Using innovative technology to educate patients.
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Computer-Assisted Instruction↗
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Results for “Educational Technology”
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Cutting edge technology to enhance nursing classroom instruction at Coppin State University.
Educational technologies have changed the paradigm of the teacher-student relationship in nursing education. Nursing students expect to use and to learn from cutting edge technology during their academic careers. Varied technology, from specified software programs (Tegrity and Blackboard) to the use of the Internet as a research medium, can enhance student learning. The authors provide an overview of current cutting edge technologies in nursing classroom instruction and its impact on future nursing practice.
Attitude of Health Personnel↗
Introduction of new technologies to the medical undergraduate curriculum.
The rate at which new educational technologies are introduced is growing at a tremendous pace. This is in large part due to the recommendations of the AAMC Steering Committee on the Evaluation of Medical Education which strongly supported the use of Medical Informatics technologies for education. Some institutions have attempted to implement these technologies; however, a scientific study has not yet been conducted to document their potential benefit. Our attempts to conduct such a study were met with obstacles of resistance from faculty, administration, and students. To overcome these obstacles we have developed a solution which addresses all of the resistance that we encountered. This solution is based upon three premises: 1) adjunct introduction, 2) multicenter studies, and 3) scientific educational benefit analyses.
Attitude to Computers↗
Integrating clinical education into the curriculum development process.
Radiologic technology education consists of three components--didactic, laboratory, and clinical. For effective education to take place and for each program to meet its goal of preparing practitioners who have a firm theoretical foundation and are proficient technologically in radiologic technology, the three components must be integrated. Integration facilitates the transfer of theoretical and practical knowledge into the intellectual, psychomotor, and affective skills necessary for patient care. The totality of the integrated educational experience makes the competent professional. Integration of the educational components is best achieved by a systematic approach to curriculum development. The steps in the curriculum development process consist of (1) the formulation of a philosophy; (2) the establishment of competencies; (3) the identification of resources; (4) the development and sequencing of courses; (5) the identification of teaching strategies; and (6) evaluation. When the clinical component of the educational program is weighted appropriately and well-integrated into a systematic process of curriculum development, student learning is maximized and graduate professional performance is enhanced.
Curriculum↗
The dental educator. An endangered species.
The dental educator is increasingly an endangered species. Part of the problem rests with the failure of dental educators themselves to convey to new graduates and to seasoned colleagues the variety, excitement and realities of reasonable income and fringe benefits associated with an academic career. Each of us in dental education must make a daily effort to convey this information through personal experience to our potential junior and new senior colleagues. Loan forgiveness protocols and unique training programs for those who choose to pursue full-time academic careers require collaborative financing from all of us in the profession, from our state and federal governments, and, ideally, from private industrial resources as well. The use of new educational technologies to relieve some of the more repetitive and burdensome aspects of education and to free the time of dental educators for more discussion in small groups, for problem-solving discussions, and for one-on-one interaction is imperative. If the current, clear and frightening decrease in the number of dental educators is ignored or even inadvertently fostered through ignorance or inaction, the entire profession will suffer directly. Practitioners, educators, industry and our government must cooperate in an intense and immediate effort to reverse this trend.
Age Factors↗
Evaluating cognitive learning for radiography education.
This discussion has been written to assist radiologic technology educators build better teacher-made tests. The systematic framework for test development has included defining cognitive learning objectives, constructing a test blueprint, writing clear test directions, and writing objective test items. This process enables the faculty to effectively monitor student progress, assess their own teaching effectiveness, and diagnose learning difficulties. It is hoped that this systematic approach to the assessment of cognitive learning will contribute to the education and development of a competent entry level radiologic technologist.
Educational Measurement↗
Podcasting: An emerging technology in nursing education.
Appropriately used ubiquitous mobile technologies are becoming more important in nursing education because of the scarcity of educators and the increase in the number of first- and second-degree students enrolling in schools of nursing. Podcasting, based on MP3 audio file and Rich Site Summary/Extensible Markup Language technology, is an innovative educational tool that provides experiential learning and network-creation opportunities. Lecture podcasts provide students opportunities to access face-to-face or distance audio presentations/feedback in a convenient manner. Nursing students enrolled in a medical-surgical didactic theory course report high satisfaction with this up-and-coming mobile educational opportunity.
