Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “PROGRAMMED INSTRUCTION”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 487 records · Page 27Linked to original sources
PubMed1991

Language abilities and progress in a direct instruction reading program for students with learning disabilities.

Direct instruction reading programs have been found to be a successful way to teach reading to many, but not all, students with learning disabilities. This study investigated whether reading improvement for students with learning disabilities receiving reading instruction through a direct instruction reading program might be related to their language abilities. The reading progress of 26 students (19 male, 7 female), 7 to 10 years old, was measured over 2 years. In addition, phonological and syntactic abilities were assessed. The results indicated that phonological ability was related to progress in word attack skills and that syntactic ability was related to improvement in comprehension skills. These results have implications for the reading instruction of students with learning disabilities.

Achievement↗
PubMed2002

[Multicenter prospective study of respiratory patient education and instruction in the use of inhalers (EDEN study)].

OBJECTIVES: To evaluate patients' knowledge of the inhalers they use and to assess the effect of knowledge acquired in an instruction session on correct technique. MATERIAL AND METHODS: Multicentric, prospective, descriptive study before and after one instruction session dealing with the technique to apply in using an inhaler: a pressurized canister, an inhalation chamber Autohaler, or one of two dry powder inhalers (the Turbuhaler or the Accuhaler). We studied 349 patients who used their inhalers regularly to treat their respiratory diseases. After assessing their theoretical knowledge of the airways (common), of the particular device they used, and their inhalation technique, we gave instruction in correct technique. Both types of knowledge were then evaluated 2 and 8 months after instruction. RESULTS: Before instruction, common theoretical knowledge was 3.2 (1) on a 6-point scale and knowledge of the device used was 2.7(1) on a 4-point scale. Technique was assessed as 77 (21) on a 100-point scale. After instruction both theoretical knowledge and technique improved significantly. Common knowledge after instruction was assessed as 5.1 (1) at 2 months and 5.2 (1) at 8 months; knowledge of the inhaler was 3.5 (0.6) and 3.6 (0.7), respectively. Technique was assessed at 95 (11) and 96 (11) at 2 and 8 months, respectively. CONCLUSIONS: The EDEN study demonstrates that knowledge of inhalers in a large sample of the population of respiratory disease patients in Spain, although acceptable, can be improved by an appropriate instruction program. After a standardized instruction program, correct use of all the inhalers studied was achieved. We believe that we thereby contribute to improving symptoms and quality of life of respiratory disease patients.

Administration, Inhalation↗
PubMed2005

Using computer-based interactive imagery strategies for designing instructional anatomy programs.

In an effort to design and implement effective anatomy educational programs, this study was conducted to evaluate students' perceptions toward using two computer-based self-directed instructional modules (e.g., digestive system and canine skull) that were designed utilizing interactive imagery strategy for teaching and learning veterinary anatomy. Sixty-eight freshmen veterinary students and one graduate student participated in this study. Open-ended and close-ended questionnaires were administered to evaluate the utilization of computer-based interactive imagery strategy in developing anatomy instructional programs, and to collect data about the students' perceptions toward the use of interactive images in teaching and learning of anatomy. Means and standard deviations were calculated and analyzed for close-ended items. The open-ended questionnaire items were analyzed to identify shared patterns or themes in the students' experience after using the two instructional anatomy modules. Students reported positive attitudes toward the interactive imagery strategy used in the development of computer-based anatomy modules. Based on our findings, this study outlines the characteristics of effective instructional images that will serve as guidelines for the preparation and selection of anatomical images, as well as, how to utilize these images to develop computer-based instructional anatomy programs. Students perceived interactive imagery as an effective design strategy that helped them learn anatomical concepts.

Adult↗
PubMed1978

MEDLEARN: a computer-assisted instruction (CAI) program for MEDLARS.

