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At least 559 records · Page 31Linked to original sources
PubMed2004

Educational impact of in-training assessment (ITA) in postgraduate medical education: a qualitative study of an ITA programme in actual practice.

OBJECTIVES: To investigate the experiences and opinions of programme directors, clinical supervisors and trainees on an in-training assessment (ITA) programme on a broad spectrum of competence for first year training in anaesthesiology. How does the programme work in practice and what are the benefits and barriers? What are the users' experiences and thoughts about its effect on training, teaching and learning? What are their attitudes towards this concept of assessment? METHODS: Semistructured interviews were conducted with programme directors, supervisors and trainees from 3 departments. Interviews were audiotaped and transcribed. The content of the interviews was analysed in a consensus process among the authors. RESULTS: The programme was of benefit in making goals and objectives clear, in structuring training, teaching and learning, and in monitoring progress and managing problem trainees. There was a generally positive attitude towards assessment. Trainees especially appreciated the coupling of theory with practice and, in general, the programme inspired an academic dialogue. Issues of uncertainty regarding standards of performance and conflict with service declined over time and experience with the programme, and departments tended to resolve practical problems through structured planning. DISCUSSION: Three interrelated factors appeared to influence the perceived value of assessment in postgraduate education: (1) the link between patient safety and individual practice when assessment is used as a licence to practise without supervision rather than as an end-of-training examination; (2) its benefits to educators and learners as an educational process rather than as merely a method of documenting competence, and (3) the attitude and rigour of assessment practice.

Anesthesiology↗
PubMed2004

Effects of a structured health education programme by a diabetic education nurse on cardiovascular risk factors in Chinese Type 2 diabetic patients: a 1-year prospective randomized study.

AIMS: To assess the effect of regular diabetic health education on cardiovascular risk factors in Chinese Type 2 diabetic patients. METHODS: This was a 1-year prospective randomized study. One hundred and eighty Type 2 diabetic subjects were recruited from three regional diabetic centres in Hong Kong. Ninety received additional structured reinforcement of diabetic health education by a trained nurse after the doctors' consultations every 3 months (intervention group). The others received the same medical care except no nursing reinforcement (control group). Outcome measures included fasting plasma glucose, HbA(1c), body mass index, waist circumference, blood pressure and lipid profiles, which were assessed before the study and after 1 year. RESULTS: Two of the controls defaulted follow-up. The intervention group and controls had similar age and sex distribution. At the end of study, the intervention group had reducted their waist circumference, diastolic blood pressure, HbA(1c), total cholesterol and low-density lipoprotein cholesterol levels. The controls had reduced their total cholesterol and low-density lipoprotein cholesterol levels. Other cardiovascular risk factors were not significantly changed in the controls. Addition of drugs and/or dosage increment of anti-diabetic drugs, lipid-lowering agents and anti-hypertensive agents were similar between the two groups. CONCLUSIONS: Regular structured reinforcement with diabetic health education is useful. It helps to control more successfully some of the cardiovascular risk factors in Chinese Type 2 diabetic patients.

Adult↗
PubMed2002

The Activated Health Education model: refinement and implications for school health education.

A behaviorally based, health education instructional model was developed from a review of successful health education interventions. The analysis identified three principles common to improvement of health behavior among program participants: 1) active involvement in the intervention process, 2) awareness of the positive and negative influences of the behavior on health, and 3) personal responsibility for managing health behavior. These principles and several theoretical premises then were organized into a structural framework for the model. Next, studies were conducted to validate applications of these conditions and refine strategic components. The model then was formatted into a curricular design to achieve optimum behavior and provide ease of replication. Research related to developing and field testing the model are included. The model's limitations and strengths, implications for school health education, and plans for the future are presented.

Adolescent↗
PubMed1990

Special education and the regular education initiative: basic assumptions.

The regular education initiative (REI) is a thoughtful response to identified problems in our system for educating low-performing children, but it is a not a detailed blueprint for changing the system. Educators must achieve consensus on what the REI actually proposes. The authors infer from the REI literature five assumptions regarding the roles and responsibilities of elementary regular classroom teachers, concluding that these teachers and specialists form a partnership, but the classroom teachers are ultimately in charge of the instruction of all children in their classrooms, including those who are not succeeding in the mainstream. A discussion of the target population and of several partnership models further delineates REI issues and concerns.

Child↗
PubMed1986

The certificate in health education--a continuing experience in the development and training of health educators.

This paper describes key developments in the national validation of certificate courses, and the setting up of a network of co-operative curriculum development projects between the Health Education Council, local health education services and their officers, and colleges and their tutors. These developments are encompassed in a centre-periphery interactional model which, when projected into the future, displays continued active development. This model for the training and role development of health educators has considerable adaptability for use in other situations.

Certification↗
PubMed1984

An application of the health belief model toward educational diagnosis for VD education.

