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At least 487 records · Page 27Linked to original sources
PubMed2004

'Physical education makes you fit and healthy'. Physical education's contribution to young people's physical activity levels.

The purpose of this study was to assess physical activity levels during high school physical education lessons. The data were considered in relation to recommended levels of physical activity to ascertain whether or not physical education can be effective in helping young people meet health-related goals. Sixty-two boys and 60 girls (aged 11-14 years) wore heart rate telemeters during physical education lessons. Percentages of lesson time spent in moderate-and-vigorous (MVPA) and vigorous intensity physical activity (VPA) were recorded for each student. Students engaged in MVPA and VPA for 34.3 +/- 21.8 and 8.3 +/- 11.1% of lesson time, respectively. This equated to 17.5 +/- 12.9 (MVPA) and 3.9 +/- 5.3 (VPA) min. Boys participated in MVPA for 39.4 +/- 19.1% of lesson time compared to the girls (29.1 +/- 23.4%; P < 0.01). High-ability students were more active than the average- and low-ability students. Students participated in most MVPA during team games (43.2 +/- 19.5%; P < 0.01), while the least MVPA was observed during movement activities (22.2 +/- 20.0%). Physical education may make a more significant contribution to young people's regular physical activity participation if lessons are planned and delivered with MVPA goals in mind.

Adolescent↗
PubMed1996

Physical therapy clinical education in a 2:1 student-instructor education model.

BACKGROUND AND PURPOSE: The purpose of this descriptive qualitative field study was to explore a 2:1 student-clinical instructor (CI) model of clinical education and identify factors that promote or interfere with a successful 2:1 clinical education experience. SUBJECTS AND METHODS: An initial conceptual framework was developed from the professional literature and researcher experience to bound the study and guide the study design and data analysis. The purposive sample consisted of three CIs and six students participating in a 2:1 clinical education experience. Observational data were collected during the rotation, and all subjects recorded their experiences in journals and participated in postexperience interviews. RESULTS: The data included descriptions of a typical day and themes about communication, advantages and disadvantages, and factors designed to make the 2:1 model feasible. Based on these results, a new conceptual model was developed to describe the key factors that positively influence the 2:1 clinical education model. CONCLUSION AND DISCUSSION: This article presents descriptions of the 2:1 student-CI experience, identifies factors that may contribute to the success of the model, and offers implementation suggestions.

Clinical Competence↗
PubMed1998

A compendium of higher education opportunities in health professions education.

The authors assembled a compendium of programs world-wide that are dedicated to teaching individuals how to direct, research, or improve the education of health professionals. To accomplish this task, in 1996 and 1997 they interviewed and corresponded with researchers in the health professions and with staffs of faculty development fellowship programs listed in the 1966 Fellowship Directory for Family Physicians, and consulted several postings on the DR-ED listserv. To be included in the compendium, the program had to be specifically focused on health professions education. Out of 51 possible programs, 17 were identified. The authors then sent a questionnaire to the staffs of these 17 programs, asking for program descriptions and information about curricula, students, graduates, costs, and financial aid. Detailed data were received from 15 programs from three continents. Eleven programs offered master's-level degrees and five offered PhD degrees. The majority had flexible study-time arrangements. Graduates of such courses have already assumed leadership position in health professions education and research around the world. The authors hope that their compendium of programs will help guide health professionals who seek to improve their skills in health professions education.

Data Collection↗
PubMed2001

Neurology patient education materials: do our educational aids fit our patients' needs?

The purpose of this study was to assess the suitability of various neurology patient education brochures, as well as neurology information on the World Wide Web, to determine whether they were appropriate for patients with low literacy. A convenience sample of 520 patients in university-based public and private neurology clinics participated. In this cross-sectional study, the patients' reading levels were assessed by using the Rapid Estimate of Adult Literacy in Medicine. Forty-three patient education materials were assessed for reading level by using the Fog Index and for suitability characteristics (including content, type and relevance of graphics, layout, type size and fonts, and motivating qualities) by using the Suitability Assessment of Materials. The mean education level of patients was 12th grade; however, the mean reading level was 7th-8th grade. Of the assessed materials, 91% were written at a 9th-grade level or above, even though only 58% of patients read at a 9th-grade level. Only 14% of the materials were considered to have superior suitability, whereas 58% were adequate, and 28% were determined not suitable. Thus, the available neurology patient education aids are not matched to the patient population or to the average U.S. reading levels. Ideally, information needs to be written at a 9th-grade level or below. Instructional graphics, simpler words, patient interaction, and cultural sensitivity improve material suitability.

