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PubMed1996

Instructional technology in schools educating deaf and hard of hearing children: a national survey.

A survey on the availability of technology for instructional use was conducted by means of a mail questionnaire sent to schools that participate in the Annual Survey of Deaf and Hard of Hearing Children and Youth. Responses from 546 schools indicated that computers and printers are now commonplace, but inventories remain low for a sizable minority (42%) of schools. Center schools reported larger inventories of computers, printers, closed-caption decoders, and VCRs than were reported by local schools, but inventories of newer technologies such as CD-ROMs, videodiscs, and computer projection systems were low among both types of schools. The top needs indicated by schools were more equipment; more software, videocassettes, and other supporting materials; more teacher training; and more time for teachers to devote to instructional technology.

Child↗
PubMed2005

Implementation of the Clinical Encounters Tracking system at the Indiana University School of Medicine.

The Indiana University School of Medicine (IUSM) Office of Medical Education &Student Services directed the IUSM Educational Technology Unit to develop a Clinical Encounters Tracking system in response to the Liaison Committee on Medical Education's (LCME) updated accreditation standards. A personal digital assistant (PDA) and centralized database server solution was implemented. Third-year medical students are required to carry a PDA on which they record clinical encounter experiences during all clerkship clinical rotations. Clinical encounters data collected on the PDAs are routinely uploaded to the central server via the PDA HotSyncing process. Real-time clinical encounter summary reports are accessed in the school's online curriculum management system: ANGEL. The resulting IUSM Clinical Encounters Tracking program addresses the LCME accreditation standard which mandates the tracking of medical students' required clinical curriculum experiences.

Accreditation↗
PubMed1998

Mathematics reform in the education of deaf and hard of hearing students.

In response to increased demand for competent workers who possess skills in problem solving, cooperative work, and technology, education professionals have set out to reform mathematics education. The purpose of the present study was to determine the state of mathematics reform in the education of deaf and hard of hearing students. A national survey was sent to administrators and faculty at schools for the Deaf seeking information on mathematics programs and instruction. Data were analyzed by profession (i.e., administrator, teacher) and grade level (K-4, 5-8, 9-12). Results show that some aspects of reform (e.g., problem solving, use of concrete materials) have been incorporated into the deaf education mathematics curriculum but that many 'traditional' techniques (e.g., drill and practice, rote memorization) remain in use. Data support the need for increased attention to mathematics education reform within deaf education. Recommendations are provided to professionals in the field to better prepare students for the 21st century.

Adolescent↗
PubMed2003

One educator's perspective on the role of instructional technology in veterinary surgical education.

A brief overview of the history of instructional technology (IT) use in veterinary surgery education is followed by an assessment of the state of the art in this discipline in the United States. Comments on assessment of teaching tools and the need for a concerted effort at future assessments are made in light of published information regarding the success of alternative learning methods in education in other disciplines. A few final comments are shared about discipline specific technology demands in surgical education and the issue of copyrights versus sharing resources.

Animals↗
PubMed2001

Empowering radiologic education on the Internet: a new virtual website technology for hosting interactive educational content on the World Wide Web.

OBJECTIVE: We describe a virtual web site hosting technology that enables educators in radiology to emblazon and make available for delivery on the world wide web their own interactive educational content, free from dependencies on in-house resources and policies. MATERIALS/METHODS: This suite of technologies includes a graphically oriented software application, designed for the computer novice, to facilitate the input, storage, and management of domain expertise within a database system. The database stores this expertise as choreographed and interlinked multimedia entities including text, imagery, interactive questions, and audio. Case-based presentations or thematic lectures can be authored locally, previewed locally within a web browser, then uploaded at will as packaged knowledge objects to an educator's (or department's) personal web site housed within a virtual server architecture. This architecture can host an unlimited number of unique educational web sites for individuals or departments in need of such service. Each virtual site's content is stored within that site's protected back-end database connected to Internet Information Server (Microsoft Corp, Redmond WA) using a suite of Active Server Page (ASP) modules that incorporate Microsoft's Active Data Objects (ADO) technology. Each person's or department's electronic teaching material appears as an independent web site with different levels of access--controlled by a username-password strategy--for teachers and students. There is essentially no static hypertext markup language (HTML). Rather, all pages displayed for a given site are rendered dynamically from case-based or thematic content that is fetched from that virtual site's database. The dynamically rendered HTML is displayed within a web browser in a Socratic fashion that can assess the recipient's current fund of knowledge while providing instantaneous user-specific feedback. Each site is emblazoned with the logo and identification of the participating institution. Individuals with teacher-level access can use a web browser to upload new content as well as manage content already stored on their virtual site. Each virtual site stores, collates, and scores participants' responses to the interactive questions posed on line. CONCLUSION: This virtual web site strategy empowers the educator with an end-to-end solution for creating interactive educational content and hosting that content within the educator's personalized and protected educational site on the world wide web, thus providing a valuable outlet that can magnify the impact of his or her talents and contributions.

