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PubMedDate not supplied

The association of AIDS education and sex education with sexual behavior and condom use among teenage men.

According to a 1988 nationally representative survey, most 15-19--year-old men in the United States have received formal instruction about AIDS (73%), birth control (79%) and resisting sexual activity (58%). Results of multivariate analyses show the receipt of AIDS education and sex education to be associated with modest but significant decreases in the number of partners and the frequency of intercourse in the year prior to the survey. Having received instruction in these topics was also associated with more consistent condom use. Instruction in some topics was associated with increases in knowledge and attitudes about AIDS, but these increases were not always correlated with safer behavior.

Acquired Immunodeficiency Syndrome↗
PubMed2000

Web-based continuing medical education. (II): Evaluation study of computer-mediated continuing medical education.

BACKGROUND: Over the years, various distance learning technologies and methods have been applied to the continuing medical education needs of rural and remote physicians. They have included audio teleconferencing, slow scan imaging, correspondence study, and compressed videoconferencing. The recent emergence and growth of Internet, World Wide Web (Web), and compact disk read-only-memory (CD-ROM) technologies have introduced new opportunities for providing continuing education to the rural medical practitioner. This evaluation study assessed the instructional effectiveness of a hybrid computer-mediated courseware delivery system on dermatologic office procedures. METHODS: A hybrid delivery system merges Web documents, multimedia, computer-mediated communications, and CD-ROMs to enable self-paced instruction and collaborative learning. Using a modified pretest to post-test control group study design, several evaluative criteria (participant reaction, learning achievement, self-reported performance change, and instructional transactions) were assessed by various qualitative and quantitative data collection methods. RESULTS: This evaluation revealed that a hybrid computer-mediated courseware system was an effective means for increasing knowledge (p < .05) and improving self-reported competency (p < .05) in dermatologic office procedures, and that participants were very satisfied with the self-paced instruction and use of asynchronous computer conferencing for collaborative information sharing among colleagues.

Adult↗
PubMedDate not supplied

APA summit on medical student education task force on informatics and technology: steps to enhance the use of technology in education through faculty development, funding and change management.

OBJECTIVE: This article provides an overview of how trainees, faculty, and institutions use technology for acquiring knowledge, skills, and attitudes for practicing modern medicine. METHOD: The authors reviewed the literature on medical education, technology, and change, and identify the key themes and make recommendations for implementing technology in medical education. RESULTS: Administrators and faculty should initially assess their own competencies with technology and then develop a variety of teaching methods that use technology to improve their curricula. Programs should decrease the general knowledge-based content of curricula and increase the use of technology for learning skills. For programs to be successful, they must address faculty development, change management, and funding. CONCLUSIONS: Willingness for change, collaboration, and leadership at all levels are essential factors for successfully implementing technology.

Advisory Committees↗
PubMed1998

A satisfaction survey on distance education: a model for educating nurses in the cognitive treatment of patients with addictive disorders.

Nurses need to be educated and trained in the assessment and treatment of substance abuse, because 25% to 50% of their patients struggle with this problem. Cognitive therapy takes a problem-solving approach and can be used independently, or in conjunction with, psychopharmacological or 12-step programs. Course participants who made use of the distant education format found the information they learned helpful in their current practice.

Attitude of Health Personnel↗
PubMed1998

[The initial and continuing education of hospital nursing personnel: alternating practical work with education].

Who, as a trainer, has never heard this irritating leitmotiv on the lips of those who work in the area? Therefore, each of them is convinced that the other is wrong or does not do what he should. Beyond the anecdote, the problem of the difficult conjunction between school and the real world is posed. Two places and two logics: the first one is concerned with learning, the second one considers production as its daily objective. But the words of our imaginary interlocutor also remind us of the confrontation between two fields: theory and practice and their apparently irrecondilable nature. Two disconnected worlds in which the students come and go with the frequent impression that they live two lives. There is a lot of professional literature on the subject of the "hands on" theory of education. The pedagogical device to which we refer enables the trainee to eventually make a link between what he learns at school and what he does during his training period. Once this has been asserted, it seems to us that the problem still remains unresolved. How can you create links between theory and practice? Which skills are required for the trainers? Which training device is necessary? The hypothesis of the paper we are presenting is that the question of work is at the centre of the problematics of "hands on" education. Work appears as the interface between the world of school and the one of field work. This assertion means that the practive produces knowledge just as research does and we must therefore accept that the practitioners carry on their work thanks to the accumulation, the construction and the transmission of this practical knowledge. Assuming that the question of work serves as a link between theory and practive means reconciling the vision of the teacher and the one of the practitioner. It implies that the trainer must make the effort of going on the field to observe, to understand and formalize what this knowledge coming from the daily experience is made of. This know-how is the result of the mobilization of the intelligence of the operators who are faced all the time with the hazards of real life. In the following work, we intend to put a pedagogical practice to the test of reality, according to the above mentioned hypothesis, to test its effectivity, to sort out the possibilities of change it enables it imposes and to mark its limits. Our wish is not to make the absolute proof of the validity of a point of view. We know by experience that the reality often escapes its observer and that trying to get in contact with it to possibly change it, means that you must be faced with it through action, and you must admit that success will not always be the result of your attempts.

