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At least 379 records · Page 21Linked to original sources
PubMed1996

Dry bed training by parents: results of a group instruction program.

PURPOSE: We assessed results of intensive dry bed training for groups of parents outside the hospital setting. MATERIALS AND METHODS: During 5 consecutive meetings 2 appointed coaches were responsible for providing 5 to 10 parents with detailed instructions outlining the dry bed training program for their child. The 91 participating children (mean age 9.3 years) were selected from various primary schools by school physicians from the youth health care sections of 2 community health services in The Netherlands from April 1991 to May 1994. RESULTS: All 91 parents completed the initial questionnaire and 86 (95%) completed the second questionnaire 6 months after dry bed training. Before starting the dry bed training program the children were wetting the bed an average of 5.4 times weekly. A total of 69 children (80%) successfully achieved the continence criterion of 14 consecutive dry nights. Mean time plus or minus standard deviation needed to achieve dryness was 6.9 +/- 3.7 weeks, including the continence criterion. Girls responded significantly faster than boys to dry bed training (5.1 versus 7.4 weeks, t[67] = 2.16, p < 0.05). A total of 16 children (23%) had relapse of whom 7 regained dryness 6 months after training. There were no statistical differences between the successful and unsuccessful groups for the variables of patient age, sex, bed-wetting frequency, secondary enuresis, family history and therapies followed. However, there was a difference in the use of drugs and number of specialist visits before dry bed training. The majority of parents (84%) was satisfied with the program but the opinions of the children were divided. CONCLUSIONS: Group dry bed training has proved to be effective therapy. It may rapidly result in improvement through intensive training in a relatively short period. Group dry bed training is a suitable method to control nocturnal enuresis in children 6 years old or older.

Adolescent↗
PubMedDate not supplied

Epidemiology for community health nursing: an interactive computer assisted instruction program.

Epidemiology and its application to community health nursing is an essential concept for baccalaureate nursing students. To facilitate student learning, nursing faculty chose to use computer assisted instruction (CAI) as an adjunct teaching-learning strategy. An interdisciplinary team, including nursing content specialists and a computer programmer, produced an interactive CAI that integrated epidemiologic content, community health nursing practice, and learning-theory principles. Contents of the program modules are described, and program strategies used to enhance learning are delineated. Evaluation of the program indicated students (N = 106) believed the content was clearly explained and preferred learning epidemiology through combining classroom learning with CAI rather than through textbook reading assignments.

Community Health Nursing↗
PubMed1997

The effect of a computer assisted instructional program on physical therapy students.

The purpose of this study was to assess the efficacy and efficiency of CAI for students learning evaluation and treatment skills for carpal tunnel syndrome (CTS). Ten volunteer physical therapy students were randomly assigned into either CAI or interactive lecture instructional groups. Each student completed a 36-item pretest on CTS. The CAI group used the Physical Therapy Patient Simulator CAI and the instructional group participated in lecture/discussion to complete the case studies. Following completion of instruction, an identical 36 item posttest was administered to all students. Individual start and finish times for the two groups were recorded by the instructor. A 2 x 2 ANOVA revealed no significant difference in pretest/posttest scores between CAI and interactive lecture. A t-test determined the CAI group completed the case assignment 30 minutes (24% faster than the interactive group. The findings suggest that using a CAI simulation program may be as effective and more efficient than traditional methods of instruction.

Carpal Tunnel Syndrome↗
PubMed1975

A mother instruction program: behavior changes with and without therapeutic intervention.

Mother-child behavior changes over therapeutic intervention and no-contact periods were compared. Fifteen dyads had 8 weeks of instruction followed by no contact; 15 followed a reversed schedule. Overall change was about the same in both groups, and both changed more during instruction than during no-contact periods. Mothers receiving immediate instruction showed greater and more systematic immediate changes following instruction. Children in the group with later follow-up exhibited a greater proportion of behavior change during that no-contact period than during instruction. Thus, no-contact periods cannot be considered no-change periods, though immediate intervention probably ensures more systematic change than intervention preceded by waiting-list experience.

Behavior Therapy↗
PubMed1975

A mother-instruction program: Documenting change in mother-child interactions.

Measures of mother-child interaction change are reported in a series of 30 mothers and their children, aged 2 to 10. Videotaped play sessions were analyzed in detail to provide baseline measures from which individualized modification guidelines were derived. Mothers were instructed in eight weekly sessions via bug-in-the-ear. Postinstruction observations provided quantification of observed changes following instruction. The target of change was mother-child behavior contingency patterns, effected by intervening into the mother component on those patterns. Measured changes in mother and child behaviors, mother-child contingency patterns, and mother's preceptions of child behaviors are compared.

Affect↗
PubMed1986

Comparison of a videotape instructional program with a traditional lecture series for medical student emergency medicine teaching.

