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PubMed1998

Challenges of teaching graduate psychiatric-mental health nursing with distance education technologies.

As student demographics change and distance educational technology continues to evolve, faculty teaching advanced psychiatric-mental health nursing are attempting to meet the needs of students at distant sites through telecommunications. Graduate education in psychiatric-mental health nursing at the University of Minnesota School of Nursing has used distance education technology since 1994. The use of technology, such as interactive television, audio and audio/video telephone conferencing, facsimile, and electronic mail to teach has been exciting and challenging. This article discusses challenges related to connectedness, confidentiality, and communication; describes approaches to address these challenges; and identifies student, faculty, and environmental attributes that help make teaching with this technology successful.

Education, Nursing, Graduate↗
PubMed2005

Educational technologies and the teaching of ethics in science and engineering.

To support the teaching of ethics in science and engineering, educational technologies offer a variety of functions: communication between students and instructors, production of documents, distribution of documents, archiving of class sessions, and access to remote resources. Instructors may choose to use these functions of the technologies at different levels of intensity, to support a variety of pedagogies, consistent with accepted good practices. Good pedagogical practices are illustrated in this paper with four examples of uses of educational technologies in the teaching of ethics in science and engineering. Educational technologies impose costs for the purchase of hardware, licensing of software, hiring of support personnel, and training of instructors. Whether the benefits justify these costs is an unsettled question. While many researchers are studying the possible benefits of educational technologies, all instructors should assess the effectiveness of their practices.

Computer-Assisted Instruction↗
PubMed1989

Dental technology education in Canada.

The dental technology education in Canada is described through a brief introductory historical overview with the emphasis placed on the present status of dental technology teaching institutions, accreditation system, admission policies, curriculum content, requirements for registration or certification and the comparison of provincial board examinations. The role and the responsibility of organized dentistry is stressed on shaping the future trends in dental technology.

Canada↗
PubMed2005

Re-engineering the process of medical imaging physics and technology education and training.

The extensive availability of digital technology provides an opportunity for enhancing both the effectiveness and efficiency of virtually all functions in the process of medical imaging physics and technology education and training. This includes degree granting academic programs within institutions and a wide spectrum of continuing education lifelong learning activities. Full achievement of the advantages of technology-enhanced education (e-learning, etc.) requires an analysis of specific educational activities with respect to desired outcomes and learning objectives. This is followed by the development of strategies and resources that are based on established educational principles. The impact of contemporary technology comes from its ability to place learners into enriched learning environments. The full advantage of a re-engineered and implemented educational process involves changing attitudes and functions of learning facilitators (teachers) and resource allocation and sharing both within and among institutions.

Biomedical Engineering↗
PubMedDate not supplied

Current trends in assistive technology education in entry-level occupational therapy curricula.

OBJECTIVE: This replication study investigated what changes, if any, occurred in the education of entry-level occupational therapy students relative to assistive technology between 1989 and 1994-1995. METHOD: A questionnaire was mailed to all entry-level occupational therapy programs in the United States (N = 79). The response rate was 88.6% (n = 70). Results were compared with those of a similar survey that examined the same issues in 1989. RESULTS: Assistive technology education had increased from 1989 to 1994-1995 in 11 identified areas. The highest increases were found in environmental access and robotics, sensory aids, augmentative communication, and prosthetics and orthotics. Only 10% of the respondent programs had less than 20 hours of assistive technology education compared with 50% in the earlier study. Thirty (43%) programs included one or more technology courses in the curriculum compared with 17 (29%) in 1989, and 62 (89%) programs included assistive technology content in lectures or units throughout the curriculum compared with 32 (54%) in 1989. CONCLUSION: Occupational therapy educators are placing more emphasis on assistive technology education than they did in 1989 and are learning the skills to teach this content. If this trend continues, we will see assistive technology content taught in all occupational therapy programs in the next millennium.

Computer Literacy↗
PubMed1976

A survey of accredited dental technology education programs in the United States.

A study was made of current educational methods and prosthetic technology used in the accredited dental technology education programs in the United States. Some of the results have been compared with the findings of a similar study in Britain and several differences have been noted. The results of this study and of the British one refer to accredited educational programs and do not necessarily reflect the procedures used in dental practice or in commercial dental laboratories.

Accreditation↗
PubMed2006

Educational technology infrastructure and services in North American medical schools.

PURPOSE: To describe the current educational technology infrastructure and services provided by North American allopathic medical schools that are members of the Association of American Medical Colleges (AAMC), to present information needed for institutional benchmarking. METHOD: A Web-based survey instrument was developed and administered in the fall of 2004 by the authors, sent to representatives of 137 medical schools and completed by representatives of 88, a response rate of 64%. Schools were given scores for infrastructure and services provided. Data were analyzed with one-way analyses of variance, chi-square, and correlation coefficients. RESULTS: There was no difference in the number of infrastructure features or services offered based on region of the country, public versus private schools, or size of graduating class. Schools implemented 3.0 (SD = 1.5) of 6 infrastructure items and offered 11.6 (SD = 4.1) of 22 services. Over 90% of schools had wireless access (97%), used online course materials for undergraduate medical education (97%), course management system for graduate medical education (95%) and online teaching evaluations (90%). Use of services differed across the undergraduate, graduate, and continuing medical education continuum. Outside of e-portfolios for undergraduates, the least-offered services were for services to graduate and continuing medical education. CONCLUSIONS: The results of this survey provide a benchmark for the level of services and infrastructure currently supporting educational technology by AAMC-member allopathic medical schools.

