Optimal and suboptimal decisions in perceptual problem-solving tasks.
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Decision Making↗
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Results for “Programmed Instructions as Topic”
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Evaluation of an audience response system for the continuing education of health professionals.
INTRODUCTION: Continuing medical education (CME) for physicians and other health personnel is becoming increasingly important in light of recertification requirements. Interactive learning is more effective and may be useful in a continuing education setting. This study examines the use of an audience response system (ARS) as an interactive learning tool for health care providers. METHOD: We conducted a national randomized controlled trial to evaluate the utility of an ARS to enhance attention and learning. Speakers at 42 clinical round table (CRT) programs in five regions across the United States were randomized to "use" or "no use" of an ARS during their lectures. We surveyed participants to collect data regarding presentation and speaker quality, impressions of the ARS, and knowledge of the material presented. We collected information from speakers regarding ease of use and overall opinions of the ARS. RESULTS: A total of 283 surveys were completed (164 from participants using the ARS and 119 from participants not using the ARS). ARS participants rated the quality of the presentation, the quality of the speaker, and their level of attention more highly than non-ARS participants (p < .05). Knowledge scores (of material presented) were not significantly different between the two groups. Both participants and speakers felt that the ARS was easy to use and preferred to use the system in future CRTs. DISCUSSION: Participants in CRTs with the ARS rated presentation and speaker quality more favorably than those participants in CRTs without the tool. Participant knowledge scores, however, were not significantly different. ARSs may provide easy-to-use tools to enhance attention and enthusiasm in CME learners.
Adult↗
Rehabilitation education program for stroke (REPS): learning and practice outcomes.
INTRODUCTION: New research knowledge acquired from Web-based sources may have a better chance of being translated into practice when accompanied by additional educational strategies. This study was undertaken to investigate that hypothesis. METHODS: The Rehabilitation Education Program for Stroke (REPS) combines a self-directed online learning module with support from peer mentors, technical skills workshops, and organizational supports. Participants completed learning tests and practice surveys before and after the program and at a 6-month follow-up. RESULTS: Learning and self-reported practice outcomes improved in the areas of assessment, client-centered practice, support for family and caregivers, and detecting depression. Participants also identified and reported specific strategies for individual and programmatic practice change. DISCUSSION: A multifaceted, interdisciplinary online education intervention can positively influence stroke rehabilitation practices.
Education, Medical, Continuing↗
Programmed instruction: functioning of the normal and neurogenic bladder.
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Programmed Instructions as Topic↗
A task analysis of the shift from teacher instructions to self-instructions in performing an in-common task.
Three preschool children repeatedly did four kinds of sorts with a deck of stimulus cards: a difficult, untaught target sort and three other sorts considered analytic of self-instructing the target performance. The untaught target sort was to find in a deck of cards those matching what two sample cards had in common. Most preschool children must be taught to mediate this problem. The three other kinds of sorts taught skills involved in the target performance or its mediation. As correct self-instructive talk emerged in the target sorts, it was confirmed. The untaught target sorts were interspersed infrequently among the three alternating directly taught skill sorts, to see if accurate target sorts, and accurate self-instructive talk about the target sorts, would emerge as the three skill sorts were mastered. As all the sorts progressed, increasing accuracy was seen first in the skill sorts and then in the untaught target sorts. All three subjects showed subsequent generalization to new target sorts involving other stimulus sets. Correct spontaneous self-instructions about the target sorts increased from near zero at the beginning of the experiment to consistency at its end. Thus the three skill sorts appeared sufficient for the emergence of a self-instructed solution to the previously insoluble target performance.
Child, Preschool↗
A use of self-instruction to extend the generalization of a self-instructed in-common discrimination.
Three typically developing preschool children were presented with an in-common sorting problem involving colored and marked shapes; the task was to see what two pictures had in common and to sort a deck of pictures according to that feature. The children failed to sort accurately. They were then taught to name the common features of any pair and to answer the question, "What are you looking for?" before sorting, to produce the form of a self-instruction (e.g., "I'm looking for blue triangles"). They still failed to sort accurately until they were taught to link their sorting to that potentially self-instructive answer. They then showed perfect accuracy in sorting and occasional spontaneous overt self-instructions, when told only, "Put here what these pictures have in common," across ever-changing pairs (much like the children of prior reports). The present report asks whether that finally correct performance would generalize to new stimuli. Accordingly, the children were probed with steadily changing sample pairs of three new stimulus sets-recombinations of the colored, marked shapes used in training; letters; and pictures. One child showed near-perfect generalization to all three of these new sets (like many children in prior reports). But the other two children showed near-perfect generalization to only two of the sets and not to the third Set-letters. Merely reintroducing the content-free question, "What are you looking for?" and acknowledging correct answers to it (i.e., self-instructions about letters) yielded largely accurate sorting of letter problems; this way of remediating failures of generalization had not been studied before. In general, sorting problems with two elements in common proved more difficult than those with one element in common; this difference diminished in the child told to self-instruct about letters after that self-instruction.