Adolescent↗
PubMed1995

Evaluating individual performance in higher education: a new challenge for nurse educators.

In response to the demands for more accountability and efficiency in higher education, of which nurse education is now a part, this paper explores the evaluation of individual performance. It considers the purposes of staff appraisal and draws upon a study of criteria for self-appraisal of teachers and upon experience gained in introducing teacher appraisal into schools. Different teaching environments are discussed and the additional demands upon academic staff in universities in terms of research are considered in the light of the recent Research Assessment Exercises. Particular consideration is given to the performance of nursing departments in the 1992 exercise and to the implications for staff appraisal. Successful procedures for evaluating individual performance in schools that might transfer to higher education are identified and strategies that might be adopted by nursing departments are suggested. This paper argues that evaluation of individual performance is a worthwhile departmental function which, when successful, may help to create an atmosphere more conductive to the eventual successful introduction of total quality management to the institution as a whole. It concludes that the extra substantial demands upon staff time and energy, at a time when nursing departments are trying to establish themselves in the higher education sector, might be alleviated if the groundwork already undertaken in schools is put to good use.

Education, Nursing, Baccalaureate↗
PubMed1996

Education commissioning by consortia: some theoretical and practical issues relating to qualitative aspects of British nurse education.

In 1995 the British National Health Service (NHS) Executive published details of a new framework for planning and commissioning education and training in the NHS. Among the central elements of these new arrangements are consortia of representatives from health care provider organizations and purchasing authorities among others, who will in due course take on responsibility for the commissioning of non-medical education and training (NMET). This NMET market is clearly distinct from the larger 'internal market' for health care provision by virtue of its separate funding, and different supply and demand side components. This paper includes an analysis of the new arrangements in terms of quasi-market theory and articulates a key role for consortia in harmonising the distinct markets for health services and NMET. A primary purpose of the paper is to examine the extent to which the new arrangements generally, and consortia in particular, can ensure that NMET contributes to NHS reform. Evidence from consortium development work in the South Thames Regional Health Authority, England, is discussed and it is argued that consortia will only perform effectively if they receive devolved real powers to an extent that persuades members to genuinely commit themselves to the proper development of consortia and the responsibilities of NMET commissioning. Finally a tendency to become preoccupied with education and training operations and processes rather than outputs is described and identified as a threat both to consortium effectiveness and educational innovation.

Contract Services↗
PubMed1975

Effects of a short educational planning workshop on attitudes of three groups of medical educators.

A series of short (3 days) educational planning workshops was held in three African faculties of medicine. The purpose of this study was to ascertain the effect of such a workshop on educational attitudes of teachers from three conservative traditional schools. An attitudes questionnaire given before and after the workshop allowed the participants to express opinions and feelings on a number of statements with a bipolar theme of teacher-orientation vs. student-orientation. The results showed that using experiential learning methods in small groups with little or no didactic presentation, it was possible in a short time to change long-held educational views of diverse groups of medical educator.

Attitude of Health Personnel↗
PubMed1992

The market and educational principles in continuing medical education for general practice.

In an attempt to increase participation by established general practitioners (GPs) in continuing medical education (CME) the Department of Health in 1990 created an allowance (the Postgraduate Education Allowance, PGEA) to be spent by GPs on the educational provision of their choice. Although the PGEA has increased attendance by established GPs at educational activities, the market created in CME provision has favoured low cost activity of questionable value. This paper examines criteria for the validation of general practice CME, based on the principles of adult learning, which could be used to manage this market. Failure to adopt an appropriate validating process could lead to the PGEA becoming discredited and the imposition of periodic reaccreditation as a means of enforcing participation by GPs in CME.

Choice Behavior↗
PubMed1990

Core curriculum for master's-level community health nursing education: a comparison of the views of leaders in service and education.

