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PubMed1999

The status of middle level HIV/STD education as assessed by state and local education agencies.

During spring 1998 RAD Educational Programs, in cooperation with the National Middle School Association, conducted a needs assessment of middle level HIV/STD prevention programs from the perspective of representatives from state education agencies (SEA) and local education agencies (LEA). Data were collected from 84% of states (SEAs) and 88% of cities (LEAs) funded by CDC to conduct HIV/STD prevention activities. A range of activities are occurring in school-based HIV/STD prevention for early adolescents in grades 5-8. However, a prevailing characteristic among states was the high degree to which local control and local decision making affects programming in schools. Needs of SEAs and LEAs are similar as reflected by the need for continued improvement of middle level HIV/STD prevention education. A concrete result was the multitude of requests for effective HIV/STD curricula for middle level students. In addition, administrators shared similar needs for an increase in time allotment for health instruction. Most SEAs (65%) and LEAs (77%) believed that time for health education in the classroom would increase if a nation-wide mandate existed resulting in appropriate standards and assessments for all middle level and high school students.

Acquired Immunodeficiency Syndrome↗
PubMed1995

School sex education: an experimental programme with educational and medical benefit.

OBJECTIVES: To develop and teach a school sex education programme that will lead to a decrease in sexual activity. DESIGN: A matched internal and external control experiment, comparing control populations which received their own sex education programmes with populations which received a novel sex education intervention that included medical and peer led teaching. SETTING: Comprehensive secondary schools; control and intervention populations within Devon, and distant controls from rural, semiurban, and urban areas of England excluding major conurbations. SUBJECTS: Schoolchildren were taught from age 12 to 16; three successive cohorts of students were evaluated in school year 11 (mean age 16.0). MAIN OUTCOME MEASURES: Questionnaire conducted under "examination conditions" and invigilated by the research team and other trained medical staff. RESULTS: In the intervention population, progressive increase in knowledge related to contraception, sexually transmitted diseases, and prevalence of sexual activity (chi 2 (trend) P < 0.001 for all three series); relative increase between intervention and control populations in knowledge, relative decrease in attitudes suggesting that sexual intercourse is of itself beneficial to teenagers and their relationships, relative decrease in sexual activity, and relative increase in approval of their "sex education" (relative risk > 1.00 with 95% confidence limits not including 1.00 for all series and for comparisons with both control populations); odds ratio (control v programme) for sexual activity of 1.45, controlling for sociodemographic variables. CONCLUSION: School sex education that includes specific targeted methods with the direct use of medical staff and peers can produce behavioural changes that lead to health benefit.

Adolescent↗
PubMed1990

Occupational health education in the United Kingdom workplace: looking backwards and going forwards? The Industrial Health Education Society at work 1922-40.

Education on occupational medicine is a neglected area in the United Kingdom in terms of resources and staffing. Education on occupational health and safety is even more neglected and education in the workplace on occupational health is most neglected of all. 1944 saw the demise of the Industrial Health Education Society. This society had been established with the explicit aims of educating and informing ordinary shopfloor workers about occupational hazards and how to deal with them. The emphasis was almost exclusively on occupational health and not occupational safety. In this and indeed in several other respects the society was unique. The society functioned effectively between 1924 and 1940. Large numbers of doctors were recruited to give their time and services free to the IHES by talking to workers on occupational health topics. In this manner the society succeeded in attracting many thousands of workers to its meetings and worked without openly alienating employers, trade unions, the government, or the medical profession--a remarkable feat of diplomacy. The strengths and weaknesses of the society are charted as are the themes and issues still relevant in the 1990s. Progress in the 1980s is assessed against the background of the IHES achievements.

Health Education↗
PubMedDate not supplied

Addressing attitudes during diabetes education: suggestions from adult education.

Suggestions from adult education can improve the effectiveness of diabetes education programs. While information and knowledge are noted as important factors in diabetes education, the literature indicates that they are insufficient to insure improved treatment outcomes. Research suggests that addressing psychosocial variables can improve diabetes education effectiveness. Although there are a multitude of psychosocial variables, attitude is consistently identified as an important contributor to positive diabetes management. Practical suggestions from adult education are offered to improve the learner's attitude about diabetes, the learning process, and the instructor.

Attitude to Health↗
PubMed1994

[Health education in Burundi: peer education in practice].

