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PubMed1991

Learning to empower patients. Results of professional education program for diabetes educators.

The patient empowerment approach to diabetes education is intended to enable patients to make informed decisions about their own diabetes care and to be fully responsible members of the health-care team. Facilitating patient empowerment requires a specific set of skills and attitudes on the part of diabetes educators. A professional education program designed to facilitate the acquisition and enhancement of the requisite skills and attitudes was designed, implemented, and evaluated. The program involved adhering to a simulated diabetes care regimen for 3 days followed by a 3-day intensive skills-based workshop. The 23 educators who participated in the first two offerings of this program made significant gains in their counseling skills and demonstrated a positive change in attitude.

Attitude↗

PubMed1992

Structuring education: development of the first educational standards in occupational therapy, 1917-1930.

The movement to standardize educational preparation in occupational therapy grew as the profession developed following World War I. This paper explores the debates that surrounded the evolution of occupational therapy's first sanctioned educational system. A variety of professionals involved in the formation of occupational therapy engaged in these debates. They focused their attention primarily on whether education should be regulated and, if so, how that education might be structured. Each coveted different views about how the fledgling profession might develop. These early debates signify one of the first attempts to identify a vision for the evolution of occupational therapy.

Curriculum↗

PubMed1975

Evaluation by objectives: A systematic approach to the evaluation of educational programs and activities in dental education.

In response to the need for more effective utilization of resources, many institutions of higher learning are beginning to use corporate management methods. These methods, MBO being the most familiar example, center on the common comprehension at all levels of the goals of the corporation. However, institutions of higher learning uniformly lack a cohesiveness of purpose that extends from the level of president to that of teaching faculty. It is a mistake to assume that institutional educational goals are understood and supported by appropriate educational objectives at the department and program level. The evaluation-by-objective format is a concise graphical way to identify areas of support and confusion. It can be applied at each level of the institution and transmitted upward so that personnel at each administrative level can see the way in which its goals and objectives are perceived at lower levels. The proposed format facilitates grouping of educational objectives into programs, providing a framework for the estimation of effort and of needed resources. Since perceptions of effort and required resources will differ depending upon perspective, important issues will be identified, a most significant benefit of the system. The format leads to the formulation of an action plan, which should be reviewed periodically. The first step toward scientific management in institutions of higher learning must be a clear understanding of institutional and subunit goals, along with a set of education objectives that will accomplish these goals. The evaluation-by-objective format directs itself to exactly that concern.

Education, Dental↗

PubMed2001

[Blueprint 2000 Education of dentists in the Netherlands. Objectives of undergraduate dental education. A summary].

Blueprint 2000 Education of dentists in the Netherlands includes nationally developed objectives for the dentist at graduation. The changing state of oral health of the population and oral health care require a dentist trained in a broad range of dental subjects. Intellectual and scientific training should be an important aspect of undergraduate education. Developments in teaching methods support these requirements. The differences in the implementation of educational developments in the three Dutch dental schools made a uniform description of objectives not yet possible. The actual objectives therefore are presented in four different ways: (1) the profile of the dentist in broad terms, (2) general objectives by way of competencies, (3) discipline-based objectives and (4) a list of problems. These problems are derived from every day practice and can serve as starting point in the learning process of the student. It is expected, that Blueprint 2000 Education of dentists in the Netherlands will be used as a basis for curriculum development. What type of objectives, or combinations, will be used will be seen in the future.

Adult↗

PubMed2003

Integrating health promotion, patient education, and adult education principles with the older adult: a perspective for rehabilitation professionals.

With demographic changes and an increase in the number and proportion of older adults, there is now a greater demand for health promotion and patient education by rehabilitation professionals who are experts in their respective fields and who are knowledgeable about normal and pathologic aging. Older adults are more at risk for chronic illnesses and are interested in learning more about their own health. Many interrelationships between health promotion, patient education, and adult education exist in the context of rehabilitation for older adults. Changes in the U.S. health care system have decreased resources for long-term rehabilitation so that interventions must have the maximal impact possible. Health promotion and patient education are within the scope of practice of rehabilitation professionals, but the effectiveness of these efforts are diminished unless concepts and approaches for teaching and interacting with older adults are used. This commentary discusses the rationale for integrating these three aspects of patient care.

