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At least 613 records · Page 34Linked to original sources
PubMed2006

Comprehensive health education combining hot spa bathing and lifestyle education in middle-aged and elderly women: one-year follow-up on randomized controlled trial of three- and six-month interventions.

BACKGROUND: This study attempted to clarify the duration of effects of 3- and 6-month comprehensive health education programs based on hot spa bathing, lifestyle education and physical exercise for women at 1-year follow-up. METHODS: We examined middle-aged and elderly women who were randomly divided into two groups and followed up them for one year. Spa programmers instructed subjects for one hour in lifestyle education and physical exercise and for one hour in a half bath (salt spring, temperature at 41.5 degrees C) once a week. The program for the 3-month group (n=19) was repeated in the 6-month group (n=14). The evaluation items were body mass index, PWC75%HRmax (by a bicycle ergometer as aerobic capacity), blood profiles (total cholesterol, HDL cholesterol, arteriosclerotic index, uric acid, and hemoglobin A1c), profile of mood states, self-rating depression scale, subjective happiness, pains in the knee and back, and active modification of lifestyle. RESULTS: There were significant interactions between groups and response over time to aerobic capacity, hemoglobin A1c, back pain, vigor, fatigue and self-rating depression (respectively, p<0.05). Duration of effects was longer for the 6-month intervention than for the 3-month intervention. CONCLUSIONS: Beneficial effects of 6-month intervention on hemoglobin A1c, aerobic capacity, pains in the back, vigor, fatigue and depression remained significant at the 1-year follow-up. Duration of effects was longer in the 6-month intervention than in the 3-month intervention.

Adult↗
PubMed2005

Family background, academic achievement, and educational aspirations as predictors of Australian young adults' educational attainment.

Relations were examined between family background, adolescents' academic achievement, aspirations, and young adults' educational attainment. Data were analyzed from the Longitudinal Surveys of Australian Youth (4,500 men, 4,804 women; M age = 20.1 yr., SD = 0.4). Multistage regression analyses indicated that, while family background and academic achievement measures had medium associations with attainment, adolescents' educational aspirations made a large independent contribution to explaining differences in young adults' education attainment.

Achievement↗
PubMed2003

One educator's perspective on the role of instructional technology in veterinary surgical education.

A brief overview of the history of instructional technology (IT) use in veterinary surgery education is followed by an assessment of the state of the art in this discipline in the United States. Comments on assessment of teaching tools and the need for a concerted effort at future assessments are made in light of published information regarding the success of alternative learning methods in education in other disciplines. A few final comments are shared about discipline specific technology demands in surgical education and the issue of copyrights versus sharing resources.

Animals↗
PubMedDate not supplied

Basic academic preparation of foreign-educated nurses: a base for developing continuing education courses.

This international investigation was conducted to determine curricular factors that may explain the high failure rate on the Nurse Certification Licensure Examination for Registered Nurses (NCLEX-RN) of foreign-educated nurses (FENs) seeking licensure in the United States. The framework was the existence of basic knowledge as a starting point for adapting and modifying practices (Alfano, 1971). Onsite visits were used to conduct a curricular review of basic academic preparation of FENs at 19 nursing programs in 10 selected countries. Curricular factors found common to all schools and country-specific elements may explain the academic difficulties of FENs relative to licensure and nursing practice. Delineated curricular elements discussed can serve as a base for developing continuing education courses for foreign-educated nurses.

Curriculum↗
PubMed1999

Survey of hospitals and healthcare provider organizations--requirements for physician continuing medical education credits in Louisiana. LSMS Committee on Medical Education.

The Louisiana State Medical Society Committee on Medical Education is charged with acting as a resource for information regarding the requirements of hospitals, organizations, and medical care providers on postgraduate medical education opportunities. As of June 1998, 32 states required continuing medical education (CME) credits for renewal of physician licenses. The average number of hours required is 30 with a range from 12 to 50 per year. Louisiana does not require CME credits for re-licensure, but relies on voluntary acquisition of CME credits by its physicians. However, in the 1998 LSMS all-member survey, 70% of respondents answered yes to the question, "Do you think there should be a minimum CME requirement for re-licensure of physicians in Louisiana?"

Accreditation↗
PubMed1999

[Health education and environmental education: an integrated experience].

