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PubMed1987

Group instruction with profoundly retarded persons: acquisition, generalization, and maintenance of a remunerative work skill.

We evaluated a group instruction program for teaching a vocational skill to profoundly retarded adults. The program involved designated trainer roles and both individual student-directed and total group-directed procedures. Results indicated that, following the program, participants acquired the skill of stamping addresses on envelopes, the skill generalized across an untrained type of envelope, and the skill maintained over time. The group activity was incorporated into the regular classroom without increased disruption and the participants earned a wage for their productivity. Implications for the development of a group instruction technology for severely handicapped persons are discussed.

Adult↗
PubMed1978

Teaching interviewing skills to pharmacy residents.

An instructional program for first-year pharmacy residents in the use of interviewing techniques when assessing the drug therapy of patients is described. The objectives of this project were to (1) teach the appropriate use of interviewing skills and (2) observe the performance of pharmacy residents in assessing the drug therapy of ambulatory patients. Instructional methods included a written self-instructional packet, videotaped lecture and demonstration skits, group discussion, and role playing. Following these, during a four-week period, the residents interviewed patients in the outpatient pharmacy and reviewed their performance on videotape with the instructor. Two simulated patient case situations using a resident posing as a patient who provided predetermined information were used to measure student performance in interviewing patients. An improvement in the ability of the residents to employ the interview techniques and to assess the therapy of patients was noted.

Communication↗
PubMedDate not supplied

Computer-assisted instruction. A successful approach to mandatory annual review education.

Nurse educators have used various teaching strategies to comply with annual infection control and safety review requirements. In this study, the author investigated a computer-assisted instructional program that allows individualized education on the nursing unit during regular work hours. Significant time and cost savings to the institution were realized, and user satisfaction and compliance were high.

Computer-Assisted Instruction↗
PubMed1989

Evaluation of a hospital teaching program for breast self-examination.

The purpose of this study was to evaluate the results of a hospital teaching program for breast self-examination. The retention of breast self-examination knowledge and the frequency and accuracy of breast self-examination of 50 subjects 9 months after hospitalization were examined. Findings of the study were that the majority of patients believed they had adequate knowledge to perform breast self-examination following the instructional program and 76% reported performing breast self-examination on a regular basis 9 months post hospitalization. Confidence in their knowledge and ability to perform breast self-examination as well as perceived susceptibility to breast cancer and perceived benefits of breast self-examination were positively related to subjects' breast self-examination practices.

Attitude to Health↗
PubMed1995

Patients achieve accurate home blood pressure measurement following instruction.

This study evaluates the effects of an instruction program conducted by registered nurses on subjects' ability to achieve three blood pressure measurements that were within 2 mmHg of simultaneous readings taken by an instructor listening through a dual headed stethoscope. The sample comprised 30 subjects aged between 22 and 76 years who were referred to a Hypertension Unit over a two month period for home blood pressure instruction. After approximately 45 minutes of individual instruction and practice in the use of an aneroid home blood pressure machine, subjects' ability to measure their blood pressure was assessed by the accuracy of their readings, their responses to a multiple choice knowledge questionnaire, their self-reported confidence in their ability to measure their blood pressure at home and an instructor's evaluation of their technique. Twenty seven percent of subjects achieved three measurements that were the same as those of their instructor, 57% and 17% obtained readings that were within 2 mmHg and 4 mmHg of an instructor respectively. Ninety percent of subjects obtained perfect scores in the knowledge questionnaire, 93% obtained perfect scores in the technique competency checklist and 100% of subjects either strongly agreed or agreed with the statement 'I feel confident enough to measure my blood pressure at home'. The study demonstrates that patients can be taught to accurately measure their blood pressure at home and, herefore, to provide reliable data to assist in the diagnosis and treatment of hypertension and hypotension.

Adult↗
PubMedDate not supplied

Early reading for low-SES minority language children: an attempt to 'catch them before they fall'.

Minority language and low socioeconomic status (SES) students are at high risk for language and learning disabilities. In an attempt to 'catch them before they fall', an early reading project was initiated in four kindergarten classes, in a low-SES bilingual school (English/French as a second language), where minority language children form a majority. The project included: (1) teaching reading and writing to kindergarten students, and outcome research: individual pre- and post-treatment assessment using a computer software to measure phonological processing and decoding skills; (2) reading testing of grade 1 students, graduates of traditional kindergartens with no explicit reading instruction programs. Statistical analyses of the pre- and post-tests showed that in only 9 weeks the kindergarten students were able to learn phonological skills critical to the reading process. By contrast, a significant number of the grade 1 students, all graduates of a traditional kindergarten, showed serious reading lags on a group reading test, indicating that early reading instruction is justifiable for this high-risk student population.