Aged↗

PubMed2003

The effect of conductive education, intensive therapy, and special education services on motor skills in children with cerebral palsy.

PURPOSE: The purpose of this study was to compare the effects of intensive therapy, conductive education, and special education on function in 19 children with cerebral palsy. METHODS: Subjects participated in a five-week program of conductive education, intensive therapy, or special education. Professionals, blinded to group assignment, administered the Pediatric Evaluation of Disability Inventory (PEDI), the Gross Motor Function Measure (GMFM), and the Fine Motor Scale of the Peabody Developmental Motor Scales before and after intervention. Professionals providing treatment and parents completed a survey about their perceptions of change in the children. RESULTS: ANOVA showed no statistically significant differences between groups before or after treatment. Using t-tests, statistically significant within group changes were found only for the intensive therapy group on the PEDI Self-care and Social Function scales and the Crawling and Kneeling scale of the GMFM. Individual changes from pre- to post-test were also examined and are discussed. Surveys revealed that both parents and professionals perceived improvement in all children. CONCLUSIONS: Greatest improvements were noted in the group receiving intensive therapy, with children in all groups showing some improvement in function.

Cerebral Palsy↗

PubMed2004

Comparing need between health occupation and health education schools: which students benefit most from the school health education program.

Comparing need between Health Occupation and Health Education Schools: Which students benefit most from the School Health Education Program? First-year medical students taught general health topics at public high schools. Pre-test and post-tests were given for each presentation. Health Education students had lower pre-test scores but showed greater improvement. With greater need and fewer resources, Health Education students benefit most.

Adolescent↗

PubMed2004

[Medical education and patient education: new teaching strategies and new communication dynamics].

INTRODUCTION: This study was designed to shed light on the learning difficulties of diabetic patients. MATERIALS AND METHODS: An open-ended questionnaire was sent to 50 patients and 50 diabetics patients and 100 health care professionals working in the field of diabetes and nutrition who had been trained in patient education techniques. They were asked to describe the skills that were the easiest to teach patients and those that patients mastered the best, as well as the skills they found hardest to teach patients, those that patients mastered the least and those that gave rise to errors persisting after the patients education was completed. RESULTS: On the whole, the results showed that the educators found it easy to teach techniques: patients mastered procedures well and made few mistakes. In contrast, diabetic patients seem to have problems learning skills, such as insulin dose adjustment, that require complex problem-solving (involving multiple variables). CONCLUSIONS: Based on these findings, the authors discuss the notions of learning complexity and the time needed for successful patient education.

Communication↗

PubMed2006

Knowledge, attitudes and practices of the educated and non-educated women to cancer of the breast in semi-urban and rural areas of SouthWest, Nigeria.

OBJECTIVES: That women with cancer of the breast seek medical help late is a common occurrence in developing countries. We decided to see if education and environment play any role in this and in cancer screening. A semi-structured questionnaire was drawn to inquire about knowledge, attitude (beliefs) and practices of women to breast cancer and available cancer screening methods in their environment- particularly Self and Clinical Breast Examination. PATIENTS AND METHODS: The questionnaires, prepared in English and vernacular, were given to women and women relations seen in the surgical clinics and wards of Ladoke Akintola University Teaching Hospital, Osogbo and some primary health centers, for various ailments. Traders in market places and rural communities were included. RESULTS: Analysis was by SPSS, chi-square, percentage frequency and tested at probability level of 0.05. Eight hundred and thirty two respondents were collected. Six hundred and twenty five (72.2%) were from Semi-urban while 207(27.8%) were from the rural regions. The age range was between 15 and 72 years with a mean age of 30.89+/-11.58. The educational level showed that 304(36.4%) had tertiary education. Six hundred and four (72.6%) have previous knowledge of cancer of the breast, 149(17.4%) offered possible aetiological reasons, and 341(41.1%) have some knowledge of associated symptoms. Available screening methods of Self and Clinical breast examination was practised by 393(47.2%) of the respondents. One hundred and fifty five (32.3%) would give consent to mastectomy while as many as 619(74.4%) have deep fear of the disease. CONCLUSION: Despite a relatively high literate level in the study group, knowledge of aetiological causes of breast cancer, including risk factors is abysmally low; so is knowledge and attitude to symptoms. Because of this poor/inadequate knowledge, as well as available screening methods, efforts should be made to upgrade the knowledge of our women through Information, Education and Communication (I.E.C) on cancer of the Breast and the consequences of late presentation.