This paper reports on work with elementary school teachers from different types of Brazilian municipalities, from the coast to the interior and from capitals to small towns. With the larger purpose of facilitating teachers' perception of the identity between environmental education and health education, the study focuses on local issues related to quality of life, as well as local teachers' concepts concerning health and the environment. Finally, the study analyzes the importance of intersectorial cooperative programs facilitating long-term educational projects.

Attitude to Health↗
PubMed1999

[Medical education at the dawn of the 21st century: a challenge for the French Units of Education and Investigation].

In the incoming 21st century, traditional medical schools are facing major challenges, if medical education wants to sustain educating physicians capable of answering continuous increasing health care needs of populations they should serve. Institutions should be willing to accept the necessity to modify instructional processes to favor student autonomy and to manage knowledge explosion. A new approach should guide schools in determining undergraduate program content and objectives, in favoring a learning process centered on student and oriented towards community needs, as well as in investing into faculty development in pedagogy. This approach triggers medical schools to establish with their students a new social contract intended to educate them as responsible and autonomous future medical citizens.

Curriculum↗
PubMedDate not supplied

No time for education? Creative teaching tools for educators.

The creative teaching methods discussed in this paper have been successfully integrated into orientation, mandatory education, and continuing education programs. The response to all of the creative teaching methods discussed has been very positive. Nursing staff appreciates the effort educator's take to communicate information effectively and increase learner satisfaction.

Community Health Nursing↗
PubMed1999

New paradigms for medical decision support and education: the Stanford Health Information Network for Education.

The information needs of physicians are complex and ever increasing in a world of rapidly expanding medical knowledge and a practice environment where physicians are required to know and do more with shrinking resources. Current strategies for providing clinical decision support and continuing medical education have failed, in part, because they have not provided timely, easy access to information that is current, integrated with other information and the physician's workflow, and relevant to specific questions that occur during the patient encounter. Meeting these challenges involves understanding the nature of medical knowledge, the different information needs of physicians, the clinical decision-making process, and the constraints of the physicians work environment, as well as the traditional barriers to physician education. We explore the nature of some of these challenges and propose one solution in the form of a highly integrated web-based technology--The Stanford Health Information Network for Education.

Academic Medical Centers↗
PubMed2001

[Practical clinical skills in medical education 1--undergraduate education. A Delphi survey].

INTRODUCTION: The necessity of defining standards in medical education is increasingly recognised. The aim of the present study was to adapt the Delphi method in establishing a consensus about competence levels of basic clinical skills in the undergraduate medical curriculum. METHOD: We used a Delphi design with two postal rounds. An expert panel of 52 physicians was selected on the criteria of knowledge and practical engagement in medical education. Questionnaires were set up with lists of 213 practical skills based on literature studies. Six levels of competence were identified. The task of the panel was to select the competence level for each skill. RESULTS: The panel reached a 75% level of consensus in 212 of the 213 skills. A core curriculum of basic clinical skills in the medical education of Danish undergraduates is proposed. DISCUSSION: The Delphi method was found applicable to qualify the process of identifying goals in a medical curriculum design.

Clinical Competence↗
PubMed1999

[Possibility in unification of oriental and western medicine education by combination of educational curricula].

The authors attempted a possibility of unification in the educational curricula of both Oriental and Western medical schools for the unification of two medicines. Historically the two medicines were originated from the most primitive state like instinctive method and we can say two medicines were entirely the same. However, after abrupt and current development of science in the 19th century by discovery of microscope and bacteria as well as cells, changed medicine into recent unbelievable current medicine from old ancient style medicine like Chinese Medicine which was just the remnant old medicine. The unification of educational curricula is thought to be possible to combine each other by technical adjustment from mutual understanding and cooperation for the most high quality of peoples lives. There were good equality to partial correspondences between two educational curricula around 90% at two pre-and schools from the study to analyse. The combined medicine is thought to be more efficient to the diagnosis and treatment of patients because of the effectiveness of Oriental medicine in certain disease conditions like chronic illness by acupuncture as a alternative medicine or herbs.

Curriculum↗
PubMed2003

AAMC policy guidance on graduate medical education: assuring quality patient care and quality education.

