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PubMedDate not supplied

Reflective journaling: developing an online journal for distance education.

Reflective journal writing can be a useful heuristic tool to foster critical thinking skills and develop reflective clinical practice in nursing. When combined with a distance education delivery format, the online journal helps to leverage the strengths of reflective learning with educational technology as well as provide a seamless record of learning outcomes across the curriculum. The authors discuss the incorporation of an online reflective journal into a distance education clinical course and provide guidelines for educators considering a similar approach.

Attitude of Health Personnel↗
PubMed2001

Design of a CSCL environment for clinical reasoning learning and problem-based learning in medicine.

The medical curriculum is changing, student-centered learning is currently used in medical schools. Problem-based Learning and Clinical Reasoning Learning develop the students' reasoning strategies. CSCW (Computer-Supported Cooperative Work) technology is used in Problem-Based Learning systems. We have designed a CSCL (Computer-Supported Collaborative Learning) environment for improving group coordination and communication in Clinical Reasoning Learning sessions. To support these new educative technologies, a prototype has been developed.

Clinical Medicine↗
PubMed1992

A survey of instructional technology in dental education.

Little is known about current use of hardware and non-hardware instructional technologies in dental education. To address this area, the investigators designed a questionnaire to assess support for the development of instructional technology and determine the extent to which different instructional technologies are used in North American dental schools. Responses were received from 59 of 65 dental schools (91 percent). Respondents at most schools judged the administration at their school to be supportive of the development of instructional technology, but in general, did not feel faculty were enthusiastic about or rewarded for developing innovative methods. The most common computer-based application involves testing and record keeping, which is used extensively in about half the dental schools. Individualized instruction and paper and pencil simulations are used in at least some courses at a majority of dental schools. Schools with available support services apply certain technologies to a significantly greater extent than schools without available support services.

Canada↗
PubMed2002

Education on-demand: the development of a simulator-based medical education service.

OBJECTIVES: Clinical medical education depends on the availability of instructive patient encounters, or "good teaching cases." While all medical students hope to see enough patients of sufficient scope and variety, exposure to good teaching cases has been traditionally limited by time and chance. Students may graduate from medical school without having seen a number of important cases, each of which may represent a knowledge gap they will carry forward into internship and future patient care. Recently, however, the advent of high-fidelity patient simulators has enabled instructors to recreate realistic patient scenarios in a standardized fashion. Using the simulator, we wanted to create a medical education service-like any other clinical teaching service, but designed exclusively to help students fill in the gaps in their own education, on demand. We hoped to mitigate the inherent variability of standard clinical teaching, and to augment areas of deficiency. DESCRIPTION: Using a Human Patient Simulator(TM) (Medical Education Technologies, Inc.), which is equipped with a transmitted voice and reactive eyes, chest movements and breath sounds, heart tones and palpable pulses, a multidisciplinary group of physicians and educators designed a simulator-based medical education service. The premise was that students should have the ability to realistically practice and discuss medicine with a physician-mentor at any time they wish, with full access to simulator-enabled cardiac monitoring, diagnostic resources, pharmacologic agents, and invasive procedures. Students were informed of the program by e-mail and by course instructors. A dedicated pager was established for the on-call physician-educator, and the number disseminated to students. Physician-educators included faculty members scheduled for dedicated teaching time, and senior residents participating in a medical education elective. On-call physicians were responsible for fielding educational requests, developing appropriate scenarios, and scheduling instructional time. Upon arriving at the skills lab for their appointments, students would proceed to interview, evaluate, and treat the mannequin-simulator as if it were a real patient, using the instructor for assistance as needed. All students participated in an educational debriefing after each session. Instructors could also request formal observation and feedback on their teaching style, in collaboration with an existing faculty development program. DISCUSSION: Students enjoy the opportunity to practice medicine on-demand with dedicated clinical mentoring by a practicing physician. Course directors are interested in scheduling simulator time to help bring to life tutorial-based teaching cases and other course material for their students. By offering a medical education elective for residents, we have bolstered the pool of available instructors, provided a valuable learning experience for residents as teachers, and fostered additional opportunities for collaboration between the medical school and clinical training sites. Customized, realistic clinical correlates are now readily available for students and teachers, allowing reliable access to "the good teaching case."

