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PubMed2001

Distance learning in academic health education.

Distance learning is an apparent alternative to traditional methods in education of health care professionals. Non-interactive distance learning, interactive courses and virtual learning environments exist as three different generations in distance learning, each with unique methodologies, strengths and potential. Different methodologies have been recommended for distance learning, varying from a didactic approach to a problem-based learning procedure. Accreditation, teamwork and personal contact between the tutors and the students during a course provided by distance learning are recommended as motivating factors in order to enhance the effectiveness of the learning. Numerous assessment methods for distance learning courses have been proposed. However, few studies report adequate tests for the effectiveness of the distance-learning environment. Available information indicates that distance learning may significantly decrease the cost of academic health education at all levels. Furthermore, such courses can provide education to students and professionals not accessible by traditional methods. Distance learning applications still lack the support of a solid theoretical framework and are only evaluated to a limited extent. Cases reported so far tend to present enthusiastic results, while more carefully-controlled studies suggest a cautious attitude towards distance learning. There is a vital need for research evidence to identify the factors of importance and variables involved in distance learning. The effectiveness of distance learning courses, especially in relation to traditional teaching methods, must therefore be further investigated.

Accreditation↗
PubMed1998

Intervention mapping: a process for developing theory- and evidence-based health education programs.

The practice of health education involves three major program-planning activities: needs assessment, program development, and evaluation. Over the past 20 years, significant enhancements have been made to the conceptual base and practice of health education. Models that outline explicit procedures and detailed conceptualization of community assessment and evaluation have been developed. Other advancements include the application of theory to health education and promotion program development and implementation. However, there remains a need for more explicit specification of the processes by which one uses theory and empirical findings to develop interventions. This article presents the origins, purpose, and description of Intervention Mapping, a framework for health education intervention development. Intervention Mapping is composed of five steps: (1) creating a matrix of proximal program objectives, (2) selecting theory-based intervention methods and practical strategies, (3) designing and organizing a program, (4) specifying adoption and implementation plans, and (5) generating program evaluation plans.

Decision Support Techniques↗
PubMed1999

[School health education in California. The policies and contents of The Health Framework].

This paper introduces school health education activities in California. We focus on The Health Framework published by the California Department of Education. It describes the policies, objectives, and contents of health education for California public schools. This framework emphasizes health literacy for students and a comprehensive school health system that supports effective health education and make health an important priority at the school. The nine content areas presented by the framework describe health concepts, skills, and behaviors important for students. We analyzed this framework and its background including the trend of school health education in the United States and other health education related activities in California. Finally we compared the framework with school health education in Japan.

Adolescent↗
PubMed1996

Health education for pregnancy care in Harare. A survey in seven primary health care clinics.

OBJECTIVE: The aim of this study was to evaluate how health education is currently practiced in the antenatal clinics in Harare and to make recommendations for its improvement. DESIGN: This was a descriptive study in which data was collected through subject interviews and by observations of antenatal clinics in progress. SETTINGS: Antenatal sessions at primary care clinics in Harare. SUBJECTS: 100 pregnant women and 65 midwives. MAIN OUTCOME MEASURE: The timing, frequency and methods used in health education and the attitude of the pregnant mothers and staff to health education. RESULTS: The results revealed that health education was given once in pregnancy, on the first visit only. The lecture was the most used teaching method. The lecture was full of distractions which affected the concentration of the audience. Midwives decided on the subject matter for health education without consultation with the expectant women. As a result many women could not follow the practical advice given to them. Midwives overestimated their use of other methods of health education. Both the staff and the pregnant women agreed that there should be greater use of written material for women to read at home with their spouses. CONCLUSION: The lecture is not the most appropriate method of health education during pregnancy and greater use should be made of other methods of communication such as the mass media and pamphlets.

Adult↗
PubMed1990

An assessment of cancer education offerings in medical school, dental school, and health education curricula in New York and California.

This survey identified the extent of courses in cancer control through prevention in medical, dental, and health education curricula. A questionnaire was sent to all medical, dental, and health education academic programs in New York and California. With a return rate of 81%, it was determined that health education programs more frequently offered courses in cancer control through prevention than medical and dental programs. The majority of all academic programs studied that did not currently offer such a course reported it was unlikely such a course would be offered during the next 2 years. Primary reasons for this included an already crowded curriculum and lack of resources. Recommendations are offered to support health professionals in taking a more active role as cancer educators emphasizing primary prevention and early detection techniques.