Audiovisual Aids↗
[Education in medical technology].
This year the education of Medical Technologists has reached the third turning point. The first turning point was the start of the two-year education of health laboratory technicians in 1958 and the second turning point was the start of the three-year education of Medical Technologists in 1971 and, this time, the third turning point is the start of the full-fledged university education. All 20 national education facilities for Medical Technologists and 2 public junior colleges have started the university education from this year. Adding the existing universities, about a half of education facilities for Medical Technologists are universities. From this situation, human resource development with not only knowledge and technique as medical technologists but also with humanly nurtured sentiment is expected in the future. In such situation, I'd like to discuss the progress of education of Medical technologists for 53 years, the current educational situation, and the future education of Medical technologists including the direction of desirable course for the three-year educational facilities.
Allied Health Personnel↗
Continuing education complex equipped to handle current, future technology of medical education.
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Education, Continuing↗
Information technology in medical education: a nationwide project on the opportunities of the new technology.
CONTEXT: The aim of the national "IT Culture in Medical Education" project in Finland is to enhance the opportunities new technology may provide for medical education. The project focuses on attitudes towards information technology (IT) and on its current use among teachers and students. METHOD: This survey was part of a Finnish nationwide project in medical education. Data were collected by means of a questionnaire designed to gather information about IT use in medical education, sent to teachers and students. The questions were 5-point Likert-type. The participants were medical teachers (n=196) and medical students (n=392) at two medical schools. RESULTS: In both universities, it appeared that medical teachers and students had a very positive attitude toward the advances in modern technology. In addition to the favourable attitudes, computer-related technology was also widely applied. Teachers, however, used information technology more in their research work than in teaching. CONCLUSIONS: The results pose challenges to medical education and underline the importance of educational and psychological knowledge in combination with new technical skills.
Attitude to Computers↗
Information technology in medical education: current and future applications.
Information technology has the potential to revolutionise the way medicine is learned by students and healthcare professionals. This potential was recognised by the General Medical Council in their 1993 report Tomorrow's doctors in which the need for future generations of doctors to be familiar with the application and scope of information technology is described. This paper focuses on the use of computers as aids to learning medicine and discusses two key applications of information technology to medical education: multimedia and the internet. The current use and potential for these areas of information technology are described and future developments discussed.
Adult↗
Maximizing resources: the S.H.A.R.E. model of collaboration.
This article describes the S.H.A.R.E. model for collaborative programming that evolved from the joint Clarion, Edinboro, and Slippery Rock Universities graduate nursing programs. The five components of the model--students, administrative support, resources, educational technology, humor--are presented in relation to current organizational and leadership concepts that serve as their basis. The authors focus on the use of the model as a framework for meeting the educational and health care needs of rural Pennsylvanians through collaboration and shared interests.
Administrative Personnel↗
Occupational hazards of operating: opportunities for improvement.
The emergence of hepatitis C virus compels us to refocus on protecting ourselves, our coworkers, and our families from potential illness, disability, or death. As blood-borne pathogens continue to evolve and mutate, the best option available is to prevent exposure. Surgeons have the opportunity to prevent the majority of exposures by utilizing currently available technology and knowledge. Surgeons should see, use, and evaluate a variety of safety-engineered devices, because their feedback can lead to improvements in technology. Education, communication, and access to safer technology will motivate surgeons to adopt safer behavior patterns. Provided with information and tools, we can change through self-motivation.
Attitude of Health Personnel↗
The challenges and rewards of institutional collaboration in distance education.
Faculty from five nursing schools created an innovative RN to BSN program, which is offered via distance education technology. The development of a distance education academic program leading to a degree involved working to overcome many barriers; however, this strategy for delivering an academic degree has a promising future.
Attitude of Health Personnel↗
Multimedia Bootcamp: a health sciences library provides basic training to promote faculty technology integration.