*MEDLEARN*, a second-generation computer-assisted instruction (CAI) program available (nationally) since October 1976, provides on-line training for MEDLINE, one of the National Library of Medicine's (NLM) Medical Literature Analysis and Retrieval System (MEDLARS) data base. *MEDLEARN* was developed as a joint effort between NLM and The George Washington University Medical Center. Using MEDLINE formats throughout, *MEDLEARN* combines tutorial dialogue, drill and practice, testing, and simulation. The program was designed in three tracks oriented to basic methods, advanced techniques, and new developments. Each topic is presented on two levels, permitting an alternate explanation for users encountering difficulty. *MEDLEARN*, coded in the computer language PILOT, was developed with a modular structure which promotes ease of writing and revision. A versatile control structure maximizes student control. Frequent interactions check immediate recall, general comprehension, and integration of knowledge. Two MEDLINE simulations are included, providing the student an opportunity to formulate and execute a search, have it evaluated, and then perform the search in MEDLINE. Commenting, news broadcasting, and monitoring (with permission only) capabilities are also available. Subjective field appraisals have been positive and NLM plans to expand *MEDLEARN* and produce similar programs for other data bases.

Computer-Assisted Instruction↗
PubMed1996

Leadership personnel needs in the education of deaf and hard of hearing children: results of two national surveys.

During the summer of 1994, 64 university teacher preparation programs in deaf education and 62 instructional programs providing direct services to deaf and hard of hearing students participated in surveys designed to evaluate the effectiveness of the content and delivery system of Gallaudet University's Doctoral Program in Deaf Education in terms of meeting the need for leadership personnel in the field. Survey questions addressed the supply of doctoral level leadership personnel for recently advertised university or school leadership positions. Other questions addressed strategies university teacher preparation programs could use to attract more currently employed leadership personnel for Ph.D. study, and better prepare future them for positions as researchers or teacher educators in the education of deaf and hard of hearing students. Data support the need for additional leadership personnel for faculty positions in university teacher preparation programs and in instructional programs. Data also provide direction for teacher preparation programs to better address the need for leadership personnel in the field.

Deafness↗
PubMedDate not supplied

Proper handwashing promotes wellness in child care.

INTRODUCTION: The purpose was to determine the effectiveness of an instructional program on handwashing. The hypothesis stated that an instructional program on germs and handwashing in child care could significantly reduce the spread of infectious diseases in the test center. METHOD: A longitudinal study was conducted in a field setting with a test group and a control group of 3- to 5-year-old children and their teachers in two similar child care settings. For 21 weeks illnesses and symptoms of infectious diseases were assessed with a health assessment checklist. The test group received a developmentally appropriate instructional program on germs and handwashing. The teachers in the test group attended workshops on infectious diseases and handwashing. The control group maintained their usual handwashing procedures. RESULT: At weeks 1 through 11 benchmark data were collected. At weeks 12 through 21, peak cold and flu season, the test group had significantly fewer colds than the control group (chi-squared analysis, 4.338, 1 df, p < .05); thus the hypothesis was confirmed. DISCUSSION: Handwashing has been recognized as one way to manage the spread of infectious diseases in child care centers. Handwashing helped to reduce colds at the test center where frequent and proper handwashing practices were incorporated into the curriculum through an intervention program.

Child Day Care Centers↗
PubMed1977

Evaluation of a self-instructional unit for use in educational programs in histologic technique.

A linear programmed instructional booklet was developed and used to evaluate the acceptability of this learning strategy to histologic technique instructors and their students. Comparisons of students' cognitive knowledge of the relevant topics before and after using the booklet indicated that most were achieving the booklet's objectives. The post-test score was not significantly affected either by prior experience with programmed materials or by the way the booklet was used. The verbal attitude responses of the students were encouraging, and most indicated the booklet was an efficient way for them to learn, and it was helpful in clarifying concepts. The verbal attitudes of the instructors were also favorable. The indications were that booklet use shortened subsequent lecture time and that the booklet was most valuable as a supplement to conventional instructional methods.

Achievement↗
PubMed2003

The effectiveness of grammar instruction for individuals who use augmentative and alternative communication systems: a preliminary study.

