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At least 649 records · Page 36Linked to original sources
PubMed1992

The longevity of Growing Healthy: an analysis of the eight original sites implementing the School Health Curriculum Project.

The status of the Growing Healthy curriculum (School Health Curriculum Project [SHCP]) was examined in the eight sites selected in 1969 by the National Clearinghouse on Smoking and Health to receive funded training and implementation support. A contact person from each site completed and returned a questionnaire pertaining to the district's continued implementation (institutionalization) of the SHCP. Most districts had not continued to implement the program. Reasons for discontinuation included loss of the "program champion" and insufficient administrative leadership. Districts continuing to implement the program generally were smaller in size, and employed a part-time coordinator for the SHCP. Recommendations for institutionalizing future instruction programs include identifying replacement program coordinators and other administrators to ensure continuity and support for the program over time, and conducting process and impact evaluations on program effects.

Curriculum↗
PubMed1990

A computerized simulator for critical-care training: new technology for medical education.

A patient simulator has been developed for training, certification, modeling, and demonstrating problems in the management of critical-care patients. The Critical Care & Hemodynamic Monitoring Training System consists of a personal computer, software, and a replica of a human torso designed to enable students to practice critical-care medicine. The computer displays patient histories, laboratory results, treatment options, patient responses, and a real-time cardiac monitor. The torso apparatus is used to practice insertion of a hemodynamic monitoring catheter; the cardiac monitor displays catheter pressure readings as the catheter is advanced into the heart and also pulmonary artery and wedge position. Special screen calculators in the program may be used to determine hemodynamic, respiratory, ventilatory, and renal function indices. In contrast to previously described simulators and computer oriented instructional programs, this system contains no inherent data base. Instead, authors build a library of informative cases by using the hardware and software tools provided. Individual "modules" of patient information are authored, and these are transparently linked as a student undertakes management of a patient. Although this system is a technologic achievement, determination of its usefulness as an instructional tool or certification aid must come from broader use and controlled studies.

Clinical Competence↗
PubMed2006

The Kansas Consumer as Provider program: measuring the effects of a supported education initiative.

Consumers providing direct services at mental health centers contribute positive qualities to the service delivery system; however, there are few instructional programs to prepare consumers for these roles. Of the few consumer-provider training programs that exist, those conducting research have focused on employment and hospitalization outcomes. No program has researched changes in students' perceptions of subjective well-being. Research with students in the Kansas Consumer as Provider (CAP) training program found significant differences in students' perception of hope, self-esteem, and recovery after the training program.

Adult↗
PubMedDate not supplied

Evaluation of the Sunny Days, Healthy Ways sun safety curriculum for children in kindergarten through fifth grade.

Childhood sun protection is important to reduce the risk of developing skin cancer later in life. An evaluation of an expanded version of the Sunny Days, Healthy Ways sun safety instructional program was conducted with 744 students in 77 kindergarten to fifth grade classes in 10 elementary schools. Students in six schools received instruction twice over two school years. Students in four schools received it only once in a single school year or were enrolled in a no-treatment control group. A single presentation of the sun safety materials improved sun safety knowledge in students in grades 2-5 (p < 0.05). Repeated presentation over 2 years improved all outcomes, including increasing self-reported sun protection (p < 0.05) and decreasing skin darkening indicative of exposure to ultraviolet radiation (p < 0.05). The program did not improve children's knowledge or skin darkening in kindergarten and grade 1. These results highlight the need to provide sun protection education over several school years, not just one time, to produce changes in sun safety behavior.

Child↗
PubMed1975

Teaching transcendental meditation in a psychiatric setting.

For two and a half years the authors have taught Transcendental Meditation (TM) to psychiatric patients at the Institute of Living in Hartford, Connecticut. They have also presented programs to hospital staff to acquaint them with the technique and practice of TM. In this paper they describe briefly the instruction program given to patients at the institute and point out some of the benefits of regular practice of TM for psychiatric patients.

Alcoholism↗
PubMed1989

Assisted assessment: a taxonomy of approaches and an outline of strengths and weaknesses.