Because almost half of the patients diagnosed in health centers in Burundi suffered from illnesses related to impure water or inadequate sanitation, the Hygiene Education and Training Programme was created to assure the efficient use of water and sanitation infrastructures by the population of Burundi. A specific organizational unit, linked to the ministry of Public Health was created to implement the programme. With the objective of changing non-hygienic behaviour related to water use and sanitation, hygiene education was carried out by field teams using interpersonal peer communication methods in people's homes during a series of education campaigns that each last three months. The programme was directed primarily to households composed of men, women and children, with particular attention given to women and children, who have the primary responsibility for household hygiene. A participatory approach was employed that used teams of volunteers chosen by and from the population, and who visited households twice during each campaign. Audiovisual materials and messages for each campaign were developed in collaboration with the population. The field teams were motivated by a regular programme of training, an intense support and monitoring system, and the availability of audiovisual materials for hygiene education, as well as a system of prizes that was added recently. After 18 months of experience, it is possible to say that the approach is both feasible and effective. The population reacted positively to the hygiene education that was offered and a degree of behaviour change was observed.

Burundi↗
PubMed1980

Effectiveness of a cephalosporin education program--a pharmacy education program.

In October, 1977, a cephalosporin drug-use review and an educational program were initiated to maximize savings in the pharmacy budget at UCSF and to revise the formulatory to include only one parenteral cephalosporin. The results of the drug-use review were presented to the Pharmacy and Therapeutics Committee where our proposal for an education campaign to encourage appropriate dosing of cefazolin was approved. An explanatory document comparing cephalosporin costs and equivalency was developed for hospital-wide distribution. Pharmacy staffs were informed of program objectives to coordinate education efforts. Physician education was undertaken via document and personal contact with pharmacy personnel. A drug-use review one month after institution of the cephalosporin education program showed marked changes in physician prescribing habits, with greater impact on services where pharmacists were members of the medical rounding team. A change to appropriate dosage prescribing of cefazolin resulted in significant cost savings to the pharmacy budget. These findings resulted in formulary revision to cefazolin as the single cephalosporin available at UCSF. Because cefazolin is available from more than one manufacturer, we were able to obtain a lower bid price the following year, thus realizing an additional cost savings.

California↗
PubMedDate not supplied

An adaptation of Bigge's classification of learning theories to health education and an analysis of theory underlying recent health education programs.

This paper attempts to examine the practice of health education from the perspective of learning theory. Examples of recent health education programs are discussed in this context. It is suggested that, in general, health education and program rationales are firmly rooted in learning theory, but that goals, educational interventions, and evaluation methods are not always consistent with the learning theory apparently underlying the program. Furthermore, it is suggested that such inconsistencies are relevant to many controversial issues in health education and may have considerable impact on policy development.

Behavior Therapy↗
PubMed1995

In-service trends. General education teachers working with educational interpreters.

The "inclusion" movement has resulted in a shift of placement for children who are deaf or hard of hearing. Over 50% of students who are deaf or hard of hearing are now attending academic classes with hearing students in public school settings (Schildroth & Hotto, 1993). As the enrollment of deaf and hard of hearing students in public schools continues to increase, so does the need for qualified educational interpreters. The present study was designed to investigate nationwide the in-service training that general-education teachers receive with regard to the roles and responsibilities of educational interpreters. One hundred elementary and secondary general education teachers were surveyed, yielding a 59% return rate. Less than 33% of those teachers who returned surveys had attended in-services on the topic of educational interpreters. Neither the academic level (i.e., elementary and secondary) of the teachers who participated or the number of students who were deaf or hard of hearing and in attendance at a school influenced the number of in-services provided on the topic of interpreting.

Communication↗
PubMed2000

Education for science and science for education: more than a play upon words.

In the celebration of the Oswaldo Cruz Institute centenary, we wanted to stress our concern with the relationship between two of its missions: research and education. What are the educational bases required for science and technology activities on health sciences for the future years? How can scientists collaborate to promote the popularization of academic knowledge and to improve a basic education for citizenship in an ethic and humanistic view? In this article we pointed out to need of commitment, even in the biomedical post-graduation level, of a more integrated philosophy that would be centered on health education, assuming health as a dynamic biological and social equilibrium and emphasizing the need of scientific popularization of science in a cooperative construction way, instead of direct transfer of knowledge, preserving also macro views of health problems in the development of very specific studies. The contemporary explosion of knowledge, particularly biological knowledge, imposes a need of continuous education to face the growing illiteracy. In order to face this challenge, we think that the Oswaldo Cruz Institute honors his dialectic profile of tradition and transformation, always creating new perspectives to disseminate scientific culture in innovator forms.