Child, Preschool↗
A postgraduate teaching course in laparoscopic surgery.
A teaching course in laparoscopic surgery was addressed to 21 young postgraduates as a part of their general surgery program with the aim of making them familiar with the basic principles of laparoscopic surgery. The methodology was based on tutorial teaching and "learning by problems"; the students worked in little groups elaborating check lists, discussing problems, and practising with laparoscopic training devices. Theoretical learning, practical abilities, and efficacy of tutorial teaching were investigated at the end of the course: the participant's understanding of instrument function, mastering of equipment, and solutions to clinical problems were good, as were the efficiency and pleasantness of the didactic method. Tutorial teaching seems to be a valid model for basic training in laparoscopic surgery in a modern medical education program.
Education, Medical, Continuing↗
[Program for the computation of plausibilities of paternity by means of serological findings. II. Demonstration of examples (author's transl)].
By demonstrating three actual cases of disputed paternity the validity of the computer program described in the first part of this paper is shown, namely: the information with respect to possible unrecognized exclusions pointing to chances of extended family studies; the standard deviation and distribution curve giving an actual survey of statistical parameters of a given case of disputed paternity.
Blood Group Antigens↗
[On the learning behavior of the Robbi computer].
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Computers↗
Programmed learning in the microtraining paradigm with hotline workers.
Twenty-five hotline workers were randomly assigned to three skill-training conditions. Nine microtraining subjects were trained in the use of attending behavior, open inquiry, and reflection of feeling and content using the standard microtraining paradigm. Seven programmed-learning subjects were trained in the same skills using programmed manuals and role-play interviews with feedback. The remaining nine subjects acted as a no-training control group. Pretraining and post-training interviews and telephone calls with pseudoclients were audiotaped for each subject. Subjects were assessed on empathy, the Therapist Error Checklist, attending behavior, and three modes of skill interaction. For interviews the main effect of training on each measure was significant. Both microtraining and programmed learning resulted in superior interview performance over no-training, and differed little from each other. For telephone calls microtraining resulted in higher empathy ratings than progammed learning or no-training.
Adult↗
A comparison of human and automated instruction of autistic children.
While it appears reasonable to assume that the autistic child might benefit from the development of programmed instruction and teaching machines to teach imitation, concepts, and receptive vocabulary skills, no systematic research to date has seriously investigated such possibilities. The purpose of this study was to compare the effects of automated versus teacher-controlled instruction in the education of autistic children. Four autistic children, each with extreme deficits in language, social, and self-care behaviors, were trained on a matching-to-sample task under three different instructional situations within an intrasubject replication design and multiple baseline procedure. Analysis of the data showed the following results: (1) The teacher, manually operating the teaching machine, was able to teach and maintain the matching-to-sample task; (2) the same autistic children did not acquire or maintain the task when taught by the machine alone; and (3) the teacher alone (without the machine) was able to teach and maintain the task. The results suggest that automated instruction may, at least, serve as a valuable aid to teachers of autistic children. However, before machines can be used without the participation of a trained teacher, further research appears necessary. Several areas, including the role of motivation in automated instructional settings, the saliency and effectiveness of reinforcers, and the importance of controlling antecedent stimulus conditions and off-task behavior are discussed as areas of primary concern in the development of automated instruction for autistic children.
Adolescent↗
A worksite smoking cessation intervention involving the media and incentives.
This study evaluated an attempt at 38 workplaces to help employees stop or reduce their levels of smoking. In past research, worksite support groups, in combination with a media smoking cessation program and self-help manuals, were found to be effective in helping employees quit smoking. Unfortunately, recidivism was found at the follow-up evaluations. The present study replicated the results of the previous worksite smoking cessation program with support groups, a television intervention, and self-help manuals. At this postpoint, 42% of employees provided groups plus incentives were abstinent compared to only 15% who were only provided self-help materials. An important difference in this study was that there were also monthly follow-up support groups and incentives. Work settings can be a source of stress and conflict, which can precipitate relapse. At a 12-month follow-up, 26% of those participants who were provided support and incentives were abstinent compared to 16% who were only provided the self-help materials.