Traditional approaches to both the assessment of student abilities and the design of instructional programs have recently come under strong attack. Of particular concern to many is the nature of the link between assessment and instruction. Some of the criticisms are reviewed, and a set of alternative approaches designed to overcome the difficulties is presented. The major focus is on dynamic, as opposed to static, assessment. A major feature of these approaches is the provision, to the student, of some form of assistance designed to influence performance and hence reveal students' potential for change. Within this general approach, specific applications differ along three dimensions. The first, focus, refers to the goal of evaluating change itself or the processes presumed to underlie change. The second, intervention, refers to the fact that the assistance included in the assessment can be given in either a standardized or clinical fashion. And the third, target, reflects the fact that assessment can be aimed at either domain-general or domain-specific skills. The distinct approaches that have been developed are categorized, and their respective strengths and weaknesses discussed. Suggestions for future research are made.

Curriculum↗
PubMed2002

Bridging the distance: bibliographic instruction for remote library users.

Electronic information resources are proliferating, library collections are increasingly accessible via the Internet, and the number of end users who access library resources remotely is on the rise. Changes in user behavior drives a corresponding change in the way instructional programs must be delivered to meet the needs of remote library users. This paper discusses some technologies currently available for remote instruction, assesses their use, and offers views on future trends.

Access to Information↗
PubMed1989

Designing interactive video instruction. An educator's perspective.

The author proposes a teaching strategy that incorporates interactivity of computer and video, permitting significant content and skill demonstrations as well as more supervised skill practice. The development of an interactive video instruction program in IV therapy provides the focus.

Computer-Assisted Instruction↗
PubMed1976

Pharmacist involvement as a member of a renal transplant team.

A renal transplant service is described in which the pharmacist attends daily rounds, monitors drug dosage and conducts a medication instruction program aimed at improving patient compliance. A renal transplant handbook was developed to provide the patient with pharmacy, nursing and dietary instructions. Prior to patient discharge, the pharmacist provides a final medication consultation. As an active member of a renal transplant team, the pharmacist serves as a valuable source of drug information to medical personnel and patients.

Diet↗
PubMed1998

Strategies for improving teaching practices: a comprehensive approach to faculty development.

Medical school faculty members are being asked to assume new academic duties for which they have received no formal training. These include time-efficient ambulatory care teaching, case-based tutorials, and new computer-based instructional programs. In order to succeed at these new teaching tasks, faculty development is essential. It is a tool for improving the educational vitality of academic institutions through attention to the competencies needed by individual teachers, and to the institutional policies required to promote academic excellence. Over the past three decades, strategies to improve teaching have been influenced by the prevailing theories of learning and research on instruction, which are described. Research on these strategies suggests that workshops and students' ratings of instruction, coupled with consultation and intensive fellowships, are effective strategies for changing teachers' actions. A comprehensive faculty development program should be built upon (1) professional development (new faculty members should be oriented to the university and to their various faculty roles); (2) instructional development (all faculty members should have access to teaching-improvement workshops, peer coaching, mentoring, and/or consultations); (3) leadership development (academic programs depend upon effective leaders and well-designed curricula; these leaders should develop the skills of scholarship to effectively evaluate and advance medical education); (4) organizational development (empowering faculty members to excel in their roles as educators requires organizational policies and procedures that encourage and reward teaching and continual learning). Comprehensive faculty development, which is more important today than ever before, empowers faculty members to excel as educators and to create vibrant academic communities that value teaching and learning.

Ambulatory Care↗
PubMed1995

The structured clinical instruction module: a novel strategy for improving the instruction of clinical skills.

We have previously shown that both medical students and residents demonstrate numerous important deficits when evaluating patients with abdominal complaints. To address these deficits, we implemented a pilot instructional program derived from the Objective Structured Clinical Examination. Fifty third-year medical students were presented with a 1-hr Structured Clinical Instruction Module (SCIM) of five stations, each station addressing a different aspect of the surgical evaluation of the abdomen. Simulated patients were present at two of the stations. Faculty from appropriate disciplines were present at the stations to provide standardized instruction according to predetermined curricular objectives. The medical students evaluated the SCIM for its specific characteristics, and they evaluated each of the five stations for its efficacy in increasing their clinical skills. All the specific aspects of the SCIM were given a rating significantly higher than neutral (P < 0.0001). Students agreed most strongly that the faculty were well prepared for the SCIM and that the faculty were enthusiastic. All of the SCIM stations were given a rating significantly higher than average (P < 0.0001). When compared to a conventional workshop, the SCIM scored significantly higher on all three common evaluation items. The SCIM was very well received by medical students as a format for clinical instruction. This unique modification of the Objective Structured Clinical Examination has potential for teaching important clinical skills that are not consistently mastered within current surgical curricula.

