Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “PROGRAMMED INSTRUCTION”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 667 records · Page 37Linked to original sources
PubMed1996

Effects of supplemental instruction on mean test scores and failure rates in medical school courses.

PURPOSE: To determine whether supplemental instruction offered to first-year medical students reduces the number of examination failures. METHOD: A student-run, optional, supplemental-instruction program called the Medical Scholars Program (MSP) was offered at no cost to all first-year students at the University of Southern California School of Medicine in 1994-95. Supplemental instruction was offered in a small-group format in biochemistry, gross anatomy, microanatomy, and physiology. Weekly two-hour sessions were conducted by second-year medical students during the first trimester of the year-1 curriculum. Mean test scores and failure rates for students considered academically at risk and those not at risk were compared between the class entering in 1994 and the classes matriculating during the preceding three years. At-risk students were defined as those with a total Medical College Admission Test score below 26 and a science grade-point average below 3.0. Comparisons were performed using two-tailed t-tests and chi-square tests. RESULTS: Statistically significant increases in mean test scores were achieved on most examinations by the class exposed to the MSP. Failure rates for at-risk students decreased by 46% during the year the MSP was offered. CONCLUSION: Supplemental instruction can significantly improve student performance and therefore retention, particularly among at-risk students.

California↗
PubMed2001

Challenges and strategies for early professional experience: Case Western Reserve University's Family Clinic Program.

Through Case Western Reserve University's Family Clinic Program, students are introduced early in their education to the professional responsibilities, attributes, and interpersonal skills needed by a physician. While this is the longest running instructional program in the school's curriculum, until 1998 it had not been assessed for points of improvement. The authors used focus groups and qualitative surveys of students to identify program deficiencies and to create an educational intervention to alleviate these problems. Although the program has always been popular with students, those surveyed noted three key areas where improvements were needed: feedback from preceptors, clarification of the goals of the program, and certain aspects of dealing with patients in the clinic setting.

Education, Medical, Undergraduate↗
PubMed2003

Dispatcher assisted CPR: implementation and potential benefit. A 12-year study.

OBJECTIVES: Our objectives are to describe details of the dispatcher assisted cardiopulmonary resuscitation (CPR) instruction program we implemented during a 12 years study and to provide estimates of the potential number of out-of-hospital cardiac arrests that might benefit from such instruction based on data from the last 77 months. METHODS: Basic data were obtained for all episodes of out-of-hospital cardiac arrest in the city of Seattle, as well as all emergency medical services (EMS) dispatches for suspected cardiac arrest. In addition to EMS run reports, data sources included audio tapes of dispatches, and interviews of callers. These data were used in a potential benefit analysis. RESULTS: Over a period of 77 months, 54% (3320/6130) of cardiac arrests received advanced cardiac life support (ACLS) by Seattle Fire Department emergency medical technicians (EMTs) and paramedics. We estimated that 29.9% (994/3320) of cardiac arrests in Seattle treated by EMS could have theoretically benefited from dispatcher assisted CPR. No serious adverse consequences of a dispatcher assisted CPR program were observed. Failure to identify a cardiac arrest by dispatchers was largely attributed to deviation from a well-defined protocol. However, non-arrests identified, initially as arrests appeared to be unavoidable. CONCLUSIONS: In the city of Seattle, some 29.9% of all out-of-hospital cardiac arrest victims who received ACLS had the potential to benefit from dispatcher assisted CPR.

Cardiopulmonary Resuscitation↗
PubMed1993

Current DoD policy on use of animals in research.

The current Department of Defense (DoD) policy on use of animals in reseach is contained in the DoDD 3216.1 'The Use of Animals in DoD Programs' and its references. This Directive establishes DoD policy for the procurement, transportation, and care of animals used in research, development, testing and evaluation, clinical investigation, and instructional programs of the Department of Defense. This document lists the responsibilities of the Director of Defense Research and Engineering and the Heads of the DoD Components. In addition, it defines the specific responsibilities of the Secretary of the Army. This document will be discussed in some detail as the foundation for all research utilizing animals as test subjects throughout the Department of Defense.

