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At least 631 records · Page 35Linked to original sources
PubMed2004

Efficacy of an educational Web site for educating physicians about bioterrorism.

OBJECTIVES: To determine whether a Web-based educational intervention improves emergency physicians' knowledge about bioterrorism and to survey physicians' knowledge and sources of information on bioterrorism. METHODS: Prospective randomized controlled trial using pre- and postintervention testing in hospitals. Participants were general and pediatric emergency medicine attending physicians, fellows, and fourth-year emergency medicine residents. All participants completed a pretest and attended a lecture on bioterrorism. Participants were then randomized to the Web intervention group that received continuous access to a bioterrorism educational Web site with weekly exposure to case scenarios of diseases due to biological agents, or the control group. Participants were retested after one and six months and surveyed to identify their sources of information and assess their knowledge. RESULTS: Sixty-three physicians completed the pretest. There was no difference in mean +/- standard deviation (SD) pretest scores between Web intervention (45% +/- 10%) and control (44% +/- 10%) groups (mean difference: 1.9%; 95% confidence interval [CI] = -6.7% to 2.9%). There was no significant difference between pre- and posttest scores among groups at one month (Web intervention 48% +/- 10% vs. control 45% +/- 10%; mean difference: 3.3%; 95% CI = -8.5% to 2.0%) and six months (Web intervention 51% +/- 8% vs. control 47% +/- 9%; mean difference: 3.8%; 95% CI = -8.8% to 1.2%). More than 60% of physicians cited media reports as their primary source of information on bioterrorism and believed that their knowledge of bioterrorism was limited after one month. CONCLUSIONS: Providing physicians information on bioterrorism through simulated cases and continuous access to an educational Web site does not increase knowledge of bioterrorism. Physicians are more likely to use media reports for their primary source of information.

Attitude of Health Personnel↗
PubMed1992

Patient education programmes in obstructive airway disease. The Ingelheim Model for promoting health through patient education.

Chronic obstructive airway diseases (COAD) can be regarded as one of the major health problems needing environmental actions and screening programs for early detection and intensive patient education programs to cope with the needs of tertiary prevention. On the basis of our epidemiological study focused on COAD carried out in FRG (sample size August 1988: 63,000 participants) a patient education program has been developed and evaluated. In cooperation with general practitioners and pneumologists the program has been installed at practice and community level. The need for a patient education program has been assessed during the three years of the PNEUMOBIL-Project. It is not just a matter of cutting costs, but to a large extent a matter of the wellbeing of the patients and of reducing side effects to a minimum. The objective of the project can be split into three dimensions: (1) The cognitive aspect. Here significant lack of knowledge has to be overcome. At this point it has to be stated clearly that at the present time the medical community is not able to solve this problem on their own. (2) The psychomotoric aspect. Here the competent use of medication has to be trained. (3) The emotional aspect. The patient has to be motivated and integrated into the therapeutic process in a way that his compliance contributes significantly. The didactical concept consists of modules that can be used in varying sequences according to the needs of the target audience.(ABSTRACT TRUNCATED AT 250 WORDS)

Airway Obstruction↗
PubMedDate not supplied

A lay educator approach to sickle cell disease education.

Over the past two decades, the number of Black Americans aware of sickle cell disease has increased. However, knowledge of the existence of the disease, and the higher risk Black Americans face, has not resulted in a widely held pool of accurate and meaningful information. For instance, observers are far less certain that the observed increased awareness has contributed to the capacity to (1) make informed parenting decisions at the grass roots level, (2) provide appropriate support to individuals and families experiencing sickle cell disease, (3) advise youth on issues related to genetic health, and (4) displace the impact of miseducation that occurred in the 70's. In the demonstration described in this paper, responsibility for sickle cell disease education is shared with community organizations and community members who are broadly representative of the community's demographic and cultural profiles. Through this process, meaningful knowledge about sickle cell disease is vested within a network of religious, civic, fraternal and social organizations. Additionally, this paper discusses needs assessment, recruitment, training and project evaluation for four classes of lay sickle cell disease educators as well as the beginning phase of their lay educator role.

Adult↗
PubMedDate not supplied

[The managerial education of nurse coordinator and the educational contract: the experience of the First Level Master in Nursing Management for Coordinational Functions at the Catholic University of Rome].

Changes in the National Health Service (NHS), in nursing laws and education made necessary a first level Master to teach nurses managerial competences for coordinational functions. Nowadays nurse coordinator are important in health organization in order to transform individual knowledges of nurses in effective, efficient and appropriate care practice. The project of the First Level Master in Nursing Management for Coordinational Functions run at the Catholic University of Rome, kept into consideration changes in NHS, nursing laws and education. The Master was made of four modules in order to teach learning specific competences. The Pedagogy of the Contract was used to guide the training. A Form based on the Pedagogy of the Contract was developed. This Form helped in defining the training objectives and their evaluation. The Model of the Reflection about the Experience and the presence of a tutor were used to integrate education with training settings. This Master emphasized the current functions of the nurse coordinator such as problem solving, direction, organization and mainly the management of knowledge of coordinated nurses.

