Structured learning guides in gerontology: Part III.
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Confusion↗
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Structured learning guides in gerontology: Part II.
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Aged↗
Programmed texts: success or failure? An analysis of medical students' opinions.
It is shown that German medical textbooks have sold about nine times better than programmed texts, even if they were written by the same author and on the same subject. To explore some of the reasons why programmed texts are being used so little in comparison with conventional textbooks, 4th and 5th year medical students of the University of Berne were asked to work through a short programmed text in clinical neurology and to answer questions related to several aspects of using programmed texts and other materials. The analysis of the 212 questionnaires returned (58%) indicates that almost all students considered such a learning experience as highly useful and stimulating, but only about 25 per cent had no reservations. It is concluded that programmed medical texts may be used so little because they require students to learn in a highly standardized way, and because students need additional learning resources which provide them with conceptual framework of and sufficient information about a given area.
Adult↗
Increasing asthma knowledge and changing home environments for Latino families with asthmatic children.
We tested an asthma education program in 204 underserved Latino families with an asthmatic child. The education program consisted of one or two sessions delivered in each family's home in the targeted participant's preferred language by a bilingual, bicultural educator. We encouraged, but did not require, attendance by the child. The curriculum was culturally-tailored, and all participants received education on understanding asthma, preventing asthma attacks, and managing asthma. Outcomes included change in asthma knowledge and change in home environment asthma management procedures. Asthma knowledge increased significantly (39 to 50% correct from pre- to post-test, P < 0.001) and participants made significant changes to the child's bedroom environment (mean number of triggers decreased from 2.4 to 1.8, P < 0.001; mean number of controllers increased from 0.7 to 0.9, P < 0.001). The results support the value of asthma education and its importance in the national agenda to reduce health disparities among minorities.
Adolescent↗
Incorporating patients' views and experiences of life with IBS in the development of an evidence based self-help guidebook.
To become active partners in chronic illness management, patients need relevant information which clearly explains treatment choices. This paper describes a method of producing information to feed into production of a guidebook for people with irritable bowel syndrome (IBS). Users were involved throughout the development process. Five focus groups were held involving 23 people with IBS out of 147 who responded to a newspaper article asking for help with a study of self-care in IBS. Qualitative analysis of transcripts from these meetings formed the basis of guidebook development. Patients described their experiences, coping strategies, experiences of the healthcare system, treatments and social consequences of the condition. Medical literature searches were made to find answers to identified areas of information need. The book includes direct quotes from patients describing their own experiences. Guided and practical ways of support are required for people with IBS who want to self-manage their condition.
Adaptation, Psychological↗
Teaching students to self-regulate their behavior: the differential effects of student-vs. teacher-delivered reinforcement.
The effects of selected student-directed learning strategies on the classroom behavior of six students with varying disabilities in general education were examined using a multiple baseline design across groups. Target behaviors included academic, study, and social skills. Results indicated increases in student target performance for all participants, however, differential effects were observed across groups and reinforcement conditions (student-vs. teacher-delivered). Additionally, anecdotal reports obtained from the cooperating teacher and students supported the study's findings. The implications of these findings are discussed.
Adolescent↗
Re-evaluation of a programmed method to teach generalized identity matching to sample.
Programmed training in identity matching to sample was given to six participants who had severe mental retardation, mental age-equivalent scores of 3.0 years or less, and histories of failures in prior assessments and training attempts with standard procedures. An intermediate goal of the training program was to establish one-trial discrimination learning (OTDL), where new discriminations are acquired after a single training trial, OTDL was included because an analysis of the task requirements for identity matching suggested that it could be a prerequisite skill. One participant was eliminated from the experiment when stimulus control by prompting procedures broke down relatively early in training. Only one of the remaining participants achieved OTDL. When the program was modified to eliminate OTDL as an intermediate goal, for participants completed it and passed tests for generalized identity matching with high accuracy scores. The program was partially successful with the sixth participant in that it established highly accurate and reliable identity matching when different stimuli were displayed on every trial (nonconditional-function matching), but not when the same set of comparison stimuli was displayed on every trial (conditional-function matching). The results showed that (a) one-trial discrimination learning appears to be sufficient but not necessary for identify matching, and (b) the program successfully established identity matching in a majority of difficult-to-teach students who had well-documented failures to learn by standard teaching methods.
Adolescent↗
Designing and testing self-help interventions.
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Adolescent↗
[Personal sports training in the management of obese boys aged 12 to 16 years].