California↗
PubMed1983

Multi-matrix sampling: a valuable data collection method for health educators.

Survey research in health education, as in other disciplines, attempts to provide estimates of population parameters from which inferences important to program delivery can be made. This article examines the utility of multi-matrix sampling as a technique in health education research that permits quality collection of large quantities of data without lengthy questionnaires or excessive time demands on respondents. The advantages and limitations of multi-matrix sampling are delineated through a hypothetical example.

Adolescent↗
PubMedDate not supplied

A simple, flexible and scalable approach for generating tailored questionnaires and health education messages.

Tailored health information is important for generating patient-specific recommendations in clinical decision support systems and for crafting health education materials that are specifically customized to a patient. Many previous attempts to generate tailored information require complex representations, lack general applicability, and are inflexible to content alterations. In this article, we describe a simple, yet flexible approach for tailoring health communication. This generalized and scalable approach relies on a flexible state representation of each individual and an expandable rule drafting and processing engine. It utilizes a relational database schema and a simple table structure to maintain each individual's past and current health information. Content for tailored communication is represented in a single table which stores predefined logic describing the rules for selecting content applicable to specific individuals. The flexibility, scalability, and simplicity of this approach are demonstrated by describing two diverse projects. One project has provided patient-tailored decision support for physicians for over 82,000 patient encounters and the other generates tailored health questions and messages for patients through a tool developed in less than 4 months.

Decision Support Systems, Clinical↗
PubMed1981

Health education and the teacher's role.

Health education is receiving increased attention in English schools. A currently favoured method of incorporating it into the curriculum is to include relevant parts of it in all subjects. Some teachers however are unwilling to include a health education topic in their teaching. This paper looks at the possibility that this unwillingness could be associated with the way in which teachers view their role and what they think is the main aim of Health Education. Questions were put to 672 future teachers in training and 160 of their tutors. The teacher's role most frequently selected by both group was "to help all pupils make the most of their talents". Students intending to teach in primary schools provided a striking exception: 53.6% of them chose "to give pupils basic skills" as their first choice. The most popular first choice for the aims o health education was "to give information". Again primary teachers differed, however, the largest percentage selecting "to influence pupils' attitudes" (38.7%) as their first choice. The future teachers who saw their main role to be giving information in their own subject favoured the teaching of health education as a separate course, whereas those who chose "contributing to a total curriculum" as their essential role mainly opted for the inclusion of health education in all subjects. Not only view on the role of a teacher, but also specialist subject and type of school appeared to be related to views on health education.

Adolescent↗
PubMedDate not supplied

[Family involvement in dental health education of school children].

UNLABELLED: Education for oral-dental health in children is that component of general health education aimed at creating cultural health models, cultivating in the young generation a healthy hygienic behaviour and outlying the opinions about the ways dental disorders can be prevented and treated. The most important goal of health education is to contribute to the preservation/improvement of children's oral health status. GOALS: This study has two main goals: to assess the exact health education knowledge of the questioned parents and to evaluate their involvement in the oral health education and promotion. MATERIAL AND METHOD: This study included 95 parents, aged between 25 and 49 years, with children in primary schools. For data collection a questionnaire was used. The questions were grouped on common features: food habits and healthy diet, causes of oral disease, prevention of oral disease, dental visit habits, oral hygiene habits. RESULTS: The study revealed that parents have a moderate knowledge about dental health education and dental caries prevention, no significant sex differences being found, and poor knowledge about periodontal diseases prevention. As to food hygiene, parents proved a sound knowledge about healthy and unhealthy diet. Our conclusions at the end of this study is that the family with children in primary schools do not get involved in oral/dental health education.

Adult↗
PubMedDate not supplied

A community health education program.

Physicians, health educators, businessmen, and concerned citizens of Minnesota have developed a program for increasing community awareness of various aspects of healthy living. This program, based on collaborative effort, has been well received and well attended in the three rural communities in which it already has been presented. Most important of all, it has proven to be valuable for promoting individual responsibility for health.

Community-Institutional Relations↗