Benchmarking↗
PubMed1999

[Multiprofessional demand and clientele: influences and challenges for a Master's degree course in educational technology in the health sciences].

This article aims to identify the key characteristics of individuals pursuing a Master's degree in Health Education, discussing relevant issues concerning the objectives and content of their training. The analysis is based on data for Master's applicants selected during the four years since the program on Educational Technology in Health Sciences was created by the Unit of Educational Technology in Health, under the Health Sciences Center at the Federal University of Rio de Janeiro. The study showed that the applicants came from various professions and belonged to both teaching faculty and health care teams. The profile identified by the study has provided the material for discussing key aspects related to the Master's course characteristics and the challenges involved in achieving its social role and meeting the clientele's needs.

Adult↗
PubMed1980

A model career ladder approach to medical technology education.

The medical technology program at the University of Vermont was modified in 1972 to create a 2 + 2 integrated curriculum with specialty options progressing that associate degree to baccalaureate degree. This design allows the fundamentals acquired in the associate degree curriculum of the medical laboratory technician (MLT) to serve as a practical and theoretical foundation that can be expanded upon in the baccalaureate degree curriculum of the medical technologist (MT). Options in the baccalaureate degree curriculum are generalist, specialist in clinical chemistry, in hematology, and in clinical microbiology. The design of this program provides a response to the changing role of the clinical laboratory practitioner.

Curriculum↗
PubMedDate not supplied

Personality characteristics of radiologic technology educators: a descriptive profile and its implications.

This study was designed to establish a descriptive profile of the personality characteristics of radiologic technology educators in order to draw inferences to the roles the characteristics play in radiologic technology education. The results of the study indicate that R.T. educators tend to be field-dependent, high in integrative complexity, low in dogmatism, and Concrete Sequential in learning style. These results suggest that the educators approach their roles in a structured, open-minded, sequential manner and exercise a high level of interpersonal skills.

Humans↗
PubMed1978

AMTEC: a cooperative effort in medical technology education.

A committee in the St. Louis Metropolitan area has been established to promote communication and cooperation among the area's existing hospital-based programs in medical technology. Area Medical Technology Education Coordinators (AMTEC) was established three years ago primarily to facilitate the administrative functions of medical technology education and to serve as an instrument for the exchange of ideas. Its primary undertaking has been the central processing of applications to the area programs, as an aid in the admission process. In addition, a continuing education program sponsored by the committee has been established, and various "curriculum sharing" activities have been sponsored for the students enrolled in the schools. Future plans for the committee include sponsoring an on-going evaluation process of graduates by employers, and establishing a criterion-referenced question pool. The authors describe the experiences of the committee to date and plans for the implementation of future goals.

Medical Laboratory Science↗
PubMedDate not supplied

Trends in radiologic technology education.

Allied health person-power education has for the past ten years shifted significantly from the hospital to college-based degree programs. Academically strong co-sponsored (college-hospital) programs offer considerable advantage for the health professional. Radiologic technology education generally has not kept pace with this trend. The need in radiologic technology education is not for additional training programs, but for better ones, and for continuing education for in-service personnel. Radiologic technologists should challenge their local institutions of higher education to provide for their needs and aspirations.

Accreditation↗
PubMed1993

Educational Technology Network: a computer conferencing system dedicated to applications of computers in radiology practice, research, and education.

Educational Technology Network (ET Net) is a free, easy to use, on-line computer conferencing system organized and funded by the National Library of Medicine that is accessible via the SprintNet (SprintNet, Reston, VA) and Internet (Merit, Ann Arbor, MI) computer networks. It is dedicated to helping bring together, in a single continuously running electronic forum, developers and users of computer applications in the health sciences, including radiology. ET Net uses the Caucus computer conferencing software (Camber-Roth, Troy, NY) running on a microcomputer. This microcomputer is located in the National Library of Medicine's Lister Hill National Center for Biomedical Communications and is directly connected to the SprintNet and the Internet networks. The advanced computer conferencing software of ET Net allows individuals who are separated in space and time to unite electronically to participate, at any time, in interactive discussions on applications of computers in radiology. A computer conferencing system such as ET Net allows radiologists to maintain contact with colleagues on a regular basis when they are not physically together. Topics of discussion on ET Net encompass all applications of computers in radiological practice, research, and education. ET Net has been in successful operation for 3 years and has a promising future aiding radiologists in the exchange of information pertaining to applications of computers in radiology.

Computer Communication Networks↗