This study identified core components of the curriculum for master's-level community health nurses (CHNs) and assessed whether leaders in service agreed with leaders in education on the importance of these components. Through a mailed survey, 588 leaders in CHN service and education identified the following as the most important to include in the core CHN curriculum: a practicum experience; epidemiology; community health assessment and diagnosis; administration and management, including public health administration, management theory, program planning and evaluation, financial management and budgeting, and quality assurance; research methods and biostatistics; health promotion and disease prevention; intervention at the aggregate level; and leadership theory. These leaders also indicated that skills in both administration and direct care are essential for CHN practice. While there was remarkable agreement between service and education leaders in many areas, notable disagreements were seen in the importance accorded administrative skills. Service leaders rated these skills much more highly than did leaders in education.

Community Health Nursing↗
PubMed2000

Pediatric emergency medicine education in emergency medicine training programs. SAEM Pediatric Education Training Task Force. Society for Academic Emergency Medicine.

BACKGROUND: The educational goal of emergency medicine (EM) programs has been to prepare its graduates to provide care for a diverse range of patients and presentations, including pediatric patients. OBJECTIVE: To evaluate the methods used to teach pediatric emergency medicine (PEM) to EM residents. METHODS: A written questionnaire was distributed to 118 EM programs. Demographic data were requested concerning the type of residency program, number of residents, required pediatric rotations, elective pediatric rotations, type of hospital and settings in which pediatric patients are seen, and procedures performed. Information was also requested on the educational methods used, proctoring EM received, and any formal curriculum used. RESULTS: Ninety-four percent (111/118) of the programs responded, with 80% of surveys completed by the residency director. Proctoring was primarily performed by PEM attendings and general EM attendings. Formal means of PEM education most often included the EM core curriculum (94%), journal club (95%), EM grand rounds (94%), and EM morbidity and mortality (M&M) conference (91%). Rotations and electives most often included the pediatric intensive care unit (PICU) and the emergency department (ED) (general and pediatric). CONCLUSIONS: Emergency medicine residents are exposed to PEM primarily by rotating through a general ED, the PED, and the PICU, being proctored by PEM and EM attendings and attending EM lectures and EM M&M conferences. Areas that may merit further attention for pediatric emergency training include experience in areas of neonatal resuscitation, pediatric M&M, and specific pediatric electives. This survey highlights the need to describe current educational strategies as a first step to assess perceived effectiveness.

Adolescent↗
PubMed1978

Cardiovascular disease education in Texas health education classes -- a needs assessment.

This study ascertained to what extent cardiovascular diseases and associated risk factors are taught in public secondary health education classes in Texas, the disparity between what is taught and what is desired in terms of time allotment and educational materials, to what extent health education teachers are academically prepared to teach cardiovascular diseases and associated risk factors, and to what extent teachers utilize self-instructional materials. A questionnaire was mailed to a random sample of health education teachers in Texas. There was a return of 45.4%. The findings indicated that more time is devoted to teaching the cardiovascular system than disease and risk factors; there is a disparity between what is taught and what is desired; the teachers rated their preparation as average; and the use of self-instructional materials by high school students as average to excellent.

Cardiovascular Diseases↗
PubMed1986

Breast screening clinic versus health education session as outlets for education in breast self-examination.

A population based programme to educate women in breast self-examination (BSE) was organised as part of the UK Trial of Early Detection of Breast Cancer. Women who responded to an invitation to a meeting were educated in groups and were not routinely screened. Open access clinics offered x ray and clinical examination to all women in the study age group of 45 to 64. Women who presented for screening without prior BSE education were taught individually by clinic staff. Women taught by the two methods were surveyed by post and their BSE practice since education was compared. It was hypothesised that the women taught in clinics, who had been reassured of their breast normality, would practice BSE more regularly and correctly. Results did not confirm this hypothesis. Lower standards of practise and a higher level of anxiety at the time of survey were found in the group who presented at a free access clinic and had received individual teaching at the time of screening.

Breast↗
PubMed1999

Evaluating an educational intervention to improve the treatment of asthma in four European countries. Drug Education Project Group.