This study examined the effectiveness of an instructional program designed to teach grammar skills to individuals who communicated via augmentative and alternative communication (AAC). A single-subject, multiple probe across behaviors design was used to measure the effect of the instructional program on the acquisition and maintenance of the skills learned. Two adults with cerebral palsy participated in the study. The instructional program was used to teach 2 grammatical forms to each participant. Word order in adjective phrases and inversion of the auxiliary do in wh- questions was targeted for 1 participant; use of possessive pronouns and inclusion of to when using infinitives as modal verbs was targeted for the second participant. The instructional program was shown to be effective. Both participants learned to produce the grammatical forms taught. One participant maintained these skills for at least 2 months after the completion of instruction; the other participant required additional instruction in order to maintain the skills learned. Although based on a small sample, the results suggest that intervention can help individuals who use AAC improve their grammar skills. Limitations of the study are discussed, along with directions for future research.

Adult↗
PubMed1993

Promoting self-care in clients with arthritis.

Preliminary work regarding the development and pilot study of an individualized instructional program for rheumatoid arthritis clients is presented. The effect of the individualized instructional program was tested with 31 outpatients. Using analysis of covariance, the experimental group subjects scored significantly higher on the knowledge post-test when compared to scores of control group subjects (P = 0.0045). Analysis of variance for repeated measures revealed no significant difference in performance of tasks for the control group and experimental group (P = 0.08). In a follow-up study, the effect of the self-instructional program, practice time, and contracting were explored for their effect on adherence to self-care activities. Experimental groups (n = 42) scored significantly better than the control group (n = 11) on the knowledge post-test (P < 0.01), performance of joint protection practices (P = 0.01), range of motion exercises (P = 0.01), and adherence to joint protection practices at home (P < 0.01). Groups did not differ on adherence to range of motion exercises at home (P = 0.83).

Adolescent↗
PubMed1985

Evaluating the acquisition of colposcopy skills in an obstetric-gynecologic residency program.

Instruction in colposcopic technique is now an integral component of residency training in obstetrics and gynecology. No statistical method for assessing colposcopy skills has been reported on before. The statistical calculations of sensitivity, specificity and kappa were applied to determine if there was any progressive acquisition of colposcopy skills by the colposcopy trainee during the four-year residency program.

Adolescent↗
PubMed1993

A program of instruction in operative laparoscopy in a residency in obstetrics and gynecology.

Operative laparoscopy has found an increasingly innovative role in contemporary gynecologic practice. Residency programs must now formulate protocols for training in laparoscopic surgery on which subsequent credentialling may be safely recommended. This report describes a program of instruction in operative laparoscopy and the number of procedures required to develop technical skills at each year level of a 4-year residency. The objective of the program was to develop clinical judgment and technical skills in operative laparoscopy during the first 3 resident years. The main outcome measurement was the safe performance of complicated operative laparoscopy during the fourth resident year. This program emphasized progressive, graded responsibility in operative laparoscopy to develop skills in both the principles and practice of laparoscopic surgery. Principles were taught through didactic sessions in laparoscopic instruments and techniques, assignment of reading lists for each year level, and a review of videotapes to assist in decision making for each procedure. Skills in technique and development of manual dexterity were taught over 4 years as follows. Postgraduate year (PGY) 1: restricted to diagnostic procedures emphasizing the development of basic eye-hand coordination using a video monitor system; PGY2: incorporation of principles of laparoscopic hemostasis and laparoscopic tubal ligation; PGY3: operative laparoscopy using multiple puncture sites, sharp dissection, and suture techniques; PGY4: progressively more complicated procedures to include salpingectomy, salpingostomy, and segmental resection for ectopic pregnancies; oophorectomy for benign disease, appendectomy, and adhesiolysis.(ABSTRACT TRUNCATED AT 250 WORDS)

Clinical Competence↗
PubMed2002

A randomized controlled trial comparing 2 instructional approaches to home exercise instruction following arthroscopic full-thickness rotator cuff repair surgery.