BACKGROUND: Recent research has shown a backlash against the enthusiastic promotion of technological solutions as replacements for traditional educational content delivery. Many institutions, including the University of Virginia, have committed staff and resources to supporting state-of-the-art, showpiece educational technology projects. However, the Claude Moore Health Sciences Library has taken the approach of helping Health Sciences faculty be more comfortable using technology in incremental ways for instruction and research presentations. In July 2004, to raise awareness of self-service multimedia resources for instructional and professional development needs, the Library conducted a "Multimedia Bootcamp" for nine Health Sciences faculty and fellows. METHODS: Case study. RESULTS: Program stewardship by a single Library faculty member contributed to the delivery of an integrated learning experience. The amount of time required to attend the sessions and complete homework was the maximum fellows had to devote to such pursuits. The benefit of introducing technology unfamiliar to most fellows allowed program instructors to start everyone at the same baseline while not appearing to pass judgment on the technology literacy skills of faculty. The combination of wrapping the program in the trappings of a fellowship and selecting fellows who could commit to a majority of scheduled sessions yielded strong commitment from participants as evidenced by high attendance and a 100% rate of assignment completion. Response rates to follow-up evaluation requests, as well as continued use of Media Studio resources and Library expertise for projects begun or conceived during Bootcamp, bode well for the long-term success of this program. CONCLUSION: An incremental approach to integrating technology with current practices in instruction and presentation provided a supportive yet energizing environment for Health Sciences faculty. Keys to this program were its faculty focus, traditional hands-on instruction, unrestricted access to technology tools and support, and inclusion of criteria for evaluating when multimedia can augment pedagogical aims.
Journal Article↗
[Structural basis to quality assurance in medical education].
Medical education, especially continuous one, is considered as a very important strategy in assuring health care quality. It represents the most dynamic structural element of the health care quality. In this presentation we used the structural approach to quality assurance, through examination of medical literature utilisation trends from a number of health professionals and students of biomedical schools. In the research we used questionnaires which contained the questions related to the motivation of the subjects to use the medical literature and its availability to them. 34 students of biomedical schools were interviewed through questionnaires, 45 students of high nursery school and 32 medical doctors. The results showed that motivation of the subjects in the survey, both students and medical doctors to use medical literature is significant. However the possibility to use professional literature in their libraries is very limited because of the lack of new literature. Only 3% of interviewed medical doctors and students use Internet in their education. Technological delay in the process of education in Bosnia and Herzegovina caused by the war will significantly influence the level of health care quality in our country in the next period.
Bosnia and Herzegovina↗
Global health informatics education.
Health informatics education has evolved since the 1960s with a strong research foundation primarily in medical schools across the USA and Europe. By 1989 health informatics education was provided in some form by at least 20 countries representing five continents. This continues to progress, in Europe with the help of a number of special projects, via the integration of informatics into pre registration health professional courses, undergraduate and post graduate course work and research degree programs. Each program is unique in terms or content and structure reflecting the many foundation disciplines which contribute or are incorporated in the health informatics discipline. Nursing informatics education is not as widespread. Indeed the evidence suggests a poor uptake of informatics by this profession. Advances in computer based educational technologies are making innovative modes of educational delivery possible and are facilitating a shift towards learner centred, flexible and life long learning. Greater cooperation between Universities is recommended.
Curriculum↗
Best practices in Web-based courses: generational differences across undergraduate and graduate nursing students.
The demand for online courses is greatly increasing across all levels of the curriculum in higher education. With this change in teaching and learning strategies comes the need for quality control to determine best practices in online learning communities. This study examines the differences in student perceptions of the use of technology, educational practices, and outcomes between undergraduate and graduate students enrolled in Web-based courses. The multisite study uses the benchmarking process and the Flashlight Program Evaluating Educational Uses of the Web in Nursing survey instrument to study best practices and examine generational differences between the two groups of students. The outcomes of the study establish benchmarks for quality improvement in online learning. The results support the educational model for online learning and postulates about generational differences for future study.
Adult↗