Clinical Competence↗
PubMed1996

[Evidence based medicine, the Cochrane Collaboration and dealing with medical literature. Implications for medical education, graduate and continuing education].

The concept of evidence-based medicine yields to provide medical practice with actual scientific evidence, which raises from a comprehensive analysis of randomized controlled studies. The article reviews recent approaches, especially in the field of primary care (resp. family medicine) and points out the various outcomes of this concept within an analysis of the German system of medical instruction and continuing education. This approach, as all other components of medical education, shall prove its efficacy in further studies evaluating the impact on achievement in patient's care.

Curriculum↗
PubMed1987

Adolescent medicine education in pediatric residency programs following the 1978 Task Force on Pediatric Education report.

In 1982, the Society for Adolescent Medicine initiated a survey of all pediatric residencies in the United States and Canada to determine: if there had been an increase in the amount and quality of adolescent medicine training since the 1978 report by the Task Force on Pediatric Education; if pediatric departments were assuming responsibility for the care of adolescents; and the curriculum objectives for adolescent medicine (AM), the educational methods used, and whether program graduates (PGs) felt competent to care for adolescents. One hundred directors and 72 recent graduates completed an initial questionnaire. A follow-up telephone survey of program directors (PDs) who did not respond resulted in 109 completed interviews. The survey results suggest a favorable trend in AM training. Evidence of this favorable trend includes: a 10% increase (p less than 0.05) in the number of AM wards, and a 33% increase (p less than 0.01) in clinics; a 29% increase (p less than 0.01) in programs having a block of time devoted to AM; increased time spent caring for adolescents at all resident levels; and an increase in adolescent inpatients of 32% and outpatients of 45% (p less than 0.01). An increase in the number of and time for mastery of curriculum objectives and educational methods was reported by PDs.

Adolescent↗
PubMed2002

Identifying the midwifery practice component of Australian Midwifery Education Programs. Results of the Australian Midwifery Action Project (AMAP) Education Survey.

This paper is the first in a series of papers reporting on the findings of the AMAP Education Survey of the 27 universities providing a program for initial authorization to practise midwifery. It concentrates on issues related to the practice component of courses. Subsequent papers will present findings related to workforce issues and the barriers to effective midwifery education as identified by the midwifery course coordinators. Serious concerns are raised about the standards of Australian midwifery education, particularly when international comparisons are made, in terms of the length of courses, clinical practice requirements and the opportunities for students to engage with contemporary midwifery practice across community and acute settings.

Australia↗
PubMed1989

Changes in the educational value of inpatients at a major teaching hospital: implications for medical education.

Authors of recent studies have expressed concern about the adequacy of training for internal medicine housestaff, because a number of economic factors may be affecting the case mix on inpatient services. Major alterations in training programs have been recommended, including more training in ambulatory settings and minimizing house staff responsibility for procedure-oriented admissions. Almost no data have been collected regarding actual case-mix changes. In 1987, the author asked the faculty members of the Department of Medicine at the University of Florida College of Medicine to assess the educational value of two groups of patients admitted to the same hospital 15 years apart, one group in 1971 and the other in 1986; the faculty members were not told the difference in dates or the study hypothesis. They found the group of patients from 1971 to have significantly greater educational value than the group from 1986. There were no differences in the estimations of "sickness" of the two groups of patients. These findings support the hypothesis that changes in patient populations resulting from recent economic changes may have diminished the educational value of medical inpatients in academic settings.

Adult↗
PubMed2003

Utilizing K-12 school and higher education programs to incorporate homeland security topics for public education.

The broad based mission statements of public institutions whose charters are to educate the public is analyzed so that common threads pertinent to homeland security action items can be correlated with the public education scope. The intent of the coordination is to ensure that the prevention component in addition to the preparedness issues of homeland security is incorporated into the educational system with short and long term goals.

Adolescent↗
PubMed1988

Educational priorities in mental health professions: do educators and consumers agree?

