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PubMed1976

Evaluation of an instruction programme on diabetes diet by means of a teaching machine.

In 119 patients with diabetes, student nurses, social workers, dietitians and medical students a pretest was carried out with multiple-choice questions on the subject of diabetes diet. The group was then exposed to programmed diet instruction with a teaching machine. There was a significant learning effect as measured by the score differences with identical and analogue post-tests. Programmed self-teaching with feed back by multiple-choice questions seems to be an efficient method of instruction of basic facts of nutrition for diabetics thus enabling the physician to spend more time on the patient's personal problems.

Diet, Diabetic↗
PubMed1989

Independent learning in pathology. Does it work?

The sophomore pathology course at the University of Medicine and Dentistry of New Jersey, Robert Wood Johnson Medical School, Piscataway, was substantially modified with the intention of promoting guided, independent learning. The emphasis has been shifted from lectures to other modalities of instruction. This article delineates the curricular changes made, describes the instructional modalities used, and reports student performance after two year's experience with the new curriculum.

Education, Medical, Undergraduate↗
PubMed1991

Computer-assisted reinforcement of instruction: effects on adherence in adult atopic asthmatics.

A randomized comparison group pretest-posttest experimental design was used to determine computer-assisted instruction effects on adherence to implementing house dust mite avoidance measures in adult atopic asthmatics. Fifty-two subjects were randomly assigned to comparison and experimental groups. The comparison group received traditional instruction in avoidance measures while the experimental group received traditional instruction supplemented by identical information provided by computer-assisted reinforcement of instruction. Adherence was measured by subjects' self-ratings and investigators' observations. Data were collected during two home visits 12 weeks apart. The computer group had significantly (p less than .05) greater adherence scores than the comparison group. The results indicate that computer-assisted reinforcement of instruction is an effective method of increasing self-care behaviors about allergen avoidance activities.

Adolescent↗
PubMedDate not supplied

Use of a course on self-control behavior techniques to increase adherence to prescribed frequency for self-monitoring blood glucose.

A 12-week behavioral change program consisting of a course on Self-Control Behavior Techniques, which used a self-study format and included self-management techniques, was developed and implemented to evaluate the effectiveness of the course and the behavioral change techniques in helping people with insulin-treated diabetes mellitus to increase adherence to the prescribed frequency for self-monitoring blood glucose (SMBG). A two-group pretest-posttest experimental design was used (treatment n = 11, control n = 14). The treatment group achieved significantly higher posttest scores for the course. However, the control group achieved a significantly higher goal-adherence rate. The course was effective in teaching the knowledge and skills necessary for learning the techniques; the educational approach was an effective method for learning; and the application of the techniques resulted in an increase in frequency of SMBG but did not result in achievement of adherence to the goal for frequency of SMBG.

Adult↗
PubMed1976

Appraisal, validation, and evaluation utilized in the assessment of instructional materials.

To maintain the highest standards of instructional quality, it is essential that self-instructional materials used in the teaching effort be systematically assessed. This paper has presented three types of assessment that have proven effective for the Office of Education, College of Dental Medicine, Medical University of South Carolina. The commitment to a regular assessment program has resulted in a more informed selection of materials and a more appropriate use of self-instructional materials by the faculty. Obviously, all of the approaches described may not be appropriate for all institutions. However, all institutions utilizing self-instructional materials have an obligation to assess the effectiveness of the materials to the best of their ability and resources.

Educational Measurement↗
PubMed1977

Audiotape and booklet self-instructional materials in physiology: an evaluation of their effectiveness and acceptability in the pre-clinical curriculum.

Audiotape and booklet self-instructional materials in physiology have been evaluated for their effectiveness and acceptability in the pre-clinical course. Learning effectiveness was determined by comparison of pre-test and post-test scores on multiple choice tests, and acceptability was determined by scores on a specially constructed and validated Likert type questionnaire. It is concluded that in three out of the four physiology topics studied, audiotape and booklet was a significantly more effective method of study than the conventional method of text books and lecture notes. Self-instructional material in the form of audiotape and booklet is acceptable to students both in absolute terms and when compared with other methods of learning. Use of the self-instructional material enabled students to achieve the required learning objectives.

Audiovisual Aids↗
PubMed1989

Realistically meeting the educational needs of hospitalized acute and short-stay patients.

Patient teaching in acute care hospital settings isn't much different from teaching in other settings. The main differences have to do with the amount of time available and the condition of the patients. Using good assessment practices, sticking to "need to know" survival content, simplifying instructions, streamlining programs, providing for practice, providing reference and resource materials, and referring patients for further education are the ingredients that will help get the job done efficiently and effectively.

Aftercare↗
PubMed1989

Dental health knowledge in a group of Latin American refugees in Sweden.

Sixty-nine Latin American refugees with a mean age of 31 years participated in this study. The knowledge about dental health before and after reading a self-instructional manual in Spanish was tested by questionnaires. The test persons were also interviewed about their dietary habits. The results showed an improvement of 30% of right answers after reading the manual and that a frequent sugar consumption was common. This indicates that a self-instructional manual can be of value in oral health prevention in a similar group of non-resident immigrants.

Adult↗
PubMed1992

Preadmission self-instruction effects on postadmission and postoperative indicators in CABG patients: partial replication and extension.

Fifty adult coronary artery bypass graft surgery patients were randomly assigned to preadmission self-instruction or posthospital admission instruction of therapeutic exercises (e.g., coughing). Self-instructed subjects reported higher positive mood scores, performed correctly significantly more exercise behaviors, and required less teaching time following hospital admission. Postoperatively, no group differences were found on mood states, physical activity, analgesic use, or length of hospital stay. Both groups, however, tended to use less pain medication than that reported by other researchers and experience shorter hospital stays than that assigned under the Diagnostic Related Groups prescription.

Adaptation, Psychological↗