Education, Medical, Continuing↗
PubMed1994

Perception of risks and benefits of in vitro fertilization, genetic engineering and biotechnology.

The use of new biotechnology in medicine has become an everyday experience, but many people still express concern about biotechnology. Concerns are evoked particularly by the phrases genetic engineering and in vitro fertilization (IVF), and these concerns persist despite more than a decade of their use in medicine. Mailed nationwide opinion surveys on attitudes to biotechnology were conducted in Japan, among samples of the public (N = 551), high school biology teachers (N = 228), scientists (N = 555) and nurses (N = 301). People do see more benefits coming from science than harm when balanced against the risks. There were especially mixed perceptions of benefit and risk about IVF and genetic engineering, and a relatively high degree of worry compared to other developments of science and technology. A discussion of assisted reproductive technologies and surrogacy in Japan is also made. The opinions of people in Japan were compared to the results of previous surveys conducted in Japan, and international surveys conducted in Australia, China, Europe, New Zealand, U.K. and U.S.A. Japanese have a very high awareness of biotechnology, 97% saying that they had heard of the word. They also have a high level of awareness of IVF and genetic engineering. Genetic engineering was said to be a worthwhile research area for Japan by 76%, while 58% perceived research on IVF as being worthwhile, however 61% were worried about research on IVF or genetic engineering. Japanese expressed more concern about IVF and genetic engineering than New Zealanders. The major reason cited for rejection of genetic manipulation research in Japan and New Zealand was that it was seen as interfering with nature, playing God or as unethical. The emotions concerning these technologies are complex, and we should avoid using simplistic public opinion data as measures of public perceptions. The level of concern expressed by scientists and teachers in Japan suggest that public education "technology promotion campaigns" will not reduce concern about science and technology. Such concern should be valued as discretion that is basic to increasing the bioethical maturity of a society, rather than being feared.

Adult↗
PubMed2003

Anaesthesia: the patient's point of view.

Patients scheduled for surgical procedures continue to express concerns about their safety, outcome, and comfort. All medical interventions carry risks, but the patient often considers anaesthesia as the intervention with the greatest risk. Many still worry that they will not wake up after their surgery, or that they will be awake during the operation. Such events have received attention from the media, but are very rare. Challenges to improve the comfort of patients continue, especially with regard to the almost universal problems of nausea, vomiting, and pain after surgery. A newer concern is that patients will develop some degree of mental impairment that may delay return to a full work and social lifestyle for days and weeks. Developments in technology, education, and training have had a major effect on anaesthetic practice, so that anaesthesia is increasingly regarded as safe for the patient. This article explores patients' concerns, and considers whether science and technology help to provide solutions to these complex difficulties.

Anesthesia↗
PubMed1998

On development of medical informatics education via European cooperation.

In this paper, we show different activities of the European Center for Medical Informatics, Statistics and Epidemiology (EuroMISE Center) of Charles University and Academy of Sciences in the field of medical informatics, statistics and epidemiology education and training. The development of these activities started within the TEMPUS-PHARE project in 1993 and they are continuing with the support of another project, particularly the IT EDUCTRA (Information Technologies Education and Training) (Fourth Framework Programme) project. New approaches using the Internet as well as newly developed programmes are described.

Czech Republic↗
PubMed2004

Academic nursing practice in rural West Virginia.

