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PubMed1997

How peer education changed peer sexuality educators' self-esteem, personal development, and sexual behavior.

Despite peer education's having become an extremely common strategy on many college campuses, very few outcome evaluations of these programs, particularly evaluations that focus on the peers themselves, have been performed. In this article, we report on a study that measured changes in self-esteem, personal development, and sexual behavior over 1 academic year in 65 sexuality peer educators from 10 universities in the United States. Objective measures of those traits demonstrated a shift in a positive direction; after analysis, however, the changes were not statistically significant. Qualitative data described increased levels of self-esteem, confidence, and safer sexual behavior as a major outcomes of the program, reinforcing the notion of the positive effects of peer education. Implications for program enhancement and considerations of the importance of evaluation are discussed, and recommendations for future research are offered.

Adolescent↗
PubMed1994

National Dairy Council Award for Excellence in Medical and Dental Nutrition Education Lecture, 1994: nutrition education in medical schools--the prospect before us.

The criteria usually used for evaluating the state of nutrition education in our medical schools include the numbers of schools with required nutrition courses, attendance at nutrition electives, student satisfaction with their nutrition teaching, and the number of postgraduate clinical nutrition programs. These criteria indicate either no change or actual decreases over the years. More important, barriers persist that exclude essential nutrition education for all students in the clinical years. This pessimistic evaluation is tempered by events that, if properly addressed, may lead to improvement. Changes in the traditional medical curriculum are occurring in an increasing number of schools. More curriculum planning, execution, and oversight by interdepartmental faculty (problem-based and small-group learning); a greater emphasis on health promotion and disease prevention; and expansion of primary care offer the potential for more emphasis on nutrition education. This will not happen automatically but requires a vigorous effort by the Society and its members to become involved in the reform movement.

Awards and Prizes↗
PubMed2003

Denon Institute Award for Excellence in Medical/Dental Nutrition Education Lecture, 2002. Will there be a tipping point in medical nutrition education?

The title of this presentation is derived from a national bestseller that defines the moment when an idea, trend, or social behavior crosses a threshold, "tips," and becomes widely disseminated. Three key tipping-point factors are discussed in the context of medical nutrition education. The Law of Few has to do with the essentiality of role models in directing educational curricula and clinical programs. The Stickiness Factor describes the quality and the content of the message that enable the information to have prolonged meaning. The Power of Context refers to the conditions and risk factors that are directly affected by diet and nutrition. Examples of these key factors are provided with a look to the future of medical nutrition education.

Awards and Prizes↗
PubMed2006

Nutrition Academic Award: nutrition education in graduate medical education.

The Nutrition Academic Award received by Tufts University School of Medicine strengthened our first-year Nutrition and Medicine course and clearly resulted in more nutrition in third-year clerkships and residency programs. Standardized patient cases in nutrition counseling for cardiovascular disease and weight loss were developed and incorporated into the clerkships and residency programs in internal medicine and family medicine. This was a value-added benefit that provided practice in initiating lifestyle changes and motivational skills, while expanding nutrition education. Eight standardized patient educators were trained in collaboration with physicians in internal and family medicine. Six slide shows on nutrition topics, 1-2 h each, were developed and included clinical cases, dietary analysis, and patient handouts. The Medicine Clerkship included 4 nutrition sessions and the standardized patient experience, whereas the Family Medicine Clerkship included 1 nutrition session and the standardized patient experience. Working with faculty in the Department of Family Medicine, we developed a nutrition mentoring program for the family medicine residents and used 3 nutrition messages that were a modification of the Dietary Approaches to Stop Hypertension (DASH) diet to teach diet evaluation, intervention strategies, feedback from nutrition referrals, and follow-up. Seven sessions on nutrition and chronic disease with cases were offered to the residents in family medicine, which concluded with a nutrition intervention session using standardized patient educators. This expanded nutrition program in internal and family medicine along with the standardized patient experience receives excellent ratings from physicians, residents, and medical students.

Awards and Prizes↗
PubMed1981

Development of clinical education sites in an area health education system.

In 1974 the University of Kentucky was faced with two problems: 1) overburdening of local clinical facilities by students and 2) a large exodus of graduates from the state. The advent of the Area Health Education System offered the opportunity for the clinical education program to develop nontraditional clinical sites across the state. The development and use of these nontraditional sites in predominantly rural areas has become an integral part of the clinical education program. Local facilities are no longer inundated with students. The retention rate of graduates has improved in the seven years of the program from 36 percent to 1972 to 81 percent in 1979.

Area Health Education Centers↗
PubMed2002

Enhancing palliative care education in medical school curricula: implementation of the palliative education assessment tool.