Animals↗
PubMed1980

Involving parents in special programming.

Parent programming is defined as direct services to parents which may include assistance in managing personal or family life as well as assistance in developing knowledge, skills and attitudes. The content and methodology of parent programming should be based on the beliefs and assumptions of both parents and professionals. Competency-based programming is presented as a promising approach to improving parent competence. Results of initial studies in parent competency identification, prioritization and assessment are discussed along with procedures for instructional programming.

Adult↗
PubMedDate not supplied

Effects of education and support on breast self-examination in older women.

The purpose of this study was to determine the effects of an educational program and structured support on breast self-examination (BSE) frequency, proficiency, and perceived control in middle-aged and older women at 6 and 12 months after instruction. Women were randomly assigned to one of three treatment groups: (a) no-support control group; (b) peer support group; and (c) selected partner support group. All women received the same instructional program. Women assigned to peer and selected partner support groups received additional reinforcement from their partners to perform BSE for the next 6 months. There were significant differences between the initial interview and 6-month scores on BSE frequency, expert and self-rating of proficiency, and perceived skill. Self and expert ratings of proficiency and perceived skill continued to increase at 12 months postinstruction. No significant differences were found among the three support treatment groups.

Adult↗
PubMed1999

Teaching partner-focused questions to individuals who use augmentative and alternative communication to enhance their communicative competence.

A single-subject, multiple-probe experimental design was used to investigate the effect of instruction on the acquisition, generalization, and long-term maintenance of partner-focused questions (i.e., questions about communication partners and their experiences) by individuals who use augmentative and alternative communication (AAC). Six participants who had severe speech impairments and used AAC participated in the study; they ranged in age from 10 to 44 years, had a variety of disabilities, and used a range of AAC systems. Instruction used a least-to-most prompting hierarchy in real-world interactions and during simulations. All of the participants successfully learned to ask partner-focused questions spontaneously in social interactions; they required an average of approximately 6 hours of instruction (range: 3-11 hours). The participants generalized the use of partner-focused questions to new situations in the natural environment and maintained use of partner-focused questions at least 2 months postinstruction; one participant required some "booster" instructional sessions 4 weeks postinstruction to maintain her long-term use of partner-focused questions. The participants all reported high levels of satisfaction with the outcomes of the instructional program, as did their facilitators. Members of the general public, blind to the goals of the study, judged the majority of the participants to be more competent communicators after instruction.

Adolescent↗
PubMed1985

A student emergency medicine clerkship that uses new information technologies.

The effective teaching of clinical emergency medicine to medical students requires efficiency in the management of both student and faculty time. Presented is a course outline that makes use of the following elements to structure and augment clinical time in the emergency department (ED): Videotape to present a 19.7-hour series of faculty-produced lectures covering a "core" emergency medicine curriculum. A microcomputer to facilitate staggered scheduling of clinical time. A microcomputer test generation program that permits a secretary to formulate, administer, and grade a different final exam with each rotation. Computer-assisted recordkeeping for faculty evaluation of a student's clinical performance. Once established, this program can be administered with fewer than five faculty hours per month assisted by a part-time (25% full-time equivalent) clerical coordinator. The total cost for the instructional program is $86.37 per student using the new technologies, and $144.15 per student when presenting the same program using traditional teaching techniques. The use of new technologies in student teaching will therefore result in significant savings.

Clinical Clerkship↗
PubMed2004

SNAP: workbench management tool for evolutionary population genetic analysis.