Academies and Institutes↗
PubMedDate not supplied

Altering physicians' practice patterns--a nationwide educational experiment: evaluation of the Clinical Education Program of the American Diabetes Association.

A comprehensive evaluation of the Clinical Education Program (CEP) of the American Diabetes Association on type II diabetes was undertaken in a cohort of 5640 primary-care physicians to determine whether practice patterns are affected by such continuing medical education programs. The educational and behavioral objectives were defined and the extent to which these objectives were met was evaluated by use of questionnaires completed by conference attendees both before and after they participated in the program and by in-office interviews 2 mo later with 288 of the primary-care physicians who had attended the conference. Prior to participation, approximately half of the primary-care physicians described diabetes practice patterns consistent with excellent care. The proportion who stated that they intended to improve their practice patterns increased significantly after the conference. Similarly, the majority of these same physicians knew the basic educational objectives before the conference, with a significant increase in the proportion of physicians knowing these objectives after the conference. The office interviews indicated that the changes noted in the proportion of physicians intending to carry out a practice at the end of the conference were sustained or actually increased in this cohort. Exceptions to this trend occurred in the area of use of glucosylated hemoglobin and perhaps in the area of periodic assessment of macrovascular circulation. Two interesting additional findings from the in-office interviews were that physicians prefer the conference format for learning and that distribution of printed material alone is not very effective in influencing knowledge and behavior in primary-care physicians. The CEP met its educational and behavioral objectives.(ABSTRACT TRUNCATED AT 250 WORDS)

Clinical Competence↗
PubMed2000

Neuroscience education of undergraduate medical students. Part I: role of neurosurgeons as educators.

OBJECT: Economic, demographic, and political pressures have mandated that medical schools increase the number of primary care physicians. The goal of this study was to determine the nature of the average medical student's exposure to neurosurgical issues. METHODS: Surveys were sent to every neurosurgical program director in the United States and to the dean of every medical school in North America, querying the extent of neurosurgical involvement in medical student education. Specifically, the respondents were asked how medical students were educated about the management of low-back pain and radiculopathy, carotid artery disease, head and spine trauma, and headache. Survey results were obtained from 65 (67%) of 97 neurosurgery program directors and from 57 (40%) of 143 medical school deans. Only one program in North America reported having a required neurosurgical rotation for all medical students, and just over 50% (29 of 57 deans and 34 of 65 program directors) reported that neurosurgery was an option in a required neuroscience or surgical subspecialty course. Neurosurgeons were not listed among the top three sources for medical student education in the topics of low-back pain and radiculopathy or carotid artery disease. Neurosurgeons were the most frequently cited source of education regarding head and spinal injuries, despite the fact that the majority of medical schools do not have any required medical student exposure to neurosurgery. CONCLUSIONS: With rare exceptions, neurosurgeons are not significantly involved in the education of medical students concerning the management of common neurosurgical issues. As a result, most emerging primary care physicians are taught about these issues by other specialists or not at all. The implications of this situation are discussed.

Carotid Artery Diseases↗
PubMedDate not supplied

An annual employee education calendar as the capstone of educational assessment, planning, and delivery.

Staff development educators can better control their workload and provide a more comprehensive employee education program when the organization adopts a formal five-step process that culminates in the publication of an annual employee education calendar. This article describes the five steps of organization-wide learning needs assessment, resource allocation, priority setting, documentation of the educational plan, and calendar development, including elements and timelines. The annual calendar reflects involvement of staff throughout the facility in the identification, planning, and delivery of education programs. Its publication enhances staff and supervisors' awareness of learning opportunities. Its longer-range perspective assists managers and employees to better plan to meet learning needs and improves participation in staff development activities.

Audiovisual Aids↗
PubMedDate not supplied

Importance of health education research to health education.

OBJECTIVE: To focus on the benefits and importance of research to the practice of health education. METHODS: The paper discussed the potential of quality research as well as the barriers that keep health educators from using, applying, and sharing their work. RESULTS: The basic challenges health educators face in translating their research into practice relate to: becoming well-versed in the science base and previous lessons learned; collaborating effectively; and passing on knowledge by mentoring. CONCLUSIONS: To move forward, health educators need to organize their knowledge and make it accessible. This includes explicit and tacit knowledge, work in progress, and a coordinated research agenda. Finally, health educators need to be flexible so they can enable future research needs.

