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At least 685 records · Page 38Linked to original sources
PubMed1995

Why Johnny can't reengineer health care processes with information technology.

Many educational institutions are developing curricula that integrate computer and business knowledge and skills concerning a specific industry, such as banking or health care. We have developed a curriculum that emphasizes, equally, medical, computer, and business management concepts. Along the way we confronted a formidable obstacle, namely the domain specificity of the reference disciplines. Knowledge within each domain is sufficiently different from other domains that it reduces the leverage of building on preexisting knowledge and skills. We review this problem from the point of view of cognitive science (in particular, knowledge representation and machine learning) to suggest strategies for coping with incommensurate domain ontologies. These strategies include reflective judgment, implicit learning, abstraction, generalization, analogy, multiple inheritance, project-orientation, selectivity, goal- and failure-driven learning, and case- and story-based learning.

Commerce↗
PubMed1986

Education and the new technologies in reproduction.

Since 1978 technologies applied to human reproductive biology have resulted in totally new ways of making families. Traditionally education has presented science as a value-free body of absolute knowledge, neatly divided into discrete disciplines. This has resulted in a fragmented approach to the teaching of human reproduction. Many students are leaving school today confused and ignorant about contraception and their own fertility. How will education deal with new methods of controlling and promoting human fertility and family planning? Should the curriculum include: the scientific details of the technologies; the nature and known causes of infertility; the recent legislation designed to limit these technologies; the implications for the family as the fundamental social unit? If so, where in the curriculum, and taught by whom? This paper critically examines these possibilities with particular focus on the confused role of genetics in defining parents and families, both in the literature and in recent Victorian legislation designed to regulate new reproductive technologies. A more precise definition of the concept of 'mother' which acknowledges all three components, genetic, birth and social is suggested for inclusion in a broader curriculum about human reproduction, preferably within science education.

Australia↗
PubMedDate not supplied

The evolution and evaluation of videoconferencing technology for graduate nursing education.

The Integrated Services Digital Network H.323 (ISDN), which has been in use for the past 20 years often requires a dedicated telephone line and other equipment to implement. Consequently, expansion of ISDN-based videoconferencing requires infrastructure not always accessible in those areas that are most in need of technological connections. New H.323 technology using Internet Protocol H.320 (IP) connectivity can accommodate the use in a variety of videoconferencing software and fill this void as demonstrated by an experiment conducted live at the Syllabus Web '99 conference. When a faculty group were unable to secure ISDN connections to demonstrate their clinical evaluation of Family Nurse Practitioner (FNP) students using videoconferencing technology, an ad hoc group of computer experts, educators, instructional design specialists, and corporate sponsors collaborated to design a multipoint PC-based connection using IP connectivity. This article describes the first application of this technology, the evolution of ISDN and IP systems in nursing education and practice, and suggests appropriate future trends for their utility in nursing.

Computer-Assisted Instruction↗
PubMed1995

Multimedia approach to dental education in the 21st century.

Today's technology allows educators to design and create tools that enable teachers and students to work with material from different sources and to attend courses at various sites. The personal computer represents perhaps the greatest boon to this movement by providing a vehicle for "user friendly," interactive, multimedia courseware. A discussion of that courseware, its development and implementation, is provided here.

CD-ROM↗
PubMed2004

Presence in three interconnected contexts: considerations for nursing education in the 21st century.

Online nursing education has grown tremendously over the past decade and there is every reason to believe that this growth will continue in the 21st century. "Presence" is concept that has familiarity in nursing, education, and technology. With the convergence of these three interrelated contexts, presence holds a new level of interest for nursing education. "Connecting with," "being with," and/or "being available" to another in a virtual world poses challenges for nurse educators as they turn their focus on student satisfaction in online courses, connecting with others in ways that enhance learning, and exploring ways of "being with" or "connecting with" patients in both traditional and virtual environments of care.

Attitude of Health Personnel↗
PubMed2006

Technology-enhanced interactive surgical education.

BACKGROUND: Our goal was to create surgical resident centered, interactive teaching modules rich in basic science and clinical content directly pertinent to patient care and surgical techniques that would facilitate education in the 80-h work week environment. METHODS: A systematic evaluation of available instructional tools determined that a technology-enhanced approach can effectively and efficiently address the new requirements for resident learning. An extensive evaluation of available technology determined the technology best suited to teaching the adult surgical learner. RESULTS: An on-line, multimedia-based surgical education environment using WebCT Vista (WebCT, Inc., Lynnfield, MA) and Macromedia Breeze (Adobe Systems, Inc., San Jose, CA) software packages was implemented. The concept was constructed on tenets of adult learning theory and based on the APDS curriculum and ACGME core competencies. WebCT Vista serves as virtual scaffolding, and Macromedia Breeze functions to deliver content rich multimedia audio and visual presentations. Core subdiscipline teaching modules were created, comprised of individual lecture packets developed by faculty. Components for testing pre/post module knowledge, feedback and evaluations are built-in. The online nature allows for 24-h access at locations that are convenient to the resident. CONCLUSIONS: Teaching modules enable maximal trainee and instructor flexibility, which translates into optimal adult learning and teaching. Lecture packets can be conveyed to all residents with unlimited availability in the virtual domain. Further refinement and continued implementation will help fill the void in direct didactic teaching left by mandated work hour restrictions, allowing for more efficient learning and teaching. There is great potential for broad application of the concept and technology to other training programs.

