SEARCH · Search PubMed
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.
This report presents a description of the principles of programmed instruction and an explanation of all major components of a program. No attempt is made to review or critique all available speech and language programs, but certain programs are discussed in some detail in order to illustrate adequate application of programming principles.
An interactive multimedia computer-assisted instruction on congenital heart disease was developed to increase nursing students' understanding of congenital heart disease. Computer-assisted instruction, with its ability to incorporate sound, visuals, and interactivity, provides a multimedia and interactive learning environment that enhances the teaching and learning process. Computer-assisted instruction is a cost- and time-effective teaching and learning strategy that can be tailored to the subject and student population. This article presents information regarding the process of developing an interactive multimedia computer-assisted instruction program on congenital heart disease.
The authors assessed the efficacy of a self-instructional psychiatric learning program to provide training for paraprofessional psychiatric personnel. The self-regulated learning system, which originally was developed to train medical students, was designed to impart basic psychiatric knowledge and diagnostic skills. Changes along personality dimensions that occurred as a function of participating in the programmed learning project also were examined. Participation in this program was associated with substantial pre-post changes in dogmatism and locus of control for males as well as significant increments in psychiatric knowledge and diagnostic skills for the group as a whole. The benefits derived from this easily administered training procedure suggest its feasible inclusion in paraprofessional inservice training programs.
The Home Instruction Program for Preschool Youngsters (HIPPY) is a two-year home-based early education intervention program designed to help parents with limited formal education prepare their four- and five-year-old children for school. This article begins with a brief overview of the HIPPY program and then presents the findings from a series of interconnected research studies, including a two-site, two-cohort evaluation in New York and Arkansas, a one-site case study, and a three-site qualitative study. With respect to program effectiveness, results varied across the New York and Arkansas sites and across participating cohorts at each site. For Cohort I, children who had been enrolled in HIPPY scored higher than children in the control/comparison groups on measures of cognitive skills (New York), classroom adaptation (New York and Arkansas), and standardized reading (New York); and more children were promoted to first grade (Arkansas). For Cohort II, comparison group children outperformed HIPPY children on school readiness and standardized achievement at posttest (Arkansas). Analyses to account for the differing results between cohorts were inconclusive. Qualitative analyses revealed considerable variation in parent involvement in HIPPY. Program staff identified four patterns of attrition from HIPPY: (1) early attrition within the first month after enrollment, (2) attrition between the program's first and second years, (3) attrition due to changes in the life circumstances of participating families, and (4) attrition due to turnover among the home visitors. Families were more likely to participate in in-home than out-of-home aspects of the program (for example, group meetings), but different family characteristics were associated with participation in the in- and out-of-home aspects of the program. The authors conclude with recommendations for future practice and research.
To determine effectiveness of a programmed instruction module (PIM) on oral contraceptives, during their obstetric experience 34 nursing students in the Department of Nursing at the California State University, Long Beach, were assigned to three groups, two experimental groups and one control group. In the first experimental group 12 students worked independently, at their own pace, using a PIM developed by the investigator. In the second experimental group the investigator taught 11 students the same content by the lecture-discussion (LD) method. For comparison purposes, a third group of 11 students (control) received their instruction on the topic via regular classroom teaching. No significant difference was found between the PIM AND LD groups. However, a significant (p less than .01) gain in knowledge regarding oral contraceptives was found when these two groups were compared to the regular classroom instruction group. In addition, over half of the students who used the PIM preferred this method of teaching.