An emergency medicine faculty has reported that the use of the videotape medium for presenting curricular material to medical students is both cost effective and well suited to the educational milieu of the emergency department. In order to compare the effectiveness of videotape instruction with that of a traditional lecture, groups of students received instruction in one topic by videotape and in another topic by lecture. The students' retention of material was tested by a multiple-choice examination administered ten days later. The students scored 76.1% (683 of 898 questions) on material taught by lecture and 76.2% (673 of 883 questions) on material taught by videotape (P greater than 0.7). We conclude that videotape instruction is as effective an educational tool as the traditional lecture for an emergency medicine course.

Curriculum↗
PubMed2006

A computer-assisted instructional program for teaching portion size versus serving size.

Obesity is becoming an increasingly important community health threat, accounting for more than 300,000 deaths per year in the United States. The cumulative economic impact of obesity and overeating is enormous. Factors contributing to the problem include eating food away from home, consuming large or excessive quantities of soft drinks and snack foods, and large portion sizes. Discriminating between portion and serving sizes and determining the appropriate number of serving sizes to consume on a daily basis are key to maintaining a healthy diet. The purpose of this project was to create a computer-assisted instructional tool delineating serving size from portion size. The tool can be used by health care professionals to provide direct instruction to individuals or as part of a group approach to healthy eating.

Computer-Assisted Instruction↗
PubMed1992

PathPics: an image-based instructional program used in the pathology and histology curriculum and transmitted over a wide area network.

PathPics is an image review and tutorial program developed at the University of California, San Diego (UCSD) School of Medicine as an adjunct to the preclinical Pathology and Histology curriculum. It incorporates faculty expertise and provides a framework for self-paced study of this visually-oriented material. The program is served over our wide area network and runs on color-capable Macintosh computers. PathPics was added to the curriculum in January, 1992, and has been enthusiastically received by the students.

Computer Graphics↗
PubMed1999

[Development of a computer clinical instruction program. Is the game worth the candle?].

PROBLEM BEING ADDRESSED: Use of computers in medicine, as tools for information and education, is increasing. Many computer-assisted learning tools have been marketed. For clinician-teachers, computer-assisted learning offers interesting possibilities. Is this educational technology within the reach of family physicians? OBJECTIVE: To describe development of a computer-based learning tool and to suggest indications for its use. DESCRIPTION OF PROJECT: A team of clinician-teachers and information technologists developed a tool called Didacticiel sur l'Aviseur to train family physicians and family medicine residents on a clinical decision-making tool called l'Aviseur pharmacothérapeutique, which consists of a database and nine search functions. The Didacticiel in turn consists of an interactive guided tour, a series of exercises with formative evaluation and feedback, a real-time test with a final evaluation, and an integrated, multidimensional project evaluation program. CONCLUSION: Developing a computerized learning tool is a worthwhile investment if the content has longevity; the learning process is highly interactive; there is a market for the product; and the tool is developed by a team of experienced, committed information technologists.

Clinical Competence↗
PubMed1992

Review of Behavior on a Disk from CMS Academic Software: instructional programs for teaching teachers.

The programs on BOAD represent a set of useful simulations and demonstrations of learning phenomena that successfully convey important practical and theoretical information to students. The most successful modules deal with shaping and the selective effect of positive reinforcement on behavior. The range of examples is sufficiently broad to convey the generality of these learning phenomena, but the graphics and particular examples are better suited to the college classroom (for which they were developed and in which they have received extensive field testing) than to the general public, where some users might be distracted by working with simulated animal "subjects" or bored by the simple graphics. There is a separate application on the disk that drills students on behavioral vocabulary, a useful resource for helping to assure that behavioral issues are discussed using consistent terminology. Although a single disk is initialized for a single user so that individual progress can be tracked accurately in printed reports, the cost of a disk is so low that no student who needs to learn about teaching would be discouraged from purchasing it. In truth, this is the best deal in instructional software I have seen yet.

Animals↗
PubMed1997

Teaching residents to teach. An instructional program for training pediatric residents to precept third-year medical students in the ambulatory clinic.

OBJECTIVE: To provide second- and third-year pediatric residents with practical teaching skills for precepting third-year medical students in the outpatient clinic. DESIGN: Educational intervention with 3-month follow-up of participants. SETTING: University teaching hospital. PARTICIPANTS: Second- and third-year pediatric residents. INTERVENTION: A curriculum for a half-day workshop to provide residents with 6 key clinical teaching skills. Residents participated in the workshop and then were observed by trained faculty as they precepted third-year medical students in the pediatric clinic. MAIN OUTCOME MEASURE: Direct observation of resident-student precepting encounters, noting the presence or absence of their use of clinical teaching skills taught in the workshop. RESULTS: Twenty-one of 23 pediatric residents participated in the workshop. Observation of 56 resident teaching encounters before and after the workshop showed that the residents improved their clinical teaching skills. Residents valued the workshop, and many suggested it should also be considered for faculty development. CONCLUSIONS: Residents can be taught clinical teaching skills in a half-day workshop. These skills also are applicable in various clinical venues. With the increasing interest in using community-based primary care physicians for student and resident education, this curriculum is well suited for training practicing clinicians to teach in their own practice sites.

Adult↗