Adolescent↗

PubMed1991

Nutrition and education. II. Educational achievement and nutrient intake of Chilean elementary and high school graduates.

The interrelationships between educational achievement (EA) and nutrient intake were investigated in 550 Chilean adolescent schoolers graduating from elementary and high school. The random sample included schoolers from both educational levels (1:1), from public and private schools (1:1), and from high, medium, and low socioeconomic status (SES) (1:1:1). Standard procedures for 24-hour dietary recall interviews were used to collect data, and adequacy of intake was assessed by the FAO/WHO Pattern. EA was measured by means of the Achievement Evaluation Program (AEP) and Academic Aptitude Test (AAT) in elementary and high school, respectively. In elementary school graduates, results showed a significant and positive correlation between EA (AEP) and energy, protein, riboflavin, ascorbic acid, calcium and vitamin A intake (Multiple r = 0.456 p less than 0.01; r2 = 0.208). The School Feeding Program beneficiaries who belonged to the low SES presented the lowest EA (AEP) together with a deficient nutrient intake, especially for energy, riboflavin, niacin, vitamin A and calcium, at the same time that they registered the lowest values for those anthropometric parameters, indicators of past nutrition, that is to say height-for-age, weight-for-age, head circumference-for-age and a higher upper-to-lower segment ratio, as compared with non-beneficiaries from the same SES and with those from the higher strata. In high-school graduates, EA (AAT) was found to be significantly and positively correlated with protein, calcium, riboflavin and iron intake (Multiple r = 0.438 p less than 0.001; r2 = 0.192). Nevertheless, these interrelationship are strongly related to SES and sex. Results showed that educational achievement (EA) is significantly and positively associated with nutrient intake, this fact being important for educational planning related to the School Feeding Program.

Achievement↗

PubMed1990

Education for health. A role for physicians and the efficacy of health education efforts. Council on Scientific Affairs.

Health education efforts have grown dramatically over the past decade and seek to improve the health of individuals by providing them with information that will lead to behavioral changes and thereby result in improved health. There is now substantial evidence to support the idea that health education activities can alter health behaviors, even though the mechanisms by which health education efforts succeed are largely unknown. Physicians could add to the success of health education efforts by incorporating preventive services into their patient encounters, particularly patients in high-risk situations. There are many examples of successful physician-based interventions, and a new emphasis on preventive services in primary care is emerging.

American Medical Association↗

PubMed1990

Priorities for nutrition content within a medical school curriculum: a national consensus of medical educators. American Society for Clinical Nutrition Committee on Medical/Dental School and Residency Nutrition Education.

Two studies, one using a questionnaire completed by 40 medical school curriculum administrators and 178 nutrition educators, the other using a workshop for 100 medical-nutrition educators, were conducted in 1988 by the American Society for Clinical Nutrition. The goal of these investigations was to formulate recommendations for the number of hours that should be devoted to teaching nutrition in a medical school and to obtain a consensus on the relative importance of specific nutrition topics to be included in the medical curriculum. The results indicate close agreement between curriculum administrators and nutrition educators on the time that should be devoted to nutrition coursework and the relative importance of nutrition topic areas. The value of these findings is that specific nutrition topic areas that deserve relatively high (and low) priorities in the curriculum have now been identified. This is particularly valuable information for medical educators in institutions that have few curriculum hours available for teaching nutrition.

Attitude of Health Personnel↗

PubMed1977

An outreach cancer education program: a model for continuing education in the dental office.

During the period 1970-1973, only 2.5 percent of the dentists practicing in Kentucky attended cancer continuing education courses offered by the University of Kentucky College of Dentistry. In the fall of 1973 a different approach to cancer education was launched: Learn about Oral Cancer in Your Office. Self-instructional materials, developed in the College of Dentistry, were taken to the dentist's office on an appointment basis. This method had great appeal and significantly increased the number of dentists involved in cancer continuing education. Other positive results of this approach were a greater awareness on the part of the dentist of his role in cancer detection, a desire amont the participants to alter the pattern of practice to include cancer detection techniques, and exposure of dental auxiliary personnel to cancer education material.