Adult↗
PubMedDate not supplied

Clinical engineering education in the high technology hospital.

The application of high technology in the critical care field has created two potential approaches: (1) development of critical care technicians to coordinate clinical engineering educational support; and (2) modification of the hospital organization to streamline communications between the clinical engineers and those they support. At one university hospital studied from 1978 to 1982, both the use of high technology equipment and the number of critical care technicians approximately doubled. With emphasis on technician coordination of engineering support, the in-service education lectures increased 134%, while the engineering staff and the corrective maintenance workload remained unchanged.

Biomedical Engineering↗
PubMedDate not supplied

Medical education for rural areas: opportunities and challenges for information and communications technologies.

Resources in medical education are not evenly distributed and access to education can be more problematic in rural areas. Similar to telemedicine's positive influence on health care access, advances in information and communications technologies (ICTs) increase opportunities for medical education. This paper provides a descriptive overview of the use of ICTs in medical education and suggests a conceptual model for reviewing ICT use in medical education, describes specific ICTs and educational interventions, and discusses opportunities and challenges of ICT use, especially in rural areas. The literature review included technology and medical education, 1996-2005. Using an educational model as a framework, the uses of ICTs in medical education are, very generally, to link learners, instructors, specific course materials and/or information resources in various ways. ICTs range from the simple (telephone, audio-conferencing) to the sophisticated (virtual environments, learning repositories) and can increase access to medical education and enhance learning and collaboration for learners at all levels and for institutions. While ICTs are being used and offer further potential for medical education enhancement, challenges exist, especially for rural areas. These are technological (e.g., overcoming barriers like cost, maintenance, access to telecommunications infrastructure), educational (using ICTs to best meet learners' educational priorities, integrating ICTs into educational programs) and social (sensitivity to remote needs, resources, cultures). Finally, there is need for more rigorous research to more clearly identify advantages and disadvantages of specific uses of ICTs in medical education.

Computer-Assisted Instruction↗
PubMed2001

Can telehealth technology be used for the education of health professionals?

The purpose of this report is to describe the usefulness and desirability of using telehealth technology in the education of health care professionals. The PC-compatible, Windows-based system allowed for both real-time videoconferencing and store-and-forward (sending information from one site and stored at a distant site for access at a later time) functions. Student responses indicated that they thought they would benefit from this type of technology in their clinical education. They were most positive with respect to increasing access to a wider range of clients they may not otherwise access and least positive for the ability to learn from a televideo interaction when compared with a clinic experience. Similarly, faculty were least interested in using videoconferencing for patient rounds and more interested in using telehealth to enhance classroom presentations.

Attitude of Health Personnel↗
PubMedDate not supplied

Online education: needs assessment for faculty development.

The rapidly evolving paradigm of technology-based education has increased the number of faculty teaching online. The role of faculty has changed from the traditional classroom instruction format to an online community of learning. Therefore, faculty development in online education becomes a critical component during this transitional period. A survey of faculty of the College of Applied Science and Technology in a midwestern university was conducted to identify their level of perceived expertise in online teaching and the priorities of areas to be addressed in faculty development sessions. Benner's five-stage sequential transformation from novice to expert was used to construct the questionnaire. Results showed that faculty who taught online perceived their level of expertise to range from advanced beginner to competent, whereas faculty who had not taught online were at the novice and advanced beginner levels. Redesigning and rethinking faculty roles emerged as the number one priority area to be addressed in continuing education sessions. Implications for faculty development for online education sessions are presented.

Education, Distance↗
PubMed2004

How Hawaii/Pacific Basin Area Health Education Center (AHEC) is using technology to make the Pacific smaller.

INTRODUCTION: In order to improve health literacy in rural areas, the Hawaii/Pacific Basin AHEC and Ke 'Anuenue AHEC are working to connect rural communities via video teleconferencing. METHODS: Video teleconferencing connectivity has been established to 15 rural and underserved locations across Hawaii and to the Republic of the Marshall Islands. RESULTS: An average of 15 individuals participate in weekly facilitated health education sessions. DISCUSSION: Participants have reported lifestyle change as a result of sessions and attendance is significantly increasing. In some areas, mid level health care professionals attend in order to obtain information for their patients.

Area Health Education Centers↗