OBJECTIVE: We developed an instructional program to teach aspiration and injection techniques of the knee and shoulder to medical students and residents. METHODS: Residents and fourth-year medical students participating in a rheumatology elective were assigned by deterministic allocation into 3 groups: the Traditional group received no specific instruction in arthrocentesis but simply rotated through rheumatology, learning injection techniques only if they saw patients who required them; the Lecture-only group received only the didactic lecture and did not have the opportunity to practice on the models; the Program group participated in the newly developed program of instruction that combined a didactic lecture and a hands-on workshop using the anatomic models to practice arthrocentesis techniques. RESULTS: The scores on the written examination for those in the Program group (mean score 37.46 out of 40 possible) and the Lecture-only group (mean 37.75) were significantly higher than those of the Traditional group (mean 33.15) (P <.05). The scores on the practical examination for those in the Program group (mean score 24.08 out of 26 possible) were significantly higher than those of the Lecture-only (mean 20.50) and Traditional (mean 17.33) (P <.05) CONCLUSION: The addition of this type of instruction to supplement a traditional internal medicine rotation can enhance a learner's ability to perform joint/soft-tissue injection and aspiration.
Ninety-two undergraduates were assigned into groups to evaluate the effectiveness of interactive, computer-delivered programmed instruction for nutrition education on the topic of diet and cancer compared to traditional passive modes of instruction. Students were monitored for knowledge gains by means of a single 50-item test and an application task, using a 4-day diet record, administered 4 weeks prior to and 3 weeks after intervention. Results indicated that although subjects in the interactive group took nearly twice as long to complete the program, having the opportunity to respond to program blanks, this group produced significantly greater knowledge gains and lowered their fat intake by 41.8% compared to 26.1% reduction in fat intake in the noninteractive computer group and 18.6% in the passive prose text groups. Results suggest that interactive, computer-delivered, programmed instruction can be a very important adjunct to health care and cancer prevention programs at high schools and university settings.
This quasi-experimental, pretest-posttest design study explored the effect of a computer video-interactive system (CVIS) instructional program regarding therapeutic communication on senior baccalaureate nursing students' learning and anxiety as they anticipated interaction with patients in psychiatric settings. The 75 subjects were randomly divided into two groups. Group I received a basic lecture and a supplementary CVIS instructional program on therapeutic communication, while Group II received the same lecture discussion on therapeutic communication and a videotape. Two hypotheses were tested, using analyses of covariance. Hypothesis I, that Group I would score significantly higher on a therapeutic communication posttest than would Group II, was supported (P less than .001). This finding validates previous observations that computer-video interaction programs do enhance learners' application of knowledge. Hypothesis II, that Group I would evidence significantly less state anxiety at posttest than would Group II, was not supported. Although there were no significant differences for state anxiety scores between the groups at either pretest or posttest, these scores remained higher than reported normative state anxiety scores. This finding suggests that anticipated interaction with psychiatric patients is an anxiety-inducing situation for nursing students.
A study was undertaken to test the hypothesis that self-instructional programs in nutrition and dentistry are as effective a teaching method as traditional lectures. Five programmed self-instructional manuals accompanied by 191 slides were developed and evaluated for effectiveness, as compared to six lectures containing the same information. The study population of 83 freshmen dental students was randomly assigned to a control (lecture) group and an experimental (self-instruction) group. Cognitive tests, performance criteria for diet counseling, and an attitudinal questionnaire were used to compare the two groups. The results of the analysis demonstrated that there was no significant difference in the test scores in the lecture and self-instruction groups.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
The instructional effectiveness of a computer-assisted instruction program entitled "Basic X-ray Circuitry" was evaluated using a pretest/post-test control group experimental design. Results of the study indicate that the program is an effective method of increasing learner knowledge of the x-ray machine circuit.
Very little is being done to educate adolescents about better ways to prepare their bodies for parenthood. The purpose of this study was two-fold: (1) to use the first five steps of a ten-step research and development process to produce an instructional program which would effectively teach teachers of adolescents approaches to the prevention of birth defects and (2) to produce an instructional package which demonstrates statistically significant learning by adolescents. Data analysis indicates that significant learning occurred. An important finding of this study is that the designed instructional program is effective in teaching teachers of adolescents ways to prevent birth defects.
The author describes the process of developing a computer-assisted instruction program with limited funds and resources. Development of the content of the program was done by the author. Grant funds were obtained to pay a programmer and purchase hardware and software. The author shares her personal experiences in this process and some of the challenges and pitfalls that were encountered.
Explore the source record for details and available documents.