UNLABELLED: The reconstruction of population processes from DNA sequence variation requires the coordinated implementation of several coalescent-based methods, each bound by specific assumptions and limitations. In practice, the application of these coalescent-based methods for parameter estimation is difficult because they make strict assumptions that must be verified a priori and their parameter-rich nature makes the estimation of all model parameters very complex and computationally intensive. A further complication is their distribution as console applications that require the user to navigate through console menus or specify complex command-line arguments. To facilitate the implementation of these coalescent-based tools we developed SNAP Workbench, a Java program that manages and coordinates a series of programs. The workbench enhances population parameter estimation by ensuring that the assumptions and program limitations of each method are met and by providing a step-by-step methodology for examining population processes that integrates both summary-statistic methods and coalescent-based population genetic models. AVAILABILITY: SNAP Workbench is freely available at http://snap.cifr.ncsu.edu. The workbench and tools can be downloaded for Mac, Windows and Unix operating systems. Each package includes installation instructions, program documentation and a sample dataset. SUPPLEMENTARY INFORMATION: A description of system requirements and installation instructions can be found at http://snap.cifr.ncsu.edu.

Computer Simulation↗
PubMed1992

Health education programs in U.S. medical schools.

To examine the status of teaching programs on health education in undergraduate medical education, the author in 1990-91 surveyed representatives of all 126 U.S. medical schools. Of the 97 institutions that responded, 63 (65%) offered instruction in patient education and 72 (74%) offered instruction in community health promotion. The responses indicated that a number of departments participated in instruction and that diverse methods of instruction and evaluation were used. Opinions of the representatives regarding the importance and adequacy of instruction in health education were quite favorable. The author concludes that more information is needed to determine the effectiveness of the instructional programs and their impact on the quality of medical care.

Community Medicine↗
PubMed1993

A controlled evaluation of computer assisted training simulations in geriatric dentistry.

The increasing number of geriatric dental patients and the development of treatment plans that require consideration of complex psychosocial, socioeconomic, and medical/medication factors necessitates a change in the traditional teaching of treatment planning. A computer-assisted instructional program was developed to simulate the dentist-geriatric patient interaction and to train students in clinical decision making for the geriatric patient. This study compared the effects of this program with a more traditional approach based on readings from the geriatric dentistry literature. Twenty third-year dental students were matched on grade point average and randomly assigned to the computer or literature-based groups. They were pretested using a clinical analogue of a geriatric patient and then instructed to use either the computer or literature-based educational units. The students were then post-tested on a second clinical analogue. Students performed similarly at pretest. At post-test, both the computer and literature-based subjects were found to have acquired significantly greater evaluation points, to make fewer errors, and to design more involved treatment plans than at pretest. Comparison of computer and literature-based subjects' performance revealed no significant main or interaction effects regarding type of educational unit used. Consistent nonsignificant trends were noted with the computer-based subjects out-performing literature-based subjects on each outcome variable. In addition, the computer-based subjects had more positive feelings about the educational unit than the literature-based subjects at a statistically significant level. These findings suggest that the computer program is an effective alternative method for developing clinical decision skills in students treating geriatric patients.(ABSTRACT TRUNCATED AT 250 WORDS)

California↗
PubMed1998

Effects of preoperative ambulatory gynecological education: clinical outcomes and patient satisfaction.

Because of the limited access to health care providers in ambulatory care, individual patients must assume presurgical and postsurgical responsibility for their own well-being. The purpose of this study was to identify optimal methods of preparing patients for surgery. The clinical outcomes, length of stay in PACU, and satisfaction of two groups of patients were compared using an experimental design. Thirty patients who were scheduled for laparoscopic tubal ligation were randomly assigned to either the experimental (structured) or control (unstructured) education program. Clinical data about return to baseline vital signs, use of analgesics, experiences of nausea and vomiting, and length of stay in PACU were assessed via retrospective chart review. Patient satisfaction with the instruction program was measured by a telephone interview using the Patient Satisfaction Index. Results of t-tests, repeated measures (ANOVA), and sign tests identified no significant differences concerning clinical outcomes except for analgesics requested and received. Time between Phase I and Phase II and discharge was not statistically significant. Future research is needed on major ambulatory surgical procedures combined with an alternate method to assess attitudinal data.

Adult↗
PubMed2003

Change in indices of distress among Latino and Anglo female caregivers of elderly relatives with dementia: site-specific results from the REACH national collaborative study.