Computer-Assisted Instruction↗
PubMedDate not supplied

Technology in nurse education: a communication teaching strategy.

This article focuses on the topic of technology in nurse education as a communication learning tool. Nurses are very interested in learning more about telehealth through the application of technology--computer-managed instruction (CMI), computer adaptive testing (CAT), computer stimulation testing (CST), telenursing, telemedicine and the Internet as it relates to improving health care delivery. With the current technology, there are many clinical implications, faculty concerns, and student issues in documentation and the explosion of knowledge and research as a direct source of information. This technology may also serve as a catalyst in bringing positive changes in the practice and the profession of nursing in collaboration with other health disciplines. Although there are limitations that cost may be a major deterrent in some schools of nursing, it is a fact that technology has invaded today's health care delivery system and the society, and is here to stay.

Communication↗
PubMed1999

Avoiding the great train wreck: standardizing the architecture for online curricula.

The advent of the World Wide Web and related technologies has encouraged medical schools to generate a wealth of online curricular materials. Unfortunately, the diversity and abundance of user-friendly authoring tools have enabled individual instructors within and among medical schools to proliferate educational resources with often widely dissimilar architectures. Because there are no universal standards for educational technology, the resulting information islands cannot be easily managed, reused, or shared with other educators and institutions. Thoughtful planning and reuse of online educational materials could allow instructors to present subject matter more consistently across the curriculum, discover new teaching resources, easily create new materials, reduce unnecessary duplication, and better integrate the basic and clinical sciences. To make this possible, standardized, object-oriented architecture is needed. While several excellent HTML authoring tools and integrated courseware packages are available, differences in their technologies and methods impede inter-operability between the various products and the materials they create. Through the National Learning Infrastructure Initiative, the Instructional Management Systems (IMS) specification has emerged as a global standard for online teaching and learning environments. This proposed standard defines a common architecture for content management and delivery.

Computer Systems↗
PubMed1975

The nature of the colour retention deficit in Down's syndrome.

In Sinson and Wetherick (1973) the authors reported evidence that Down's syndrome children show a deficit in short-term retention of colour information not shown by matched S.S.N. controls. The experiments were conducted in good daylight illumination. Repetition in blue weak artificial light showed that retention of green, red and purple was much improved but that the other colours were not affected. Implications of the finding are considered for theories of colour vision and short-term retention and for educational technology.

Color Perception↗
PubMed1998

Advances in information technology. Implications for medical education.

Few kinds of technology have had as broad an impact on the recent affairs of humanity as have information technologies. The appearance and rapid spread in the past several years of innovations such as the Internet's World Wide Web and the emergence of computer networks connecting tens to hundreds of millions of people worldwide have occurred with startling rapidity. These global events portend substantial changes in the delivery of health care, the conduct of biomedical research, and the undergraduate, graduate, and continuing education of health professionals. This report will attempt to succinctly review the following: (1) the characteristics of modern information technologies and recent trends that are most relevant to medical education and to the world in which future practitioners, researchers, and educators will live and work; (2) the implications of these technologies for the development of educational goals (in other words, the specific information technology skills that future health professionals will need); (3) the issues associated with the use of these technologies in the process of education; and (4) implications for near-term action by University of California medical schools and academic medical centers.

California↗
PubMed1982

Technology and nursing education: a scenario for 1990.

An examination of predictions concerning the future of American society provides a basis for building a scenario for nursing education in the USA. Trends influencing the future of society and professional nursing education include the tendency towards a planet-wide society, changing orientations towards individual towns and cities, changes in the occupational structure and in use of energy, and technological breakthroughs in electronics and genetics. Central to new technologies is the computer. Computerized systems of education and networks of such systems are now technically possible. Although capital resources for such systems may be scarce, eventually the substitution of capital for the even more expensive human labour may force the use of greater technology in education. Teacher acceptance is the greatest challenge to increased use of technology in education. Teacher acceptance is the greatest challenge to increased use of technology in education. Increased use of technology may force better instruction. Increased technology does not presuppose a less humanistic education.