OBJECTIVE: Estimation of both physical and psychological effects of an adapted physical training on children undergoing an obesity treatment. MATERIAL AND METHODS: The survey was carried out on 36 obese boys (ages = 12-16 years) who stayed in the medical center for at least four months. Eighteen of them were trained with the SELF method (the SELF-training is global, progressive, adapted to each boy, controlled and takes place within a ten-week period with five sessions a fortnight, each session lasting 30 to 40 minutes). The parameters that were studied concerned auxology, breathing function exploration, aerobic and anaerobic capacities, muscle strength and psychomotor qualities; the subjective effects of the training were estimated with a questionnaire about life quality, and the hand test. At inclusion the results were reported to a standard kind of population. At the end of the training the results of the 18 boys that were trained were compared to those of the 18 controls. RESULTS: Compared to a standard population, the obese children' aerobic capacity is diminished for the maximum power but is identical in absolute value for the VO2 max; their anaerobic capacities, muscle strength and psychomotor capacities are lower and their psyche is affected by the disease. After a three-month training period and after comparison with the 'control' group, there can be noticed a significant improvement in the psychomotor capacities, a major tendency for the improvement of the aerobic capacities and very positive effects on the psyche. CONCLUSION: SELF-training in association with dietetics appears to be very useful in the therapeutic care of obese children. For the follow-up at home it would need to be registered within the domain of physiotherapy.
Adolescent↗
RadioGraphics: a Web-based model for radiology resident self-education.
RATIONALE AND OBJECTIVES: The residency review committee (RRC) for diagnostic radiology of the Accreditation Council for Graduate Medical Education mandates core competencies including computer-aided applications in medicine. The purpose of this review was to evaluate the use of RadioGraphics' on-line CME to satisfy the RRC requirements. MATERIALS AND METHODS: Twenty radiology residents at a university training program read the same four articles in the on-line version of RadioGraphics. Before reading each article, the residents took the associated CME pre-test and, after completing the article, the CME post-test. Each resident completed a survey to evaluate the quality of the resident experience using RadioGraphics' CME on-line program after completing the four articles and tests. RESULTS: The combined mean scores of all four articles pre-test and post-test scores were 5.6 and 9.3. Significant improvement in the test scores was determined by a student t-test (P < .001). Fourteen residents agreed and one resident disagreed with the statement that the modules were time effective. Nineteen of 20 residents agreed with the statement that valuable information for future practice was gained and that they would continue to use RadioGraphics for CME in the future. All of the residents agreed with the statement that the experience satisfied the residency's requirement to teach computer skills appropriate for ongoing learning. CONCLUSION: RadioGraphics' on-line CME an effective method to teach residents skills required by the RRC.
Internship and Residency↗
Reporting instruction for radiology residents.
RATIONALE AND OBJECTIVES: To determine the amount of formal instruction and evaluation about reporting given to radiology residents in the U.S.A., to document report generation methods and to quantify the performance of physician coding. MATERIALS AND METHODS: E-mail requests with links to a web-based, anonymous survey were sent to program directors of all accredited radiology residencies in the USA. Demographic questions included university or private affiliation, number of residents, geographic location, and number of hospitals covered. Subject-specific items covered the amount of didactic instruction, formal evaluation of reports, and use of structured reports. A didactic activity index (DAI) was calculated as the sum of answers to domain-specific questions and tested for relation to demographic variables. We also asked about dictation methods and International Classification of Diseases (ICD) or Common Procedural Terminology (CPT) coding of examinations by radiologists. RESULTS: Of the 191 active radiology residencies, 151 (79%) completed the survey. Responses for hours of didactic instruction in reporting given more than a 4-year residency were distributed as follows: 0-1 = 40%, 2-4 = 46%, >4 = 14%. The percentage of resident reports formally graded was distributed as follows: 0-1 = 82%, 2-4 = 8%, >4 = 10%. The extent to which faculty-designed, structured reports were used by residents was distributed as follows: none = 16%, minimal = 25%, few = 17%, some = 33%, most = 9%. The DAI was normally distributed with a mean of 14.8 and a standard deviation of 2.4. Military programs had higher DAIs than university residencies (P = .03). There was no significant relation between any other program demographic variables and the DAI (P > .05). A substantial number of programs reported that physicians performed coding for some or most studies: ICD-9 = 30%, CPT = 26%. The dominant method for report generation was human transcription in 79% followed by speech recognition at 19%. Speech recognition penetration (departments reporting use of the technology for at least some dictation) was estimated to be 38%. CONCLUSION: In 86% of sampled radiology residencies, trainees receive no more than one hour of didactic instruction in radiology reporting per year. An aggregate measure of didactic activity about interpretative reporting was identical across all program demographic variables except that military residencies seemed to do slightly more than those located at universities.