A protocol is developed which allows the translation of the Health Belief Model (HBM) to practice in supplying empirical needs assessment data on which to build responsive and effective VD education. The HBM is recognized as among the most important theoretical formulations to explain health behavior available in the health education literature, although there has to date been no information as to how to bridge the gap between theory and practice for actual, specific, and detailed programmatic input. The present study describes a procedure for using the HBM as a tool enabling practitioners to isolate those beliefs that need to be addressed for a given population. Prior attempts at belief identification have been limited to the four major dimensions of the HBM (perceptions of susceptibility, seriousness, barriers, and benefits), often with a single item to address each gross dimension. Such efforts are incapable of determining discrete areas of beliefs subject to change through direct educational intervention. The conceptualization and development of an extended view of these dimensions to include numerous individual entities enables the practitioner to create a data base which overcomes this limitation. The development of the VD Health Belief Scale is detailed. Subscales were operationalized by developing standardized attitude scales comprised of Likert-type items requiring a response on a five-point scale of agreement; instrument refinement occurred at several stages; and selected items were screened through internal consistency item analysis. Resultant scales had acceptable reliability with alphas of .89, .66, .91, .86, and .84. A straightforward procedure is described to explain how the measure is used to develop appropriate needs assessment data using the HBM framework. Studies performed by the authors utilizing the procedure are presented to illustrate the application of the research protocol.

Adult↗
PubMed2002

An analysis of teacher preparation in deaf education: programs approved by the Council on Education of the Deaf.

An analysis of the most recent self-study reports of the 46 teacher preparation programs approved by the Council on Education of the Deaf yielded data on program demographics, curriculum and content, faculty, practicum, students, and graduates. Only 4 of the 46 teacher preparation programs had been established since 1980. Thirty-nine offered comprehensive teacher preparation, five offered auditory/oral, and two offered preparation in bilingual-bicultural education. Thirty-three offered two or more specializations, of which elementary (96%) and secondary (52%) were the most common. Students' practicum experiences often did not coincide with employment after graduation. The study reported a median of 2 full-time faculty per program, who taught 75% of the courses. Although adjuncts taught 25% of the courses in the deaf education program, they made up 75% of the faculty. The study's results indicate extreme diversity among the programs and great breadth and complexity within them. Compared with a 1986 survey, the number and level of the programs appears to be declining while the number of specializations and program length are increasing.

Deafness↗
PubMed2000

Making the most of your time: the benefits of converting patient education programs into continuing nursing education.

Educating hospital staff and patients is a time-consuming, yet essential component to a successful bariatric surgery program. The process of converting patient education and support group sessions into continuing education opportunities for hospital staff is described. This also provides hospital staff with direct exposure to patient testimony of concerns and obstacles to following treatment plans.

Education, Nursing, Continuing↗
PubMed1992

Gerontological education in Japan--geriatric education and training.

There are 13 academic geriatric departments among 80 medical schools in Japan as of November 1991. The first independent department was established in 1962 at Tokyo University. The undergraduate education program includes lectures in geriatrics (20 hours/year in 11/12 medical schools), bedside teaching at geriatric ward (6/12 medical schools, 66 hours on average per year). The theme of lectures are diverse and incorporate all the three major fields in gerontology: biology of aging, clinical geriatrics and socio-economical aspects of aging society. The postgraduate geriatric education is carried out mainly at university setting and most of the medical schools (83%) accept graduate students who are trained at independent geriatric ward (92%) as well as at outpatient clinics. In 1989, Japan Geriatrics Society started a new certification system by which 687 MDs have been temporarily certified in geriatrics. The first examination will be given by the society in 1992 and the eligibility to sit in the examination requires three years geriatrics fellowship after certification in medicine or general surgery. The curriculum proposed by the society shares many items of training in common with those found in north American and in Europe. Some points of suggestions and recommendations were presented for future improvement in the education of gerontology in Japan.

Certification↗
PubMed1999

History of higher education: educational reform and the emergence of the nursing professorate.

At the end of the 19th century and prior to any published nursing theories, a number of visionaries in the field of nursing were engaged in the pursuit of a liberal education for nurses. These special people, rarely considered in contemporary nursing curricula, were responsible for moving nursing education out of hospitals and into universities. This shift was primarily responsible for the development of nursing professors, which never may have developed had nursing education remained under the auspices of hospitals.

Education, Nursing↗
PubMed2005

[Globalization of higher education in Europe. The precursor of changes in Chilean medical education].

At the present time, higher education is a central process shaping the society of knowledge. The mutual strength of society and education influence worldwide changes. Globalization, that mainly embraces politics and commerce, is also promoting changes in professional training, modifying programs, structures and the organization of superior education. The European example is attractive and has a great projection. It will cause a profound impact in culture, development and life of Europeans. Universities in Latin America, in an attempt to achieve the same objectives than their European counterparts, are experiencing premonitory changes, that will have the same effects as in Europe. In the medical area, several changes will occur and we will have to provide initiatives to facilitate these changes in a timely manner. The revision of the model in its inception, is convenient to assimilate changes in our culture.

