitudes toward care of the dying patient and his/her family were also evaluated. Results showed that nurses' attitudes improved significantly from Time 1 (first day of course) to Time 2 (last day of course) (p=0.0007), and that this improvement was maintained at Time 3 (three months later) (p=0.064). The observational experience on a palliative care unit held in conjunction with the course was reported to be helpful to students in consolidating theoretical instruction.
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The effectiveness of marriage education was evaluated in two separate samples of primarily married couples in which at least one member of the couple was on active duty in the U.S. Army. The intervention was delivered by Army chaplains. Effects replicated well in the two samples, and demonstrated that marriage education was well received by this population and resulted in improvements in relationship functioning. Changes in relationship quality were examined separately for males and females, and also for couples in which both members of the couple were Caucasian as compared with all other couples. There were no significant differences in changes over time (i.e., from pre- to postmarriage education) among males and females or among couples with different ethnic makeup. These results have important implications for the generalizability of marriage education to diverse samples in nontraditional contexts.
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BACKGROUND: The United States' National Cholesterol Education Program (NCEP) Adult Treatment Panel III and the Canadian Working Group on Hypercholesterolemia and Other Dyslipidemias (CWG) have each issued guidelines for the treatment of dyslipidemia. OBJECTIVE: The present analysis compared the percentage of patients reaching target lipid levels according to NCEP and CWG guidelines among participants of the NCEP Evaluation ProjecT Utilizing Novel E-technology (NEPTUNE) II, a survey performed in the United States. METHODS: American physicians who were high prescribers of lipid-modifying medications (n=376) each enrolled 10 to 20 consecutive patients from February to September 2003. Medical information, laboratory measurements and treatment plans associated with a single office visit were entered into a personal digital assistant and uploaded to a central database via the Internet. RESULTS: Under both sets of guidelines, treatment success was strongly related to risk category (P<0.001). Treatment goal achievement in the low-risk (zero or one risk factor) and moderate-risk (two or more risk factors) categories was not substantially different between NCEP and CWG guidelines; however, in the high-risk category (coronary artery disease [CAD] and risk equivalents [RE]), CWG treatment goals were met less frequently than NCEP goals. NCEP combined low-density lipoprotein cholesterol and non-high-density lipoprotein cholesterol treatment goals were met by 39% of hypertriglyceridemic patients (27% in the CAD + CAD RE category). CWG combined low-density lipoprotein cholesterol and total cholesterol/high-density lipoprotein cholesterol ratio treatment goals were met by 38% of hypertriglyceridemic patients (19% in the CAD + CAD RE category). CONCLUSIONS: These data indicate substantial underachievement of treatment goals by patients at high risk under both the CWG and NCEP guidelines. The lower frequency of treatment success in high-risk patients according to the CWG definition indicates that more aggressive treatment is needed to reach CWG goals.
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Data gathered on the graduates of the first three classes of the University of Colorado medical technology program student classroom-laboratory approach indicate that these graduates are successful medical technologists, although the program is nontraditional. The program includes lecture-laboratory sessions in a student laboratory setting with a shortened clinical education component. Questionnaires to evaluate 11 aspects of work performance were submitted to each graduate's immediate supervisor. Seventy-seven per cent of the evaluations were returned. Ninety per cent of those evaluated were rated as successful technologists (average performance or better). Following 7 to 12 months of job experience, graduates showed no significant change in work performance ratings. Therefore, using a classroom-laboratory setting prior to the clinical component appears to be an effective means of educating medical technologists.
BACKGROUND: Final-year medical students at the University of Bergen take a 16-hour consultation course. The students are trained in an educational setting focusing on structured elements of the patient-centred consultation method, self evaluation and peer evaluation. The course has a strong emphasis on learning by doing. The objective of this study was to evaluate the learning process and the subjective outcome of the course. We used a focus group technique and a self-administered free text based questionnaire. MATERIAL AND METHODS: Transcriptions from the focus groups and free text from the questionnaires were analysed using qualitative methods. RESULTS: The qualitative analysis revealed three main categories of statements about the learning process: about the process of selfchange in the consultations; about the pain of self evaluation; and about insufficiency faced with clinical uncertainty. INTERPRETATION: We conclude that the course seems to initiate changes in consultation strategies. The students' evaluation also underline the need to take care of the students during a process of change in which they are vulnerable.
In this article, the authors attempt an initial exploration of the relevancy of the newly emerging field of mixed-methods research for educational evaluation. They give a brief introduction concerning the intent and variety of mixed-methods designs and models. They focus the analysis on some of the general issues and problems of this emerging field, including the lack of clear-cut procedural rules and differing ontological commitments. However, they argue that a particular form of mixed-methods design called quantitative-dominant sequential analysis might prove useful for some educational evaluation and policy studies.
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Northern Territory prisoners were followed up after release to determine the effect of an alcohol education course on their alcohol consumption, drinking group, disruptive behavior, criminal activity, family relationships, how they use their time, general health, ability to cope and take responsibility. Measures were obtained both from prisoners and key informants, and two groups of prisoners were compared: those who completed the course and others who had not done the course. A high level of correspondence was found between measures from key informants and prisoners. The prisoners attending the course showed significant improvements on all dimensions when compared to the control subjects.
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Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.