Health Education↗
PubMed1979

[Continuing education through guidance--experiences with a continuing education programme related to practice, collected in a large psychiatric hospital (author's transl)].

The article reports on the setting-up of a continuing education programme related to practice, applicable in particular to nursing personnel of long-time wards in a large psychiatric hospital. The article describes the prerequisites of "continuing education within the framework of the hospital itself", organised in various sub-sections such as guidelines for group work with patients on the wards, and topic-centered continuing education groups for co-workers. The planning and execution of group work is demonstrated by means of model examples. The assumption that continuing education can help to change the atmosphere prevalent in wards and can also change the degree of activation of the patients, has been confirmed by the experience collected so far. This illuminates once again the need for practice-related continuing education an subject-specific further training for psychiatric nursing staff, even though in the long-term therapeutic field, possibilities of rehabilitation may probably gain more ground in psychiatric treatment of the future.

Adult↗
PubMedDate not supplied

[Health education for puerperal women in neonatal rooming-in: knowledge acquisition with an educational game].

The study aims at verifying knowledge acquisition through health education activities mediated by the use of an educational game on breast-feeding and basic care provided to the newborn, in rooming-in. Study accomplished at a philanthropic maternity of Ribeirão Preto-SP. Educational activities were accomplished in group, coordinated by the nurse, using board game. Through structured interview guided by a route before and after-game, the authors verified the knowledge acquisition, classifying the answers in insufficient (0-4), regular (5-9), good (10-14) and excellent (15-20). Of the mothers' previous knowledge, 16.7% of answers were excellent increasing for 77.8% after participation in the educational activity. They concluded that the game constituted in appropriate strategy to facilitate change of experiences between puerperas and the development of the health education through ludic-pedagogical activities.

Female↗
PubMed1990

[Health educators--prophets of our time. Health education and religion].

Three forms of relationship are possible between health education and religion. First: If health is conceived as a kind of religion, than health education will be a kind of religious preaching. This is not advisable. Second: The health educator can try to take a neutral stand in the field of religions and ideologies. But because he cannot educate without ethical values rooted in a (religious) belief, such neutrality is in fact impossible. Third: The health educator can cooperate with religious-ethical preaching. This is the path to adopt. The preaching can promote ethical values and a healthy belief, both of which are important for health.

Attitude to Health↗
PubMedDate not supplied

Sex education and AIDS education in the schools: what states and large school districts are doing.

Four-fifths of the states either require or encourage the teaching of sex education in the public schools, and nearly nine in 10 large school districts across the United States support such instruction. All but four states and virtually every large school district support the provision of AIDS education, and backing for instruction about sexually transmitted diseases and about abstinence is nearly as widespread. Fewer states and districts (two-thirds and four-fifths, respectively) require or encourage the schools to teach about pregnancy prevention. Examination of state and district curricula indicates that large school districts tend to be bolder than the states in the range of sex-related topics covered, especially in the area of pregnancy prevention. Districts also offer local educators more support (through curricula, training and other activities) than do the states. Finally, AIDS education appears to be receiving more attention and funding from both the states and the local school districts than is sex education.

Acquired Immunodeficiency Syndrome↗
PubMed1983

Educational needs assessment in physical medicine and rehabilitation: the Foundation of Continuing Medical Education.

Continuing medical education (CME) needs of practitioners are often poorly defined, leaving CME providers little objective data for planning programs. Likewise, practitioners may not have a clear objective picture of their educational needs before engaging in CME. This paper identifies the responsibilities of both CME providers and practitioners for the identification of CME learners' needs as the first step in planning an efficient educational program. A quality CME program starts with learner needs assessment (LNA), plans and implements accordingly, and finishes with an evaluation linked to the initial LNA. Educational process effectiveness and cost effectiveness are two important results of the use of LNA. Four specific contributions of LNA to planning CME are also discussed: (1) who/what to assess, (2) identification of causes, (3) how to assess and (4) how to decide. This systematic LNA process has the potential to improve the quality of future CME offerings by allowing physiatrists to objectively assess their educational needs and by giving CME providers better data for planning CME.

Education, Medical, Continuing↗