This exemplar highlights how a rural academic nursing practice has been effective in facilitating the integration of the tripartite academic role of education, research, and service for one university faculty member. The integration of students into the practice is described. The experience provided them with critical insights into rural academic practice during their delivery of prenatal care services to a vulnerable population of women in rural Appalachia. This exemplar also describes the use of the academic nursing practice as a laboratory both for studying the specific problems of this vulnerable population of women and their families, and testing interventions tailored to the needs of the community. Finally, the other ways the academic nursing practice benefits faculty and students, including integration of educational technology into the practice setting and opportunities for faculty leadership in rural community development, are discussed.

Community Health Centers↗
PubMed1991

Relating media with staff development in medical education.

Medical education nowadays experiences an increasing gap between the potential didactic value of educational technology and the practical implementation thereof. One of the important obstacles is the tendency to separate media and media agencies from staff development. A new conceptual model was designed for staff development in medical education, which incorporates media as one of the fundamental components. In application of this model the Bureau for Medical and Dental Education at the University of Stellenbosch medical school directs its media activities and services to the improvement of instruction and learning. For example instead of only offering technical audio-visual production services, medical teachers are also taught how to use different media effectively in teaching and learning. In this way media are directly related to staff development.

Audiovisual Aids↗
PubMed1996

[General principles of a formal model of the system of occupational training of workers].

The authors suggested a concept of occupational training as four-level system with the subsystems (orientation, selection, education, adaptation) integrated functionally for longer and more effective occupational life. More intensive occupational training through modern educational technologies was proved to strengthen health and qualification of professional schools' graduates providing longer occupational life.

Adult↗
PubMed2001

Integration of computers and related technologies into deaf education teacher preparation programs.

The study examined how computer technology is used, modeled, and taught in programs that prepare future teachers of students who are deaf or hard of hearing. Data were collected through two self-reported survey instruments sent to participants from two different groups: (a) deaf education faculty (n = 233) and (b) administrators of programs serving students who are deaf or hard of hearing (n = 100). Among the faculty who responded to the survey, 99% said they used computers and printers for instruction during class, 84% said they used VCRs for instruction during class, and 56% said they used video cameras for instruction during class. The information that was reported on how technology was being used for instruction and how its use was being taught to students in deaf education teacher preparation programs indicates that the need persists for integration of technology into these programs. A need likewise continues for improved instructional strategies relative to computers and technology.

Computer-Assisted Instruction↗
PubMed2004

[Survey and analysis of radiation safety education at radiological technology schools].

We carried out a questionnaire survey of all radiological technology schools, to investigate the status of radiation safety education. The questionnaire consisted of questions concerning full-time teachers, measures being taken for the Radiation Protection Supervisor Qualifying Examination, equipment available for radiation safety education, radiation safety education for other departments, curriculum of radiation safety education, and related problems. The returned questionnaires were analyzed according to different groups categorized by form of education and type of establishment. The overall response rate was 55%, and there were statistically significant differences in the response rates among the different forms of education. No statistically significant differences were found in the items relating to full-time teachers, measures for Radiation Protection Supervisor Qualifying Examination, and radiation safety education for other departments, either for the form of education or type of establishment. Queries on the equipment used for radiation safety education revealed a statistically significant difference in unsealed radioisotope institutes among the forms of education. In terms of curriculum, the percentage of radiological technology schools which dealt with neither the shielding calculation method for radiation facilities nor with the control of medical waste was found to be approximately 10%. Other educational problems that were indicated included shortages of full-time teachers and equipment for radiation safety education. In the future, in order to improve radiation safety education at radiological technology schools, we consider it necessary to develop unsealed radioisotope institutes, to appoint more full-time teachers, and to educate students about risk communication.

Data Collection↗
PubMed1976

[International strategies in medical education: technical assistance and technical cooperation].

This article reviews the evolution of international activity for national development in general and for medical education in particular. The concepts of traditional technical aid and the new method of technical cooperation are studied. That method appeared just before the beginning of this decade as a response to needs existing at the time to coordinate development with the emerging international economic order. This article discusses the emphasis given to strategy in this new concept of international activity. Strategy, in this sense, consists of a clear definition of goals and objectives by the countries themselves, mobilization of local resources, and full participation of national personnel in all phases of the process. The projects promoted by the Pan American Health Organization in applying technical cooperation to the field of health manpower training are discussed. Such activities include: coordinating the above mentioned training, providing overall support for institutional development, training professors and administrators, developing educational technology, creating and developing a network of biomedical information, developing social sciences as applied to medicine, and encouraging medical, epidemiological, social, and operational research.