Data Collection↗
Relationships among preference for educational structure, self-directed learning, instructional methods, and achievement.
The purpose of this study was to generate information about possible relationships among preference for education structure (eg, high or low educational structure), self-directed learning, instructional methods (lecture or module), and achievement. The study was designed to use both the difference and correlation model to analyze these variables. The difference model is a 2 x 2 randomized block posttest-only design. Five research questions guided the study. It was found that (1) there was a statistically significant inverse linear relationship between preference for educational structure and self-directed learning (r = -.3081, P = .027); (2) there was no relationship between self-directed learning and achievement (P = .24); (3) neither of the instruments could successfully predict achievement (R2 = .12), but the direction of the prediction was other than expected; (4) students who preferred high structure had no statistically significant differences in achievement in either instructional method (t = -.53, P = .60), although the direction of the difference was of interest; and (5) students who preferred low structure had no statistically significant differences in achievement in either instructional method (t = 1.75, P = .099), although here too the direction of the difference was of interest. The unexpected outcomes in this study were opposite to what has been found in the literature and assumed for years.
Adult↗
Computer-assisted assignment of retention indices in gas chromatography-mass spectrometry and its application to mixtures of biological origin.
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Amino Acids↗
Basic sciences education in the dental curriculum in Southern Europe.
A survey was conducted to determine the current status of the basic sciences education in Southern European dental schools. Responses were collected from schools in Malta, Greece, Portugal, Italy, France and Spain. The results show that there is some uniformity across Southern Europe, even if there are some variations among dental schools both within one country and among the different countries. The links with Medicine seem to be strong. Most basic sciences dental educators have a medical degree and usually have their main appointment in a medical school. The only exception to this is found in France, where the faculty, who are mostly dentists, have their main appointment in a dental school. In half of the countries, courses are given jointly to both dental and medical students. There is, in general, poor coordination between the basic science subjects and other subjects in the dental curriculum. All the surveyed schools maintain traditional curricula and teaching methodologies. However, there is an increased movement towards self-directed learning, computer-assisted learning and improved coordination with clinical subjects.
Computer-Assisted Instruction↗
Self-help treatment books and the commercialization of psychotherapy.
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Books↗
Partner behaviors that support quitting smoking.
One month after their quit date, 221 Ss completed a shortened Partner Interaction Questionnaire (PIQ) in which they reported the frequency of 10 positive and 10 negative behaviors performed by a spouse or romantic partner in response to their quitting attempt. A subset, using the same instrument, reported expectations of support prior to quitting. The ratio of received positive/negative behaviors was a consistently better predictor of abstinence than were the frequencies of either positive or negative behavior alone, with higher ratios associated with abstinence. In addition, partners were less interactive than expected but performed more positive behaviors than expected. The overall pattern of results suggests that the context of a relationship mediates the impact of specific supportive or nonsupportive behaviors. Psychometrics for the 20-item PIQ are presented.
Adult↗
Intrinsic and extrinsic motivation for smoking cessation.
An intrinsic-extrinsic model of motivation for smoking cessation was evaluated with 2 samples (ns = 1.217 and 151) of smokers who requested self-help materials for smoking cessation. Exploratory and confirmatory principal components analysis on a 36-item Reasons for Quitting (RFQ) scale supported the intrinsic-extrinsic motivation distinction. A 4-factor model, with 2 intrinsic dimensions (concerns about health and desire for self-control) and 2 extrinsic dimensions (immediate reinforcement and social influence), was defined by 20 of the 36 RFQ items. The 20-item measure demonstrated moderate to high levels of internal consistency and convergent and discriminant validity. Logistic regression analyses indicated that smokers with higher levels of intrinsic relative to extrinsic motivation were more likely to achieve abstinence from smoking.
Adult↗
Self-instruction to prevent HIV infection among African-American and Hispanic-American adolescents.
This study tested the efficacy of self-instruction intervention to reduce avoidable risks for HIV infection associated with drug use and unsafe sexual activity among African-American and Hispanic adolescents (N = 60). After completing pretests, adolescent participants in the study were randomly divided into three conditions. Participants in one condition received a self-instructional guide about AIDS and its transmission along with group instruction in using the guide. Adolescents in another condition received the guide without group instruction. Participants in the third condition received neither the guide nor group instruction. Outcome findings indicate that participants in the two self-instruction conditions improved more between pretest and posttest assessments on measures of HIV infection risk compared with adolescents in the control condition.
Adolescent↗