The authors report the results of a Robert Wood Johnson Foundation-funded project that catalyzed New York State medical schools to develop and implement strategic plans for curricular change to enhance palliative care education. The project used the Palliative Education Assessment Tool for curricular mapping of palliative care education throughout each school's four-year curriculum and used site visits to facilitate strategic planning within each institution. Of the 14 New York State medical schools, 13 participated in the project. Ten provided strategic plans for change, with a total of 71 specific goals (median = 5 per school). Of these goals, 67 (94.4%) had been implemented or were in the active-planning process one year after the plans were created. Overall, palliative care content was enhanced in four curricular areas: basic science courses, ethics and humanities courses, clerkship rotations, and faculty development in palliative care. The process of self-assessment, curriculum mapping of a specific thematic area, and strategic planning for change appears to have successfully enhanced the palliative care content in the medical schools' curricula.

Curriculum↗
PubMed2004

Advancing health care education and practice through research: the University of Toronto, Donald R. Wilson Centre for Research in Education.

The vision of the Wilson Centre for Research in Education at the University of Toronto, Ontario, Canada, is "advancing health care education and practice through research." With a core staff of eight PhD researchers, five full-time administrative staff, 150 clinical faculty members, and over a dozen fellows and visiting professors from around the world, the Wilson Centre has become an international leader in health professional education research. Diversity of ideas and research methodologies, a culture of mutual support and mentorship, and strong support from both the university and a major teaching hospital have propelled the Wilson Centre. Challenges such as focusing research priorities, involving the clinical faculty more extensively, and defining productive international collaborations are among the current issues for academic planning.

Education, Medical↗
PubMed2003

Using resources of public health centers for education and professional societies to incorporate homeland security topics into public teacher continuing education.

The Department of Education, the Association of Schools of Public Health, and national professional societies dedicated to teaching and dissemination of information for health and education in the public sector can form a clearinghouse on information and manpower on Homeland Security by affiliation with Centers for Public Health Preparedness (CPHP). The state licensed or regional societies can contribute further information and guidelines. In the HPS the Science Teacher Workshop (STW) and Public Education (PEC) Committees can assist a CPHP on radiation issues.

Education, Continuing↗
PubMed2005

Self-reported barriers to quality physical education by physical education specialists in Texas.

School-based programs offer an efficient means of promoting the health of a large number of children. The Coordinated Approach to Child Health (CATCH) program was designed to decrease risk factors for chronic disease in elementary school children and includes separate coordinated interventions for child nutrition services, physical education (PE), classroom instruction, and family education. Physical education specialists who attended CATCH training during school years 2000-2003 were surveyed about CATCH PE at their respective schools. The survey included items pertaining to PE barriers, implementation and satisfaction of CATCH PE, and demographic characteristics. A serial cross-sectional study design was used; response rates were 58.6% in 2000, 20.9% in 2001, 38.7% in 2002, and 57.7% in 2003. The top two rank order barriers to quality PE were large class size and low academic value. Future research should focus on determining characteristics of schools that are achieving quality PE programs.

Adolescent↗
PubMed1999

Randomised controlled trial of educational package on management of menorrhagia in primary care: the Anglia menorrhagia education study.

OBJECTIVE: To determine whether an educational package could influence the management of menorrhagia, increase the appropriateness of choice of non-hormonal treatment, and reduce referral rates from primary to secondary care. DESIGN: Randomised controlled trial. SETTING: General practices in East Anglia. SUBJECTS: 100 practices (348 doctors) in primary care were recruited and randomised to intervention (54) and control (46). INTERVENTIONS: An educational package based on principles of "academic detailing" with independent academics was given in small practice based interactive groups with a visual presentation, a printed evidence based summary, a graphic management flow chart, and a follow up meeting at 6 months. OUTCOME MEASURES: All practices recorded consultation details, treatments offered, and outcomes for women with regular heavy menstrual loss (menorrhagia) over 1 year. RESULTS: 1001 consultation data sheets for menorrhagia were returned. There were significantly fewer referrals (20% v 29%; odds ratio 0. 64; 95% confidence interval 0.41 to 0.99) and a significantly higher use of tranexamic acid (odds ratio 2.38; 1.61 to 3.49) in the intervention group but no overall difference in norethisterone treatment compared with controls. There were more referrals when tranexamic acid was given with norethisterone than when it was given alone. Those practices reporting fewer than 10 cases showed the highest increase in prescribing of tranexamic acid. CONCLUSIONS: The educational package positively influenced referral for menorrhagia and treatment with appropriate non-hormonal drugs.

Anti-Inflammatory Agents, Non-Steroidal↗
PubMed1992

Perceived discrimination in education and employment by people with Crohn's disease: a case control study of educational achievement and employment.