Adult↗
How did it work? An examination of the mechanisms through which an intervention for the unemployed promoted job-search behavior.
Conducted process analysis of treatment mediation effects (Judd & Kenney, 1981) on longitudinal data from a large randomized field experiment with 928 recently unemployed persons. The experimental treatment included an intervention that succeeded in promoting quality reemployment outcomes, as described in earlier reports (Caplan et al., 1989; Vinokur et al., 1991). Using Ajzen's theory of planned behavior (Ajzen, 1985, 1988), the analyses examined the mediating effects of job-search self-efficacy, attitude, norms, and intention on job-search behavior. The results provided substantial support for the theory of planned behavior and demonstrated the mediational role of job-search self-efficacy. For both 1- and 4-month posttests, job-search self-efficacy was shown to mediate the effects of the intervention through its direct effects on job-search intention and on short term job-search behavior, as well as through its indirect effects on subjective norms and attitude. However, in the longer term 4-month posttest, exposure to the intervention had a direct effect on job-search behavior. This long-term direct effect of the intervention was hypothesized to reflect the influence of inoculation against setbacks which is essential for sustaining the long-term behavioral efforts involved in job seeking.
Adaptation, Psychological↗
Biofeedback-assisted sexual arousal in females: a comparison of visual and auditory modalities.
This study was undertaken to investigate the effects of instructional set and biofeedback modality upon the ability of 23 females to achieve control over sexual arousal. Two levels of instructional set (increase, decrease) were completely crossed with three feedback modalities (audio, visual, no feedback). Changes in vaginal blood volume (VBV) and vaginal pulse amplitude (VPA) were monitored by a vaginal plethysmograph and reduced on line by a microcomputer. During feedback trials, all subjects received audio- or visual feedback of the VBV response. Subjects participated in two sessions, each consisting of six 3-minute trials, one in each instruction/feedback combination. Order of trials was counterbalanced. Subjective levels of arousal, VBV, and VPA were significantly higher under increase instructions. Also, a significant feedback effect was noted in the subjective measure and the VBV measure, favoring visual feedback for overall control of sexual arousal. However, the feedback effect accounted for a small portion of the variance, and it was concluded that performance was not appreciably superior with or without feedback. Thus practical considerations may determine the feedback modality to be used for vaginal vasocongestion in future research. Higher positive correlations of subjective ratings with vaginal blood volume occurred during feedback trials, which suggests that biofeedback may be helpful in discrimination training to facilitate awareness of the feelings associated with different arousal levels and correct labeling of increased vasocongestion as sexual. Further research is necessary to see if sexually dysfunctional women can benefit from a biofeedback component in a comprehensive therapy program and to determine the effect of many training sessions on discrimination and self-control of arousal.
Adult↗
Self-instructed relaxation: a therapeutic alternative.
A self-instructed relaxation program was compared with therapist-instructed relaxation and waiting list controls. Self-report anxiety measures ( IPAT and STAI ) and a psychophysiological stress profile (frontal EMG, GSR, heart rate, finger temperature monitored under relaxation and stressor conditions) were utilized pre- and posttreatment to determine efficacy. Self-monitored heart rate, respiration rate, and finger temperature were used to monitor home practice sessions. Subjects reported increased ability to relax and control stress; however, frontal EMG measured under stressor conditions was the only dependent measure to confirm this perception. No between-group differences on any other dependent measures were observed. Reliable changes on all self-monitored home practice measures were observed, suggesting that this procedure is a useful gauge of home practice.
Adolescent↗
Modifying the verbal expression of a child with autistic behaviors.
The Bell and Howell Language Master was used in conjunction with the Monterey Language Program to modify the verbal expression of a nine-year-old boy with autistic behaviors. The goal was to train the child to correctly name up to 10 pictures presented individually. Two training modes were used. For one, the therapist spoke at the time (live voice). For the other, she presented a tape recording of her voice via a Language Master. The results suggested that the child's responses to the Language Master were as good as, if not better than, his responses to the live-voice presentations. In addition, observation indicated that he responded more readily to the Language Master presentations. His spontaneous speech was also noted by independent observers to improve in his classroom and in his home. Possible reasons for the improvement in verbal expression are considered.
Auditory Perception↗
Computer-aided teaching in ophthalmology.
Computer-aided teaching is of a growing importance in ophthalmology. The following problems are particularly reviewed: sequential, ramified and tutorial teaching, exercises in simulation and the checking of knowledge. Most of the technical obstacles have now been resolved. The aim of this paper is to overcome some psychological obstacles due to partial ignorance of the subject by most lecturers in our field.
Computer-Assisted Instruction↗