Chile↗
PubMedDate not supplied

Nurse educators' knowledge of primary health care. Implications for community-based education, practice, and research.

Successful change of the health care system in the United States is linked to successful change in the education of health care professionals. Clearly, a cadre of health care professionals educated for a system that focuses on acute illness and hospital-based technology interventions would not perform well in a health care system that focuses on community-based primary health care. If the discipline of nursing is to continue its major role in the delivery of health care, it must ensure that nurse educators are prepared to revise nursing curricula and teaching strategies in terms of community-based primary health care knowledge and skills.

Community Health Nursing↗
PubMedDate not supplied

Community-based nursing education. Research study from the NLN Vision for Nursing Education--Hawai'i/phase II.

Four sites--Hawai'i, Minnesota, Texas, and Massachusetts--were selected by the NLN to participate in the National League for Nursing Vision for Nursing Education: Phase II Project, a one-year initiative focused on community-based nursing education. This initiative, for the year 1995-1996, was funded by the W. K. Kellogg Foundation and coordinated by a national project director. Each site received $100,000 to be used to develop curricular models for community-based nursing. Other components of the initiative as it took place in Hawai'i--an exploration of regulatory issues regarding community-based nursing education and a description of the process of change--are reported elsewhere.

Community Health Nursing↗
PubMed2004

Technology in medical education: how the OU College of Medicine has used technology to enhance the medical education experience.

The authors briefly review traditional medical education teaching methods and present a description of new developments at the OU College of Medicine using computers and advanced technologies for the enhancement of medical education. The focus is on how computers, educational facilities, online curriculum, medical simulation devices and other technologies are changing the way medical students learn.

Curriculum↗
PubMedDate not supplied

Automated continuing education and patient education.

This article discusses the use of a computer network to provide instruction for health care providers and patients and provides examples of screens from the educational modules developed for the project. The continuing nursing education and patient education modules were developed as a portion of the components for KARENET (Kellogg Affiliated Remote Environments Network), linking rural Morton, Texas, and the Health Sciences Center at Lubbock, Texas. Both health care providers and patient participants are benefiting from knowledge provided by the methodology of CAI/CMI provided by the network.

Computer Communication Networks↗
PubMed1989

Strategies for developing innovative programs in international medical education. Identification of educational needs.

A U.S. medical educator noted that the needs of developing countries are not necessarily addressed by traditional methods of medical education in the United States, involving high-technology education, technology transfer, development of academic personnel, and the like. In many developing nations, where there may be a surplus of doctors and many unemployed doctors, there is also a vast population of underserved people. Many of the physicians may have been trained inappropriately, or they were not comfortable in certain environments. In order to have an impact on the vast population, that kind of anachronism must be addressed. He inquired whether there is a role for the United States in addressing the health of communities rather than the sickness of individuals. It was observed that the health needs of developing countries are often thought to relate to the issues of hygiene, sanitation, and prevention and that these needs are homogeneous. The needs for interventional technology and preventive primary care should be differentiated, and the requirements at both levels of assistance should be heeded, be it at a primary and preventive level or at the level of specialist-oriented technological intervention. There was discussion about the dichotomy that exists between schools of public health in the United States and the medical schools with which they are associated. They were referred to as "two separate cultures." Thus, some suggested that U.S. physicians involved in curative medicine need to be exposed to community-based medicine in other countries, and many questioned whether other countries should seek to model their systems after those in the United States.(ABSTRACT TRUNCATED AT 250 WORDS)

Allied Health Personnel↗
PubMedDate not supplied

Impact of public education and continuing medical education on physician attitudes and behavior concerning cholesterol.

Current physician attitudes and behavior concerning elevated blood cholesterol, recent changes, and reasons for change were measured in a survey of physicians in two cities. Those in a community with both continuing medical and public education programs reported changing their practice significantly over the past two years, more so than those in a comparison community. The physicians did not identify specific elements of a continuing medical education program as important in these differences. Physicians in Pawtucket, Rhode Island, identified requests from the public as important and statistically significant factors in their changed behavior, suggesting that the public education program has become an important influence on physician behavior.

Attitude of Health Personnel↗
PubMed1986

Educational desert or oasis? An educator's trek to Outer Mongolia.

Mongolia has long been associated with isolation from the western world. Sandwiched between Russia on the north and China on the south, it is little known and little understood. Now split into two separate nations, Inner Mongolia is under the control of Red China, and Outer Mongolia under the control of Russia. Outer Mongolia has a population of 1.3 million and is about one-fifth the size of the United States. Education follows the Russian (communist) model and, of course, has a Five-Year Plan. Since World War II the literacy rate has jumped to 90%, and has received recognition by UNESCO for its efforts. Mongolian schools are on a two-track system, one for those going into trades or agriculture, and the other for those going on to higher education and the professions. Considering the Mongolian economic structure, its geography, and the nature of its people, it can be said that they have done a good job of educating their people.

Adolescent↗