This document, approved by the executive council of the Association of American Medical Colleges at its September 2001 meeting, provides policy guidance on the four key issues requiring attention by teaching hospitals, medical schools, and leaders and faculty of graduate medical education (GME) programs: (1) institutional oversight and program support; (2) the educational program; (3) supervision of residents in patient care; and (4) residents' duty hours. These issues require urgent attention by the academic community. The quality of residents' education and the well-being of residents themselves are among academic medicine's most solemn professional obligations. Persistent calls for reforming GME to better meet these obligations must be heeded, not because government regulation is the likely alternative if they are not, but because it is the right thing to do. Implementing the guidelines will require many sponsoring institutions and individual training programs to allocate additional resources to their GME missions, which will pose a major challenge to many, partly because many payers of patient care services are reluctant to assume their fair share of GME costs and also because there are regulatory constraints that affect GME within current public programs. Sponsors of GME programs should find these policy guidelines helpful in setting priorities for the expenditure of existing resources.

Education, Medical, Graduate↗
PubMedDate not supplied

[Educational memory and context of educational concepts--experience derived from nursing graduation].

The study reports the experience of a Teaching Diploma in Nursing Course, considering the incorporation and problematization of the memory concerning the students. It is based on the representations and meanings of the students' educative experiences, through reflection processes and readings, enabling the appearance of other tessituras regarding educational concepts as well as permitting the elaboration of other conceptions about work, man, society and education. This proposal shows a viable and significant way to develop a better understanding and to deepen experienced concepts, reconstructing them in their political, social and cultural relations and enabling a critical reflection as well as changes in professional practice.

Education, Nursing↗
PubMed1992

Nutrition and education. III. Educational achievement and food habits of Chilean elementary and high school graduates.

The objective of this study was to correlate the educational achievement (EA) of Chilean elementary and high-school graduates with their food habits. For this purpose, a random sample of 550 schoolers from the Metropolitan Area of Santiago, Chile, graduating from elementary and high school (1:1) of both sexes (1:1), from public and private schools and from high, medium and low socioeconomic status (SES) (1:1:1), was selected. Food habits were determined through a specially designed questionnaire and defined as the frequency of consumption of the food groups, expressed as days per week. The EA was established through the Achievement Evaluation Program (AEP) and Academic Aptitude Test (AAT) in elementary-and high-school graduates-, respectively. Results revealed that EA was found significantly and positively correlated with the frequency of consumption of dairy products, meat products and eggs, in both elementary and high school graduates. A significant and inverse correlation between EA and the frequency of vegetables and fruits consumption was observed in both educational levels, and with miscellaneous products, only in elementary school graduates. Food habits explained 24.4% and 16.6% of the EA variance, in elementary and high school graduates, respectively. The frequency of consumption of dairy products was the independent variable with the greatest explanatory power in EA variance (approximately above 70% of the explained variance). These results are important to consider for educational planning focused on the School Feeding Program.

Adolescent↗
PubMedDate not supplied

A new clinical educator role: bridging the education-practice gap.

A new clinical educator role implemented at Georgetown University Hospital is described in this article. Nurses in this role assume dual responsibilities for nursing staff development and clinical supervision of baccalaureate nursing students. These clinical educators have joint appointments in the Department of Nursing and the School of Nursing. This role helps to bridge the education-practice gap and encourages a more efficient use of nursing resources.

Education, Nursing, Baccalaureate↗
PubMed1992

Teleconferencing. Home health administrators and educators enhance graduate education.

In light of the current condition of university budgets, enhancing graduate education can be a challenge for nurse educators. One effective and inexpensive strategy is teleconferencing. This strategy allows graduate students to network with nurse leaders nationwide without the expense of travel. Teleconferencing could also be adapted in other areas to bring service and educational professionals together.

Community Health Nursing↗
PubMed2003

[Rheumatology education in quality circles of office-based general practitioners: A novel andragogic concept for continuing medical education].

Continuing medical education is essential to improve the quality of health care delivery. The efficacy of postgraduate medical education generally improves when participants feel that their specific needs are met by a particular educational activity. Audit circles of general practitioners allow for a discussion of relevant issues. The present paper describes a novel concept for delivering knowledge and skills in arthritis and rheumatic conditions to general practitioners. A well-designed paper case was used for discussion in established audit circles of general practitioners, and a specially trained expert rheumatologist participated as an external expert to answer all those questions that could not be solved by the other participants. The participation of such as an expert-on-demand was found extremely helpful, as an evaluation during pilot sessions in 6 pre-existing audit circles of general practitioners revealed.

Education, Medical, Continuing↗