Education, Nursing, Graduate↗
PubMed1990

Qualitative evaluation of an AIDS health education poster. A rapid assessment method for health education materials.

In January 1989, the Johannesburg City Health Department developed an AIDS education poster. The poster was adapted from a cartoon in the Sowetan newspaper and was formally evaluated before its final production. As a result of this evaluation further editing and restructuring of the poster proved necessary. The methodology used in the evaluation is outlined, and some of the findings that emerged during the evaluation are discussed, since few formal evaluations of health education material seem to have been documented in South Africa. This study highlights the importance of formative evaluation of printed health educational media by a sample of the target audience before production and distribution.

Acquired Immunodeficiency Syndrome↗
PubMed1991

Needs of nurse educators & clinical nurses regarding quality assurance education.

A study was done to determine the needs and educational interest regarding quality assurance of nurses practicing in both academic and clinical settings in Western New York. A written survey questionnaire was developed and distributed to a convenience sample. Responses were received from 98 nurse educators (47% of those contacted) and from 148 clinical area nurses (42% of those contacted). Concepts about quality assurance were itemized and respondents indicated their level of interest in obtaining further information to increase their QA competencies about each. The topics of interest to both groups were similar and included standards of care, legal issues, documentation, techniques for implementation of QA in clinical practice, and measures of quality of care. Characteristics about a continuing education offering that would be desirable were specified.

Education, Nursing↗
PubMed1989

[Risk of developing coronary disease in relation to the level of education and type of work in a male population of Warsaw factories. I. Evaluation of the relation of the level of education and analyzed risk factors of coronary disease].

5426 males aged 40-59 of 14 Warsaw factories underwent the study to evaluate the relationship between coronary artery disease risk factors and education levels. Greater mean body mass, total cholesterol level and greater mean value of Rose's coefficient were significantly more frequently observed in men with secondary and university education. Persons with technical or elementary education have been significantly more frequently smoking cigarettes and overweighted.

Adult↗
PubMed1989

[Risk of developing coronary disease in relation to the level of education and type of work in a male population of Warsaw factories. III. Evaluation of the relation of the level of education and type of work and changes in the degree of risk during the conduction of a prevention program].

There was analyzed acceptation degree of popularized preventive rules according to the education level and the taking a part. Significant netto lowering of mean body mass, both blood pressures and values of multivariable logistic function (MLF) was obtained in the intervention group in comparison to the control one among mean with the elementary education. While in the group of persons with the secondary and university education lowering of mean body mass in persons with initially stated overweight, mean number of smoked cigarettes and the risk coefficient by Rose was obtained in the intervention group in comparison to the control one. Similarly, lowering of Rose's risk coefficient was observed in the intervention group of office workers in comparison to the central one, and significant netto lowering of mean body mass, systolic and diastolic blood pressure and multivariable logistic function (MLF) in the group of workers.

Administrative Personnel↗
PubMed1987

Education to prevent child sexual abuse. View of a sex educator.

Sexual abuse prevention education is a new undertaking for our schools. But, while at first glance it appears to necessitate a curriculum unique unto itself, such is not really the case. In fact, on close scrutiny it has a great deal in common with curriculum approaches being developed to combat a whole array of dangerous and dysfunctional adolescent and adult behavior: suicide and depression, alcohol and drug abuse, violent and exploitative behavior, eating disorders, premature sexual behavior and teen pregnancy, delinquency and underachievement. While some of the specific content material may vary (alcohol in beer or wine versus effectiveness rates of condoms or spermicides versus nutritional requirements), other important facets have general applicability. Specifically, these relate to the more generalized affective educational approaches (education about affect--feelings, values, attitudes about self and others). The key here is to increase one's understanding of and respect for self and others. And the most crucial issue is self-esteem. Those with poor self-esteem are likely to fall prey to any of a variety of dysfunctional behaviors; while those with a more positive sense of self-worth will behave in a way that is more protective of self and others. It is critical to understand that those who see themselves as lovable and capable human beings (Freud's recognition of the centrality of love and work) are far more likely to be the loving and caring citizens our society needs.(ABSTRACT TRUNCATED AT 250 WORDS)

Adolescent↗
PubMed1985

Education--the concern of the profession? Undergraduate medical education.