PURPOSE: Few empirical studies have compared the efficacy between psychoeducational (skill-building) approaches for reducing caregivers' psychological distress and interventions modeled after typical community-based support groups. We compare the impact of two distinct interventions on Anglo and Latino caregivers of elderly relatives with dementia. DESIGN AND METHODS: The change from preassessment to postassessment (baseline to 3 months) for 213 female caregivers (122 Anglo and 91 Latino) is presented. They were seen weekly for 10 weeks in either the Coping With Caregiving psychoeducational program (instruction and practice in small groups to learn specific cognitive and behavioral skills) or in the Enhanced Support Group condition (guided discussion and empathic listening to develop reciprocal support within the group). Both programs were tailored to be sensitive to the cultural concerns of Anglo and Latino caregivers, and they were delivered in either English or Spanish by trained interventionists. RESULTS: Overall, participants in the Coping With Caregiving condition reported a significant reduction in depressive symptoms, increased use of adaptive coping strategies, and a trend toward decreased use of negative coping strategies when compared with those in the Enhanced Support Group condition. Results were similar for both ethnic groups: there were no main effects for ethnicity, and no significant ethnicity by treatment interaction effects. IMPLICATIONS: This study provides empirical support that female caregivers benefit more from a skill-building approach to managing their distress than from support group membership alone. We find it very encouraging that the Latino caregivers responded well on key outcome variables, suggesting that Latinos will participate in clinical research and will benefit from their involvement when services are provided to meet their specific needs.

Aged↗
PubMed1988

Professionals earn Master's and maintain careers at same time.

To accommodate professionals who wish to further their education while meeting their career and family responsibilities, the University of Colorado at Denver and the Western Network for Education in Health Administration designed the Executive Program in Health Administration. A major portion of the program instruction is done through computer conferencing and both residential and nonresidential course work, with students attending on-campus classes for 11 weeks over a 25-month period. On completion of the Executive Program, students earn the master's of science and health administration degree. The students are assigned course work and tested by computer, which they use to talk with professors and form study groups with one another.

Colorado↗
PubMed1986

Use of the interactive videodisc to teach pathology: a preliminary report.

Although use of computers in education dates to the early 1960s,1-3 it is only with the arrival of the "microcomputer revolution" that computers have become economically feasible in medical education. The advent of inexpensive and relatively powerful microcomputers initiated something of a chain reaction; microcomputers became available for educational purposes, thus creating a market for educational software. This accelerated development of educational software in turn made microcomputers more useable. While synergistic hardware and software development has occurred repeatedly in the microcomputer industry, it is only in the beginning stages in medical education. This paper presents a discussion of the development of one computer-assisted instructional program that utilizes an interactive videodisc format.

Computer-Assisted Instruction↗
PubMed2000

Skill acquisition in the implementation of functional analysis methodology.

Functional analysis methodology is a powerful assessment tool for identifying contingencies that maintain a wide range of behavior disorders and for developing effective treatment programs. Nevertheless, concerns have been raised about the feasibility of conducting functional analyses in typical service settings. In this study, we examined the issue of skill acquisition in implementing functional analyses by evaluating an instructional program designed to establish a basic set of competencies. Eleven undergraduate students enrolled in a laboratory course in applied behavior analysis served as participants. Their performance was assessed during scripted simulations in which they played the roles of "therapists" who conducted functional analyses and trained graduate students played the roles of "clients" who emitted self-injurious and destructive behaviors. To approximate conditions under which an individual might conduct an assessment with limited prior training, participants read a brief set of materials prior to conducting baseline sessions. A multiple baseline design was used to assess the effects of training, which consisted of reading additional materials, watching a videotaped simulation demonstrating correct procedural implementation, passing a written quiz, and receiving feedback on performance during sessions. Results showed that participants scored a relatively high percentage of correct therapist responses during baseline, and that all achieved an accuracy level of 95% or higher following training that lasted about 2 hr. These results suggest that basic skills for conducting functional analyses can be acquired quickly by individuals who have relatively little clinical experience.

Feasibility Studies↗