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At least 397 records · Page 22Linked to original sources
PubMed1985

Educational coordinator--staff development--what is their impact on patient education?

The increasing complexities in the health care system have produced a need for well-planned patient education. Integral to the development of these programs is: the assessment of patient populations' educational needs; the design of a program to meet these defined needs; the implementation of this pre-designed program; and, the evaluation of that total learning experience. The literature suggests that a patient education coordinator facilitates this program planning process. It is also suggested that in agencies where a coordinator position is non-existent, that staff development related to patient education can enhance programming efforts. This investigation examined the impact of staff development and the coordinator on the program-planning process. It researched the effect of these factors singularly and collectively. The results suggest that individually and in tandem both factors have a positive impact on patient education. Best results were observed in institutions having a coordinator and a staff development program.

Administrative Personnel↗
PubMed2005

Innovations in integrative healthcare education: Integrative Medicine DesignShop and National Education Dialogue.

Content on integrative healthcare and complementary and alternative medicine (CAM) is now being taught in hundreds of educational programs across the country. Nursing, medical, osteopathic, chiropractic, acupuncture, naturopathic, and other programs are finding creative and innovative ways to include these approaches in new models of education and practice. This column spotlights such innovations in integrative healthcare and CAM education and presents readers with specific educational interventions that they can adapt into new or ongoing educational efforts at their institution or program. We invite readers to submit brief descriptions of efforts in their institutions that reflect the creativity, diversity, and interdisciplinary nature of the field. Please submit to Dr. Sierpina at vssierpi@utmb.edu or Dr. Kreitzer at kreit003@umn.edu. Submissions should be brief, no more than 300 to 400 words. Please include any Web site or other resource that is relevant as well as contact information.

Clinical Competence↗
PubMed1982

Patient education: a component of health education.

Because health education is aimed at influencing behavior capable of affecting health and disease, patient education is a important constituent of health education. Patient education should demonstrably lead to increased self-assurance, reduced anxiety, better insight into one's ailments, more knowledge about the effects of medicines administered, greater self-acceptance after surgery, and improved social contacts among the chronically ill. It well deserves a place in primary health care. Patient education is not widely practiced in the Netherlands. Small-scale experiments are needed to establish effective modes of intervention.

Chronic Disease↗
PubMed1993

Education in adult advanced cardiac life support training programs: changing the paradigm. Members of the Advanced Cardiac Life Support Education Panel.

To develop a consensus for change in the educational aspects of the Advanced Cardiac Life Support (ACLS) Training Program, the American Heart Association appointed panel members to engage in a consensus process. At a preconference meeting held in the fall of 1991, panel members received broad input from experts in adult education, experienced ACLS educators, and resuscitation scientists. The panel then developed a statement based on the preconference discussions and presented it at the National Conference on CPR and Emergency Cardiac Care held in February 1992. The conference's recommendations and the process that led to them are described in this paper. The key conclusions of the consensus process are as follows. The purpose of ACLS programs is the education of health professionals whose jobs include the management of patients in arrest or near-arrest. The goal of each ACLS course is to have each participant succeed in acquiring the skills and knowledge required for resuscitation. Aspects of the course which threaten failure or raise anxiety should be minimized or eliminated. ACLS course directors are strongly encouraged to design courses whose content and presentation are best suited to the training, experience, and needs of the course participants. Flexibility is strongly encouraged. Evaluation (testing) should be used primarily for its educational value, to help both learners and instructors identify areas needing improvement. The problem learner should be identified as early as possible and should receive intensive remediation to achieve the goal of every participant acquiring the targeted skills and knowledge. Because skill retention is variable, rescuers should practice skills frequently in regular refresher sessions. At a minimum, retraining every two years is strongly recommended.

Adult↗
PubMed1998

The participants' views of childbirth education: is there congruency with an enablement framework for patient education?