In this brief review not all aspects could be covered. The main requirements for improvement are: Reorganise the Medical Council - expand the role of its educational committee and establish a curriculum advisory body. Begin a continuous evaluation process of medical education. Colleges and medical associations begin debating their role, involving lay organisations in the process. Curriculum committees and medical schools look at four areas of criticism (begin planning introduction of early clinical contact, problem solving, critical approach, self learning) and contemplate reduction in length of course. The direction of medical education following Flexner was the centres of medical excellence, these became the teaching hospitals and they have become the trap leading to a distorted view of medicine. That they have produced many advances is not disputed. That they will continue to do so is to be expected, although they are now retarding progress in the important and neglected areas that hold the most potential for benefit--prevention and primary care. The new direction of excellence must not be solely into institutions, but must now be into the minds of all the individual members of the profession. The institutions will change, as society does, along with increasing knowledge, but if possession of the habits of continual critical inquiry is equally represented in all members of the profession, then they will adapt more quickly and appropriately to the requirements in the future.

Curriculum↗
PubMed1970

An analysis of the demographic, educational, and employment characteristics of participants in the continuing education program of the Medical Library Association, Denver, Colorado, June 1968.

A survey was performed to elicit details about attendees of the continuing education program given in Denver at the 1968 MLA Annual Meeting. Factors considered included sex, age, geographic distribution, professional mobility, educational background, current jobs, and interest in further continuing education.

Colorado↗
PubMed1993

[Concrete goals of the licensing regulation in social medicine education based on legal educational requirements].

The compilations of educational objectives known as "Gegenstandskataloge" link the global educational goals of the German licensing regulations and the more specific demands of the multiple-choice examinations. Favouring formerly the concept of operationalised educational objectives, the procedure is now restricted to the definition of medical subjects on which the examinations are based. The procedure of defining sociomedical objectives as part of the revised "Gegenstandskatalog" is described. More or less desired "side effects" and the representation and integration of sociomedical goals in the medical curriculum are discussed.

Clinical Competence↗
PubMed1993

AIDS education in schools--awareness, attitudes and opinions among educators, theology students and health professionals.

A project was undertaken in Grahamstown to assess the level of AIDS awareness, attitudes towards AIDS and opinions as to how and whether education programmes for schoolchildren should be planned. Opinions were canvassed initially by means of a questionnaire to three groups of professionals who could become involved in AIDS education programmes: student teachers and lecturers in the Department of Education at Rhodes University, theology students at the local Theological College and health care professionals at Settlers' Hospital. Each group was then asked to attend a lecture about AIDS at which slides were shown of actual cases of the disease and its complications. A slightly modified version of the original questionnaire was then administered after 6 weeks to assess any changes in awareness, attitudes and opinions. The study did not attempt to establish the permanence of any such changes.

Acquired Immunodeficiency Syndrome↗
PubMed1977

Interpreting educational concepts for the teaching family physician: some parallels between patient care and undergraduate clinical education.

Three of the most widely used concepts in education, objectives, curriculum, and evaluation, have direct parallels in primary care. This parallelism suggests an approach which may help family physicians both in understanding these educational concepts and in applying them with judgment. By drawing specific attention to the parallels and by the use of examples drawn both from clinical practice and from teaching, the author hopes to encourage physicians to view their teaching as an analog of clinical skills that are already familiar to them. This approach is applied to the problem of accommodating to individual differences in students, the most difficult obstacle to the proper application of educational concepts.

Curriculum↗
PubMed1998

[Clinical anatomy in surgical education and graduate education].

On the basis of the experience that knowledge of anatomy is not as sound in clinical education as it should be and with a view to the new licensing regulations for physicians, at the Westfälische Wilhelms-Universität Münster, Germany, we established an interdisciplinary anatomical education. Clinical practitioners from 14 different specialties together with anatomists give lessons in applied anatomy accompanying the dissection course, and clinical experienced anatomists guide senior medical students in parallel to the practical courses to refresh their anatomical knowledge. Conjointly clinical practitioners and anatomists initiate, organize and establish meetings in postgraduate surgical education and experimental surgery. All seminars are evaluated and have a very good compliance.

Anatomy↗
PubMed1994

Conceptualization of differing levels of educational attainment: what are the characteristics of nurses and midwives who have undertaken diploma and degree educational programmes?

This paper looks at the differences in the characteristics of registered nurses and midwives who have achieved differing levels of educational attainment. A review of the pertinent literature demonstrates that there is little published material on this topic and therefore, proposals are put forward with regard to a conceptual model to frame outcome characteristics. The model is seen as being appropriate when trying to identify the different characteristics of nurses and midwives educated to diploma, degree, post-graduate diploma, masters and doctoral level. The model is subsequently applied to identifying core outcomes and composite statements of nurses and midwives who have undertaken diploma or degree programmes. Initial work examining the validity and reliability of the core outcomes and composite statements with regard to degree preparation is described. Areas for further research are also identified.

Education, Nursing, Baccalaureate↗