Education, Medical↗
PubMedDate not supplied

Living with fair use and TEACH: a quest for compliance.

With the expansion of Web-based courses in nursing education, faculty members are faced with a greater responsibility to be copyright compliant. This article reviews the changes in copyright law. The Conference on Fair Use (CONFU), the passage of the Digital Millennium and Copyright Act (DMCA), the passage of the Technology Education and Copyright Harmonization (TEACH) Act, and recent legal cases will be discussed. The strategies and resources the authors used to secure copyright permission while designing a Web-based continuing education course will also be described.

Computer-Assisted Instruction↗
PubMed2003

Development of an undergraduate medical curriculum: the McGill experience.

In 1997 the Faculty of Medicine at McGill University received a grant from the Molson Foundation. The primary project deliverable, which the authors describe, was an online, multimedia-enhanced, undergraduate medical curriculum. The decision to develop an electronic curriculum was predicated on the belief that the integration of educational technology within mainstream material delivered a "value added" component to both students and faculty, which would, in turn, facilitate teaching and learning. Pedagogical values were deemed to include: (1) the ability to use the media to implement adult learning principles such as learner-centered, self-directed and guided learning, (2) the inherent interactivity of the technology, (3) the potential of the technology to provide a powerful means for fostering forms of "termless" learning that students will need to practice medicine, (4) recognition that use of multimedia can address, in part, the variety of learning styles evidenced by students in the lecture hall and classroom, and (5) the provision of opportunities for horizontal and vertical curricular integration. In addition, it was anticipated that an electronic curriculum would permit: (1) easy incorporation of informatics within mainstream curricula, (2) centralization and standardization of curricular material, (3) editorial functionality for revisions and updates, (4) wide accessibility of material irrespective of venue, (5) search functionality for faculty and students, (6) the ability to perform curriculum inventory, and (7) the potential for use to compensate for decreased faculty time. The ongoing experience at McGill has shown that the merging of technology and pedagogy requires a substantial commitment of resources and recognition of faculty time and change-management issues.

Academic Medical Centers↗
PubMedDate not supplied

A review of academic tenure in radiologic technology.

The concept of academic tenure is reviewed, with special interest to the radiologic technology educator. Both the community college and university tenure systems are discussed. Recommendations for further research and future policy are also presented.

Faculty↗
PubMed2001

Communication and information technology in medical education.

The past few years have seen rapid advances in communication and information technology (C&IT), and the pervasion of the worldwide web into everyday life has important implications for education. Most medical schools provide extensive computer networks for their students, and these are increasingly becoming a central component of the learning and teaching environment. Such advances bring new opportunities and challenges to medical education, and are having an impact on the way that we teach and on the way that students learn, and on the very design and delivery of the curriculum. The plethora of information available on the web is overwhelming, and both students and staff need to be taught how to manage it effectively. Medical schools must develop clear strategies to address the issues raised by these technologies. We describe how medical schools are rising to this challenge, look at some of the ways in which communication and information technology can be used to enhance the learning and teaching environment, and discuss the potential impact of future developments on medical education.

Computer-Assisted Instruction↗
PubMedDate not supplied

Educational intervention strategies for children with visual impairments with emphasis on retinopathy of prematurity.

Young children with retinopathy of prematurity have many intervention needs. This article discusses the possible causes of retinopathy of prematurity and possible educational problems experienced by these children. In addition, possible intervention strategies are suggested in the areas of language development, social interaction, self-help skills, orientation and mobility, and educational technology as they relate to the needs of young children with retinopathy of prematurity.

Child↗