Although nursing research literature in the area of patient education is rich in number, methodologies used have limited generalizability and cohesiveness. Previous theoretical work has suggested an enablement framework for patient education across content areas. This study approaches patient education from the participant's view and engages the recipients in describing their goals for the process. Seven primiparous women taking childbirth education were asked about their reasons/goals for attending, anticipated roles and tasks during the birth process, and whether or not the educational experience assisted them in meeting their self goals. Semi-structured interviews were used, with each woman being interviewed three times, allowing comparison of data across time, and pre- and post-birth. Content categories were identified, and found to be consistent across time. Implications for practice and research are provided.

Adult↗
PubMed1999

Nurse education yesterday? A memoir of experiments in mental health nurse education (1987-96).

After a decade of community mental health care, the time is ripe for critical evaluation not only of the policy itself, but also of appropriate nurse education. This paper fills some gaps in the historical record of the early years of community care by describing some educational innovations within one of the earliest services to abandon mental hospitals. Whilst it is accepted that the libertarian, experimental nature of the courses described may be accused of contributing to the alleged early failings of community care, it is also suggested that such educational experiences may assist the establishment of positively therapeutic nursing relationships. Current modular courses are generally more tightly structured, highly assessed, research-based and technical. Recent claims suggest that whilst nurses are more highly educated, there may be a reduction in the quality of the caring relationships they establish. This account of largely unreported, process-based courses implicitly suggests that mental health nurse education might be better as a creative synthesis of such theoretical principles with today's more science-based, content-driven courses.

Community Mental Health Services↗
PubMed1998

Supporting Pre-registration House Officers: the needs of educational supervisors of the first phase of postgraduate medical education.

The GMC's publications The New Doctor (GMC 1997) outlines an approach for the education of Pre-registration House Officers using designated educational supervisors. In order to establish appropriate means of training consultants to undertake this role, the Centre for Postgraduate and Continuing Medical Education at the Queens Medical Centre, Nottingham undertook a needs analysis. This consisted of a series of individual interviews with directors of postgraduate education in the mid-Trent region, four focus groups with consultants, and two dissemination workshops. The findings from the research have led to the development of a modular educational programme, based on the perceived needs and optimum structure indicated by the participants in the research process.

Consultants↗
PubMedDate not supplied

The state of EMS education research project: characteristics of EMS educators.

OBJECTIVES: The preparation of emergency medicine practitioners occurs at a variety of levels, via individuals with various levels of experience and training, and through a variety of oversight organizations. The purpose of this study was to quantify the characteristics of those recognized as prehospital emergency medical services (EMS) educators, the type and amount of infrastructure available to facilitate the learning process, and what attributes and common practices the profession values. METHODS: The respondents (n = 1,691) were generated randomly from a nationwide systematic sample of all known EMS instructors. The sample was adequate to generalize to the 15,000 EMS educators. Face validity and content validity were assured through use of a 24-member focus group of EMS educators, practitioners, and administrators, who reviewed the questionnaire. Reliability estimates were generated via Cronbach's alpha and Kuder-Richardson 20 and 21 and ranged from 0.59 to 0.83, with a grand mean for the seven study constructs of 0.70. Factor analysis with varimax rotation explained 40% to 66% of the respective construct variance, with a grand mean of 56% of the response variance explained. RESULTS: The respondents were satisfied with their teaching experience (98%), expected to continue (80%), and taught because of a perceived dearth of qualified instructors. Only half of the respondents utilized federally generated curricular materials, and approximately 20% were uncomfortable in assessing psychomotor skills. The relationship of testing to assessment and skill performance appeared to be the most significant pedagogic challenge. CONCLUSIONS: The respondents were a senior group of educators committed to the training of new providers who will comprise the foundation of future EMS educational efforts at the national level.

Adult↗
PubMed2002

Interdisciplinary and distance education in the Delta: the Delta Health Education Partnership.