In the international Drug Education Project, a new educational program for peer groups of doctors was developed and tested to improve the treatment of asthma patients in The Netherlands, Norway, Sweden, and Slovakia. Individualized feedback on prescribing and the underlying decision strategy was presented and discussed within the group of doctors, in relation to existing guidelines. In a parallel, randomized controlled design the effect on competence and actual prescribing was tested. Results were related to national guidelines. In general, the program improved the doctors' attitudes as well as some of their prescribing behavior. The proportion of patients treated with inhaled corticosteroids significantly improved in The Netherlands (effect size 1.27), and the proportion of oral corticosteroid use for exacerbation treatment increased both in The Netherlands and in Norway (effect sizes 1.99 and 0.87, respectively). Overall attitudes of Dutch and Norwegian doctors also improved significantly (effect sizes 1.06 and 0.87, respectively), as did both knowledge (effect size 1.06) and attitudes (effect size 1.49) concerning exacerbation treatment in Slovakia. In Sweden no significant improvements could be measured. Conclusively, improvements in asthma treatment are possible with an educational program based on self-learning in small peer groups, although effects in one health care setting may not occur in another health care setting. Possible explaining factors may be different attitudes to and experiences with guidelines as well as with continuing medical education programs, and differences in the opportunities for change, including prevailing trends in prescribing behavior.

Adult↗
PubMedDate not supplied

Getting our own house in order: improving psychiatry education to medical students as a prelude to medical school education reform.

OBJECTIVE: The authors summarize efforts to revitalize psychiatry teaching to medical students at Harvard Medical School (HMS) in advance of a major overhaul of the medical school curriculum. METHODS: This preliminary report chronicles key challenges and the organization of the reform effort within the departments of psychiatry affiliated with the medical school. RESULTS: Based upon a comprehensive internal review of psychiatric education at the medical school, the HMS Psychiatry Executive Committee and psychiatry faculty concluded that psychiatry teaching was underresourced and lacked cohesion and consistent standards and expectations across clinical sites involved in psychiatry teaching. Through a willingness to identify and vigorously address deficiencies in medical student education within a large decentralized program, psychiatry has earned a reputation as an effective reform agent at the medical school. CONCLUSIONS: Psychiatry education improvements have strengthened our partnership with the medical school as it is undertaking major educational reform of its entire curriculum.

Education, Medical↗
PubMed1994

Places of change: special education's power and identity in an era of educational reform.

Special education is in danger of disintegration due to (a) justified criticisms of implementational failures, and (b) unjustified criticisms from reformers and detractors, mostly having to do with its conceptualization and the separate placement of some students with disabilities. Needed reforms in special education include (a) constructing defensible rival philosophies, (b) improving the preparation and support of special education teachers, and (c) putting educational methods on a sound scientific footing.

Adolescent↗
PubMedDate not supplied

Role of the diabetes nurse educator in improving patient education.

Hospitalized patients learn from staff nurses as well as from specialized diabetes nurse educators. This paper examines the involvement of staff nurses in diabetes patient education and the useful roles of the specialist, particularly as change agent and consultant. It focuses on how the diabetes nurse educator bridges the knowledge gap between the expertise of the specialist and practices of the staff nurse in providing patient education for self-care.

Diabetes Mellitus↗
PubMed2000

Enhancing care for people with asthma: the role of communication, education, training and self-management. 1998 World Asthma Meeting Education and Delivery of Care Working Group.

Reduction in the morbidity associated with asthma requires attention to several aspects of the behaviour of health professionals and patients, and to the interactions between these two groups. In this review, what has been learnt about health professional/patient communication and patient education (skills, settings and materials), lay and health professional liaison (including telephone helplines), patient education in low-income countries, the integration of patient education into clinical practice, health professional training and the implementation of guidelines, and the role of national asthma campaigns is drawn together. What changes in public policy would enhance asthma care, and whether the promotion of asthma self-management skills is cost effective are also considered. It is concluded that, although further research is necessary in many areas, well-educated health professionals who recognize the person with asthma as an individual, and who give advice about self-management, can significantly reduce the suffering and costs associated with asthma.

Asthma↗
PubMed2000

Interactive multimedia preventive alcohol education: a technology application in higher education.

This article summarizes the process of implementation and short-term impact on knowledge and attitudes of an interactive multimedia software program on preventive alcohol education for young adults. The three factors related to behavioral change addressed in the software are self-efficacy in maintaining personal control and safety while using alcohol, attitudes and related expectations regarding the physiological and behavioral consequences of alcohol consumption, and peer norms regarding alcohol consumption. As compared to alternative alcohol education and a no-alcohol education groups, students using the interactive computer lesson reported learning more about dose-response and ways to intervene with friends in peril. The article concludes with consideration of the import of this technology for informing students about the consequences of alcohol use, and the utility to higher education institutions of using this technology in an era when pressures increase for due diligence around student safety but with few additional institutional resources.

Adaptation, Psychological↗