Age Factors↗
PubMed2006

Intel's incident-free culture: a case study.

The occupational ergonomic program that Intel's newly established manufacturing plant in Israel implemented in 1997 helped prevent injuries and also marked the launch of a whole new approach to ergonomics. A key element in the success of the seven-point program was a strong commitment from management, which came to regard this plan as a vital strategic element in the new plant's success. Comprehensive, top-down planning imposed obligations on all elements in the manufacturing spectrum, from suppliers to contractors to employees. Work requirements were set; cooperation with the plant's occupational health professionals was established; and long-term reporting and instruction systems were developed. Extensive ergonomic training was a crucial factor in integrating ergonomic procedures into the organization's day-to-day activities. Along with this instructional program, ergonomic engineers implemented a strict measuring system to ensure that each ergonomic activity would be performed according to schedule. By the time the factory opened its gates and began to produce, a vigorous ergonomic environment had emerged and employees were displaying an ergonomic mindset that also impinged upon their non-work activities. As a result of the successful implementation of the program, Intel's ergonomic program has become a model for Israeli industry. This paper presents a full ergonomic program that besides supplying the Intel plant with solutions was unique enough to impact the whole Israeli industry.

Accidents, Occupational↗
PubMed2001

Development of an experimental paradigm in which to examine human learning using two computer-based formats.

Computer-based self-instructional programs are frequently promoted as means to augment or replace the traditional anatomy curricula taught in medical schools. These programs may range from static slide shows to fully immersive virtual environments. However, the impact of these learning technologies on knowledge acquisition, and their comparative cost/benefit to education remain unclear. As a consequence, we are embarking on a series of experiments to compare knowledge acquisition and the meaningful use of information among students who are learning anatomy using one of two different computer-based self-instructional formats. These studies will be based on a specially developed learning module on basic lung anatomy; they will utilize a variety of assessment tools to measure factual knowledge, conceptual understanding of spatial-anatomic relationships, and the ability to apply newly acquired knowledge of anatomy to clinical problem-solving scenarios. The primary object of this paper is to describe the design and development of the underlying test module and to outline the two computer-based formats that will be evaluated. The virtual reality (VR) environment, UCSD's Anatomic VisualizeR, provides dynamic access to 3-dimensional polygonal models of the lesson content and supports student-centered exploration and learning. The multimedia environment, Microsoft PowerPoint, provides a structured presentation of the lesson content and illustrates important anatomic structures through the use of 2-dimensional images derived by screen captures of models available in the VR learning module. This paper also provides an overview of the first experiment in the series, a pilot study using first-year medical students without previous participation in a medical school anatomy curriculum. For this study, students will be prospectively randomized into two groups, each group learning the lung anatomy lesson using one of the computer-based formats described. Immediate knowledge retention will be measured by asking students to complete the assessment instrument immediately after completing their learning module. The results of the pilot study will be used to refine and improve the design of the remainder of studies planned in this experimental series.

Anatomy↗
PubMed1980

[Teaching by using genetic stimulation].

With the advent of the computer as an educational tool, new avenues have been opened in the teaching of biology. The development of instructional techniques using a variety of mathematical models has assisted and stimulated the study of genetics, particularly that of populations. This article refers to an instructional program by simulation of the genetic drift phenomenon, which enables the student to utilize results that would otherwise take a long time to observe. The authors feel that this teaching method is the only efficient way to teach the phenomenon, since its very complexity makes it very difficult to explain in the postgraduate classroom or through the conventional practical task. The program is being used in a graduate course in genetics; however it is felt that it can be applied to other health sciences fields and adopted to the levels of understanding of the students.

Brazil↗
PubMed2003

Dynamic programming of CD8+ T lymphocyte responses.

The initial encounter with an antigen-presenting cell (APC) is the primary force behind the expansion, differentiation and survival of naive T cells. Using an APC that permits temporal control of priming, we examined whether the duration of antigenic stimulation can influence the functional development of CD8+ cytotoxic T lymphocytes (CTLs) in vivo. Whereas CTLs given a 4-h stimulus underwent an abortive clonal expansion with transient surface CD25 expression, those given a 20-h stimulus sustained CD25 up-regulation, proliferated extensively, and efficiently mediated destruction of peripheral target tissues. Our results show that an instructional program preceding the first cell division integrates differences in signal strength into the decision to activate versus tolerize specific CTL clones.

Animals↗
PubMed1985

Role of cerebral cortex in voluntary movements. A review.