Eighty three patients in whom the diagnosis of Crohn's disease had been made before the age of 40 years and who had been resident in the city of Cardiff were asked to complete a detailed questionnaire about their educational and employment experiences. Responses were obtained from 58 patients (response rate = 70%), 23 buddy controls, and 27 community controls. The mean (SD) age of patients at the time of the survey was 31 (5) years. Twenty four of the patients were diagnosed before leaving secondary education, at a mean age of 17 years. They had lost significantly more days' schooling than controls (chi 2 = 14.3 p less than 0.001) but had achieved similar academic success as measured by examination passes and attendance at tertiary institutes of education. Similar numbers of patients and controls were employed at the time of the survey, although significantly more patients had experienced long term unemployment (z = 2.6 p less than 0.01). As a result of their experiences up to 30% actively concealed their illness from employers.

Adult↗
PubMed2005

Educational governance for the regulation of industry sponsored continuing medical education in interventional and device based therapies.

The relationship between industry and clinicians in educational programmes needs to be regulated. Industry may be best placed to deliver educational programmes in "craft" related specialties and particularly in areas where device implantation/technology based therapy has a major clinical role. The authors supervise industry sponsored clinical teaching at a purpose built independent teaching facility, and have developed the concept of educational governance to regulate their relationship with their industry sponsor and that concept is presented.

Biomedical Research↗
PubMed1984

Health education in the National Health Service: the differing perceptions of community physicians and health education officers.

Community physicians and health education officers (HEOs) are the two key health professionals with a particular responsibility for the delivery of health education services to the community. For this reason it is important that they achieve some measure of consensus in terms of the aims, objectives and methods employed by such a service. The results of a study based on a questionnaire and detailed interviews with both groups, indicate that this consensus is rarely achieved. It shows that community physicians and HEOs have important differences of opinion in a number of key areas, including both the level of intervention and methods employed in health education.

Attitude of Health Personnel↗
PubMed1992

Perceived self in educated employed and educated unemployed women.

The purpose of this study was to compare the perceived self-concept of employed and unemployed educated women. The study also examined the relationship of perceived self-concept with the type of employment and period of service of the employed women. The sample consisted of 150 employed and 150 unemployed educated married women residing in an urban area of Patna. The self-concept scale of Deo (1985) was used in the study. The findings showed that the perceived self of the employed women scored relatively higher in each of the five attributes of the perceived self; ie. Aesthetic, Emotional, Character, Intellectual and Social. It was concluded, from this study, that employment leads to a higher self-concept among educated women, which however varied with different types of employment.

Adult↗
PubMedDate not supplied

Hard-to-reach providers: targeted HIV education by the national AIDS education and training centers.

A national system of AIDS Education and Training Centers (AETCs) has received federal funding since 1987 to provide education to health care personnel (HCP) about HIV infection. The purpose of this study is to describe how AETC program personnel define and recognize HCP who are hard to reach and educate about HIV and to clarify the issues that make providers hard to reach. Twenty-three semistructured telephone interviews were used to collect data from AETC faculty and staff. Respondents were asked to identify the types of HCP who are hard to reach and to discuss why they are hard to reach. Themes identified to establish which HCP are hard to reach include specific professional groups (especially physicians and dentists) as well as providers who treated less than 10 HIV-infected clients and some HIV-expert clinicians. Themes identified to establish why they are hard to reach include convenience, isolation, and attitudes. Analysis posits that hard-to-reach HCP fall into identifiable categories: "already know the information," "don't know they don't know the information," "don't think they need to know the information," or "don't want to know the information." Respondents also identified innovative ways to approach hard-to-reach providers.

Area Health Education Centers↗
PubMed2003

Emotional security with teachers and children's stress reactivity: a comparison of special-education and regular-education classrooms.

Examined children's exposure and reactivity to negative peer and teacher events in special-education and regular-education classrooms. Participants were 40 children in regular classrooms and 20 children classified as seriously emotionally disturbed (SED) in special-education classrooms. Children completed 7 days of diary data over the course of the school year. SED children reported higher rates of exposure to negative teacher and peer events than comparison children. The self-esteem of both SED and comparison children was reactive to negative peer events in the classroom, but emotional security with teacher (EST) reduced this reactivity. The self-esteem of SED children was also reactive to negative teacher events but, EST, once again, reduced reactivity to negative events. Finally, SED children's perception of maternal warmth moderated their self-esteem reactivity and was concordant with their views of teachers. Results are discussed in light of treatment implications for SED children.

Adolescent↗
PubMedDate not supplied

[Education and care in nursing: passport to the learning, education, and care in health].

This is an essay about care and education in nursing from integrative and converging approaches, elucidating that the dialogical process between the subject who cares and the citizen-subject who is cared must occur in a problem-maker perspective, contextualized and transversalized between the two conceptual worlds that involve the human relations. It shows furthermore that, to the professional exert the care and education, he must use a "passport" that conducts him to different "scales" of knowledge in a creative, aesthetical, ethical, political and technical approach. In which the education empowers the capacity of care and the use of it, capacitates him to intervent in a constructive/reflexive, singular/plural, dynamic/flexible way, in a given historical cultural context of relationships between subjects.

Humans↗