Adult↗
PubMed1985

Training professionals to record proceedings of interdisciplinary team conferences.

Two experiments were conducted to assess the effectiveness of an instructional program in preparing staff and trainees at a university affiliated facility (UAF) to record proceedings of interdisciplinary team conferences. Training consisted of a self-instructional manual supplemented by a narrated videotape of a typical interdisciplinary case conference. Data were collected on the extent to which trainees correctly completed individual educational plan work sheets based on conference proceedings as a function of training. Findings of both experiments showed that the training program resulted in rapid acquisition of skills required to record team proceedings.

Education, Special↗
PubMed1969

Performance determined instruction for training in remedial reading.

A system called Performance Determined Instruction (PDI) is presented as a methodological tactic for training in remedial reading. The system incorporates aspects of binary logic, instrumental conditioning, and programmed instruction. Results suggest that PDI is a high-precision instructional procedure effective in obtaining desired changes in reading-task performance.

Journal Article↗
PubMedDate not supplied

Development and evaluation of computer-based training for pre/post human immunodeficiency virus test counseling.

Computer-based instruction provides flexibility for staff development in the context of downsizing and rapid change in hospitals. There is an increasing need for nurse involvement in human immunodeficiency virus test counseling in hospitals and clinics because the Centers for Disease Control has recommended that human immunodeficiency virus testing be offered to all pregnant women. In this article, the author describes the development and evaluation of a computer-based instruction program to train nurses in human immunodeficiency virus test counseling.

AIDS Serodiagnosis↗
PubMedDate not supplied

Impact of a computer-assisted education program on factors related to asthma self-management behavior.

OBJECTIVE: To evaluate Watch, Discover, Think and Act (WDTA), a theory-based application of CD-ROM educational technology for pediatric asthma self-management education. DESIGN: A prospective pretest posttest randomized intervention trial was used to assess the motivational appeal of the computer-assisted instructional program and evaluate the impact of the program in eliciting change in knowledge, self-efficacy, and attributions of children with asthma. Subjects were recruited from large urban asthma clinics, community clinics, and schools. Seventy-six children 9 to 13 years old were recruited for the evaluation. RESULTS: Repeated-measures analysis of covariance showed that knowledge scores increased significantly for both groups, but no between-group differences were found (P: = 0.55); children using the program scored significantly higher (P: < 0.01) on questions about steps of self-regulation, prevention strategies, and treatment strategies. These children also demonstrated greater self-efficacy (P: < 0.05) and more efficacy building attribution classification of asthma self-management behaviors (P: < 0.05) than those children who did not use the program. CONCLUSION: The WDTA is an intrinsically motivating educational program that has the ability to effect determinants of asthma self-management behavior in 9- to 13-year-old children with asthma. This, coupled with its reported effectiveness in enhancing patient outcomes in clinical settings, indicates that this program has application in pediatric asthma education.

Adolescent↗
PubMed1993

The potential of computers in patient education.

Typical computer programs for patient education are didactic and fail to tailor information to an individual's specific needs. New technology greatly enhances the potential of computers in patient education. Computer-assisted instruction programs can now elicit information from users before leading them through problem-solving exercises. New authoring systems enable health professionals to develop their own programs. The capacity to elicit and report back information about factors that influence patients' health behaviors give the newest computer programs one of the strengths of face-to-face patient counseling: the ability to tailor an educational message for an individual patient. These programs are not intended to replace but rather to enhance personal interaction between providers and patients. This article describes the advantages of using computers for individualizing patient education and assessing trends across groups of patients. Innovative programs and features to look for in programs and equipment selection are also described.

Computer-Assisted Instruction↗
PubMed1995

Level of interactivity of videodisc instruction on college students' recall of AIDS information.

Experiment 1 confirmed the greater effectiveness of constructed-response interactive videodisc instruction when compared to a click-to-continue or passive viewing formats on posttest recall of AIDS information by 101 college students. Experiment 2 extended the analysis using a counterbalanced (ABAB-BABA) intrasubject design with 4 students in each of three ability groups. The necessity of constructing answers appears to be an important factor in the effectiveness of instructional programs.

Acquired Immunodeficiency Syndrome↗