Empirical comparisons of priorities of consumers and educators in university-based programmes in psychiatry, psychiatric nursing and social work are described. Data resulted from a Q-sort of 200 objectives for mental health education. The results of the tests of validity and reliability of the instrument are described, followed by a discussion of the similarities and differences among the four samples of subjects: consumers and educators in the three mental health professions. Suggestions for applications of this methodology by inter- and intradisciplinary service providers are described.

Attitude of Health Personnel↗
PubMed2005

The case for educating health care students in professionalism as the core content of interprofessional education.

BACKGROUND: Professional teams are becoming more central to health care as evidence emerges that effective teamwork enhances the quality of patient care. Currently, health care professionals are poorly prepared by their education for their roles on the team. In parallel, there are increasing demands from consumers for health care professionals to serve the interests of society and patients through engaging in effective professional partnerships. Professionalism for health care providers is now being defined as a commitment to standards of excellence in the practice of the profession that are designed primarily to serve the interests of the patient and to be responsive to the health needs of society. Yet, there are multiple barriers impeding the development of professionalism beyond a uni-professional frame of reference. METHOD: Incorporating teamwork and professionalism into health care professional curricula at pre-registration level is proving to be challenging. These 2 areas of learning are brought together in this paper through a discussion of the role of interprofessional education in preparing all health care professional students for the workforce. CONCLUSION: Interprofessionalism is presented as a pre-registration curriculum framework that includes values shared by all health care professionals, which should be learned in order to more adequately prepare students for working in health care teams. It will be argued that interprofessional education provides appropriate methods by which to learn interprofessionalism, and that this will ultimately contribute to overcoming uni-professional exclusivity.

Curriculum↗
PubMed1982

Studies in geriatric education: II. educational materials and programs.

There has recently been an increase in educational programs and materials in geriatrics, but their quality and content have not been adequately assessed. This study concerns important objectives and core contents in geriatric education, with a review of training programs, books, and audiovisual materials. Specific areas of need for printed and audiovisual materials are identified. Medical student and graduate level programs were found to address relatively few objectives. Geriatric fellowship programs, although having more extensive coverage, had some notable deficiencies. This information may be of use to those conducting training programs or preparing educational material in geriatrics.

Aged↗
PubMedDate not supplied

Japanese speech therapy (logopedics) education after the presentation of the education guidelines in the 1995 IALP general assembly.

The background of the education system for Japanese speech therapists (logopedists) is reported. It took nearly 40 years for speech therapists and medical doctors to come to a consensus in order to define the status and educational system for the 1997 Law for Japanese Speech Therapists. Unfortunately, the IALP Education Guidelines of 1995 received little respect in the process of long negotiation. The present situation and the future goals for Japanese speech therapists are discussed.

Guidelines as Topic↗
PubMed1996

The Psychological Management of Tinnitus: Comparison of a Combined Cognitive Educational Program, Education Alone and a Waiting-List Control.

Sixty subjects with chronic tinnitus were randomly allocated to one of three experimental conditions: (1) cognitive coping skills training (attention diversion, imagery training and thought management skills) combined with education. (2) education-only, or (3) waiting-list control. The two treatment groups improved significantly more than the waiting-list control on measures of frequency of use of coping strategies, benefits derived from the use of coping strategies, irrational beliefs and knowledge about tinnitus. Subjects who received the combined cognitive/education intervention demonstrated significantly greater reductions in distress and handicaps associated with tinnitus, and engagement in dysfunctional cognitions, than the subjects who received education alone. No significant effects were obtained on measures of depression, locus of control, or on daily ratings of subjective loudness, noticeability or bothersomeness of the tinnitus. At the 12-month follow-up, the differential treatment effects had dissipated. Although the treatment resulted in statistically significant effects, the size of the clinical effects is rather modest. Implications for the further development of treatment techniques are discussed.

Journal Article↗
PubMedDate not supplied

A survey on violence education: a report of the STFM Violence Education Task Force.

A national survey of all family practice residency directors was undertaken to assess programs' current efforts in the area of violence education. The survey also investigated directors' views about particular types of violence and beliefs about how involved family practice residency programs should be in educating physicians in these areas. The majority of respondents (59%) indicated that violence education was represented "not at all" or "very little" in their formal curricula. However, there was significantly more teaching about specific types of violence, with child physical abuse, child sexual abuse, and rape receiving the greatest amount of national teaching efforts. The results of the survey suggest that awareness of particular aspects of violence creates teaching activity about those topics in family practice residency programs.

Child↗
PubMedDate not supplied

An educational documentation system for a hospital nursing education department.

This article explains the development of a computerized, educational record-keeping system. Steps in the decision-making process, as well as options to be considered, are detailed. This information will help nursing staff development educators implement or change their own nursing education documentation system.

Decision Making, Organizational↗