Findings from studies using electrical stimulation of cortex, recording from single neurons in awake animals, and measuring regional cerebral blood flow in humans have revealed some specific motor functions for several cerebral cortical areas. These areas include primary motor cortex, supplementary motor area, premotor area, parietal areas 5 and 7, and prefrontal area. Execution of movement is a function of the primary motor cortex, which translates program instructions for movement from other parts of the brain into signals. These signals encode variables of movement, such as the muscles to contract and the force and timing of their contraction. Long-latency reflex responses of muscles to stretch and cutaneous stimulation are also mediated by the motor cortex; other motor areas seem to perform higher order motor functions. The supplementary motor area controls input-output coupling in motor cortex and the programming of complex sequences of rapidly occurring discrete movements, such as playing the piano. The premotor area participates in the assembly of new motor programs. The parietal areas 5 and 7 are involved in directing attention to objects of interest in visual space and issuing commands for arm movements and eye movements to these objects. The prefrontal cortex performs cognitive functions, such as short-term memory of correct motor responses in delayed response tests.

Animals↗
PubMed1999

A method to obtain a randomized control group where it seems impossible. A case study in program evaluation.

Randomization of program participants into control and experimental groups is often not feasible in field settings. The researcher's desire to evaluate a program with a rigorous experimental design is often incompatible with the objective of serving the expressed needs of the program participants. However, opportunities do arise when a randomized control group can be constructed without disregarding the participants' wish to be included in the treatment group. This article describes a method that uses the participants' compliance to program instructions as a means of classifying participants and, thereby, obtains a randomized control group for a subset of participants. A large smoking intervention project is used to illustrate two variations of this method.

Algorithms↗
PubMed1979

Multiple-baseline design in instructional research: pitfalls of measurement and procedural advantages.

The multiple-baseline design has utility for evaluating the instructional programs used with mentally retarded persons; however, there are several pitfalls of measurement that may be encountered in using this design. Subjects' performance may be inadvertently altered by (a) repeated testing during baseline, (b) a procedural contrast between training and testing, and (c) inaccurate generalization during testing. Procedures to mitigate the effects of these problems were recommended. The pitfalls may arise in part because of the direct interpersonal nature of measuring the dependent variable in instructional research. Also, the pitfalls are not inherent in the multiple-baseline design per se but are issues of measurement that may occur in other designs as well. Finally, the advantage of using the multiple-baseline design to study covariation of responding was highlighted.

Adolescent↗
PubMed1975

Learning pulmonary function interpretation: deductive versus inductive methods.

Volunteer undergraduate medical students were randomly divided into 2 groups. One group were given pulmonary function data and the correct diagnoses from 18 patients. They were told to try to derive the rules by which the diagnoses were made. The other group were given the data from the same 18 patients, but were required to use a computer-assisted instructional program to arrive at the diagnoses in a deductive fashion. Both groups were pre- and post-tested. The deductive method provided higher post-test results. The inductive method took longer and produced more dropouts from the study.

Analysis of Variance↗
PubMed2001

cTRAIN: a computer-aided training system developed in SuperCard for teaching skills using behavioral education principles.

A computer-aided training program was developed in SuperCard and piloted with professional painters. Taking a modern programmed-instruction/behavioral-education approach, cTRAIN is structured as a series of information sets. Each information set consists of a series of information screens (three to five recommended) followed by quiz screens (one to three recommended) structured as four-response multiple choice questions. Correct quiz responses produce positive feedback and continuation in the series, whereas incorrect responses result in "error" feedback and return the student to the beginning of the information set to repeat the same information screens and the same quiz question. This report demonstrates a specific implementation, respiratory protection requirements, using the flexible cTRAIN system for developing training modules. Fifteen adults completed the respiratory protection program, demonstrating substantial and significant (p < .0001 by paired t test) gains from baseline pretest (19.4 out of 30 questions) to the immediate posttest (28.1). Performance remained elevated (26.4) on a retest taken 1 week later.

Behavior↗
PubMed1978

Family planning training: a network program and sample instructional materials.

Because of the absence of educational programs for family planning service providers, there is an ongoing need for staff training. In Connecticut, this training is provided statewide by a training network that develops and teaches courses to meet the training needs identified by family planning clinics and related health and social service agencies. This training is offered at the times and locations most convenient to the staff to be trained. A library of courses is being developed for use in the training network -- currently included are Basic Family Planning, Reproductive Health Care, Counseling Skills, Human Sexuality, Pregnancy Counselling, Common Medical Problems in Family Planning, Training Parents as Sex Educators, Family Planning for the Mentally Retarded, Values Clarification, Natural Family Planning, and Medical Interviewing. Each course is based on behavioral objectives, includes pretest and posttest, and is followed up after a 3-month interval by a supervisor's assessment of changes in trainees' job performance. Results show good transfer of skills and knowledge to the work situation. Posttest results in the Basic Family Planning course showed an overall gain of 35 percentage points, reflecting a high level of competency.

Ambulatory Care Facilities↗