The purpose of this article is to describe the activities and outcomes of the Delta Health Education Partnership (DHEP), an interdisciplinary and distance education program developed to promote 'anytime, anywhere' education. The goal of the project is to recruit, educate, and retain interdisciplinary groups of primary care health practitioners to increase access to health care in medically underserved and health professional shortage areas of the lower Mississippi Delta. The targeted health providers are certified nurse midwives, physician assistants, and family nurse practitioners. The DHEP program spans six universities across four primarily rural states. Primary health care students in the lower Mississippi Delta region are taught using asynchronous technology strategies including Internet-based coursework. Opportunities to expand educational options for distance learners and geographically bound students are explained. In addition, methods of building community partnerships in an effort to recruit and retain primary care providers are also explained. The advantages and limitations of the asynchronous Internet-based courses are explored as part of the program evaluation.

Arkansas↗
PubMed1995

National Dairy Council Award for Excellence in Medical/Dental Nutrition Education Lecture, 1995: medical-nutrition education--factors important for developing a successful program.

Currently, there are no established guidelines which define the goals, the course content, or the approach to developing a successful medical-nutrition education program. The result has been great variability in the approach to teaching nutrition to medical students. A common concern among medical educators is how to teach all of the material currently known. The obvious outcome of trying to teach the constantly expanding body of facts is an increasing demand and competition for instructional time. In turn, nutrition educators have fallen into the trap of vying for more time and claiming success for their program on the basis of their acquired number of hours of instruction rather than on the demonstrated quality or effectiveness of their program. The purpose of this report is to recommend a set of goals for nutrition training of medical students and to highlight those factors which appear to be most (and least) important to achieving those goals. It is my belief that the primary goal of educating medical students should be to sensitize students to the relevance of nutrition in the prevention and treatment of disease. A secondary goal should be to impart important information about nutrition. Relative to these goals, and based on previous studies and on my experience at the University of Alabama at Birmingham School of Medicine, I believe that two factors are critical to the success of any medical-nutrition education program: 1) demonstrated relevance of the course material to the practice of medicine, and 2) positive role modeling.(ABSTRACT TRUNCATED AT 250 WORDS)

Curriculum↗
PubMed2005

Determinants of health in early adulthood: what is the role of parental education, childhood adversities and own education?

BACKGROUND: Of the many studies assessing the impact of childhood living conditions on health and health inequalities in adulthood, only few have combined information on current determinants of health with detailed individual level data on different aspects of childhood living conditions and adversities. This study aims (i) to assess the role of parental education, self-reported childhood adversities and family structure as determinants of different dimensions of health in early adulthood, and (ii) to identify the role of the respondent's own education as a modifier of the association between childhood living conditions and health. METHODS: The study is based on a representative sample (n = 3669; participation rate 83%) of young adults aged 18-39 years in 2000 in Finland. The main outcome measures were poor self-rated health (SRH), psychological distress (by GHQ12) and somatic morbidity. RESULTS: Parental education, problems in childhood and the respondent's own education were independently related to SRH and psychological distress. The impact of childhood living conditions on health varied by gender and according to the measure of health. Childhood conditions were strongly associated with poor SRH and psychological distress, whereas the connection with somatic morbidity was weaker. The associations remained relatively unchanged after controlling for the respondent's own education. CONCLUSIONS: Childhood living conditions and adversities are strongly associated with poor SRH and psychological distress in early adulthood. Early recognition of childhood adversities followed by relevant support measures may play an important role in preventing health problems in adulthood.

Adolescent↗
PubMed1991

Forty years of litigation involving medical students and their education: I. General educational issues.

An analysis of reported state and federal adjudication from 1950 through 1989 was undertaken to identify trends in litigation involving medical students and undergraduate medical education. Of the 110 decisions cited, 51 (46%) involved disputes over general educational issues. A majority of the decisions affecting general education involved admissions and dismissal processes. Recently courts have begun scrutinizing readmission, course repetition, and cheating. Medical schools have accommodated to judicial scrutiny of general educational issues and have prevailed more often than claimants in litigation during this period, but litigation has not decreased as precedent and procedure have become clearer. Instead, litigation has continued unabated in alternative areas and at different levels of the educational process.

