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At least 325 records · Page 18Linked to original sources
PubMed1999

The Palliative Care Education Group for Gloucestershire (PEGG): an integrated model of multidisciplinary education in palliative care.

Multidisciplinary teamwork is an essential part of palliative care. Traditionally, in the UK, education of health care professionals has been carried out within single professional disciplines. The Palliative Care Education Group (PEGG) for Gloucestershire, a county in the south-west region of England, UK, is a multidisciplinary group, which promotes and integrates palliative care education across the county. This report describes the evolution of the group, its aims and objectives and the methods used to evaluate its impact on clinical practice. PEGG is a practical model of multidisciplinary education, which could be adopted in other areas.

Attitude of Health Personnel↗
PubMed1979

Comprehensive evaluation model for nursing education.

The proposed model provides structure for determining decisions to be made, questions to be answered, and sources of information about evaluation. A sample of the kinds of decisions that can be made for the various matrix elements of the evaluation model is reflected. Examples of questions that could be asked (why) in order to evaluate various aspects of a program (what) and of whom these questions could be asked (who) are provided. The model as described is useful in comprehensively delineating all aspects of the system. The flexibility of the system allows for the unique needs and aspects of the individual school to emerge. The model also provides a framework for organizing and implementing a plan for total program evaluation.

Data Collection↗
PubMed2003

Oral health disparities among the elderly: interdisciplinary challenges for the future.

The elderly, like other population groups, have experienced varying levels of oral health among their diverse demographic subgroups. For those in poverty, experiencing social isolation, residing in long-term care institutions, and with complex medical illness, oral health care may be unreachable. Various models of training, education, and community, public, and professional collaboration have been proposed, yet few strategies have been implemented. Interdisciplinary approaches that bring interested partners together as equal stakeholders may create faster tracks in improving access to health care for those geriatric patients who lack it. This article explores past and present recommendations for interdisciplinary collaborations, reviews the current and future needs of the geriatric population, discusses educational models and content, and expresses the need for leadership to address oral health disparities in the elderly. Finally, strategies for making improvements in the existing oral health disparities are discussed.

Aged↗
PubMed1992

Reforming teacher education: a model program for preparing teachers of deaf children.

Recent literature is replete with the concerns of general educators that students majoring in elementary and pre-primary education do not acquire sufficient content and liberal arts matter as a part of their knowledge base. Educators in undergraduate teacher preparation programs in deafness have expressed the same concerns. This article describes how the Program in Education of Deaf Children at the University of North Carolina at Greensboro added courses in a second major and in liberal arts to expand the knowledge base of prospective teachers of deaf and hard of hearing children.

Adolescent↗
PubMed1995

Rural family medicine training in Canada.

OBJECTIVE: To examine the status of postgraduate family medicine training that occurs in rural family practice settings in Canada and to identify problems and how they are addressed. DESIGN: A retrospective questionnaire sent to all 18 Canadian family medicine training programs followed by a focus group discussion of results. SETTING: Canadian university family medicine training programs. PARTICIPANTS: Chairs or program directors of all 18 Canadian family medicine training programs and people attending a workshop at the Section of Teachers of Family Medicine annual meeting. MAIN OUTCOME MEASURES: Extent of training offered, educational models used, common problems for residents and teachers. RESULTS: Nine of 18 programs offer some family medicine training in a rural practice setting to some or all of their first-year family medicine residents, and 99 of 684 first-year family medicine residents did some training in a rural practice. All programs offer some training in a rural practice to some or all of the second-year residents, and 567 of 702 second-year residents did some training in a rural setting. In 12 of 18 programs, a rural family medicine block is compulsory. Education models for training for rural family practice vary widely. Isolation, accommodation, and supervision are common problems for rural family medicine residents. Isolation and faculty development are common problems for rural physician-teachers. Programs use various approaches to address these problems. CONCLUSIONS: The variety of postgraduate training models for rural family practice used in the 18 training programs reflects different regional health care needs and resources. There is no common rural family medicine curriculum. Networking through a rural physician-teachers group or a faculty of rural medicine could further the development of education for rural family practice.

Canada↗
PubMed1978

Adolescent parent education: a maturational model.

Health care, educational and social programs are frequently required to assist increasing numbers of adolescent mothers to meet their own needs and those of their babies. This paper presents a maturational rationale for development of a comprehensive parent education program. Some pertinent aspects of adolescent psychological development are first presented to provide a perspective for understanding the models illustrating the teenage mother's responses to her child. Barriers are then delineated which commonly restrict the young mother from attaining the mature relationship with her baby presented in a maturational model. Specific recommendations are offered in the areas of program development, content, and structure.

Adolescent↗
PubMed2004

Interdisciplinary gerontology education online:a developmental process model.

Distance education online in gerontology in academic settings is designed to reflect content relevant to gerontology practices, academic standards, teaching strategies, and technology that embrace content delivery while enhancing learning. A balance with community services and needs for older adult populations, academic integrity, stakeholders, and resources, with an interdisciplinary and multidisciplinary student-centered approach are important. Considering these factors and based on a needs assessment, this article describes a process model used to create an interdisciplinary gerontology education program for online delivery at Florida Gulf Coast University (FGCU). The realities, pearls of wisdom, and lessons learned from creating and implementing the FGCU online interdisciplinary undergraduate gerontology education in the academic setting are also presented.

Attitude of Health Personnel↗
PubMed1992

Nutrition promotion for mature adults: a case study in peer education.

The peer education model, which enables trained learners to instruct their peers, was tested in a case study involving senior citizens in a nutrition education program. The case study approach, using action research, was chosen because the project involved the description and analysis of a unique group of 32 mature adults. Topics selected for presentation in the three two-hour sessions were selected by open consensus of the entire participating body. Six members of the group volunteered to engage in a preliminary training program. These individuals became known as volunteer peer educators (VPE), who subsequently took full responsibility for disseminating the nutrition information to their peers. Educational materials to meet the goals of the program were compiled by the researcher in a resource manual for each of the volunteer peer educators. Techniques of participant observation for data collection and qualitative analysis were used. The satisfactory implementation of the program was due in great part to group selection of the learning episode; to a relaxed atmosphere; to enthusiasm on the part of the VPE; to the availability of a good resource manual and a facilitator who provided a strong organizational framework. The peer education model was found to be a particularly useful tool in providing nutrition information to a much broader sector of the senior population than can be currently reached via public health programs.

Aged↗