Dental Offices↗

PubMed1985

Education--the concern of the profession? Early postgraduate medical education.

Overall what is suggested is a tried and proven apprentice type system, with continuing role models, more stable patient care teams, defined educational objectives, all with some flexibility and a reduction in the tendency to over supply in specific areas. The transition would be difficult, it could not happen without change (already suggested) in the undergraduate curriculum and it would also require changes in other areas, peripheral to the areas of hospital organisation already discussed. The changes necessary for the full effect of these proposals to be felt, will be those occurring in medical society. The changes will be in the methods of practice, in organisation and payment and in the relationship of different parts of the profession (aiming for abolition of the dichotomy existing between primary care and the hospital), all sections taking an active part in planning and delivering medical education. A clear commitment must be made to continually evaluate medical education's performance and relevancy, connecting this to institutions (medical schools, hospitals, colleges etc) geared and prepared to respond. A reconstituted and reorientated Medical Council would be pivotal to this being successful. This two year spell inflicted on the young members just entering our profession is inexcusable in humanitarian terms, wasteful in educational terms, and ineffective in management terms.

Education, Medical, Graduate↗

PubMed1994

A comparative study between a computer-aided education (ISIS) and habitual education techniques for hypertensive patients.

ISIS is a patient education computer program about hypertension. It aims to be complementary to the habitual educational techniques by bringing into patient education the facility of multimedia features. Its efficiency in improving the knowledge about hypertension was tested among 158 hypertensive patients. Their prior knowledge was evaluated using a questionnaire. They were then randomly separated in a control group (CG) which had the regular education program and ISIS group or (IG) which, in addition, had an interactive session using ISIS. Two months after discharge, all the patients were asked the same questions over the telephone. A total of 138 observations (69 CG, 69 IG) were reported in the final analysis. The initial scores were significantly improved for both groups. The improvement is more evident in the IG, particularly among patients whose initial score was low and patients whose hypertension was discovered for more than 6 months. ISIS is actually used by hospitalized patients and by nurse students.

Computer Systems↗

PubMed1993

Place of education in the management of chronic lung disease: role of the educational coordinator.

The aim of patient education is more than just improve compliance to treatment. Teaching the patient to take an active part in the management of his handicap needs special communication skills and involves much more than just giving courses. Unfortunately all medical professionals are not necessarily good educators. As amateurism in patient education is a thing of the past, the role of the Health Education Coordinator in a pulmonary rehabilitation programme becomes essential to the quality of the programme.

Humans↗

PubMed1994

Guidelines for medical student education in community-based pediatric offices. American Academy of Pediatrics Council on Pediatric Education Subcommittee on Medical Student Curriculum.

The special constellation of knowledge, skills, and attitudes that are necessary to practice general pediatrics should be an integral part of the curriculum of all medical schools. Community-based pediatric educational experiences should be integrated into the medical school curriculum starting in the first year. The curriculum should be developed as a joint undertaking of clerkship directors and community pediatricians. Implementation of the curriculum requires ongoing faculty development to learn to use focused teaching, to establish educational objectives, and to adapt educational experiences to the unique characteristics of the office setting. Methods and techniques for the ongoing evaluation of the students' performance, and evaluating faculty members' abilities to implement an effective educational program must also be developed.

Ambulatory Care↗

PubMed1993

Demand-side medical education: educating future physicians for Ontario.

Initiated by Associated Medical Services (AMS), Educating Future Physicians for Ontario is a 5-year collaborative project whose overall goal is to make medical education in Ontario more responsive to that province's evolving health needs. It is supported by AMS, the five universities with medical schools or academic health sciences centres and the Ontario Ministry of Health. The project's five objectives are to (a) define the health needs and expectations of the public as they relate to the training of physicians, (b) prepare the educators of future physicians, (c) assess medical students' competencies, (d) support related curricular innovations and (e) develop ongoing leadership in medical education. There are several distinctive features: a focus on "demand-side" considerations in the design of curricula, collaboration within a geopolitical jurisdiction (Ontario), implementation rather than recommendation, a systematic project-evaluation plan and agreement as to defined project outcomes, in particular the development of institutional mechanisms of curriculum renewal as health needs and expectations evolve.

Academic Medical Centers↗