Education, Medical, Undergraduate↗
PubMed1991

The uses and value of autopsy in medical education as seen by pathology educators.

A national meeting of pathology educators in 1989 provided the impetus for an exploration of new uses of autopsy in medical education. A month before the conference, the authors sent a questionnaire about the uses and value of autopsy in medical education to 120 persons registered to attend the conference. They used the 98 responses, representing 69 U.S. and Canadian medical schools, as the basis of a workshop on the place of autopsy in future medical education. The present article is a report of the authors' findings from the questionnaire and workshop. They found that the uses of autopsy go far beyond the traditional uses in teaching clinical pathophysiology, clinico-pathologic correlations, clinical anatomy, gross and microscopic anatomy of disease, and visual skills. Emphasis was placed on the potential role of autopsy in education regarding legal/judicial proceedings, vital statistics, epidemiologic investigations, and public health, and in the understanding of such complex matters as medical fallibility, medical uncertainty, and grief. These purposes were seen as congruent with current societal concerns about the need to reverse the trend toward dehumanization of medicine and physicians. The inability to realize these aims in the face of a precipitous drop in the autopsy rate is discussed.

Autopsy↗
PubMed1999

Preparing the ground: contributions of the preclinical years to medical education for care near the end of life. Working Group on the Pre-clinical Years of the National Consensus Conference on Medical Education for Care Near the End of Life.

The preclinical years of medical education have rich potential for preparing medical students to provide optimal end-of-life care. Most of the opportunities and settings for this education already exist in the curricula of most medical schools, although they are underutilized for this purpose. In this report The Working Group on the Pre-clinical Years of the National Consensus Conference on Medical Education for Care Near the End of Life identifies the most promising settings and suggests how they might be used for maximum benefit in end-of-life education. Basic end-of-life care competencies are in five domains: (1) psychological, sociologic, cultural, and spiritual issues; (2) interviewing and communication skills; (3) management of common symptoms; (4) ethical issues; and (5) self-knowledge and self-reflection. A centralized group should oversee educational activities related to end-of-life care at each medical school. This group would identify and facilitate teaching opportunities in the preclinical curriculum: basic science courses; problem-based learning seminars; courses in interviewing, the doctor-patient relationship, and introduction to clinical medicine; courses in ethics, humanities, and the social-behavioral sciences; clinical preceptorships; and longitudinal experiences with patients. The group would also assess the potential impact of the "hidden curriculum."

Attitude to Death↗
PubMed2005

Internal medicine resident education in the medical intensive care unit: the impact on education and patient care of a scheduling change for didactic sessions.

OBJECTIVE: Modifications in residency educational programs are needed to comply with the work-hour limitations introduced by the Accreditation Council for Graduate Medical Education. The objective of this study was to determine the impact of rescheduling critical care didactic sessions on medicine residents' education during their medical intensive care unit (MICU) rotation and on outcomes. DESIGN: A pilot program of nonrandomized design. SETTING: A graduate school of medicine. PATIENTS: All patients admitted during the study periods who authorized their medical records to be reviewed. INTERVENTIONS: None. MEASUREMENTS AND MAIN RESULTS: We instituted a pilot program that replaced the daily traditional 1-hour post-rounds didactic session with an 8:00 am 30-min session, conducted before work rounds, on weekdays from July 2003 through December 2003. The residents' end-of-rotation examination scores were used to assess the impact on education. The pilot period residents' examination results were compared with the examination results from July 2002 through December 2002. To evaluate the effect on patient care, the Acute Physiology Score, Acute Physiology and Chronic Health Evaluation III score, and predicted and observed lengths of MICU and hospital stay of all patients during these two study periods were abstracted and compared. Forty-eight residents were included in each period of the study. The residents' performance on the examination at the end of MICU rotation improved when the didactic session was moved to 8:00 am (67.9 +/- 13.8 vs. 73.9 +/- 12.1; p = .0270). The statistically significant improvement was limited to the first-year residents. There were 751 and 903 patients, respectively, admitted to the MICU during the 2002 and 2003 study periods. There were no significant differences in Acute Physiology Score and Acute Physiology and Chronic Health Evaluation III score between patients admitted during the two study periods. The observed hospital mortality rate was lower during the second period. There were no statistically significant differences in the adjusted length of MICU and hospital stay between the two periods. CONCLUSION: Early morning didactic sessions improve the educational experience of internal medicine residents rotating in the MICU without compromising patient care.