Education, Nursing↗
PubMed2005

Using distance-based technologies for emergency medicine training and education.

Cost-effective and sustainable ways of continuing to improve emergency medical services and education worldwide must be pursued if the field is to continue to expand globally. Distance-based learning and the use of telecommunications advances present us with an ideal opportunity to improve international medical education. Such technologies can overcome the financial and logistic constraints of travel and can complement existing exchanges.

Education, Distance↗
PubMedDate not supplied

The patient-care gap.

Although adequate attention is paid to technical principles and equipment in the radiologic technology classroom and supporting literature, little if any is devoted to the patient. The humanity of the patient and his primacy in the profession demand that in radiologic technology education and practice he be given the consideration he should and must have whenever he is in the hands of radiologic technology personnel.

Professional-Patient Relations↗
PubMedDate not supplied

Gerontology in the R.T. curriculum.

This study was conducted to determine the extent to which students in U.S. radiologic technology educational programs are being prepared to provide diagnostic and therapeutic procedures for geriatric patients. A total of 442 programs in radiography, nuclear medicine technology, radiation therapy and diagnostic medical sonography were surveyed. Results indicate that most gerontology instruction is limited to modules or units within defined courses, rather than comprehensive gerontology courses related to professional practice. Respondents indicated a perceived need for additional gerontology content in the curricula.

Aged↗
PubMed2004

A technology using feedback to manage experience based learning.

The aim was to establish how ICT could apply feedback principles to experience based learning. Based on a survey of student and staff requirements, we developed a personalized educational technology ('iSUS') that: (1) Made students clear what they should learn; (2) Helped them meet appropriate real patients; (3) Encouraged reflective feedback; (4) Calculated benchmarks from accumulated feedback; (5) Compared individual students' feedback against those benchmarks; (6) Matched clinical activities to curriculum objectives; (7) Gave feedback to teachers and course leads. Bench testing proved the system usable. During seven weeks of real time use, a whole year group of 111 students feedback on 1183 learning episodes. Five hundred and forty-one (46%) of feedback episodes were self initiated. We have successfully prototyped an application of feedback principles to experience based learning that students seem to find useful.

Computer-Assisted Instruction↗
PubMed1994

Tracking the diabetic foot: adjunctive treatment with collagen material.

Many people with diabetes mellitus have foot lesions that can lead to amputation if they do not receive excellent care. Coordinating patient care with other specialists, using new treatment technology, educating the patient, and including the patient as a significant part of the team are all required for effective patient care. The use of a new, technologically advanced product, Kollagen, is illustrated in two case studies. Collagen plays a significant part in almost every function of the body. Previously, the broad use of collagen was stifled because of cost. Recent advances have made it possible to develop cost-effective gels, powders, pouches, and thin dressings.

Administration, Cutaneous↗
PubMed2004

[Development of Web-based multimedia content for a physical examination and health assessment course].

PURPOSE: This study was to develop Web-based multimedia content for Physical Examination and Health Assessment. METHOD: The multimedia content was developed based on Jung's teaching and learning structure plan model, using the following 5 processes : 1) Analysis Stage, 2) Planning Stage, 3) Storyboard Framing and Production Stage, 4) Program Operation Stage, and 5) Final Evaluation Stage. RESULTS: The web based multimedia content consisted of an intro movie, main page and sub pages. On the main page, there were 6 menu bars that consisted of Announcement center, Information of professors, Lecture guide, Cyber lecture, Q&A, and Data centers, and a site map which introduced 15 week lectures. In the operation of web based multimedia content, HTML, JavaScript, Flash, and multimedia technology (Audio and Video) were utilized and the content consisted of text content, interactive content, animation, and audio & video. Consultation with the experts in context, computer engineering, and educational technology was utilized in the development of these processes. CONCLUSIONS: Web-based multimedia content is expected to offer individualized and tailored learning opportunities to maximize and facilitate the effectiveness of the teaching and learning process. Therefore, multimedia content should be utilized concurrently with the lecture in the Physical Examination and Health Assessment classes as a vital teaching aid to make up for the weakness of the face-to- face teaching-learning method.

Computer-Assisted Instruction↗