STUDY DESIGN: A prospective unblinded randomized clinical trial. OBJECTIVES: To compare the effectiveness of 2 types of home program instruction, videotape versus personal instruction by a physical therapist, on subjective outcomes and exercise compliance following arthroscopic repair of a full-thickness rotator cuff tear. BACKGROUND: Advances in orthopedic surgery and rehabilitation have placed increased emphasis on home exercise programs. Therefore, assessing the effectiveness of different methods of home program instruction is important. METHODS AND MEASURES: Patients who consented to undergo surgical repair were randomly assigned to either a videotape or personal instruction group. A self-reported compliance log categorized subjects as fully compliant, partially compliant, or noncompliant. The Shoulder Pain and Disability Index and the University of Pennsylvania Shoulder Scale scores were obtained from subjects preoperatively and at 12, 24, and 52 weeks postoperatively. The null hypotheses that neither group would have better outcomes as measured by 2 shoulder outcome scales at any level of compliance over 4 levels of time, were assessed by 2 separate 2x3x4 multiple analyses of variances (MANOVAs), 1 for each outcome measure (alpha = 0.025). RESULTS: Neither MANOVA was significant and the null hypotheses were not rejected. The main effect of time (number of weeks postsurgery) was significant across all time intervals for both outcome measures (P < 0.0005). CONCLUSIONS: With a therapist available for questions, patients who utilized the videotape method for their home program instruction had self-reported outcomes equal to patients instructed in their home program personally by a physical therapist. Self-reported compliance with the rehabilitation program had little effect on the outcomes.

Adult↗
PubMed1992

Using cerebral dominance for education programs.

Instructional methods in today's classroom are sometimes based on the notion of cerebral dominance. However, the link between hemispheric laterality and education practice is highly questionable. One instrument used by teachers to assess individual differences in cerebral dominance is a paper-and-pencil survey called Your Style of Learning and Thinking (SOLAT; Torrance, Reynolds, Riegel, & Ball, 1977). In this study, the authors explored the psychometric properties of the SOLAT in three phases. In the first phase, the authors examined SOLAT's construct validity. Contrary to cerebral dominance theory, a principal factor analysis revealed a seven-factor solution. The second phase was conducted to determine the SOLAT's internal consistency and test-retest reliability coefficients. As expected, these analyses generated low to moderate correlations. In the final phase, the authors further examined the SOLAT's construct validity by comparing the performance of brain-injured versus normal adults. With one exception, there were no significant differences. The results of this study did not support the notion of hemisphericity, at least not as measured by the SOLAT. Therefore, educators should not use the SOLAT to categorize students in terms of their preferred mode of processing information.

Adult↗
PubMed1993

Conceptual change and computer-assisted instruction.

We conducted a study to determine whether a computer-assisted instruction program in neuroanatomy helped first-year medical students to form biomedical concepts, and to correct their misconceptions. Using questionnaires and interviews, we elicited concepts and misconceptions held by the students, in the domain of cranial nerve anatomy. The computer program exposed the students to the information they required to answer the scenario-based questions. Our study found that the students' number and types of misconceptions did not decrease after use of the computer-assisted instruction program. Our findings suggest that designers of computer-assisted instruction programs should determine the common misconceptions that student hold, and should target the programs to correct these misconceptions.

California↗
PubMedDate not supplied

Intensive remedial instruction for children with severe reading disabilities: immediate and long-term outcomes from two instructional approaches.

Sixty children with severe reading disabilities were randomly assigned to two instructional programs that incorporated principles of effective instruction but differed in depth and extent of instruction in phonemic awareness and phonemic decoding skills. All children received 67.5 hours of one-to-one instruction in two 50-minute sessions per day for 8 weeks. Both instructional programs produced very large improvements in generalized reading skills that were stable over a 2-year follow-up period. When compared to the growth in broad reading ability that the participants made during their previous 16 months in learning disabilities resource rooms, their growth during the intervention produced effect sizes of 4.4 for one of the interventions and 3.9 for the other. Although the children's average scores on reading accuracy and comprehension were in the average range at the end of the follow-up period, measures of reading rate showed continued severe impairment for most of the children. Within 1 year following the intervention, 40% of the children were found to be no longer in need of special education services. The two methods of instruction were not differentially effective for children who entered the study with different levels of phonological ability, and the best overall predictors of long-term growth were resource room teacher ratings of attention/behavior, general verbal ability, and prior levels of component reading skills.

Awareness↗