Adult↗
PubMed2005

A randomized-controlled trial comparing an educational intervention alone vs education and biofeedback in the management of faecal incontinence in women.

Biofeedback (BF) training is an accepted therapy in the treatment of faecal incontinence (FI) despite a paucity of data demonstrating benefit. This study aims to determine whether BF has any specific effect above and beyond an educational intervention. Twenty-three women with regular and frequent idiopathic FI were randomized to education and pelvic exercise vs education and BF therapy. Complete data is available for 18 women. Overall, 61% of participants demonstrated a complete response. There was no difference in response rate between treatment arms. Women with FI demonstrate a good response to treatment with education and exercise and education plus BF thus questioning the specific effect of BF.

Adult↗
PubMed1999

A feasibility study of adolescent sex education: medical students as peer educators in Edinburgh schools.

OBJECTIVES: To determine the feasibility of medical students being involved in sex education in secondary schools, as lesson leaders in peer group discussions. DESIGN: 1. Questionnaires and interviews to determine pupil and professional opinions about the present sex education provision and the possible involvement of medical students. 2. A pilot scheme in one school involving medical students as peer educators. SETTING: Six central Edinburgh secondary schools; local sex education services; Edinburgh University. SAMPLE: 1. Thirty schoolteachers and 205 pupils returned questionnaires. From this, 18 teachers and 12 pupil groups (six to eight pupils each) were interviewed. 2. Pilot scheme involved three sessions with three groups of six to eight pupils per session. Twenty-nine returns for the evaluative (pupil) questionnaire were received. MAIN OUTCOME MEASURES: Questionnaire analysis; anecdotal evidence from interviews; evaluative questionnaire given to pupils participating in pilot study. RESULTS: Ninety-four percent of teachers and 93% of pupils were in favour of medical student involvement in schools. Teachers identified large class size and lack of resources for small group work as factors limiting the effectiveness of present sex education. Pupils identified teacher embarrassment in certain issues as a barrier to communication, and 89% found communication to be easier with medical students. CONCLUSIONS: Response to the idea of medical student involvement was very favourable from all parties involved, and a continuation of the study has been integrated as an options course into the Edinburgh University undergraduate medical curriculum.

Adolescent↗
PubMed1991

A comparison of self-reported health education competencies among selected school health educators in the United States and Taiwan, R.O.C.

Results from a preliminary, cross-national study examining perceived competence of school health educators in Taiwan, R.O.C., and in Florida are reported. The study used the Self-Assessment for the Health Educator instrument, developed by the National Task Force on the Preparation and Practice of Health Educators, Inc., which specifies 79 skills in seven competency areas. School health educators from Taiwan and Florida rated their own perceived competence regarding each skill, and assessed the perceived usefulness of each skill in health education practice. Responses from the two groups were similar on six of seven competency areas regarding usefulness of the items. Yet, teachers from Taiwan expressed greater perceived competence than the Florida teachers in five of seven areas. However, within both groups, teachers rated perceived usefulness higher than their own perceived level of competence. Inservice training, amount of formal training, and years of professional experience affected levels of perceived confidence in both groups. Initial results suggest the self-assessment instrument may prove useful as a tool for examining professional competence in other countries, but more extensive research is needed to determine the instrument's applicability in cross-national comparisons.

Adult↗